EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL

GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards 1. atomic structure
2. formulas and names of compounds
The learners shall be able to:
design using multimedia, demonstrations, or models, a representation or
simulation of any of the following:
B. Performance
a. atomic structure
Standards
b. gas behavior
c. mass relationships in
d. reactions
The learners:
1.explain how the basic laws of matter (law of conservation of mass, law of
constant composition, law of multiple proportion) led to the formulation of
C. Learning
Dalton’s Atomic Theory
Competencies/
1. Explain law of conservation of mass, law of constant composition,
Objectives
Write the LC code law of multiple proportion
for each 2. Perform experiments the will show law of conservation of mass, law
of constant composition, law of multiple proportion
3. Relate Dalton’s Atomic Theory to their everyday life

II. CONTENT Atoms, Molecules, and Ions: Dalton’s Atomic Theory

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
 https://www.khanacademy.org/science/chemistry/electronic-
B. Other Learning structure-of-atoms/history-of-atomic-structure/a/daltons-atomic-
Resources theory-version-2
 learningscience.edu.hku.hk/Files/AtomicTheory/Atomic_T(E).doc

IV. PROCEDURES
A. Reviewing previous
Write the quotation by John Wooden on the board:
lesson or
It’s the little details that are vital. Little things make big things happen.
presenting the new
lesson
Relate quotation to the definition of ATOM by defining an old definition of
B. Establishing a
ATOM as the smallest particle that make up matter.
purpose for the
lesson
C. Presenting Give examples of things or happening that started small and gave or create
examples/instances a big impact
of the new lesson Smiling as you start your day
Greeting someone on your way to school
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

Paying it forward
Act of random kindness
Chair
Bed
House
We have several scientists contributed in the Development of the Atomic
Theory, but we will discuss a person who has started it all with a basis of
D. Discussing new
laws that will support his claims.
concepts and
practicing new  Do you remember? John Dalton.
skills #1  What are the laws behind his assumptions? Law of Conservation of
Mass, Law of Definite Proportions and Law of Multiple Proportions.
What does each of the following law explain?
 The law of conservation of mass says that matter is not created or
destroyed in a closed system. That means if we have a chemical
reaction, the amount of each element must be the same in the
starting materials and the products. We use the law of conservation
of mass every time we balance equations!
E. Discussing new  The law of constant composition says that a pure compound will
concepts and always have the same proportion of the same elements. For
practicing new example, table salt, which has the molecular formula
skills #2 NaCl\text{NaCl}NaClN, a, C, l, contains the same proportions of the
elements sodium and chlorine no matter how much salt you have or
where the salt came from. If we were to combine some sodium
metal and chlorine gas—which I wouldn't recommend doing at
home—we could make more table salt which will have the same
composition.
F. Developing
mastery (leads to
Formative
Simultaneously, the class will be divided into three groups to perform an
Assessment 3)
experiment that will let them experience and analyze the two laws and the
G. Finding practical
atomic theory itself:
applications of
Refer to Activity Sheets
concepts and skills
in daily living
H. Making
Note: Each group will be given 30 minutes for the experiment
generalizations and
abstractions about
the lesson
Each group will be given 3 minutes to present their results and analysis.
Technicality (use of words and knowledge)– 25
I. Evaluating learning Cleanliness – 10
Cooperation – 15
Total - 50 pts.
J. Additional activities
for application or Extension activity in each activity will be given as an assignment.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

B. No. of learners who require additional activities

for remediation
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these works?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

TEACHER HAND OUT

Activity 1
Conservation of mass

When I eat a hamburger, will my body

mass increase by the mass of the
hamburger?

If a piece of magnesium is burnt, will there be a gain or a loss in mass? Think

about it!
Remarks: The setup is weighed before and after burning. (See video 2)
Results of investigation:
Mass of set up before burning = 26.093 g
Mass of set up after burning = 26.141 g
Change in mass = + 0.048 g
This is not a closed system. There will be a gain or loss of mass. In this case, the gain in mass
results from the reactions of oxygen or nitrogen with magnesium.

Now divide into groups and conduct one of the following tasks to see whether there are changes of mass.
After the task, present your findings to your classmates.
Notes: The aim of all these activities is to bring out the concept of the conservation of mass, but not
the name of the chemicals or any explanation of the reaction.

1. Measure the mass of 500 cm 3 of your

favourite drink. Then compare your body
mass before and after drinking it.

2. Dissolve 5 g table salt in 100 cm3 of water. Compare the

masses of solute, solvent and the resulting solution.

What can you conclude from the above investigations?

In none of the cases does the total mass change after any reaction / process.
(Conservation of mass)

[Notes: Teachers would collect students’ findings and bring out the Law of
conservation of mass which was put forward in 1774, ‘In a chemical reaction, the
mass of the products is equal to the mass of the reactants.’ In other words, ‘Matter
can neither be created nor destroyed in any physical or chemical change.’ (A
nuclear change also obeys the law of conservation of mass. In this kind of reaction,
the mass change is proportional to the energy to the energy change i.e. e=mc2.)]
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

Notes: Teachers need to highlight to students that it was a great discovery. People before believed
that matter can be created or could disappear because of human activity, however, people had no
idea why the law was always true, even after it was put forward.

Extension activity

The Law of Conservation of Mass was put forward by Antoine Lavoisier in 1774. Lavoisier is
known as the father of the modern chemistry. Find out more about his investigations!

Find evidence to answer the following questions in your project:

What were the major discoveries by Lavoisier?

How did he demonstrate the Law of Conservation of Mass?
Did he work alone in all his discoveries?

(Notes: This activity can be considered as a group project. Students may report their
findings by various methods such as PowerPoint, poster, report, etc.)

You can search for information from libraries or the internet. Here are three references:
1. http://www.pbs.org/wgbh/nova/einstein/ance-m.html(English only)
2. http://www.bud.org.tw/museum/s_star20.htm (Chinese only)
3. 多諾萬 (1997) 拉瓦謝: 化學改革與法國革命的先鋒。台北: 牛頓。

Scientists often collaborate.

Activity 2
Law of Definite Proportions

At the end of 1700s, scientists were trying very hard to discover laws or “regularities” in Nature. Some
chemists tried to mix different elements to see how they reacted with each other. They could measure the
mass of the reactants and products very accurately.

Here are some data, or experimental results, they obtained from the reaction of carbon with oxygen to
form carbon dioxide.
Mass of oxygen reacting (g) Mass of carbon reacting (g)
32 12
64 24
96 36

Under some other conditions, carbon reacts differently with oxygen to produce carbon monoxide. Here are
the data for these reactions:
Mass of oxygen reacting (g) Mass of carbon reacting (g)
16 12
32 24
48 36

Here are the data for the reaction between copper and oxygen:

Mass of oxygen reacting (g) Mass of copper reacting (g)

 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

16 64
32 127
48 191
Remarks: The data is not the original data found by scientists in 1700s. Carbon and oxygen are
used to make up a simple case for students. However, students are experiencing the same process
as what scientists did in the past, i.e. to find patterns in the nature.

Can you discover any patterns in these data? Use your own words, draw a conclusion from these
experimental results.
Suggested answers:
 There is a constant ratio between the mass of two elements which, on
reaction, produces their products/ the compound.
 There is a constant ratio between the mass of oxygen and the mass of
carbon which produces carbon monoxide (CO).
 There is a constant ratio between the mass of oxygen and the mass of
carbon which produces carbon dioxide (CO2).
 There is a constant ratio between the mass of oxygen and the mass of
copper which produces copper(II) oxide (CuO).

Notes: After the activity, the teacher can bring out the law of definite proportions, ‘A given chemical
compound always contains the same proportion by mass of its constituent elements.’ The law was
proposed by Joseph Louis Proust in 1797. Again, this was a great discovery at that time. However,
nobody could explain why elements behaved in this way.

Activity 3
Atomic Theory

The Law of Conservation of Mass and the Law of Definite Proportion were great discoveries. At that time,
nobody could explain the laws. However, in about 1808, John Dalton proposed the Atomic Theory which
can be summarized by four points.

(a) All matter is composed of very small discrete particles.

(b) For elements, the particles are called atoms and are indivisible and indestructible in chemical
reactions.

(c) (i) Each atom of a given element has the same mass. (ii) All atoms of a given element are identical. (iii)
The masses of atoms of different elements are different.

(d) A chemical compound is formed from its elements by the combination of the different atoms in a fixed
ratio for that compound.

How can this theory explain the Law of Conservation of Mass and the Law of Definite Proportions with
reference to activities 1 and 2? Discuss with your classmates.
(a) & (b) Relationship to the Law of Conservation of Mass: if atoms could be
destroyed, the mass of the products in Activity 1 should be less than that of
the reactants.

(c) If atoms of different elements are the same, the mass of oxygen should be a
simple multiple of the mass of carbon.
[Probing questions: (1) From the ratio you obtained in Activity 2, do you think the
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

atoms of oxygen, carbon and copper have the same mass? Explain. (2) From the
ratio, can you predict which atom, oxygen, carbon or copper, has the greatest
mass?]

(d) In carbon monoxide, one carbon atom joins to one oxygen atom – 1:1. In carbon
dioxide, one carbon atom joins to two oxygen atoms – 1:2. This illustrates the
fixed ratio.
[Probing question: Use your imagination, try to use different kinds of circles to
represent different kinds of atoms and draw the products, carbon monoxide and
carbon dioxide.]

What are the differences between a law and a theory?

Laws describe relationships among observable phenomena.
Theories are the explanations of those statements.

In your daily lives, you may be familiar with the law below:
Thermal expansion and contraction
(熱脹冷縮)

Does the law explain the behavior of a material (e.g. a gas) in different temperature? Explain your answer.
A law only describes natural phenomena but does not explain them. In this case, the
law describes when the material would expand or contract. Scientists proposed the
law to generalize the behaviors of materials at different temperaturess. We can use
the law to predict the behaviors of certain material under different condition but the
law itself gives no explanations of these behaviors. It is the kinetic theory which
explains the behaviors.

(Notes: This question aims to assess students’ understanding of the definition of law.
Students might get the wrong answer and teacher can further discuss the differences
between laws and theories with students.)
Notes: For higher form students, teacher may use the ideal gas law (PV = nRT) as a substitute for
the law of “thermal expansion and contraction”.

You may have also learnt:

Angle of incidence, θi = Angle of reflection, θr

Is it a law or a theory? Explain.

A law (Law of reflection). It describes the phenomenon that the angle of reflection of a
light ray is always equal to its angle of incidence at a flat, smooth reflective surface.
Can you give some other examples of laws and theories that you have learnt?
Examples:
Law:
Newton’s Laws
Mendel’s Laws of Genetics
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

Theory:
Particle theory of light
Theory of relativity
Genetic theory

Laws describe relationships among observable phenomena.

Theories are the explanations of those statements.
There is no hierarchical relationship between a law and a theory.

Remarks:
The following are different “definitions” of “law” and “theory”:
Laws are generalizations, principles or patterns in nature. (McComas, 1998)
Laws are descriptive statements of relationships among observable phenomena. (Lederman et
al., 2002)
Theories are the explanations of those generalizations (McComas, 1998)
Scientific theories are well-established, highly substantiated, internally consistent systems of
explanations for which much evidence exists. (Adapted from Suppe, 1977, cited in Lederman et
al., 2002)

Extension activity: (The tentative nature of the atomic theory)

In Activity 3, you read about Dalton’s Atomic Theory. Comment on the theory with reference to your
knowledge in Chemistry.

Atomic Theory
(a) All matter is composed of very small discrete particles.
(b) For elements, the particles are called atoms and are indivisible and indestructible in chemical
reactions.
(c) Each atom of a given element has the same mass. (ii) All atoms of a given element are identical. (iii)
The masses of atoms of different elements are different.
(d) A chemical compound is formed from its elements by the combination of the different atoms in a fixed
ratio for that compound.

-“For elements, the particles are called atoms and are indivisible and indestructible
in chemical reactions.”
After the discovery of subatomic particles (e.g. nucleus, proton, electron), atoms are
now known to be able to broken into smaller parts. Atoms are divisible. (e.g. an
electron can be taken away from a sodium atom)

- “Each atom of a given element has the same mass. (ii) All atoms of a given
element are identical”
Isotopes of the same elements are slightly different in mass.

(Notes: The theory proposed by Dalton is not totally accepted today. The Atomic
Theory is modified according to the new evidence.)

Scientific knowledge is subjected to changes.

 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

ACTIVITY SHEET

Activity 1
Conservation of mass

When I eat a hamburger, will my body

mass increase by the mass of the
hamburger?

If a piece of magnesium is burnt, will there be a gain or a loss in mass? Think

about it!

Now divide into groups and conduct one of the following tasks to see whether there are changes of mass.
After the task, present your findings to your classmates.

1. Measure the mass of 500 cm 3 of your

favourite drink. Then compare your body
mass before and after drinking it.

2. Dissolve 5 g table salt in 100 cm3 of water. Compare the

masses of solute, solvent and the resulting solution.

What can you conclude from the above investigations?

 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

Extension activity

The Law of Conservation of Mass was put forward by Antoine Lavoisier in 1774. Lavoisier is
known as the father of the modern chemistry. Find out more about his investigations!

Find evidence to answer the following questions in your project:

What were the major discoveries by Lavoisier?

How did he demonstrate the Law of Conservation of Mass?
Did he work alone in all his discoveries?

You can search for information from libraries or the internet. Here are three references:
1. http://www.pbs.org/wgbh/nova/einstein/ance-m.html(English only)
2. http://www.bud.org.tw/museum/s_star20.htm (Chinese only)
3. 多諾萬 (1997) 拉瓦謝: 化學改革與法國革命的先鋒。台北: 牛頓。

Scientists often collaborate.

Activity 2
Law of Definite Proportions

At the end of 1700s, scientists were trying very hard to discover laws or “regularities” in Nature. Some
chemists tried to mix different elements to see how they reacted with each other. They could measure the
mass of the reactants and products very accurately.

Here are some data, or experimental results, they obtained from the reaction of carbon with oxygen to
form carbon dioxide.
Mass of oxygen reacting (g) Mass of carbon reacting (g)
32 12
64 24
96 36

Under some other conditions, carbon reacts differently with oxygen to produce carbon monoxide. Here are
the data for these reactions:
Mass of oxygen reacting (g) Mass of carbon reacting (g)
16 12
32 24
48 36

Here are the data for the reaction between copper and oxygen:

Mass of oxygen reacting (g) Mass of copper reacting (g)

16 64
32 127
48 191

Can you discover any patterns in these data? Use your own words, draw a conclusion from these
experimental results.
 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

Activity 3
Atomic Theory

The Law of Conservation of Mass and the Law of Definite Proportion were great discoveries. At that time,
nobody could explain the laws. However, in about 1808, John Dalton proposed the Atomic Theory which
can be summarized by four points.

(e) All matter is composed of very small discrete particles.

(f) For elements, the particles are called atoms and are indivisible and indestructible in chemical
reactions.

(g) (i) Each atom of a given element has the same mass. (ii) All atoms of a given element are identical. (iii)
The masses of atoms of different elements are different.

(h) A chemical compound is formed from its elements by the combination of the different atoms in a fixed
ratio for that compound.

How can this theory explain the Law of Conservation of Mass and the Law of Definite Proportions with
reference to activities 1 and 2? Discuss with your classmates.

What are the differences between a law and a theory?

In your daily lives, you may be familiar with the law below:
Thermal expansion and contraction
(熱脹冷縮)

Does the law explain the behavior of a material (e.g. a gas) in different temperature? Explain your answer.

You may have also learnt:

 EXEMPLAR SCIENCE LESSON PLAN FOR SENIOR HIGH SCHOOL
GENERAL CHEMISTRY 1
Prepared by:
Marilen C. Lopena Upper Bicutan National High School Taguig – Pateros Division

Angle of incidence, θi = Angle of reflection, θr

Is it a law or a theory? Explain.

Can you give some other examples of laws and theories that you have learnt?

Extension activity: (The tentative nature of the atomic theory)

In Activity 3, you read about Dalton’s Atomic Theory. Comment on the theory with reference to your
knowledge in Chemistry.

Atomic Theory
(e) All matter is composed of very small discrete particles.
(f) For elements, the particles are called atoms and are indivisible and indestructible in chemical
reactions.
(g) Each atom of a given element has the same mass. (ii) All atoms of a given element are identical. (iii)
The masses of atoms of different elements are different.
(h) A chemical compound is formed from its elements by the combination of the different atoms in a fixed
ratio for that compound.