BAGUIO CITI Y NATIONAL HIGH SCHOOL – SCIENCE DEPARTMENT DAILY LESSON LOG

(CLASSROOM OBSERVATION TEMPLATE)

Teacher: FRANCISCO D. ANDAQUIG Grade Level & Section: All four sections
Dates and Time: June 8, 2022 Quarter & School Year: Fourth Quarter 2021-2022
[Link] Objectives must be met over the day 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.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived
from the curriculum guides
A. Content Standards The chemical reactions associated with biological and industrial processes affecting
life and the environment.
B. Performance Standards Using any form of media, present chemical reactions, involved in biological and industrial
processes affecting life and the environment.

C. Learning 1. Apply the principles of conservation of mass to chemical reactions.

Competencies / Objectives 2. Explain how the factors affecting rates of chemical reactions are applied in food
(Write the LC Code for each)
preservation and materials production, control of fire, pollution, and corrosion.
By the end of the period, 99% of the students shall have:
a. define a chemical reaction;
b. identify the different types of chemical reaction;
c. explain each type of chemical reactions; and
d. give examples of chemical reaction they encounter every day.

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two
Types of Chemical Reactions
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
RESOURCES
A. References 1. Teacher’s Guide None 2. Learner’s Material pp. 412-414
pages pages
3. Textbook pages pp. 158-160 4. Additional Learning Module on
Materials from Applications of the Law of
Learning Resource
Conservation of Mass in
(LR) portal
Chemical Reactions made by
Juliet I. Herreria
B. Other Learning Different Types of Chemical Teacher Instructional Video clip of the Types of
Resources Reactions Retrieved February 8, Materials: Chemical Reactions
2017 from Manila paper Power point presentation
[Link]
stry/4-types-of-chemical-
reactions
The Four Major Types of
Reactions. Retrieved February 8,
2017
from.
[Link]
etton/CHEM1/[Link]
[Link]
examples-of-chemical-reactions-
in-everyday-life-604049

Instructional Strategy: Direct Instruction Indirect Interactive Experiential Independent

Indicate example of chosen Instruction Instruction Instruction Study
strategy/ies Lecture Video Clip Interactive Real life Answer
Individual Activity Viewing Discussion experiences the items
Recitation about the found in
Socratic Method concept of Law the
of Conservation answer
of Mass in sheet.
Chemical
Reactions
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Teacher’s Activity Student’s Anticipated Responses
lesson or presenting the
new lesson
Last meeting, we discussed about Chemical equation illustrates the formulas
Balancing Chemical Equation. Now will you and quantities of reactants and products in
define what is a chemical equation? a chemical reaction.
You have mentioned about reactants and
products, Reactants are substances that start a
will you differentiate the two? chemical reaction (given on the left-hand
side) while product are substances that are
Review: Evidences for a chemical reaction. produced in the reaction (given on the
right-hand side.)

B. Establishing a purpose Present the purpose of the lesson or the

for the lesson objectives using the power point
presentation. Let the students read the
objectives. Repeat the objectives at the
end of the lesson and check if were
attained.
Give of house rules and discuss the health
and safety protocols inside the classroom.
([Link].5)
Present set of pictures for students to
analyze. Based on the evidence of chemical
reactions, choose the picture that
illustrates chemical change and give
evidence of the chemical change.

Very good! All of those images illustrate

chemical change because of the evidence a. Change in color
present in their structure. Whenever there b. Change in color
is a chemical change, we can say that there c. Production of light/ temperature
is always a chemical reaction. change/change in color
(Chemistry/Physics [Link].1) d. Change in odor
e. Change in color
f. Change in color

C. Presenting examples / Procedure:

instances of the new lesson Let us know more about chemical
reactions.
What can you say about this picture?

The picture is all about the reaction of

vinegar and baking soda because when
these two combines together, small
 bubbles form.

(Chemistry [Link].1)
Okay, how about the next picture? It is a picture of a rusted nail.

Nails get rust because they are being

exposed to oxygen.

Why do you think that nails get rust?

(Chemistry/Physics [Link].1)
How about this last picture? It is all about the digestion in humans.

As we put our food in our mouth, there is

an enzyme in our saliva that breaks down
sugars and other carbohydrates into
simpler forms that our body can absorb.

Do you ever wonder how the digestion of

food takes place? (Biology integration-
[Link].1)
All the pictures I’ve shown are associated
with our topic for today which is the Types
of Chemical Reaction.

D. Discussing new Have the students watch or present a short

concepts and practicing video about the types of chemical reaction.
new skills #1
Ask them to identify the types of chemical
reaction. (ICT Integration)
E. Discussing new concepts Discuss the types of Chemical Reaction
and practicing new skills
#2
1. Combination Reaction- a reaction when
two (2) or more reactants combine to form
a single product. General formula: A+B →
AB
Example: C(s) + O2 (g) → CO2 (g)
A + B → AB
Let’s try another example:
What will be the product of nitrogen
hydrogen gas when combine? N2 (g) + 3H2 (g) → 2NH3 (g)
N2 (g) + 3H2 (g) → ________
2. Decomposition Reaction- in this
reaction, a single reactant breaks down
into simpler ones. (2 or more products).
This is the reverse of combination
reaction.
General formula: AB → A+B
Examples: 2 HgO (s) → 2 Hg(g) + O2 (g)
AB → A + B
2 AgBr (s) → 2 Ag (s) + Br2
AB → A + B
Heat and light are just some of the factors
that affect the chemical reaction. You will
learn more about the factors affecting
chemical reaction next meeting.
3. Substitution Reaction- it is also called as
single displacement reaction. In this
reaction, a more active element replaces a
less active element in the compound.
General formula: A+BC → AC + B

The activity series of metals is being used

in this type of chemical reaction.
Based on the activity series, the most
What do you think is the most reactive reactive metal is the lithium and the less
metal? Less reactive? reactive metal is the gold.

The activity series is a list of elements

arranged in decreasing order of reactivity.
The most active element appears at the
upper portion of the table.
Each element can replace any element
below it in a compound that is by
substitution.
Displacement Reaction in Metals

 In a metal displacement reaction, a more

active metal kicks out a less active metal
from a compound.
Example: Fe (s) + CuSO4 (aq) → FeSO4
(aq) + Cu (s)
A+BC → AC+B
4. Double Displacement Reaction- it is
characterized by the exchange of ions
between two compounds. General
formula: AB + CD → AD + CB

Examples: NaCl (aq) + AgNO3 (aq) →

NaNO3 (aq) + AgCl (s)
AB+CD → AD+CB

Acid-Base Reaction - it is a type of double

displacement reaction that occurs between
an acid and a base. The H+ ion in the acid
reacts with the OHion in the base to form
water and ionic salt.

Example: HBr + NaOH → NaBr + H2O

Ionic salt + water

5. Combustion Reaction

a) All involve oxygen (O2) as a

reactant, combining with another
substance
b) All combustion reactions are are
exothermic
c) Complete combustion of a
hydrocarbon always produces CO2
and H2O
d) Incomplete combustion of a
hydrocarbon will produce CO and
possibly C (black carbon soot) as
well
Ex: CH4 + 2O2 => CO2 + 2H2O (complete
combustion – blue flame)
 Ex: CH4 + 1.5O2 => CO + 2H2O
(incomplete combustion – yellow
flame)
Ex: CH4 + O2 => C + 2H2O
(incomplete combustion – yellow
flame, soot)

F. Developing mastery Discuss on the products of each chemical

reaction, type of reaction, and balancing
the chemical equation by applying the
steps of the Law of Conservation of Mass.
(Mathematics [Link].1)

Write the products of each chemical  Li + F2 → LiF2 -Combination Reaction

reaction, indicate their type of reaction,  CuCO3 → CuO + CO2 -Decomposition
and balance the chemical equation. Reaction
a. Li + F2 → ______  Na + CuCl2 → NaCl2 + Cu -Single
b. CuCO3 → ______ Displacement Reaction
c. Na + CuCl2 → _______  6NaCl + Al2(SO4)3 → 3Na2 SO4 + 2AlCl3 -
d. NaCl + Al2(SO4)3 →_________ Double Displacement Reaction
G. Finding practical Present some examples of chemical
applications of concepts reaction you encounter in your day-to-day
and skills in daily living
life aside from the pictures I’ve shown
earlier? (Contextualization- Obj. no 10)

The concept of chemical reaction is also

applied in making “Basi”; a local beverage
of Ilocos in northern Luzon in San
Ildefonso where it has been consumed
since before the Spanish conquest. In the
Philippines, commercial basi is produced by
first crushing sugarcane and extracting the
juice. The juice is boiled in vats and then
stored in earthen jars (tapayan/burnay).
Once the juice has cooled, flavorings made
of ground glutinous rice and duhat (java
plum) bark or other fruits or barks is
added. The jars are then sealed with
banana leaves and allowed to ferment for
several years. The resulting drink is pale
red in color. If fermented longer, it turns
into suka or vinegar. (Indigenization-Obj.
no. 10)
Basi cannot be produced without applying
the concept of chemical reaction. Basi
Festival is held every first week of May in
the town of Naguilian, La Union to
celebrate the “basi”. The festival mainly
promotes Basi as a local product also
Naguilian's one town, one product and the
usual activities include street dancing,
sport events, agri-trade fair & other
amusement games.
“Tapuy or Tapey” is a traditional
Cordilleran alcoholic beverage made from
fermented steamed glutinous rice (red or
white) and yeast (locally known as bubud).
In Japan they call it sake, makgeolli in
Korea and brem in Bali. Rice wine is a
popular alcoholic drink in South East Asia.
H. Making generalizations Have the students to summarize the lesson Chemical reaction, a process in which one
and abstractions about the based on the discussion. or more substances, the reactants, are
lesson
(Recitation/Socratic method- Obj. no 7) converted to one or more different
substances, the products. The different
types of chemical reaction are combination
reaction, decomposition reaction, single
displacement, double displacement
reaction, acid- base reaction and
precipitation reaction.
I. Evaluating learning To check if you really understand our lesson, kindly answer the performance task given in
Module 3.
J. Additional activities for Answer the following question correctly. Place it in your notebooks.
application or remediation 1. What are the different factors affecting reaction rates?
2. Explain each factor briefly.
V. REMARKS ANNOTATION: All the examples given in this DLL were research-based knowledge and information. The
description about the types of chemical reaction were gathered from links based on facts and research.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Teacher’s Head Teacher Date:

Signature: Signature:
Date Submitted: June 30, 2022 Head Teacher Remarks: