Republic of the Philippines
Department of Education
REGION VIII – EASTERN VISAYAS
DIVISION OF SOUTHERN LEYTE
SAN JUAN NATIONAL HIGH SCHOOL
San Juan, Southern Leyte
DAILY LESSON PLAN (DLP)
Subject: SCIENCE 10
School San Juan National High School Grade Level Grade 10
Teacher ANAFLOR C. PAGPAGUITAN Learning Area SCIENCE
Time and Date February 20, 2025 (8:15-9:00 A.M.) -Mars Quarter Fourth Quarter
(10:00-10:45 A.M.)- Earth
I. OBJECTIVES
A. Grade Level Standard Content Standard:
the chemical reactions associated with biological and industrial proc
affecting life and the environment
Performance Standard:
using any form of media, present chemical reactions involved in biolo
and industrial processes affecting life and the environment
B. Learning competencies/objectives. Apply the principles of conservation of mass to chemical reactions (S10
(MELC) IVe-g-23)
Subtasks:
At the end of the lessons, the students are able to:
Differentiate the four types of chemical reactions
Appreciate the significance of chemical reactions in daily life.
Illustrate chemical reaction types using diagrams.
2. CONTENT Chemical Reactions
3. LEARNING RESOURCES
1) REFERENCES K to 12 Basic Education Program Learning Modules for Science 10
Teacher’s Guide
Learner’s Material Grade 10 Science Learner’s Module
Textbooks
Others
2) OTHER LEARNING
RESOURCES
3) VALUES INTEGRATION Appreciate the significance of chemical reactions in daily life.
4) SUBJECTS INTEGRATION ICT, Mathematics, Environmental Science, English, and Chemistry
5) TEACHING STRATEGIES Inquiry-Based Learning, Hands-on Experimentation, Cooperative Lear
Differentiated Instruction, and Use of Multimedia and Technology
2. PROCEDURES
PRELIMINARIES A. Elicit
Prayer
Checking of Attendance
Classroom Management
-Giving of classroom rules: ANNE
A - Act Respectfully
Respect each other, the teacher, and the classroom environment. Listen
when someone is speaking, and treat others with kindness.
N - Never Disrupt
Stay focused on the task at hand, avoid distractions, and contribute
positively to class discussions.
N - Nurture Learning
Engage actively in lessons, ask questions, and help create a supportive a
collaborative learning environment.
E - Exhibit Responsibility
Be punctual, prepared, and accountable for your work. Follow instructio
and take responsibility for your actions.
- instruct the students to understand the meaning of your hand signals.
REVIEWING PREVIOUS LESSON Recalling the previous lesson:
1.) What are the four major classes of biomolecules?
2.) Which biomolecule stores genetic information in cells?
3.) What elements are commonly found in nucleic acids?
4.) How do biomolecules contribute to the proper functioning of
human body?
A. ESTABLISHING A PURPOSE
FOR THE LESSON B. Engage: “Scrabble Word”
Instructions: The students are going to ddifferentiate the four typ
chemical reactions by actively participating in the game.
1.)
LCAHEMIC
2.) CETRNOIA
3.)
TOMBCOINAN
4.)
TCEALPREM
Guide questions:
1. What patterns or observations do you notice in the activity?
2. How do you think this concept connects to real-life application
other scientific principles?
3. Based on your observations and prior knowledge, how would
predict our lesson topic for today?
Let the students read the objectives:
At the end of the lessons, the students are able to:
Differentiate the four types of chemical reactions
Appreciate the significance of chemical reactions in daily life.
Illustrate chemical reaction types using diagrams.
B. PRESENTING Explore: "Reaction Match-Up"
EXAMPLES/INSTANCES OF
THE NEW LESSON Instruction: Students will quickly differentiate the four types of chem
reactions by matching reaction equations to their correct category.
Note: The table already provides the chemical equations. Students
analyze each equation carefully and match it to the correct type of chem
reaction.
Guide Questions:
1.) What key characteristics do you observe in each chemical equatio
2.) What happens to the reactants in each type of reaction?
3.) Why do certain elements or compounds combine or break a
in a reaction?
C. DISCUSSING NEW CONCEPTS & Discussion Proper: The teacher will use a PowerPoint presentation to di
PRACTICING NEW SKILLS the topic and present a short video clip for more understanding. W
discussing the topic the teacher will ask different questions in order to dev
the student higher order thinking skills and to help the student to differen
the four types of chemical reactions.
Understanding Chemical Reactions
Chemistry is Everywhere!
Everything around us involves chemistry. When we cook food, clean surfa
take medicine, or even breathe, chemical reactions are taking place. These
reactions allow our bodies to function and help create the materials we use
daily.
What are Chemical Reactions?
A chemical reaction (or chemical change) happens when substances intera
and form new products. Also, it is usually accompanied by one or more
combinations of the following:
The production of heat & light’
The formation of a precipitate
The evolution of gas
A change of color in the material
A change in its temperature
(Observable by the 5 human senses)
You can see examples of chemical reactions in real life, such as:
Rusting of iron (when a metal gate turns bro
and flaky)
Fireworks and sparklers (burning chemicals
produce bright lights and sounds)
It can be also represented by a Chemical Reaction- a symbolic
representation of a chemical reaction. It has two parts:
1. Product -Substances resulting from the reaction presented at the
right side of the equation.
2. Reactants -Substances before the reaction written on the left si
the equation.
Types of Chemical Reactions
There are different ways to classify chemical reactions, but one simple way
by grouping them into four basic types:
1. Combination (Synthesis) Reaction
o Two or more substances combine to form one new produc
o Example: Sodium (Na) reacts with Chlorine (Cl) to form t
salt (NaCl).
o
Genera
formula
+B→A
2. Decomposition (Analysis) Reaction
o A single substance breaks down into two or more simpler
substances.
o Example: Water (H₂O) can be broken down into hydrogen
oxygen gases.
o General formula: AB → A + B
3. Single-Replacement (Substitution) Reaction
o A more reactive element replaces a less reactive element i
compound.
o Example: Iron (Fe) reacts with Copper sulfate (CuSO₄),
forming Iron sulfate (FeSO₄) and Copper (Cu).
o General formula: C + AB → CB + A
4. Double-Replacement (Metathesis) Reaction
o Two compounds swap elements to form two new compoun
o Example: When saltwater (NaCl) reacts with silver nitrate
(AgNO₃), it forms sodium nitrate (NaNO₃) and silver chlo
(AgCl).
o General formula: AB + CD → AD + CB
The summary of the key points we gain from the lesson. The things to
remember are:
Combination or Synthesis reactions: Two or more reactants com
to make 1 new product.
Decomposition or Analysis reactions: A single reactant breaks d
to form 2 or more products.
Single-replacement or substitution reactions: A single ele
replaces a similar element of an adjacent reactant compound.
Double-replacement or Metathesis reactions: Two ionic compo
exchange ions, producing 2 new ionic compounds.
[Link] MASTERY/ Activity Title: Pair with Me!
FINDING PRACTICAL
APPLICATIONS OF CONCEPTS INSTRUCTION: The student will differentiate the four types of chem
reactions based on the picture provided.
.
1.
2.
3.
4.
D. MAKING GENERALIZATIONS Instruction: Appreciate the significance of chemical reactions in daily li
& ABSTRACTIONS ABOUT Remember:
THE LESSON
“Chemical reactions are essential to our daily lives, influencing
everything from the food we eat to the environment we live in. By
understanding these reactions, we gain a deeper appreciation of h
nature and science work together to sustain life. Recognizing thei
significance allows us to make informed decisions, whether in perso
health, environmental conservation, or technological advancemen
Through this lesson, we appreciate that chemistry is not just a subj
but a key to understanding and improving the world around us.”
Key Takeaways:
Chemical reactions happen everywhere and are essential for life.
There are four main types of chemical reactions: Combination,
Decomposition, Single-Replacement, and Double-Replacement.
Knowing these reaction types helps us predict what happens whe
substances mix.
E. EVALUATING LEARNING Multiple Choice
Instruction: Differentiate the four types of chemical reactions by answ
the multiple-choice questions. Choose the correct answer and write it on
sheet of paper.
1. Which of the following best describes a synthesis (combination)
reaction?
a) A single substance breaks down into two or more products.
b) Two or more reactants combine to form one new product.
c) A more reactive element replaces a less reactive element.
d) Two compounds swap elements to form two new compounds.
2. What happens in a decomposition reaction?
a) Two or more reactants form a single product.
b) A single reactant breaks down into simpler substances.
c) A compound and an element form a new compound.
d) Two ionic compounds exchange their components.
3. In which reaction does one element replace another in a compound?
a) Combination reaction
b) Double replacement reaction
c) Single replacement reaction
d) Decomposition reaction
4. Which type of reaction occurs when silver nitrate (AgNO₃) reacts w
sodium chloride (NaCl) to form sodium nitrate (NaNO₃) and silver
chloride (AgCl)?
a) Combination reaction
b) Decomposition reaction
c) Single replacement reaction
d) Double replacement reaction
5. Which of the following is an example of a synthesis reaction?
a) Water (H₂O) decomposing into hydrogen and oxygen gases
b) Magnesium (Mg) reacting with oxygen (O₂) to form magnesium oxide
(MgO)
c) Zinc (Zn) reacting with hydrochloric acid (HCl) to form zinc chloride
(ZnCl₂) and hydrogen gas
d) Hydrochloric acid (HCl) reacting with sodium hydroxide (NaOH) to for
salt and water
ANSWER KEY:
1. b) Two or more reactants combine to form one new product.
2. b) A single reactant breaks down into simpler substances.
3. c) Single replacement reaction
4. d) Double replacement reaction
5. b) Magnesium (Mg) reacting with oxygen (O₂) to form magnesium
oxide (MgO)
a. ADDITIONAL ACTIVITIES FOR Assignment:
APPLICATION OR Instruction: Illustrate chemical reaction types using diagrams. Choose o
REMEDIATION types of reaction, then put it in a clean A4 bond paper.
For example:
Total Points: 50
Criteria Poin Description
ts
Accuracy of Illustrations 15 Correctly represents the four types of chemical reactions with appropriate symbols, formula
and structures.
Neatness and 10 Clean, well-organized presentation with clear labels and proper arrangement on A4 bond
Organization paper.
Completeness 10 All four types of chemical reactions (synthesis, decomposition, single replacement, and doub
replacement) are illustrated.
Creativity and Visual 10 Uses colors, diagrams, and clear labeling to enhance understanding and make the assignme
Appeal visually engaging.
Proper Labeling and 5 Each reaction is properly labeled with reaction type, equation, and a brief explanation if
Explanation needed.
3. REMARKS
4. REFLECTION
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work? No.
of learners who caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared By: ANAFLOR C. PAGPAGUITAN
MARO JEAN Z. AMISCUA
Checked By:
Observed By:
Prepared by: Checked by:
Anaflor C. Pagpaguitan Mrs. Maro Jean Z. Amiscua
Intern Teacher Cooperating Teacher
