SCIENCE LESSON PLAN

COT 1
GRADE LEVEL QUARTER / DOMAIN DATE

10 QUARTER 4- CHEMISTRY 10

I. OBJECTIVES

A. Content The learners demonstrate an understanding of…

Standards The behavior of gases
B. Performance
Standards
The learners should be able to:
C. Learning
Investigate the relationship between volume and pressure are constant
Competencies/
Objectives temperature of a gas (ST10MTiv-a-b-21)

II. CONTENT GAS LAWS: Boyle’s Law

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
Pages
pages

2. Learner’s Pages 246-248

Materials pages

3. Textbook pages

4. Additional
Materials from
Learning
Resource (LR)
portal

http://chemsite.lsrhs.net/gasses/handouts/Charles_Prob.pdf
B. Other Learning
https://www.thoughtco.com/boyles-law-example-problem-607551
Resources
IV. PROCEDURES

Teacher’s Activity Learners Activity KRAs and

Objectives

A. Reviewing KRA 1
previous lesson Students Possible Answers OBJECTIVE

or presenting ELICIT
POCKET CHART
the new lesson
(5 minutes)

Pocket of Words

Students will be given definition of terms

(properties of gases) and units. These set of
words will be put by the students in the
pocket provided by the teacher with
 corresponding word. After which all
students will read the words and their
meanings at the same time the unit.

Quantity of matter
Liters
Kilogram
Space occupied by the object
Force exerted to a gas
Atmosphere
Coldness or hotness of an
object
Degrees Fahrenheit
The teacher makes sure that all students are
reading the words to check pronunciation
and vocabulary.

Quote for the day ! To be shared to the

students before the lesson proper.

“If you are positive, you’ll see

opportunities not obstacles”
Define what is Boyle’s law.

Describe the relationship between

volume and pressure in Boyle’s Law.
B. Establishing a
purpose for the
Solve numerical problems of Boyle’s
lesson
Law.

Relate the concepts of Boyle’s Law in

real life situations.
a. Presenting ENGAGE Question and Possible Answer:
examples/instan
ces of the new (3 minutes) What do you think will happen to
lesson the balloon when the man will
Show pictures of balloons, soap bubbles and continue to pump it with air?
blown bubble gums and ask some questions. The balloon will become bigger
and it will blow at some time.
Picture 1
What about the soap bubbles?
It will also blow at some time.

How about the blown bubble

gum?

It will also blow when the girl

continues to fill the gum with air.
Picture 2
 Picture 3

Introduction of the Lesson Let the students read the Boyles

Law with emphasis in the
Let the students read the following:
underline words.
 Boyle’s Law states that a volume(V)
of a sample gas is inversely
proportional to the pressure(P) of a
gas when the temperature(T0 and
the number of gas(n) remains the
same.

 When volume (V)of a gas decreases,

pressure(P) of a sample gas
increases.

 Formula for Boyle’s Law: P1V1=P2V2

Where: P1 -initial pressure

V1 – initial volume

P2 – final pressure

V2 – final volume

REFER TO POWERPOINT SLIDES

EXPLORE KRA 1
OBJECTIV
(10 minutes) E

STUDENTS ACTIVITY

PROBLEM NUMBER 1
b. Discussing new
concepts and
practicing new Problem 1
skills #1 A balloon with a volume of 2.0 L is filled with
a gas at 3 atmospheres. If the pressure is
reduced to 0.5 atmospheres without a
change in temperature, what would be the
volume of the balloon?

Problem 2
c. Discussing new
concepts and An ideal gas occupying a 2.0 L flask at 1 atm
practicing new is allowed to expand to a volume of 6
skills #2 L.Calculate the final pressure in atm.
 INDIVIDUAL ACTIVITY

Objectives:

o Describe the relationship between

pressure and volume
o Solve the problem.

Materials Needed:
Pen and Paper

Instruction: Answer the following problem in

a one whole sheet of pap paper. Show the
process for your solution.

1. A sample of gas has an initial pressure of

2.44 atm and an initial volume of 4.01 L. Its
pressure changes to 1.93 atm. What is the
new volume if temperature and amount are
kept constant? State the relationship of
pressure and volume.

2. A sample of gas has an initial pressure of

722 torr and an initial volume of 88.8 mL. Its
volume changes to 66.3 mL. What is the new
pressure? State the relationship of pressure
and volume
 EXPLAIN Learners will be able to answer the KRA 1
Show a video presentation questions bases on the video OBJECTIV
presented. E
“ BOYLE’S LAW REVIEW” 1. BB KRA 2
2. WW OBJECTIV
2 Minutes 3. BW E6
Guide Questions 4. 100 %
d. Developing 1. How does Bolye’s Law
mastery (leads explains in syringe?
to Formative 2. What is the effect of Low
Assessment 3) pressure on a deep sea
fish?
3. How does the Boyle’s Law
applied to the divers?
4. Expalin why small boats
disappear when they pass
Bermuda Triangle?
e. Finding ELABORATE KRA 1
practical Leraners will be able to OBJECTIV
Ask the Learners state Boyle’s Law and State the E
applications of
concepts and relationship between volume and
What is Boyle’s Law? What is the relationship pressure.
skills in daily
between pressure and volume?
living
f. Making
generalizations
and abstractions
about the
Lesson
g. Evaluating Solve the following using Boyle’s Law KRA 2
learning OBJECTIV
E
1.The next Boyle's law example concerns
a gas under 2.5 atm of pressure while
occupying 6 liters of space. It is then
decompressed isothermally to the
pressure of 0.2 atm. Let's find out its
final volume.

2. Imagine that we have an elastic

container that holds a gas. The initial
 pressure is 100 kPa (or 10⁵ Pa if we use
scientific notation) and the volume of
the container equals 2 m³. We decide to
compress the box down to 1 m³, but we
don't change the overall temperature.
The question is: "How does the pressure
of the gas change?".

EXTEND
h. Additional Read about Charles Law.
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

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
work?
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?

Prepared by:

MA. ISABEL L. SALDIVAR Checked by:

Subject Teacher

BENJAMIN N. JALIQUE JR.

Head Teacher III