The document provides a lesson plan for a 4th quarter general chemistry course covering acid-base equilibria and salt equilibria. The lesson plan focuses on Bronsted-Lowry acids and bases, the acid-base properties of water, and the pH scale. It includes 6 learning sessions with activities such as discussing the definitions of acids and bases, examining acid-base reactions, and assessing students' understanding through discussion and reflection. The goal is for students to understand acid-base concepts and be able to apply the principles to real-world examples.

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WHOLE-BRAIN LESSON
PLAN
4th Quarter
SUBJECT: General Chemistry 2 (STEM)
UNIT TITLE: Acid-Base Equilibria and Salt Equilibria
LESSON TITLE: Bronsted-LowryAcids and Bases, The Acid-Base
Properties of Water,ThepH Scale
LEVEL: Grade
12
WEEK: 6-7
SESSION(S):
4
I. A. LEARNING ENDSTATES:
What skills & competencies, values & attitudes (7 self-mastery skills) are being developed? To what degree should students be
assessed?
 Learning to THINK: Understands the importance and application of the Bronsted-Lowry acids and bases, the scid-base properties
of water, and the Ph scale in addressing the needs of daily life.
 Learning to DO: Applies principles and theories of the Bronsted-Lowry acids and bases, the acid-base properties of water, and
the pH scale in formulating investigatory project to address human needs and concerns
 Learning to FEEL: Upholds moral responsibility over innovation in advancing knowledge in Bronsted-Lowry acids and bases,
the acid-base properties of water, and the pH scale
 Learning to COMMUNICATE: Expresses the importance of the Bronsted-Lowry acids and bases, the acid-base properties of
water, and the pH scale ideas in driving innovation and progress
 Learning to INTUIT: Reflects how innovations in the Bronsted-Lowry acids and bases, the scid-base properties of water, and the
pH scale affect life and environment
 Learning LEAD: Inspires others to promote safe use of technology and innovations in Bronsted-Lowry acids and bases, the acid-
base properties of water, and the pH scale
 Learning to BE: Innovative Chemist
B. HOW WILL THE LEARNING PROMOTE:
1. SOCIAL RESPPONSIVENESS/GLOBAL AWARENESS: Encourages others to use knowledge of the Bronsted-Lowryacids
and bases, the acid-base properties of water, and the Ph scale in protecting and preserving the environment
2. MORAL/ETHICAL FORMATION: Envisions how acids and bases improve quality of life

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II. ESSENTIAL QUESTION:
How does the Bronsted-Lowry acids and bases, the scid-base properties of water, and the Ph scale affect the natural
phenomena in our surroundings?
III. MATERIALS, METHODS, AND
ACTIVITIES
MATERIALS
Contextualized Activity Sheets and
Worksheets
Videoclip on Earth Processes
Learner’s Materials
Interactive assessment tool
METHOD
S
Direct Teaching, Discovery Approach
ICT-based instruction
Collaborative Learning
ICT-based instruction
ACTIVITIES
Brainstorming
Individualized Learning/Group
Expository Writing
Individual/group learning
Discussion
IV. RUBRICS FOR ASSESSMENT
1. Product –based rubric for Oral Presentation
V. INSTRUCTIONAL PHASES
1) ACTIVATE (Creating Focus and
Purpose)
LEARNING
ACTIVITIES
Session 1
Activity 1: Hammer Manner
Engage the learners by showing the illustration below. Ask the learners what information
can they get from the illustration.

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1. A hammer can be used to put and also to remove nails, depending on the need. Similarly,
amphiprotic substances can act both as an acid and as a base.
2. Ask the learners to give more examples of tools or objects for more than one purpose. For
example, a knife can be used to cut things and also to scalefish.
3. Some learners may be accustomed in using the term amphoteric. Give the following
explanation: The term amphoteric is a general term for substances that can react both as an
acid and a base. On the other hand, amphiprotic is a more specific term used to describe a
substance which can both donate and accept hydrogen ions.
4. Note also that all amphiprotic substances are also amphoteric but not all amphoteric
substances are amphiprotic. For example, aluminum oxide, it is amphoteric but not
amphiprotic.
Activity 2: Litmus Paper Test
The learners will identify if the common household substances (vinegar, baking soda,
shampoo, toothpaste, dishwashing liquid) are acid or base using blue and red litmus paper.
The following questions will be asked:
a. How to determine if a substance is an acid orbase?
b. What are the characteristics observed in an acid and a base?
c. What is the pH range of an acid and a base?
Suggestion to teacher: Replace the substances with different brands of mineral water. Test the
mineral water sample using the pH ion and an indicator. The learners will realize that some mineral
water are acidic

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and bad to their health.
Activity 3: SORT:Hammer and
Water S – State the details
O – Organize the data
R – React from different perspectives
T – Tell the class what you have learned
This is a strategy on outlining and in getting reactions from different perspectives. This will
enable the learners to organize the data.
1. State the objectives and procedures of the activity.
2. Inform the learners about the strategy on SORT.
3. The learners will be given practice problems which illustrate the concept of second
law of thermodynamics.
4. Allow the learners to group themselves to work on the activity.
5. Let the learners think of phenomenon around them which applies the second
lawof thermodynamics.
6. Let them have the results of the activity.
7. Evaluate the activity.
Ask the learners to examine the given
equation:
a. How can this equation be related with hammer previously discussed?

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Water, like the hammer, can serve two purposes: as a proton donor and as proton
acceptor. Water molecules exhibit their amphiprotic property even in trace amounts.
b. Ask the learner to write chemical reaction for the auto ionization of water on the
board. The auto-ionization of water molecules follows the reaction below:
c. From the equation, what are the products of the auto-ionization of water?
The products of the ionization of water molecules include hydrogen ion and hydronium
ion.
d. Supplementary videos can be used to enrich this lesson by using
this link: https://www.youtube.com/watch?v=DpDewqtha8o and
https://www.youtube.com/watch?v=zeFSzt5x9uo.
e. The first video reiterates the key points covered by preceding discussion while the second
video
shows auto-ionization of water at the molecular level.
2) ACQUIRE Session 2
Activity 4: The Bronsted-LowryDefinition of Acids
and Bases
1. Recall the following points in writing equilibrium constant expression:
a. Solutes enter as their molarity.
b. Terms for pure liquids need not appear in the expression. Its concentration is the
same for all dilutes.
c. Two ions are present in equal amounts since ionization of water molecule produces euqla
number of the two ions.
2. To give an idea of Bronsted acid-base reaction, watch the video The Bronstd and Lowry
Definition of Acids and Bases on this link https://www.youtube.com/watch?v=-
Yv6LOUK7_8.
3. The learners will answer the the following guide questions:
a. What is Bronsted and Lowry’s Definition of acids and bases?
b. How does it impactchemistry?

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c. Based on Bronsted’s definition, explain the relation between H+, acids andbase.

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Activity 5: The Amphiprotic Nature of Water
1. Given the amphiprotic nature of water, why is water neutral?
2. Explain the principle, STRONG ACID + STRONG BASE and WEAK ACID + WAEK BASE in
terms of the tendencies of substances to donate and accept proton.
3. Box the conjugate base and circle the conjugate acid in the following equations:
Activity 6: Discussion
Bronsted-Lowry Acids and
Bases
To truly understand the properties of acids and bases, they must be studied at the molecular
level. Acids and bases can be determined using the Arrhenius, Bronsted-Lowry, and Lewis
definitions. According to the Bronsted-Lowry definition, an acid is a substance that can donate a
proton (H+
), while a base is any substance that can accept proton. A hydrogen ion is a hydrogen
atom that has lost an electron, so it is electron=deficient. Since hydrogen has only one electron, a
hydrogen that has lost an electron is simply a particle that contains 1 proton in the nucleus.
Therefore, a hydrogen ion is a proton acceptor. Depending on the number of protons that may be
donated, an acid may be called monoprotic if it can donate one H+
, diprotic if it donates two H+
, and
polyprotic if it can donate three or more hydrogen ions.
The Bronsted-Lowry definition of an acid says that a molecule of HCl does not simply ionize in
water.
Rather, it reacts with water to form hydronium ion and chloride ion as shown below:
The reaction above shows that HCl in the in the reactant becomes Cl-
in the product. It donated
the H+ (proton donor) while H2O accepted a proton. Therefore, HCl is an acid H2O as a base. The
HCl-Cl- and H2O-
H3O are conjugate acid-base pairs. The acid donates H+ to become a base and the base accepts a
HClO2 + H2O  ClO2
-
+ H3O+
OCl-
+ H2O  HOCl + OH-
HCl-
+ H2PO4
-
 Cl-
+ H3PO4
HCl + H2O  Cl-
+ H3O+
Acid Base Bas
e
Acid

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H+ to become an acid.

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3) APPLY, PRACTICE,
FORMATIVE ASSESSMENT
Session 3
Activity 7: Comparison of Acids and Bases
1. The learners will be given sets of reactions.
2. The learners will try to identify the species that act as the acid and base in the reaction and
they will have to explain their answers.
3. The learners will come up with a table that summarizes the differences between an acid and
abase.
COMPARISON ACI
D
BAS
E
Definition Arrhenius Definition: An acid is
any chemical compound which
when dissolved in water gives a
solution with hydrogen ion
activity greater than a pure
water.
Bronsted-Lowry Definition: An
acid is a substance which dontes
a
proton.
Arrhenius Definition: A base is
an aqueous sunstance that
can accept hydrogen ions.
Bronsted-Lowry Definition: A
base is any substance which
accepts proton.
pH (Measure of any
concentration of
hydrogen
ions in a solution)
Less than 7.0 Greater than 7.0 and could go
up to 14 in case of stronger
bases.
Physical Characteristics Depending on the
temperature, acids can occur
in solid, liquid or gaseous
form. Tastes sour.
Bases feel slippery beceause
of the reaction of the base
with the oils of your hand.
Frequently
solids except ammonia which
is a gas. Tastes bitter.

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Other Properties Electrolytes, conducts electricity,
reacts with many metals.
Electrolytes, conducts
electricity, ranges from
insoluble to soluble that they
can react with water
vapor.

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Dissociation
Chemical Formula
Litmus Test
Acids free hydrogen ions (H+)
when mixed with water.
Bases free hydroxide ions
(OH-) when mixed with
water.
An acid has a chemical formula
with H at the beginning of it. For
example, HCl (hydrochloric acid).
There is one excemption to this
rule, CH3COOH= acetic acid
(vinegar).
A base has chemical formuls
with OH at the end of ot. For
example, NaOH for sodium
hydroxide.
Turns blue to litmus paper to red. Turns red litmus paper to blue.
4) SUMMATIVE ASSESSMENT,
CLOSURE AND REFLECTION Session 4
Activity 8: Reflection
Make a reflection about what they have learned from the discussion and relate it to real life
scenarios. (Use rubric for assessment of outputs)

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ASSESSMENT
RUBRIC
Rubric for Assessing Oral
Presentations
BELOW
EXPECTA
TION (1)
NEEDS
IMPROVEME
NT (2)
SATISFACTO
RY
(3)
EXCEEDS
EXPECTAT
ION (4)
ORGANIZATI
ON
No apparent
organization. Evidence
is not used to
supportassertions.
There is some
organization, but the
speaker occasionally
goes off topic.
Evidence used to
support conclusions
isweak.
The presentation has a
focus and provides some
Reasonable evidence to
support conclusions.
The presentation is
carefully organized and
Provides
convincing
evidence to
supportconclusion
s.
CONTENT
The content is in accurate
or overly general.
Listeners are unlikely to
learn anything or maybe
misled.
The content is sometimes
inaccurate or incomplete.
Listeners may learn some
isolated facts, but they are
unlikely to gain new
insights
about thetopic.
The content is generally
accurate and reasonably
complete.
Listeners may develop a
few insights aboutthe
topic.
The content is accurate
and comprehensive.
Listeners are likely to gain
new insights about
thetopic.
DELIVERY
The speaker
appears anxious
and
uncomfortable
and reads notes,
rather than
speaks. Listeners
are ignored.
The speaker
occasionally
appears anxious
or
uncomfortable,
and may
occasionally
read notes,
rather than
speak. Listeners
are often
ignored
or misunderstood.
The speaker
is generally
relaxed and
comfortable.
Listeners are
generally
recognized
and
understood.
The speaker is
professional,
relaxed, and
comfortable
and interacts
effectively with
listeners.