7E INQUIRY-BASED APPROACH IN TEACHING SCIENCE
Topic / Title Chemical Reactions
Grade Level 10 Fourth Quarter
Time 1 hour
Allotment
Teacher/s ELGEN P. ALCORIN
Learning Competencies and Objectives:
LEARNING COMPETENCY:
describe the indicators for a chemical reaction as color change, the formation of a precipitate, the release of
gas, and or odor, or a change in temperature;
LEARNING OBJECTIVES:
At the end of the lesson the students shall be able to:
1. identify indicators of a chemical reaction including color change, precipitate formation, gas release,
odor, and temperature change
2. distinguish between chemical reactions and physical changes by analyzing specific reaction indicators,
such as color change or the formation of a precipitate.; and
3. demonstrate the ability to observe and record chemical reaction indicators, such as changes in color,
temperature, or the formation of precipitates, during an experiment..
Localization/Indigenization:
▪ Using world globe map
▪ Utilizing the available resources
Related Subjects/Topics:
▪ Information and Communication Technology- Understanding/observing educational videos
▪ Values Integration: Participation, Cooperation
▪ English- Comprehension
ELICIT ( _5__minutes) MATERIALS
ACTIVITY 1: Identify Me
Students will observe and identify the picture given.
Process Questions:
1. What have you observed in the image?
2. How can you tell whether a change in matter is caused by a chemical reaction?
3. When water freezes, it changes to ice. Is this a chemical reaction? Why or why
not?
ENGAGE ( _10__minutes) Chemical Reaction Video Clip!
ACTIVITY 2: EARS ON ME (Integrating ICT in teaching-learning process)
Direction: Listen carefully to the video and write your observations.
Process Questions:
1. What have you observed in the video?
2. How do these observations help you determine if the process was a chemical
reaction or a physical change?
3. In the clip showing ice melting, how can you explain the change in state without a
new substance forming? What evidence supports this as a physical change rather
than a chemical reaction?
EXPLORE ( _15__minutes) By Station!
ACTIVITY 3: Reaction or Change Stations
Direction: Students will rotate through stations with different substances and
reactions, observing and recording changes. At each station students will record: the
name of the substance(s), observation of changes, whether the changes are examples
of a chemical change or a physical change, and why.
Station 1: Cornstarch and iodine
Station 2: Calcium Chloride in Water
Station 3: Baking Soda and Vinegar
Station 4: Red cabbage juice and vinegar
There are five indicators that a chemical change has occurred: gas production
(bubbles), color change, temperature change, precipitate formation, or light
production.
EXPLAIN ( __10 __ minutes)
After the students observed the different experiments, they will present their
answer using the Chemical Change Lab and the guide questions.
Example:
1. Which indicators did you observe in every experiment?
2. Were there any reactions that displayed more t
han one indicator? What were they?
3. How did the virtual environment help you observe indicators that might not be as
visible in a real-world experiment?
ELABORATE ( _15___minutes)
Activity 4: Situation Analysis
Directions: Read the given situations and answer the process questions given.
Situation 1: The Rusting Bike
Scenario:
Maria left her bicycle outside in the garden for weeks, exposed to the rain and sun.
Over time, she noticed that the metal parts of her bike started to turn brownish-
orange and became flaky.
Process Questions:
1. What evidence in this situation suggests a chemical change is occurring?
2. What indicator of chemical change is most noticeable in this example?
3. Can the rusting of metal be reversed by simple physical means?
Situation 2: Baking a Cake
Scenario:
Maria mixes flour, sugar, eggs, and baking powder to bake a cake. When the batter
is placed in the oven, it starts to rise and change color.
Process Questions:
1. What happens when the cake batter is heated in the oven?
2. How does the rising of the cake batter demonstrate a chemical change?
3. What observable signs suggest that a chemical reaction occurred during
baking?
Situation 3: Mixing Vinegar and Baking Soda
Scenario:
Jake is conducting an experiment where he mixes vinegar with baking soda in a
beaker. As soon as they come into contact, bubbles start to form rapidly, and gas is
released.
Process Questions:
1. What is happening when vinegar and baking soda are mixed?
2. How does the formation of bubbles indicate a chemical change?
3. What gas is released during this chemical reaction?
Situation 4: Tarnishing of Silver
Scenario:
An old silver spoon, which hasn’t been used in a while, appears dull and has
developed black spots.
Process Questions:
1. What is causing the silver spoon to turn black?
2. How does tarnishing demonstrate a chemical change?
3. What observable indicators show that a chemical change has taken place?
EXTEND ( __5__minutes)Performance Task
Activity 5: Observing Chemical Reactions at Home
Objective:
Students will observe and document chemical reactions happening in their everyday
environment and identify the indicators of chemical change.
Materials:
● Vinegar
● Baking soda
● Lemon juice
● Steel wool or iron nail
● Water
● Observation sheet (for recording observations)
Procedure:
1. Reaction 1: Vinegar and Baking Soda
o Mix 2 tablespoons of vinegar with 1 teaspoon of baking soda in a
glass. Observe and record what happens.
2. Reaction 2: Lemon Juice on a Metal Surface
o Squeeze lemon juice on a piece of steel wool or an iron nail and leave
it for 1 hour. Observe any changes in color or texture.
3. Reaction 3: Water and Steel Wool (Optional)
o Soak a piece of steel wool in water for a few hours and observe the
changes in color or the formation of rust.
Process Questions:
1. What changes did you observe during each reaction?
2. Identify at least two indicators of a chemical reaction from the activities you
performed.
3. What new substances formed, and how can you tell that they are different
from the original materials?
Extension Task:
●Research one real-world application of each chemical reaction you observed.
How is it used in everyday life or industry?
EVALUATE (_5___minutes) Wrap it Up!
Exit Cards
Direction: Write your understanding about the topic.
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Assignment (optional)
Extension Task
● Research one real-world application of each chemical reaction you observed.
How is it used in everyday life or industry?
References
Science Learners Module
Prepared by:
___MS. ELGEN P.ALCORIN __________________________________
_______________________________ __________________________________
