LESSON PLAN IN PHYSICAL SCIENCE

School Divisoria National High School Grade Level 12

Grade 12
Teacher Jackylou S. Sarsale Learning Area Physical Science
Daily Lesson Plan
Teaching Date Quarter Second

INQUIRY BASED LEARNING PROBLEM-BASED LEARNING

Adapted from (Urdaneta, n.d.) Adapted from (Wan, 2014)
Objectives must be met over the period and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
I. OBJECTIVES Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Daily objectives shall be derived
from the curriculum guides.
A. Content The learners demonstrate an understanding of how fast a reaction takes place.
Standard
B. Performance
Standard
C. Learning Use simple collision theory to explain the effects of concentration, temperature, and particle size on
Competency the rate of reaction (S11/12PS-IIIf-23)
(Write the LC
code for each)
 Explain the factors affecting reaction rates in terms of the collision theory
D. Objectives
 Explain how rates of reactions can be increased or decreased.
II. CONTENT Factors Affecting Rates of Reactions: Nature of Reactants and Surface Area
III. LEARNING
RESOURCES
A. References
1. Teacher’s 152-168 152-168
Guide
pages
2. Learner’s none none
Materials
pages
3. Textbook 155-160 155-160
pages
 4. Additional
Materials
from
Learning
Resource
(LR) portal
Harned, Slatoff, & Stanchock. (n.d.). Mentos
Investigation. Retrieved from
http://www.eastpennsd.org/teacherpages/nstanchoc
B. Other Learning k/downloads/Mentos%20Investigation.doc
Resources Royal Society of Chemistry. (n.d.). The Mentos
Explosion. Retrieved from
http://www.rsc.org/images/The_Mentos_explosion_t
cm18-194232.pdf
IV. PROCEDURES
A. Preparatory
Activities
1. Daily
Routine
a. Prayer Say: Let’s all stand for a prayer.
b. Greetings Say/Ask: Everyone may be seated now. Good day everyone! How are you today?
c. Checking
of Say: Who is/are absent today? Let us know them by checking the members of each group through
Attendanc their secretary.
e
d. Checking
of Say: Let us check first your assignment if there’s any before moving on to the next part of our
Assignme activity.
nt
Clarify
Elicit
Divide the class into groups consisting of four
B. Lesson Proper The teacher presents a video of a YouTube clip
members. Distribute hand-outs to the students.
(Mentos and Diet Coke Experiments).
Present the problem.
Say: I am pretty sure that the Mentos and soda
fountain is familiar to you. This experiment will play
an important role for your next activity. What do you
think is the reason behind this event?
Engage
Present students with two glow in the dark sticks.
Place one iced water and one hot water. Teacher
should prompt students to make an observation and
hypothesize why the glow stick is different in each
case. Student will respond using their prior
knowledge.
As a highly regarded chemist at the University
of Binabag, you are one of four researchers
awarded with a multi-hundred peso research
grant to investigate a phenomenon that has
puzzled scientists from all over the globe: The
Coke-Mentos Explosion. You will have to
present your team's findings to the Department
of Science and Technology. The team that
convinces their colleagues and the DOST shall
do a full scale test. Success depends on
presentation of data and the ability to answer
questions of the Department. Will it be your
team that solves the case?
Each group must have:
 a Chemist to take charge of executing the
experiment and presenting findings to the
DOST
 a Research Assistant to assist the chemist
in executing the plan
 a Lab Journalist to record the team’s data
and prepare a report to present to the DOST
at least one Custodian to claim supplies form
the DOST and maintain order in/of the work
area
Ask: What is the problem all about? What are
the things that needs to be known?
Define
Let the students share their understanding of
the problem. Write the students’ responses to
the previous questions using the K-W (Know,
Want) Chart.

Explore
Let the students perform an activity: Factors
Affecting Rates of Chemical Reaction. This activity
includes 3 sets of experiments: temperature,
surface area, and concentration.
Explain
Let the students present their answers to the class.
Process the activity by discussing the factors that
affect the rate of chemical reaction. This time, ask
the students to state how temperature, particle size
and concentration affect the rate of chemical
reaction.
Elaborate
Ask: How are the particles behaving at high
temperatures vs. low temperatures? How quickly do
reactant turn to products for high concentration vs.
low concentrations? How does a large surface area
vs. low surface area affect the rate of reaction? How
do we reduce or increase the rate of reaction using
temperature? Particle size? Concentration?
Extend
Ask a representative of each group to pick one of 4
folded cards. On the cover of each card is a
different picture, corresponding to the theme of the
questions. Inside the card is a question, which the
students must answer using their knowledge of the
factors affecting reaction rates. Questions are worth
5 points.
Example:
 “Alkali metals are usually stored as big lumps of
metal in glass containers filled with kerosene.
Analyze
From the K-W chart, let the students
brainstorm what they already know and let
them identify potential solutions. Allow the
students to search and read resources such as
books, articles, etc.
Review
Let the students analyze and structure the
results of the brainstorming session. Each
group shall present their hypotheses. Make
sure that the hypotheses made are congruent
to the learning objectives of the lesson.
Identify Learning Objectives
This time, review the K-W chart and give
emphasis on the Want column. The students
are asked to devise and plan an experiment to
answer the ideas that needs to be known.
Provide the students a format in making a
procedure starting from title of the activity,
objectives, materials needed, procedure,
results and discussion and conclusion.
Self-Study
Let them perform the activities that they
planned and allow them to explore and
discover. Groups shall rate each other (rubrics
will be provided by the teacher) during
presentation, the teacher shall do the same.
Report and Synthesize
After performing the activity, let each Lab
Journalist present their answers to the class.
Each group will be given a maximum of 5
minutes to present their solution to the
 What could be the reason/s behind this
procedure?”
 “Analogies are a great way to improve
understanding. Imagine you and your friends in
Divisoria, where to bump someone can cost you
a watch or a necklace. By applying the concepts
you learned today, how can you DECREASE the
likelihood of a theft happening to you?”
 In the movies, people make cars explode by
igniting the fuel tank (filled with liquid gasoline).
This is not possible outside of Hollywood. A
leaking gas stove however, is a different story.
Explain the difference.
During the dry season, flour mills face a constant
threat of dust explosion, not from the sacks of flour,
but the flour dust. The same danger exists in lumber
mills, due to sawdust. What factors could possibly
contribute to this threat?
problem. Process the topic by discussing the
factors that affect rates of chemical reactions
using collision theory.
Additional Activity:
Ask a representative of each group to pick one
of 4 folded cards. On the cover of each card is
a different picture, corresponding to the theme
of the questions. Inside the card is a question,
which the students must answer using their
knowledge of the factors affecting reaction
rates. Questions are worth 5 points.
Example:
 “Alkali metals are usually stored as big
lumps of metal in glass containers filled
with kerosene. What could be the reason/s
behind this procedure?”
 “Analogies are a great way to improve
understanding. Imagine you and your
friends in Divisoria, where to bump
someone can cost you a watch or a
necklace. By applying the concepts you
learned today, how can you DECREASE
the likelihood of a theft happening to you?”
 In the movies, people make cars explode
by igniting the fuel tank (filled with liquid
gasoline). This is not possible outside of
Hollywood. A leaking gas stove however, is
a different story. Explain the difference.
 During the dry season, flour mills face a
constant threat of dust explosion, not from
the sacks of flour, but the flour dust. The
same danger exists in lumber mills, due to
 sawdust. What factors could possibly
contribute to this threat?
Choose the letter of the correct answer.
1. How does concentration of the reactants affect the reaction rate?
a. Concentration has no effect on reaction rate.
b. Reaction rate decreases with increase in concentration.
c. Reaction rate increases with increase in concentration.
d. Reaction rate increases with the decrease in concentration.
2. Fresh fish and meat that are not stored in a refrigerator show signs of spoilage in less than a day. What has
caused this spoilage?
a. temperature changes c. oxygen in air
b. presence of microorganisms d. all of the above
3. The rate of reaction increases as the temperature increases. Which of the following statements provides the
best explanation for this?
a. At lower temperatures the particles do not collide with each other.
b. At higher temperatures the particles have more energy move faster, and collide more often.
c. Higher temperature has higher activation energy.
d. Increasing the temperature increases the number of particles, so they collide more often.
4. Which of the following statements about collisions is correct?
V. EVALUATION
a. Reaction will occur even without collision of molecules.
b. All colliding particles have the same amount of energy.
c. Only fast-moving particles collide with each other.
d. Reactions can happen if the colliding particles have enough energy.
5. Which situation appears to violate the collision theory?
a. A reaction takes place more rapidly when the concentration of the reactants is decreased
b. The reaction rate increases as temperature is increased.
c. The reaction rate increases as the surface area of the reactants increases.
d. The reaction rate decreases as the reaction mixture is cooled.
6. The rate of a chemical reaction normally
a. increases as temperature decreases.
b. decreases when a catalyst is added.
c. increases as reactant concentration increases.
d. decreases as reactant concentration increases.
7. Crushing a solid into powder will increase reaction rate because
a. the particles will collide with more energy
b. the orientation of colliding particles will be improved
 c. the activation energy barrier will be lowered
d. the powdered form has more surface area.
8. Reaction rates generally increase with an increase in temperature. Four suggested reasons are:
I. Molecules collide more frequently at higher temperatures.
II.As the temperature of a reaction increases, the activation energy for a reaction decreases.
III. The concentration of reactants will be greater at a higher temperature.
IV. The fraction of high energy molecules is greater at higher temperatures.
a. II and IV only b. I and IV only c. I, II and IV only d. I, III and IV only
VI. REMARKS
VII. School Head’s
Signature