BRAINSTORMING

Behaviour of Gases

Activity 1:

Objectives:

At the end of the activity the students should be able to:

1. Identify the behaviour of gases.

2. Construct concrete ideas on volume, pressure, molecules and
mass

Materials:

Index Card

Ball pen

Procedures:

1. Class is divided into 3 groups. Then each group will define or

describe the following words below under behaviour of gases:
a. Gas
b. Volume
c. Pressure
d. Molecules
e. Mass
2. They will be given 2 minutes time for each word to finish the
tasks.
3. After two minutes, the group that will define or describe the
word completely and correctly will be declared the winning team.
And they will be given corresponding points.
 BRAINSTORMING

Chemical Reaction

Activity 2

Objectives:

At the end of the activity the students should be able to:

1. Describes chemical reaction.

2. Identify reactant, corrosion.
3. Explain the concept of balancing.

Materials:

Index Card

Ball pen

Procedures:

1. Class is divided into 3 groups. Then each group will define or

describe the following words below:
a. Chemical reaction
b. Reactant
c. Corrosion
d. Balancing
2. They will be given 2 minutes time for each word to finish the
tasks.
3. After two minutes, the group that will define or describe the
word completely and correctly will be declared the winning team.
And they will be given corresponding points.
 BRAINSTORMING

Biomolecules

Activity 3

Objectives:

At the end of the activity the students should be able to:

1. Explain what is meant of biomolecules.

2. Define carbohydrates, lipids, monosaccharides and condensation
reaction

Materials:

Index Card

Ball pen

Procedures:

1. Class is divided into 3 groups. Then each group will define or

describe the following words below:
a. biomolecules
b. Carbohydrates
c. Lipid
d. Monosaccharides
e. Condensation Reaction
2. They will be given 2 minutes time for each word to finish the
tasks.
3. After two minutes, the group that will define or describe the
word completely and correctly will be declared the winning team.
And they will be given corresponding points.
 BRAINSTORMING
MOLE

Activity 4

Objectives:

At the end of the activity the students should be able to:

1. Define mole, mass, matter and compound and cite examples.

Materials:

Index Card

Ball pen

Procedures:

1. Class is divided into 3 groups. Then each group will define or

describe the following words below under behaviour of gases:
a. Mole
b. Mass
c. Matter
d. Compound
2. They will be given 2 minutes time for each word to finish the
tasks.
3. After two minutes, the group that will define or describe the
word completely and correctly will be declared the winning team.
And they will be given corresponding points.
 HOT POTATO

Behavior Of Gases

Activity 1

Objectives:

At the end on the activity the students should be able to:

1.Differentiate the different behaviour of gas.

a. Boyles’ law and Charles Laws

b.Charles’ law and Ideal Gas Law

c.Boyles’ Law and Ideal Gas Law

d. Combined Gas Law and to any one of the Gas law

Materials:

Bond Paper

Ballpen

Procedures:

Group A - Boyles’ law and Charles Laws

Group B- Charles’ law and Ideal Gas Law

Group C- Boyles’ Law and Ideal Gas Law

Group D- Combined Gas Law and to any one of the Gas law

1. Class is divided into four groups and each group will be given a
sheet of paper with a topic to compare or contrast.
2. After a few minutes, each member of groups come forward and talks
about the topic that has been given by the researcher.
3. On a given signal, the topic papers are passed around to the
next group who read the subtopic first and add extra ideas by
their own word directly.
4. And finally, every group will discussed and explained the
comparison and contrast of the topic assigned to them.
 HOT POTATO

Biomolecules

Activity 2

Objectives:

At the end on the activity the students should be able to:

1. Describe biomolecules
2. Identify the characteristics of biomolecules.

Materials:

Bond Paper

Ballpen

Procedures:

1. Class is divided into four groups and each group will be given a
sheet of paper with a topic to compare or contrast.
2. After a few minutes, each member of groups come forward and talks
about the topic that has been given by the researcher.
3. On a given signal, the topic papers are passed around to the
next group who read the subtopic first and add extra ideas by
their own word directly.
4. And finally, every group will discussed and explained the of the
topic in front of the class.
 HOT POTATO

Chemical Reaction

Activity 3

Objectives:

At the end on the activity the students should be able to:

1. Draw how do chemical reaction take place.

2. Identify the characteristics of chemical reaction.

Materials:

Bond Paper, Manila Paper

Ballpen and Marker, color

Procedures:

1. Class is divided into four groups and each group will be given a
sheet of paper to answer the question.
2. After a few minutes, each member of groups come forward and talks
about the topic that has been given.
3. On a given signal, the topic papers are passed around to the
next group who read the subtopic first and add extra ideas by
their own word directly.
4. And finally, every group will discussed and explained their
answer in front of the class.
 HOT POTATO

Mole

Activity 4

Objectives:

At the end on the activity the students should be able to:

1. Describe the concept of mole.

2. Enumerate the types of mole.

Materials:

Bond Paper, Manila Paper

Ballpen and Marker, weighing scale

Procedures:

Group A - Getting Mass of an Object

Group B- Total Count vs. Mass

Group C- Mole Map

1. Class is divided into three groups and each group will be given a
sheet of paper with a topic to prepare simple activity with
objectives, materials, procedures and guide questions.
2. After a few minutes, each group will exchange their activity to
other group to do the task.
3. And finally, every group will discussed and explained their
assigned activity in front of the whole class. And every can ask
questions to the activity presented by the group.
 QUIZALIZE

Behavior Of Gases

Activity 1

Objectives:

At the end on the activity the students should be able to:

1. Identify the behaviour of gases.

2. Hit the highest score

Materials:

Bond Paper, Ballpen

Cellphone with Data Connection

Laptop

Directions:

1. The teacher will use a laptop and a projector to play

interactive game using https://play.kahoot.it
/#/quizld=277990a5-53bb-477886dd-927860b80165
2. The class will be divided into three groups with three members
each. They will be required to have one mobile phone with data
connections.
3. The group will connect to www.kahoot.it given by the teachers
and they need to create their group name.
4. Once the group were connected to the www.kahoot.it and they
already have their group name, their group name will be flashed
on the board.
5. When all groups appear on the board, the teacher will be given
to 10 questions to answer by each group using their mobile
phone. All correct answers will be posted with the group name on
the board.
6. The best groups with highest earned points will be declared as
the winner.

Select the letter of the correct answer.

1. Which example has particles that can be drawn closer to occupy
smaller volume?
 a. Fruit juice b. block of wood
b. Air inside the syringe d. ice cube

2. Which of the following phenomena does NOT the application of gas

pressure?
a. Burning fuels b. falling leaves
b. Vulcanizing tire d. rising hot air balloons

3. Last summer vacation, the CRUZ family decided to go to Pagudpod,

Ilocos Norte to have a beach party. On their way to ilocos, all
of them were surprised when the tire suddenly exploded. What is
the probable explanation for the blown during along summer drive?
a. High temperature causes a decrease volume
b. The amount of the gases inside the tire increased.
c. The mass of the gasses inside the tire increases causing a
blown up tire.
d. The volume of gases increases as the temperature increases,
causing a blown up tire.

4. How can you possibly prove that gases have negligible mass?
a. Put a balloon in a digital balance before and after you fill
it with air.
b. Feel the weight of the samples on both hands.
c. Ask two persons hold a box filled with air.
d. Support your claim of through equation.

5. Each of the following containers is air tight and has the same
number of gas molecules. Which container has the highest
pressure?

a. b. c. d.
6. Each of the following containers has the same size. Which of the
following containers has the most compressed gas molecules?

1 2 3 4
mole moles moles moles
 a. b. c. d.

7. All the gas samples have the same temperature and mass. In which
of the following conditions will the gas sample have the highest
density?

10 atm 8 atm 6 atm 4 atm

a. b. c. d.

8. What happens to the density of a gas as its volume decreases at

constant pressure and temperature?
a. decreases c. increases

b. tays the same d.unpredictable

9. What law explains the mechanism of gas compressor?
a. Boyle’s Law c. Charles’ Law

b. Combined Gas Law d. Ideal Gas Law

10. What gas law best explains the explosion of the heated
aerosol container?
a. Boyle’s Law c. Charles’ Law

b. Combined Gas Law d. Ideal Gas Law

 QUIZALIZE

Chemical Reactions

Activity 2

Objectives:

At the end on the activity the students should be able to:

1. Identify the concept of chemical reactions.

2. Be the top group scorer

Materials:

Bond Paper, Ballpen

Cellphone with Data Connection

Laptop

Directions:

1. The teacher will use a laptop and a projector to play

interactive game using https://play.kahoot.it
/#/quizld=277990a5-53bb-477886dd-927860b80165
2. The class will be divided into three groups with three members
each. They will be required to have one mobile phone with data
connections.
3. The group will connect to www.kahoot.it given by the teachers
and they need to create their group name.
4. Once the group were connected to the www.kahoot.it and they
already have their group name, their group name will be flashed
on the board.
5. When all groups appear on the board, the teacher will be given
to 10 questions to answer by each group using their mobile
phone. All correct answers will be posted with the group name on
the board.
 6. The best groups with highest earned points will be declared as
the winner.

TRUE OR FALSE

1. Generally, the higher the concentration of the reacting

substances, the faster is the reaction.
2. At lower temperature, chemical reactions occur at slower rates.
3. The bigger the surface area of the reactants, the faster the rate
of reaction.
4. Catalysts increase the rate of reaction by providing a reaction
pathway with a higher activation energy.
5. The minimum energy required to start a reaction is called bond
energy.
6. A chemical reaction is a process in which all the reactants
change state.
7. During a chemical reaction, new elements are produced.
8. Proton has an ability to undergo chemical reactions.
9. Chemical reaction is balanced when changing subscripts.

10.Iron fillings rust faster than an iron nail.

 QUIZALIZE

Biomolecules

Activity 3

Objectives:

At the end on the activity the students should be able to:

1. Identify the biomolecules

2. Hit the highest score

Materials:

Bond Paper, Ballpen

Cellphone with Data Connection

Laptop

Directions:

1. The teacher will use a laptop and a projector to play

interactive game using https://play.kahoot.it
/#/quizld=277990a5-53bb-477886dd-927860b80165
2. The class will be divided into three groups with three members
each. They will be required to have one mobile phone with data
connections.
3. The group will connect to www.kahoot.it given by the teachers
and they need to create their group name.
4. Once the group were connected to the www.kahoot.it and they
already have their group name, their group name will be flashed
on the board.
5. When all groups appear on the board, the teacher will be given
to 10 questions to answer by each group using their mobile
phone. All correct answers will be posted with the group name on
the board.
6. The best groups with highest earned points will be declared as
the winner.
Select the letter of the correct answer.

1. Which of the following is NOT a major source of protein?

a. meat b. egg c. milk d. vegetable
2. Which of the following contains the most lipids?
a. banana b. champorado c. olive oil d. cheese
3. Which of the following is a correct pair?
a.glucose:disaccharide c. starch: polysaccharide
b. sucrose: monosaccharide d. triglyceride: polysaccharide

4. Which is a correct pair of an example of protein and its

function?

a. enzymes b. collagen c. actin and myosin d. hemoglabin

5. Which of the biomolecules contain other elements aside from

carbon, hydrogen, and oxygen?

a. carbohydrates, lipids c. nucleic acids, proteins

b. proteins, lipids d. nucleic acids, lipids

6. Lipids are insoluble in water because lipid molecules are

____________.

a. hydrophilic c. neutral

b. hydrophobic d. Zwitter ions

7. In which organs are glycogen stored in the body?

a. liver and spleen c. liver and bile

b. liver and muscle d. liver and adipose tissue

8. Amino acids are the building blocks of which group biomolecules?

a. proteins b. carbohydrates c. lipids d. nucleic acid

9. Which of the following elements is NOT present in carbohydrates?

a. carbon b. oxygen c. nitrogen d. hydrogen

10. Which of the following sugars are the components of lactose?

 a. glucose & galactose c. glucose & fructose

b. fructose and galactose d. glucose and glucose

QUIZALIZE

Mole

Activity 4

Objectives:

At the end on the activity the students should be able to:

1. Identify the concept of moles

2. Hit the highest score

Materials:

Bond Paper, Ballpen

Cellphone with Data Connection

Laptop

Directions:

1. The teacher will use a laptop and a projector to play

interactive game using https://play.kahoot.it
/#/quizld=277990a5-53bb-477886dd-927860b80165
2. The class will be divided into three groups with three members
each. They will be required to have one mobile phone with data
connections.
3. The group will connect to www.kahoot.it given by the teachers
and they need to create their group name.
4. Once the group were connected to the www.kahoot.it and they
already have their group name, their group name will be flashed
on the board.
5. When all groups appear on the board, the teacher will be given
to 10 questions to answer by each group using their mobile
phone. All correct answers will be posted with the group name on
the board.
 6. The best groups with highest earned points will be declared as
the winner.

Select the letter of the correct answer.

1. What percent of hydrogen (H) is present in water (H 2 O)?
a.12% c. 13%
b. 11% d. 10%

2. Which of the following units is used in expressing the amount

of substance in terms of the number of particles?
c. liter c. mole
d. gram d. Celcius

3. The following are representative particles of matter. Which

among them represents a covalent compound?
a. atom c. molecules
b. ion d. particle unit

4. How many particles are equal to 1 mole?

a. 6.02 x 1022 particles c. 6.02 x 1024 particles
b. 6.02 x 1023 particles d. 6.02 x 1025 particles

5. Why is mole concept is important?

a. It is useful when converting between grams and atoms or
molecules?
b. It gives us a convenient way to express large numbers.
c. It can be applied to any type of particle representative.
d. All of the above.

6. What do you expect to observe in a “ Mole Exhibit of Different

Substances”?
a. Different kind of elements
b. Different colors of substances
c. Showcase of 1 mole of different elements having different
masses
d. Showcase of 1 mole of different substances having the same
masses.

7. How can you apply knowledge on percentage composition?

a. In maintaining the quality of food product
b. In checking the amount of sugar present in the soft-drink
c. In identifying the correct amount of substance present in a
sample
 d. All of the above
8. Suppose you were asked to prepare a 250-g chocolate mousse
which is 35% chocolate, 30% cream, 20% milk, 10% sugar, and 5%
butter, how much cream are you going to use?
a. 75 g cream c. 73 g cream
b. 60 g cream d. 62 g cream

9. A bag of NPK fertilizer marked 16-4-8 contains 16% nitrogen,

4% phosphorous and 8% potassium, the other 72% is usually
inert filler material, such as clay pellets or granular
limestone. What is the mass of nitrogen present in the 500g
pack of NPK fertilizer?
a. 80 g b. 40g c. 20g d. 10g
10. How can the knowledge about mole be useful for
environmentalist?
a. Mole concept can be used in environmental monitoring.
b. It gives information on the most dangerous pollutant in the
atmosphere
c. It gives a feedback on the kinds of pollutants present in
the atmosphere.
d. Mole concept can be used in quantifying the amount of
pollutant-particles released in the atmosphere.
 BUZZ SESSION

Chemical Reaction

Activity 1-GO REACT!

Objectives:

At the end of the activity the students should be able to:

1. Describe how the chemical reaction will take place.

2. Identify the characteristics on different mediums.

Materials :

1. Each group must have a substance cards ( the ingredients and

means by which a chemical reaction will take place)
a. Baking soda
b. Vinegar
c. Soda
2. Reaction Card ( pictures or descriptions of a chemical
reaction taking place)
3. Reference on chemical reaction example

Rules:

1. Students will play in groups of 2-4 to match substance to

their reaction.
2. Players decide who goes first. Play will continue with the
player to the left to play one.
3. Player one will shuffle all of the cards and deal 5 cards to
each player. The remaining cards will be placed upside down in
a pile.
4. Player one will look at his/her hand to see if there are any
matches. If there’s a match, he/she will lay those cards down
face up. If there is no match , he/she will ask one player for
a specific card.
 If the player has the requested card, he/she must give
it to player one.
 If the player does not have the requested card, he/she
will say “ Go React” . Player one will have to draw a
card from the file.
 5. Players will continue taking turns in this manner.
6. When all of the cards have been matched, the player with the
most matches wins. A reference can be used to determine a
correct matches at any time.

BUZZ SESSION

Behavior of Gases

Activity - Every Object

Objectives:

At the end of the activity the students should be able to:

1. Draw the behaviour of different gases.

2. Explain the behaviour of each gas.

Materials:

Deflated bike tire

Air pump

Bond Paper

Ballpen

Procedure/Exploration:

When a tire is full of air, it is said to be inflated. When a

tire has less air in it then it needs to operate it is said to be
deflated. Study the deflated bike tire and air pump shown in the
classroom.

Question:

When you use an air pump to inflate a tire, it adds air to it.
Draw a picture or model that explains how the air pump inflates the
tire.

Note:
 Each group will present the work to the whole class.

BUZZ SESSION

Biomolecules

Activity 3

Objectives:

At the end of the activity the students should be able to :

1. Describes and explain the following:

Biomolecules Lipids Polysaccharides

Carbohydrates Fats Proteins
Disaccharides Nucleic Acid Monosaccharides

Materials:

Bond Paper

Ballpen

Procedures:

TOPICS:
Biomolecules Lipids Polysaccharides
Carbohydrates Fats Proteins
Disaccharides Nucleic Acid Monosaccharides

1. Class is divided into groups of from four members.

2. Each group must have an assign topic to discuss. All groups
consider the same idea, or have each group consider a different
aspect of the same problem.
3. Have each group appoint someone to write down the groups’ idea
and sure that all have a chance to express their views.
4. Tell the groups they will have three or more minutes to discuss
their ideas and come to some conclusions.
5. At the end of the time, call for reports and questions.
 6. Have the other groups listen to each group’s ideas and discuss
them briefly.
7. After all buzz groups have responded, have the whole class
discuss all the ideas presented. Let the person in charge of the
discussion sum up the ideas.

BUZZ SESSION

Mole

Activity 4

Objectives:

At the end of the activity the students should be able to :

1. Describe how mole used to express the mass of a

substance.
2. Explain the percentage composition of the given compound.
3. Determine the percentage of mass in a given compound.

Materials:

Bond Paper

Ballpen

Calculator

Questions:

1. How is the mole used to express the mass of a substance?

2. How is the percentage composition of a given compound determined?

Mechanics:

1. Class is divided into four groups.

2. Each group must answer the questions with collaboration. All
groups consider the same questions to answer.
3. Have each group appoint someone to write down the groups’ idea
and sure that all have a chance to express their views.
4. Tell the groups they will have three or more minutes to discuss
their ideas and come to some conclusions.
5. At the end of the time, call for reports and questions.
6. Have the other groups listen to each group’s ideas and discuss
them briefly.
7. After all buzz groups have responded, have the whole class
discuss all the ideas presented. Let the person in charge of the
discussion sum up the ideas.

CHARADE

Behaviour of Gases

Activity 1

Objectives:
At the end of the activity the students should be able to :
1. Differentiate the behaviour of gases.
2. Explain the characteristics of each gas.

Materials:
6 index cards
Marker Large Open Space

Getting Ready:
On each of the note cards, write the different behaviour
of gases and laws ( e.i. gas and its mass, gas and its volume,
boyle’s law, ideal gas law).
Class is divided into four teams as they were for the
mission.

Procedure:
1. Have students assemble with their team members in a large
open area. Make sure teams are spread out enough that
they cannot hear what another team is discussing.
2. Give each team a note card containing a name of gas law.
3. Explain to the students that their job is to act out the
behaviour of gases written on the note card. The
students should represent how the behaviour of gases
differentiate.
4. Give the students a few minutes to discuss with their
team mates and develop a game plan. As the teams are
discussing, walk around and monitor their progress. Make
sure that they need to demonstrate how the behaviour of
gases differ from different gas laws.
5. Once the teams have had a change to devise a game plan ,
give them a few minutes to rehearse their plan and
practice acting out.
6. Assemble all teams in one large group and make sure that
all students can see.
7. Call the first group up to act their behaviour of gases.
Once they are finished with their demonstration, ask for
audience participation in determining which behaviour of
gases was being seen. Ask students to defend their
answer, forcing them to use key terms.
8. Once all teams have had the change to demonstrate their
assigned behaviour of gases , you might choose to mix up
the cards and repeat the activity until you feel that
students have a good grasp .
 CHARADE

Chemical Reaction
Activity 2

Objectives:
At the end of the activity the students should be able to:
1. Explain the various effect of chemicals.
2. Describes the chemical changes.

Materials:
6 index cards
Marker Large Open Space

Getting Ready:
On each of the note cards, write the effect and various
chemical changes around us.
Class is divided into four teams as they were for the
mission.

Procedure:
1. Have students assemble with their team members in a large
open area. Make sure teams are spread out enough that
they cannot hear what another team is discussing.
2. Give each team a note card containing chemical activity (
acid rain).
3. Explain to the students that their job is to act out the
chemical reaction on the things around us due to our
waste product written on the note card. The students
should represent how the wasted materials react.
4. Give the students a few minutes to discuss with their
team mates and develop a game plan. As the teams are
discussing, walk around and monitor their progress. Make
sure that they need to demonstrate the chemical reaction
of waste product to the mother earth.
5. Once the teams have had a change to devise a game plan ,
give them a few minutes to rehearse their plan and
practice acting out.
6. Assemble all teams in one large group and make sure that
all students can see.
7. Call the first group up to act their task. Once they are
finished with their demonstration, ask for audience
participation in determining which chemical reaction was
being seen. Ask students to defend their answer, forcing
them to use key terms.
8. Once all teams have had the change to demonstrate their
assigned task, you might choose to mix up the cards and
repeat the activity until you feel that students have a
good grasp .
 CHARADE

Biomolecules
Activity 3

Objectives:
At the end of the activity the students should be able to:
1. Explain the compound and biomolecules.
2. Describes the importance of compound and
biomolecules as essential for life.

Materials:
6 index cards
Marker Large Open Space

Getting Ready:
On each of the note cards, write the compounds or
biomolecules essential to life ( carbohydrates, lipids, proteins
and nucleic acid).
Class is divided into four teams as they were for the
mission.

Procedure:
1. Have students assemble with their team members in a large
open area. Make sure teams are spread out enough that
they cannot hear what another team is discussing.
2. Give each team a note card containing word on
biomolecules.
3. Explain to the students that their job is to act out the
chemical reaction on the things around us due to our
waste product written on the note card. The students
should represent how the wasted materials react.
4. Give the students a few minutes to discuss with their
team mates and develop a game plan. As the teams are
discussing, walk around and monitor their progress. Make
sure that they need to demonstrate the role of
biomolecules in our life.
5. Once the teams have had a change to devise a game plan ,
give them a few minutes to rehearse their plan and
practice acting out.
6. Assemble all teams in one large group and make sure that
all students can see.
7. Call the first group up to act their task. Once they are
finished with their demonstration, ask for audience
participation in determining which biomolecules was being
seen. Ask students to defend their answer, forcing them
to use key terms.
8. Once all teams have had the change to demonstrate their
assigned task, you might choose to mix up the cards and
repeat the activity until you feel that students have a
good grasp .
 CHARADE

Mole

Activity 4-Counting by Getting the Mass of an Objects

Objectives:

At the end of the activity the students should be able to:

 Measure the mass of an objects
 Record the mass with the correct number of significant
figure; and
 Relate the mass of the object to the number of peices
per item.

Materials:
25 pieces paper clips of the same size and kind
Platform balance ( preferably with 0.01 precision)

Procedures:

1. Have students assemble with their team members in a large

open area. Make sure teams are spread out enough that
they cannot hear what another team is discussing.
2. Give each team a note card containing their mission or
objectives of activity. Explain to the students that
their job is to act out the exact measure of mass of an
object.
3. Give the students a few minutes to discuss with their
team mates and develop a game plan. As the teams are
discussing, walk around and monitor their progress. Make
sure that they need to demonstrate the exact measure of
mass of an object.
4. Once the teams have had a change to devise a game plan ,
give them a few minutes to rehearse their plan and
practice acting out.
5. Assemble all teams in one large group and make sure that
all students can see.
6. Call the first group up to act the exact measure of mass
of an objects. Once they are finished with their
demonstration, ask for audience participation in
determining which exact of mass was being seen. Ask
students to defend their answer, forcing them to use key
terms.
7. Once all teams have had the change to demonstrate their
assigned task, you might choose to mix up the cards and
repeat the activity until you feel that students have a
good grasp .