Unit plan

Intel® Teach Program
Essentials Course
© 2008 Intel Corporation. All Rights Reserved. Page 1 of 20
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Unit Author
First and Last Name
Joan Alistag
Randolph Domingo Jr.
Email Address
domingo_rand@yahoo.com
jalistag@yahoo.com
School Name Saint Louis University- School of Teacher Education
School Address Bonifacio Street, Baguio City
Division/ Region CAR
Unit Overview
Unit Title
Soil ph Care
Unit Summary
Salts, Acids and Bases are the three most common compounds seen in our lives. The unit
entails teaching the topics of the properties of these compounds, their proper nomenclature, their
benefits and harmful effects, their strength in terms of pH, the different indicators and the
reaction of Neutralization. Thus, varied activities such as experiments, individual and group works,
brain storming activities, and collaborative discussions are used in order to develop a student-
centered approach which will broaden and deepen student’s understandings of this topic. Thus, a
research paper that aims to find healthy means of neutralizing soil acidity or alkalinity is given as a
project. This project will make students appreciate the wonders of neutralization and heighten
their concern in soil preservation and maintenance by finding friendly organic substance that has
the ability to neutralize soil acidity or alkalinity.
Subject Area
Chemistry
Grade Level
Third Year High School
Approximate Time Needed
10 Days ( 90 min/day)
Unit Foundation
Targeted Content BEC Learning Competencies
The learner will be able to demonstrate understanding of the key concepts of Acids, Base, Salts,

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and Neutralization.
1. Demonstarate understanding of Acids, Bases, and Salts.
1.1. Outline the different properties of acids and bases.
1.2. Infer the correct nomeclatures of Acids and Bases.
1.3. Summarze the different Theories of Acids and Bases.
1.4. Demonstrate the formation of salts.
1.5. Identify the safety-precautions in handling Acids and Bases.
1.6. Enumerate and describe the harmful effects of acids and bases.
2. Gain understanding of the concepts of Neutralization and Acid and Bases Strength.
2.1. Formulate the definition of a Neutralization reaction.
2.2. Determine the pH of common house hold substances.
Student Objectives/Learning Outcomes
Day 1: Prior Testing
By means of conducting a pre-test, the students should be able to:
A. determine what they know about the topic of Acids, Bases, and Salts;
B. avoid cheating during the test; and
C. answer all questions correctly according to the given instructions.
Day 2: Discovering what are Acids and Bases
Through an experiment using house hold materials, the students should be able to:
A. outline the differences between an acid from a base;
B. give the harmful effects of acids and bases;
C. infer safety-precautions in handling Acids and Bases;
D. participate in the experiment voluntarily through a peer evaluation; and
E. perform the experiment correctly based on the given work sheet.
Day 3: Acids Disclosed
Through an interactive group discussion using a power point show, the students should be able to:
A. determine the properties of an acid;
B. infer the correct nomenclature of acids
C. share ideas on the importance of acids in our lives; and
D. perform the activity individually through following given instructions.
Day 4: Bases Exposed
Through an interactive discussion using puzzle pieces , the students should be able to:
A. identify the properties of bases;
B. infer the correct nomenclature of bases;
C. share experiences on the importance of bases in our lives; and
D. administer the rules of base nomenclature precisely using puzzle pieces.

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Day 5: Theories about Acids and Bases
By means of viewing a film entitled “Acids and Bases”, the students should be able to:
A. identify the different theories of acids and bases;
B. listen attentively to the film; and
C. write down notes which are relevant to the topic.
Day 6: Disclosing the Theories of Acids and Bases
Through a group interview and question and answer portion, the students should be able to:
A. relate the different Theories of Acids and Bases to their properties;
B. summarize the different Theories of Acids and Bases;
C. defend their beliefs on following principles; and
D. present a report on their discussions.
Day 7: Discovering Neutralization
Through an interactive activity using common house hold substances, the students should be able
to:
A. formulate the concept of a Neutralization reaction;
B. share ways on maintaining balance to their life; and
C. perform the activities carefully based on teacher’s instructions.
Day 8: Demonstrating Salts
Through an experiment using common household materials, the students should be able to:
A. paraphrase the formation of salts;
B. diagram the formation of salts through a chemical reaction;
C. share experiences on the importance of Salts in their lives; and
D. perform a neutralization reaction based on past notes to form a salt.
Day 9: Identifying pH
Through an experiment using common chemical compounds and indicators, the students should be
able to:
A. determine the pH of common household substances;
B. relate pH to acids, bases, and neutralization;
B. identify their strengths and weaknesses through a character reflection; and
C. carry out the experiment precisely based on the work sheet.
Day 10: pH Uncovered
Through an interactive discussion, the students should be able to:
A. compute the pH and pOH of different substances;
B. reflect on ways to improve their strengths and weaknesses through a character
reflection; and
C. solve worded problems about pH accurately on the board.

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Curriculum-Framing Questions
Essential
Question
What is our stregth?
How doe we turn our weaknesses to strengths?
Unit
Questions
What are the importance of Acids, Bases, and Salts?
How can acids and bases be harmful?
Where is Neutralization seen in our lives?
Content
Questions
What are Acids, Bases, and Salts?
What is pH?
What is neutralization?
What is the product of Neutralization?
What are the safety precautions in using Acids and Bases?
Assessment Plan
Assessment Timeline
Before project work begins Students work on projects
and complete tasks
After project work is
completed
Pre test
Pre test is
used to
determine
students’
knowledge
on the
different
topic of the
units.
Pre-Test Unit
Plan.docx
Attendance
Sheet
The attendance
of the class is
checked in every
class meeting.
Class Attendance.xls
Seat Works
Evaluate the
comprehension
of students on
the current
topic.
SW 1 SW 2
SW 3 SW 4
SW 5 SW 6
Work
Sheets
Work
sheets are
given during
the
experiment
as a guide.
WS 1 WS 2
WS 3 WS 4
Post Test
Post test is
used to
determine
students’
knowledge
after the
unit is
discussed.
Post Test Unit
Plan.docx
Rubric
A scoring
guide used to
evaluate the
student
output.
Rubric

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Assessment Summary
The given assessments are designed to create a student centered environment in a way that
students infer the lessons with the teacher’s guidance. Furthermore, these assessments are made
in order to measure the attainment of learning goals, objectives, ideas and skills that the students
should attain in these topics. Before the project begins, a pre test assesses student’s learning
about the topic of Acids, Bases, Salts, and Neutralization. This gives a clear idea for the teacher on
what topics are to be taken in focus and what topics the students are good at. In order to check on
student’s participation in every meeting or an activity, an attendance sheet is used. This is very
helpful in managing students. During the creation of the project, learning will be in terms of
discovery method by means of experimentation using work sheets as an additional guide, aside from
the guidance of the teacher, promotes the Higher Order thinking skills of the students by letting
them analyze, synthesize, and apply the different theories learned in a real setting. Aside from
these, seat works and a summative test will be given to evaluate the student’s comprehension of the
different topics. After discussing the whole unit, a Post test will be given in order to see student’s
acquisition of knowledge during the commencement of the lessons. When the project is finished, a
rubric will be used to objectively score the students outputs.
Unit Details
Prerequisite Skills
The students must acquire the different skills in order for them to understand the different
topics in the unit:
1. Identify and give the uses of some important apparatus used in the chemistry laboratory.
2. Enumerate and explain the safety precautions to be observed in a chemistry laboratory.
3. Prepare useful mixtures from easily available resources in the Community.
4. Identify the different types of solutions.
5. Describe the changes that occur in the dissolving process substances
6. Relate the changes that accompany this process to energy changes and molecular interactions.
7. Demonstrate understanding of the properties of elements based on periodic atomic properties.
7.1 Write chemical symbols of elements or name the elements given the chemical symbol.
7.2 State the basis of the arrangement of elements in the periodic table.
7.3 Relate the number of valence electrons of elements to their group number in the periodic
table.
8. Appreciate the importance of knowing the properties of elements and how they are used in
technology.
8.1 Enumerate and describe the properties of elements and their uses
8.2 Cite the importance of knowing the properties of elements and how they are applied
particularly in modern technologies and those concerning the environment.
9. Demonstrate the ability to use symbols, formulas and chemical equations in explaining chemical
equations.
9.1 Identify and give examples of the four general types of chemical reactions.
9.2 Explain the implied information derived from a balanced equation.
9.3 Classify chemical reactions given balanced chemical equation.

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Instructional Procedures
Day 1: Prior Testing
1. The teacher gives all instructions before distributing the pre-test papers.
2. The teacher distributes the pre-test to the students by giving each table three copies.
Once students receive the pre-test papers, they will not start to answer unless instructed
by the teacher.
3. The teacher allows the students to answer the test. Then, he/she will make a few rounds
in the room to check if students are answering the test honestly.
4. When time is up, the teacher instructs students to pass their papers.
Day 2: Discovering what are Acids and Bases
1. Group the class into 6 having at least 7 to 8 members each. The groupings will be done by
count-off.
2. Give the different groups a copy of the experiment worksheet that they will be
performing and organize all the materials that the student needs for the experiment.
3. Elicit on the guidelines in which the students should follow if they are in the laboratory.
4. Instruct the different groups to have a peer evaluation on cooperation in the experiment
once it is done.
5. Present the safety pre-cautions in using acids and bases. Afterwards, the class will repeat
the different pre-cautions simultaneously. Afterwards, sternly warn the students to be
careful in handling the different substances.
6. Give a pre-lab discussion of Acids and Bases. The teacher will not go into detail of the
different properties of acids and bases. Afterwards, the experiment will commence.
7. The teacher elicits the procedure of the experiment.
Procedure
1. Describe the following substances by using your different senses. Record
your observation in the table below.
2. Dip a piece of blue and red litmus paper into the different substances.
Notice the changes in color in the paper. Record your observations in the
table below.
Substance Sight Smell Touch Taste
Vinegar
Soft drink
Baking Powder
Substance Changes in color in Red
Litmus
Changes in color in Blue
Litmus
Vinegar
Soft drink
Baking Powder

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8. The teacher will facilitate the experiment. He/she will go around the room and check the
progress of students and if the members are helping each other.
9. Once all groups are done experimenting, the teacher will let the students evaluate their
peer and record their evaluation on a ¼ sheet of pad paper.
10. The teacher collects the peer evaluation from the different groups once all groups are
finished working.
11. The teacher poses the following questions. Afterwards, he/she calls students to answer
the questions.
1. What did you observe?
2. Are there consistent observations with the baking soda and soap?
3. Are there also consistent observations with the vinegar and soft drink?
4. What compounds are bases? How about acids?
5. Are acids and bases harmful too? How?
6. If you are handling them, what safety precautions could you give in order
for you not to get hurt?
12. Students will watch a video about Acids and bases to confirm their answers.
13. Students will sum-up all the information that they had gathered from the video and the
experiment through a recitation.
14. Students are to research more about the different harmful effects of bases and acids
as an assignment. This will be passed next meeting.
Day 3: Acids Disclosed
1. Give a review of the different properties of acids and bases by asking students to fill up
the table.
2. Students will relate the properties of acids and bases to their safety pre-cautions and to
their harmful effects.
3. Give the topic of Acids by letting the students decode the jumbled words through a text
twist game.
SADIC- ACIDS
PREAP SLMITU- LITMUS PAPER
OURS- SOUR
TSEGAN NGICLAEN- CLEANING AGENTS
4. After the game, the teacher will discuss what acids are and subsequently, elicit on the
different properties of Acids through giving a concept map.
5. Show jumbled chemical reactions on the formation of acids. Afterwards, students will

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arrange the chemical reactions and they will identify the acids in the reaction.
6. Students will organize the identified acids. They will observe the differences in the acids.
After stating their observations, the names of the acids will be posted on the screen.
7. Observations will be asked and through the given examples, the students will infer on the
rules of naming acids.
8. Once, the rules of naming acids are given, the teacher will modify, add or remove some
concepts on student’s conclusion regarding Acid nomenclature.
9. Present some more examples on how acids are named. The chemical formula or structure
of the acids is given and the students will name them.
10. The students will try to name the different acids posted on the board. They will put
their answers using a sheet of ½ crosswise pad paper.
11. The teacher will give some examples on where acids could be seen in our daily lives like in
cleaning agents, preservative agents and others. After that, students will share experiences
and examples on the importance of acids in their daily lives.
12. Students will generalize the topics of acids through completing the chart below.
Day 4: Bases Exposed:
1. Let the students go to their respective groups. The teacher will assign the work area for
the groups.
2. Give a review on the past concept of acids through playing a puzzle. The students will
work as a group to decode the puzzle. The puzzle contains pictures of the different
applications of acids and bases. Also, the puzzles include the rules of nomenclature of acids
and some of their properties.
3. After decoding the puzzle pieces, the students will elaborate on their decoded puzzles.
4. Pose the question:
What is the basic for Bases?
5. Call students to answer the question. This will give the teacher an insight on student’s
knowledge of bases. Afterwards, generalize the answers of the student and clarify their
answers if they answered vaguely.
6. Call students to elicit the different properties of bases using a concept map.
7. The teacher will generalize the answers of the students. Also, the teacher will modify,
add, and clarify answers that seem vague or incorrect.
8. Distribute puzzle pieces to the different groups. The groups will decode the puzzle. Once
they are done they should notify the teacher. The puzzle pieces depict reactions of the
different bases.
9. Students are asked to identify the bases in the chemical reaction. They will organize the
bases as to observe their differences. Afterwards, the names of the different bases will be
I Learned… I will remember that… I will apply…
Acids have many used in our
lives
Acids have a pH below 7
Acids are corrosive
Nomenclature correctly
during quizzes.
Acids are important Acids are also dangerous Acids in cleaning

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shown in the screen. Students are asked to observe the names of the bases and its
structure.
10. Students give their observations and they will infer the rules of naming bases. The
teacher will evaluate each student’s answer. Also, the teacher will ask the class if they
agreed upon each student’s answer. Afterwards, the teacher will clarify and modify
students’ answers as to generalize the topic.
11. Give different puzzle pieces for the groups to decode. The puzzle pieces contain
nomenclatures of bases. Students will use this to name a base that is given to them.
Afterwards, they will write the names of their bases on the board. The teacher and
students will evaluate the answers of the different groups.
12. Students will be asked to share the uses of bases in their lives. Afterwards, the teacher
will show pictures that correspond to the importance of bases.
13. The students will generalize the topic by forming a poem by using the individual letters
of the word ‘BASE’.
14. Give a seat work about distinguishing bases from acids. They will do this in a ½ crosswise
pad paper. The teacher will go around and check upon the students. After 10 minutes, the
students will pass their papers.
Day 5: Theories about Acids and Bases
1. Inform that the class will be watching a film about the Theories of Acids and Bases.
2. Remind the students that they are required to take down notes as they watch the film
and are required to listen attentively.
3. Give the guide questions that they will be answering about the film. This will be answered
on a 1 whole sheet of pad paper and it will be passed the following meeting.
4. Present the film to the students. While the students are watching, the teacher roams
around in order to check on the students who are writing notes and listening to the film.
Day 6: Disclosing the Theories of Acids and Bases
1. Students are instructed to go to their groups in the laboratory. The teacher assigns a
location for each group.
2. Present the instructions of the activity that the students will do after the collaboration.
1. Discuss your answers to the guide questions with your group mates. Because after
the group collaboration, you will present your discussions to the class creatively.
2. Share your answers from the different guide questions. This will be a great asset
to your group report.

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3. You will only be given 12 minutes per group to discuss the theory assigned to your
group. Also, you will relate the theory to the different properties of acids and bases.
Group 1- Arrhenius Theory
Group 2- Lewis Theory
Group 3- Bronsted-Lowry Theory
4. Your group report is totaled to 45 points. You will be scored not only by the
teacher but also by the different groups in the class. So please be guided by the
following rubric:
Content- 20 pts
Creativity- 15 pts
Cooperation- 10 pts.
3. Give the students about 7 minutes to discuss and plan their group presentation.
4. The different groups will present their topics starting with group 1. After each
presentation, the group will prepare for any questions that the class or teacher may ask
them.
5. After all three groups had present, the teacher will clarify and modify the explanations
of the students. The teacher will also give additional input that may not be mentioned by the
students.
6. Post a quotation about following principles.
It is easier to fight for one's principles than to live up to them.
7. After posting the quote, the students will be asked to give their thoughts of the quote.
They will be asked to negate or agree with the quotes. The students will take sides and they
will defend their side of their decision.
8. Afterwards, the teacher will generalize the answers of the students. The teacher will not
side with any of the groups but will just give the strong points of each side. Thus, the
teacher, with the help of the students will make a generalization of the argument.
9. Students will relate the quote to the different theories of Acids and Bases and they will
do this by making a Venn Diagram. This will serve as a summary and generalization for the
topic learned.
10. The students will be given a seat work by determining the acids and bases in a chemical
reaction by using the different theories on acids and bases.
Day 7: Discovering Neutralization
1. Play the game Charades as review for the topics of Acids and Bases. The teacher will call
students to present the different clues to the class for them to correctly guess the word
they are presenting. For example, color cues like blue to red or red to blue or facial
expressions indicating bitter or sour will be clues for presenting the different properties of
bases and acids.
2. After playing charades, the teacher will generalize the activity with the help of students
by calling students to enumerate the different properties of acids and bases.
3. Prepare the materials needed for the different activities in the table. Afterwards, the
first activity will start. There are three activities:
First Activity: Measuring the pH of water using pH paper and pH meter The teacher

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will show the students how to use the pH meter. The teacher will tell the students
not to throw away the pH paper and to record the reading on the pH meter.
Second Activity: Observe the reaction of baking powder and vinegar in a beaker.
Students should observe and notice the changes that happen during the reaction.
Afterwards, the students will list down chemical equation of the reaction.
Third Activity: Measuring the pH of the liquid partition after the reaction using the
pH meter and Litmus paper.
The teacher will all the while facilitate in the activities and will give additional instructions.
4. The teacher will call different students to do the different activities in front of the
class. The class should pay close attention to the activities done by the students. The
teacher will make rounds to inspect the students.
5. After all activities are completed, the students will give a short generalization of their
observations on the activities. A few students will be called to write down their observations
in the board.
6. The teacher will ask the class if they had the same observations with those who wrote on
the board. If there are inconsistencies in the observation, the class will discuss and agree on
a single observation so that all answers will be consistent.
7. Pose the following questions for the students to analyze.
1. What does the result from the pH paper indicate and pH meter indicate?
2. What is the reaction between the reactants? What is the chemical equation of the
reaction of vinegar and baking powder?
3. Describe the interaction of the molecules of the reactants.
4. Describe the products of the reaction using optical observations and the results of
the pH meter and pH paper.
5. What kind of reaction is this? Describe this reaction.
8. Present a short video in order to verify the answers of the students and to gain more
insights on what is Neutralization. The students will take notes while listening while watching
the video. The teacher will make rounds a few rounds around the room to check on the
students.
9. After the watching the video, the students will make some corrections to their answers
or will give additional information to their answers.
10. Pose a picture of the Yin-Yang. Afterwards, tell the history of how the Yin-Yang came to
be.

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The Yin Yang started out as an astronomical sign for early astronomers to describe
change. The early astronomers noticed that the only constant factor in the universe
is change. Therefore, if there is change, then there must be a balance that will make
the world one.
11. Post the following questions to the students. The students will voluntarily answer the
questions after each question is stated. This will serve as a generalization.
1. What is balance to you?
2. How do you relate balance to the topic of Neutralization?
3. How do you apply the concept of Neutralization or the Yin-Yang to your life?
12. The students will do a seat work in order to comprehend the topic of Neutralization. The
teacher will go around checking on the students.
13. Inform the class about the project that they will be making by group. The teacher
will state the objectives of the project.
This project aims to find or create healthy and economical substances that have
the ability to neutralize soil acidity and alkalinity and to enhance student’s
appreciation on the concept of neutralization through solving the problem on soil
pH. The students should be able to:
a. Search on the different effects of soil pH to plant growth and the
farming industry.
b. Find or create different products that could neutralize soil acidity or
alkalinity.
c. Devise a research paper on the effects of these products to soil pH
and its effect on plant growth.
d. Defend their research paper and product as a group.
e. Elicit on the importance of the concept of neutralization to their lives
and to the economy.
13. Give the instructions to the class.
a. Using your assigned groups in the laboratories, you will try to study the
concept of Neutralization in detail by doing this project. You will try to research
on the effects of soil acidity and alkalinity to plants or the farming industry.
b. Bring 5 soil samples from your barangay. Each soil sample should be different
from the other. The soil samples should come from different gardens, farms, or
plantations
c. We will use two meetings to analyze your different soil samples. You will be
determining if the soil is acidic or alkaline. With the help of hand outs, you will
try to research or make a substance that has the ability to neutralize soil
acidity or alkalinity all the while being harmless to the environment.
d. After finding the potential substance, try to experiment with it with soil
gathered from your chosen areas. To truly see the effects of the substance,
you will be testing again the soil’s pH and you will be sowing a plant on the
‘neutered’ soil.

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e. Create a research paper on the result of your product and its effect on soil
pH and plant growth. The research paper should follow the format given by the
teacher.
f. You will be given about three months to finish this project. Afterwards, as a
group you will be defending your research paper.
Day 8: Demonstrating Salts
1. Post the quotation to the students.
Let there be work, bread, water and salt for all.
2. Students will give their opinion of the quote. Afterwards, the teacher will ask questions in
order to process student’s answers and the quote.
1. To whom does the quote go out to?
2. Why is salt included in the passage? Is bread and water enough to make a man
survive?
3. What is the importance of salt?
4. What is salt to you? Why?
3. Instruct the students to go to their different groups in the laboratory. Then give the
students the worksheet and materials that they need for the experiment.
4. Give a pre-lab discussion about the experiment. Afterwards explain the different
procedures that will be followed in the experiment.
1. Measure 10g of NaOH in a triple beam balance and 30ml of hydrochloric acid.
2. Carefully place the materials on the beaker and stir thoroughly.
3. Note the changes that will happen. Observe any residue that will be formed.
4. Students will describe the result of the reaction. And the teacher will verify the
answers by calling other students.
5. Students will write the chemical reaction of the hydrochloric acid and baking powder.
6. The teacher will pose the following question:
1. What kind of reaction is this?
2 Why do you say so?
3. What are the products of the reaction?
4. What type of compound is NaCl?
5. What are salts?
7. Students will answer the questions. To verify their answers, the teacher will call other
students to agree with them.
8. Afterwards, to sum-up and further verify student’s answers, the teacher will present a
video entitled “Salts in our Life”. The video will present the properties of salts and its
applications in real life.
9. Students will generalize the topic through a question and answer game with the teacher.
The different groups will be asked questions alternately and they will be scored according to
how well they answer.
10. Instruct students to create a salt using a neutralization reaction by using common
household materials that they have brought. Also, they will infer the chemical reaction that

Essentials Course
was involved between the reactants on a ¼ sheet of pad paper.
11. While students are performing, the teacher will make rounds to make sure that the
students are safe in performing the experiment.
12. Once students are done, they will submit the salt sample they have done in a test tube
covered with a cork and the inferred chemical reaction written on the ¼ paper.
13. Afterwards, the students will have a seat work in order to enhance understanding of the
topic.
Day 9: Identifying pH
1. Instruct the students to meet as a group and assign the locations where they will stay.
Instruct the students to listen carefully to the song that will be played.
2. Give the students instructions on the activity. The students will listen to the song
entitled “Perfect”.
“Made a wrong turn,
Once or twice,
Dug my way out,
Blood and fire, Bad decisions,
That's alright, Welcome to my silly life
Mistreated, misplaced, misunderstood Miss "no way, it's all good",
It didn't slow me down,
Mistaken, Always second guessing
Under estimated, Look, I'm still around
Pretty, pretty please,
Don't you ever, ever feel, Like you're less than less than perfect,
Pretty, pretty please, If you ever, ever feel,
Like you're nothing,
You are perfect to me.”
3. Post the lyrics of the song on the board. Instruct the students to listen to the song
carefully.
4. After listening to the song, pose the following questions to the students.
a. What is the song all about?
b. Are we really perfect?
c. What makes us imperfect?
d. What are you weaknesses and strengths?
e. Is it okay to have strengths and weaknesses? Why?
5. Generalize student’s answers by playing the “Fill in” game. The students will complete the
statements that the teacher left hanging.
6. Give a copy of the experiment worksheet to each group and put all the materials needed
in front and one representative from each group to get the materials that they will use.
7. Remind the students for the safety precautions in doing the laboratory experiment.
Instruct the students to wear goggles and wash their hands after doing the experiment.

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8. Give a pre-lab discussion on the concept of pH. Discuss the procedures, before the
students start the laboratory experiment.
Procedures:
1. Label all the beakers for each of the samples.
2. Pour 5 ml of each liquid into an appropriately labeled beaker.
3. Dip an unused strip of pH paper into the sample, compare with the color chart
and record the result in your data table. Repeat the same process for the
remaining samples. Be sure to use a clean, unused strip of pH paper for each one.
Data Table:
Sample Name pH Acid or Base
1. Distilled water
2. Lemon juice
3. Ammonia
4. Milk
5. Cola
6. Orange juice
9. The teacher will go around facilitating the students. If all the members are working.
10. Once all groups are done experimenting. The teacher poses the following questions to
be answered individually:
a. ) Were you surprised that distilled water did not have a neutral pH? Why do
you think this happened?
b.) Explain why you think we are not hurt by drinking cola soda or orange juice
even though they both have an acidic pH.
c.) What variables were controlled during this experiment?
11. The teacher will discuss the answer of each question by calling volunteer students to
share their answers to the class.
12. Afterwards, discuss the basic concepts of pH by relating it to the experiment done
earlier. The teacher will call students to compare their observations.
13. Afterwards, to generalize the topic, the students will play the “Fill in” game with the
teacher as the mediator.
Day 10: Disclosing pH
1. Students will recall their strengths and weaknesses that they had enumerated the
previous day. The students will list down these strengths and weaknesses in a ¼ sheet of
pad paper.
2. Play the song entitled “Dig”. While the song is played, post the lyrics of the song.
“We all have a weakness
But some of ours are easy to identify.
Look me in the eye
And ask for forgiveness;
We'll make a pact to never speak that word again

Essentials Course
Yes you are my friend.
We all have something that digs at us,
At least we dig each other
So when weakness turns my ego up
I know you'll count on the me from yesterday
If I turn into another
Dig me up from under what is covering
The better part of me”
4. Give the following questions for the students to analyze.
a. What is the song all about?
b. Are we defined by weakness only? How?
c. How can we turn our weaknesses into strengths?
d. How do we strengthen our strengths?
5. Recall the basic concepts of pH by calling students to describe their previous topic.
Afterwards, they will relate the basic concepts of pH to acids, bases.
6. The teacher will discuss on the relationship of [H3O+
] and [OH-
] in acids and bases by
posting a schematic diagram of a container filled with schematic models of [H3O+
] and
[OH-
] by basing the relationship on the pH of water where the pH= pOH.
Since the concentration of Hydronium and Hydroxyl ion concentrations are equal in water:
pOH=pH= 7
then,
pH+ pOH= 14, since the entire pH range is composed of 14 scales.
From the equation of finding the concentration of a substance,
[H3O+
][OH-
]= 1x10-7
7. After relating the concentrations of Hydronium ions to the Hydroxyl ions, the teacher,
with the students help, will derive the formula of relating [H3O+
] and [OH-
].
pOH= -log[OH-
]; pH= -log[H3O+
]
8. Post a table that shows the pH scales and the correspond concentrations of H3O+
and
OH-
pH [H3O+
] [OH-
]
0 100
10-14
1 10-1
10-13
2 10-2
10-12
3 10-3
10-11
4 10-4
10-10
5 10-5
10-9
6 10-6
10-8
7 10-7
10-7
8 10-8
10-6
9 10-9
10-5
20 10-10
10-4

Essentials Course
11 10-11
10-3
12 10-12
10-2
13 10-13
10-1
14 10-14
100
9. After showing the table, the teacher will explain the table. The teacher will relate the
table posted to the discussions of deriving the formula of pH and pOH.
10. Give the students sample problems to solve. The teacher will solve the given problem
with the students. The teacher will guide the students on how to solve the word problems.
11. After showing three problems regarding pH, the teacher will instruct the students to go
to their groups.
12. The teacher will give difficult problems for the student to solve as a group. They will
discuss on the proper approach to solve the problem and subsequently, show their solutions
on the board.
13. After solving on the board, the teacher will call other groups to evaluate the solutions
and answers of the students.
12. The teacher will give individual seat works in order to test students understanding of
the lesson. They are allowed to open their notes.
14. After finishing the evaluation, the students will generalize the answers of the students
by playing the “Fill in” Game with the teacher as the mediator.
Accommodations for Differentiated Instruction
Special Needs
Students
Students requiring special needs will require a different approach in the
classroom. Firstly, the student will be assigned a seat where temptations and
distractions are at a minimal. Secondly, the teacher will reserve a period of
time before the class instructions would begin in order for the teacher to
check the student’s assignment or plan so that expectations would be clear
and any misconceptions would be cleared right away. Thirdly, for students who
require constant reminders about how to follow class procedures, they will be
provide them with an enlarged checklist of the daily routine or assignment
expectations and tape it on work more independently. Fourthly, students
experiencing difficulties in copying notes, they will be provided with hand outs
which suit their special needs. Fifthly, if students have difficulty with cursive
writing or printing, provide them with practice strategies, but do not let the
difficulty prevent them from completing the assignment. The teacher will use
alternatives such as a computer, scribe or an extension on the assignment.
Sixthly, the teacher will create fun ways of learning especially by
incorporating students’ interest towards the lesson. Seventhly, make the
learning atmosphere as comfortable based on what the student feels
comfortable in. For example, if the student is comfortable in listening to music
or looking at pictures during the lesson, the teacher should provide for these
materials. Lastly, the teacher will incorporate parent’s suggestions and will
acquire help from the parents in order for maximum learning to occur.

Essentials Course
Non native
Speakers
 Non native speakers will receive accommodations in order to enhance their
speaking and writing skills. Moreover, this will be done in the most subtle ways
for the student not to be embarrassed. Firstly, all written outputs will be
given earlier and scored according to content only and grammar will be ignored
at first. Secondly, the teacher will put written comments about organization
and ideas and only circle grammar errors, in which the student will be asked to
submit another draft of the work with the corrections already made however
this will not be scored but it is used for evaluation purposes only. In order for
non native speakers to understand the lesson and to reinforce what has been
said, the teacher should write every important concept on the board illustrate
concept on the board. Thirdly, comment about logical development, as much as
possible, in order for the student to be enhanced in formulating clear, direct
statements. Fourthly, advise students to make an outline of a writing
assignment before making a draft. This will help students promote logical
thinking and will help in avoiding gaps in their written output. Fifthly the
teacher will try to boost critical thinking through asking leading questions like,
thus giving them permission to make inferences about the author's thoughts
and making instructions very clear to students that you expect them to form
an opinion about a piece instead of simply summarizing it. If the student is still
having difficulties in comprehension, the teacher should be prepared to spend
time individually with the student. Lastly, the teacher should be patient to the
student by giving him more time to understand.
Resource
Students
If students are experiencing difficulties, the teacher will find time for them
in order to modify and clarify; instructions that will help the students
understand the lesson. Furthermore, interventions will be given to the
students. This will provide them with a chance to collaboratively discuss the
concept as a group with their respective tutors.
Students who are hard up are free to approach the teacher during their break
time as a form of tutoring as for them to clearly master the topic. Also, the
students will be given links to web quests, videos, and animations about the
topic. This will either be their intervention activity or a supplementary
instruction. Afterwards, students are required to submit a generalization or
report about the topic either through oral presentation, during one on one
conference with the teacher or written reports.
Students are also given articles or journals related to the topic in the unit.
They will be asked to read the journals and present what they learned in front
of the class. This activity will improve the student’s breadth and depth of the
subject matter and will also boost their confidence when talking in front of
their classmates.

Essentials Course
Gifted/Talented
Students
Gifted students will be given differentiated activities as to improve their
different skills. Through the pre-test, the teacher will be able to know the
concepts that these students had mastered. During the discussion of these
concepts, the students will be given alternative activities such as articles or
journals advance topic in this unit and are required to write down a
generalization. When a concept that the students did not master is being
discussed, the student is required to undergo the same instruction with the
class, however the student will be the first to complete difficult activities.
These students will also be provided with the chance to research on advance
topics in the unit. They will be given three days to research and read on a
specific topic they want and they will present this topic creatively to their
classmates. The report should have an interaction with the reporter and the
students thus; reports could come in the form of games, monologues, or radio
broadcasting.
Outputs come in several forms. Outputs could be in the forms of role plays,
skits, oral reports and others that the students are willing to show or submit.
Gifted students are encouraged to use their own methods to come up with a
product. They are encourages to use different technologies or art styles that
they see fit in the topic. This will give them a chance to enhance skills not
defined by the curriculum.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
VCR
Video Camera
Video Conferencing Equip.
Other
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
Internet Web Browser
Multimedia
Web Page Development
Word Processing
Other
Printed Materials
Sackheim G. & Lehman D. (2002). Chemistry for health sciences. Singapore:
Pearson Education Asia Pte. Ltd.
Padolina C. (2004). Conceptual and functional chemistry. Makati City: Vibal
Publishing Inc.
Mendoza E. (2003). Conceptual Chemistry.Quezon City: Phoenix Publishing
Inc.

Essentials Course
© 2000-2007 Intel Corporation. All Rights Reserved. Page 20 of 20
Supplies
Beaker Baking Powder Speakers
pH paper Vinegar Puzzle Pieces
pH meter Stirring Rod Video on Neutralization
Indicators Soap Theories of Acids and Bases film
Projector Lap top Test Tubes
Droppers Funnels Graduated Cylinders
Tables Graphic Organizers Jumbled letters
Internet Resources
http://landresources.montana.edu/NM/Modules/Module8.pdf
Retrieved January 8, 2012 at 3:15 pm
Other Resources
Experiments on the follwing topics:
a. Acids and Bases
b. Neutralization
c. Salts
d. pH
Videos entitled: Salt and your Life
Theories of Acids and Bases
C opyright © 2008 Intel C orporation. A ll rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel T each P rogram are trademarks
of Intel C orporation in the U .S. and other countries. *Other names and brands may be claimed as the property of others.

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