Daily School TORIBIO MINOR NATIONAL HIGH Grade Level 12

Lesson SCHOOL
Log Teacher CHARISE A. MINOR Learning General Chemistry 1
Area
K1-12 Teaching Date & Quarter Quarter 1, Module 7
Curriculum Time

Session 1
Content Standards The learners demonstrate an understanding of…
the mathematical relationship between pressure, volume and temperature of gas.
Performance Standards The learners shall be able to:
Design using multimedia, demonstration, or models, a representation or simulation of
any of the following:
a. Atomic structure
I. OBJECTIVES

b. Gas behavior
c. Mass relationships
d. Reaction
At the end of the lesson the students are expected to:
Learning
Competencies/Objectiv 1. Define pressure and give the common units of pressure (STEM_GC11G-Ih-i-43).
es 2. Use the gas laws to determine pressure, volume, or temperature of a gas under
(Write the LC code for certain conditions of change (STEM_GC11G-Ih-i-45).
each)
3. Use the Ideal Gas Equation to calculate pressure, volume, temperature, or number of
moles of gas (STEM_GC11G-Ih-i-46).

II. CONTENT
Unit of Pressure and Gas Laws
A References Quarter 1, Module 7 pp. 1-32
1. Teacher’s Guide
III. LEARNING RESOURCES

Pages
2. Learner’s Materials
Pages
3. Textbook Pages -----
4. Additional Materials
From Learning LR -----
Portal
B. Other Resources

ELICIT
Diagnostic test: General Chemistry 1 module 7
A. Reviewing Previous
Lesson or Presenting
New Lesson
 ENGAGE
Match up!
B. Establishing a
Purpose for the Lesson

C. Presenting
Examples/Instances of
the Lesson

D. Discussing New
Concepts and
Practicing New Skills#1

E. Discussing New
Concepts and EXPLORE
Practicing New Skills#2
The students will be asked to form 4 groups.
1. P-O-E (PREDICT – OBSERVE- EXPLAIN)
Materials:
Balloon inside the syringe:
1 small balloon (enough to fit in the syringe)
1 big syringe (no needle)
Balloon expose to hot and cold water
2pcs. balloons
2pcs. 1000mL beaker
Hot water
Cold/iced water
Candle inside the jar
1pc. large basin
1pc. candle
1 pc 1000mL beaker
EXPERIMENT PREDICTION OBSERVATION EXPLANATION
1. Balloon inside the
syringe
Questions:
a. What will happen to the
balloon inside the
syringe if you cover the
hole at the bottom and
pull it upward?
b. What happen to the
balloon inside the
syringe if you cover the
hole at the bottom and
pushing the syringe
downward?
2. Balloon expose to heat
and cold
Filled the balloon with
enough air just right to fit in a
prepared jar. One with hot
water and the other one with
cold water.
Questions:
a. What will happen to
I
V F. Developing Mastery the balloon being
. (Leads To Formative placed in a jar of hot
Assessment 3)
P water?
P b. What will happen to
R the balloon being
O placed in a jar filled
C with cold water?
E
D 3. Candle inside the jar
U Filled the basin with tap
R water. Place the candle at
E the center of the basin and lit
S it. Cover the candle with a
beaker big enough to cover
it.
Questions:
a. What happened to
the candle inside the
beaker?
b. What happened the
water in the basin?

EXPLAIN
2. PHET INTERACTIVE SIMULATION ON GAS LAW
Use Intro (PhET) screen to test your ideas about gas laws.
a. explore the relationship between the temperature and pressure in a constant
volume.
b. explore the relationship between volume and pressure in a constant
temperature.
c. Observe the relationship among pressure, temperature and volume.

G. Finding Practical ELABORATE

Application of Concepts 1. Watch a video clip (teacher’s choice) on how to solve problems dealing
and Skills in Daily with gas laws
Living
 Link 1: https://www.youtube.com/watch?v=kOp-3CMb6nY

Virtual wall
H. Making Virtual Wall Questions:
Generalization and 1. What have you learned in today’s lesson?
Abstractions about the 2. What questions do we still have that this class does not fully understand/explain
lesson
about gas laws?
I. Evaluating Learning EVALUATE
Student’s Output

J. Additional Activities EXTEND

for Application or Performance Standard
Remediation The learners should be able to …
Design using multimedia, demonstration, or models, a representation or simulation of
any of the following:
e. Atomic structure
f. Gas behavior
g. Mass relationships
h. Reaction

2. Make a video clip on the application of gas law in a real-life situation.

Sample video:
 Link 2: https://www.youtube.com/watch?v=_EWd0DuN43E
Gas laws Real – life application
1. Boyle’s Law
2. Charles’ Law
3. Gay-Lussac’s
law
Rubrics:
VI- REMARKS
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation

C. Did the remedial

lessons work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
VII - REFLECTION

strategies work well?

Why did this work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Assessment Plan

Objectives Face to face

At the end of the lesson the students Task Assessment
are expected to:
1. Define pressure and give the
common units of pressure
(STEM_GC11G-Ih-i-43).
2. Use the gas laws to determine
pressure, volume, or temperature of a
gas under certain conditions of change
(STEM_GC11G-Ih-i-45).
3. Use the Ideal Gas Equation to
calculate pressure, volume,
temperature, or number of moles of gas
(STEM_GC11G-Ih-i-46).
4. Use Dalton’s Law of Partial Pressure
to relate mole fraction and partial
pressure of gases in a mixture.
(STEM_GC11DL-Ii-47).
1. Student will answer the Diagnostic Test on Gas laws
diagnostic test (What I know)
in their module(Quarter 1
module 7)
2. Students will go to their
respective group to Formative Test
manipulate Phet Interactive 1. Self reflection
simulations on Gas Laws 2. Rubrics
3. Questions given in the
3. Students will also use POE activity sheet
(Predict- Observe – Explain) 4. Virtual Wall
strategy to generate
discussion
4. Introduce to the students the
formulas in solving Gas Laws
by letting the watch a video Summative Test
on how to solve problems Students’ Output
involving gas laws.
5. Quiz