School Cansilayan Farm School Grade Level 10

Teacher Venicer P. Balaod Learning Area Matter (Chemistry)

Teaching May 15-19 Quarter 4th
Dates

Week 3: Day 1

I. OBJECTIVES

A. Content Standards

The Learners demonstrate an understanding of how gases behave based on the motion and relative
distances between gas particles

B. Performance Standards

C. Most Essential Learning Competencies (MELCS)

1. investigate the relationship between:

1.2 volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.

D. Learning Code

S10MT-IVa-b-21

E. Daily Task

Calculate problems involving

temperature and pressure at
constant volume.

II. CONTENT

Gay- Lussac’s Law

III. LEARNING RESOURCES

1. Grade 10 Learner’s Module pp. pp.377-379

2. Grade 10 Teacher’s Guide pp. 270-272
3. Additional materials
Picture/photo of Joseph Gay
Lussac
IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Note: Elicit and Engage

Show a picture of Gay Lussac

B. Engage

Pose questions:
1. Who do you think is the person
in the picture?
2. What is his important

contribution in the field of

science?

C. Explore

Essential question:
What is the relationship between
volume and pressure of gases at
constant temperature?

1. Lecturette
Principle of Gay –
Lussac’s Law
Mathematical Expression
and derivation of formula

Familiarization of units of
every quantity
Problem solving
(Emphasize: Given, Required
and Solution)

D. Explain
One member of the group will
explain the solution to the word
problem.
Refer to LM pp 377-380 for word

problems

E. Elaborate

Guide Questions:
1. How is Gay Lussac’s’ law
expressed mathematically?
2. What is the Temperature scale
used in the problem? Why?
3. What is the relationship
between pressure and
temperature of the gas at
constant pressure?
4. What formula is used in finding
the final temperature?
Final pressure?

F. Evaluate:

Answer the problem below:

The gas left in a used aerosol
can is at a pressure of 1 atm at
27 C (room temperature). If this
can is thrown onto a fire, what is
the internal pressure of the gas

when its temperature reaches

972C?
(Answer : 4 atm )
G. Extend

Add in portfolio:
Describe how is the Gay-
Lussac’s Law being applied in the
liquefaction of gases?
V. REMARKS
VI. REFLECTIONS

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

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?

Week 3: Day 2
I. OBJECTIVES

A. Content Standards

The Learners demonstrate an understanding of how gases behave based on the motion and relative
distances between gas particles

B. Performance Standards

C. Most Essential Learning Competencies (MELCS)

1. investigate the relationship between:

1.2 volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.

D. Learning Code

S10MT-IVa-b-21

E. Daily Task

Determine the relationship among temperature, pressure

and volume of gases at constant number of moles.
II. CONTENT

Combined Gas Laws

III. LEARNING RESOURCES

1. Grade 10 Learner’s Module pp.380-382

2. Grade 10 Teacher’s Guide pp. 272-273
3. Additional materials
Candle, glass, water, food
color and match sticks

IV. LEARNING TASKS

Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards
 A. Elicit

Candle, glass, water

Demonstration

B. Engage

Pose questions.
What will happen to the
water?
What gas law is described by

the experiment?

C. Explore

Essential question:
What is the relationship among temperature, pressure and volume of gases at constant number of
moles?

Working in groups students

will perform the activity.
Refer to Learner’s Module
pages 380-382
---End of session-----

D. Explain

E. Elaborate

F. Evaluate:

G. Extend

V. REMARKS
VI. REFLECTIONS

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

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?
Week 3: Day 3

I. OBJECTIVES

A. Content Standards

The Learners demonstrate an understanding of how gases behave based on the motion and relative
distances between gas particles

B. Performance Standards

C. Most Essential Learning Competencies (MELCS)

1. investigate the relationship between:

1.2 volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.

D. Learning Code

S10MT-IVa-b-21

E. Daily Task

Determine the relationship among temperature, pressure

and volume of gases at constant number of moles.
II. CONTENT

Combined Gas Laws

III. LEARNING RESOURCES

4. Grade 10 Learner’s Module pp.380-382

5. Grade 10 Teacher’s Guide pp. 272-273
6. Additional materials
Candle, glass, water, food
color and match sticks

IV. LEARNING TASKS

Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Ask:
Identify the three gas laws
that we have discussed.

B. Engage

Pose a question:
Why are studying Gas Laws
important?

C. Explore

D. Explain

Students will present and

explain the result of their
experiment.
Refer to LM for the key

questions.

E. Elaborate

Guide Questions:
1. What properties of gas did
you observe in the activity?
3. Based on the result of the
activity what can you infer
about the relationship
between volume, pressure
and temperature of the gas
at constant number of
moles?
4. What gas Law is being
described by the relationship
between volume, pressure
and temperature at constant
number of moles?
F. Evaluate:

The result of the activity

served as the assessment
G. Extend

V. REMARKS

VI. REFLECTIONS

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

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?
Week 3: Day 4

I. OBJECTIVES

A. Content Standards

The Learners demonstrate an understanding of how gases behave based on the motion and relative
distances between gas particles

B. Performance Standards

C. Most Essential Learning Competencies (MELCS)

1. investigate the relationship between:

1.2 volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.

D. Learning Code

S10MT-IVa-b-21

E. Daily Task

Calculate problems involving

temperature, pressure and
volume of gases at constant

number of moles.
II. CONTENT

Combined Gas Laws

III. LEARNING RESOURCES

7. Grade 10 Learner’s Module pp.380-382

8. Grade 10 Teacher’s Guide pp. 272-273
9. Additional materials
Aerosol can
IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards

A. Elicit

Note: Elicit and Engage

Show picture of Aerosol Can or
bring an Aerosol Can

B. Engage

Pose questions:
1. What can you read in the
warning label?
2. Why is it that aerosol can

should not be thrown on fire?

4. What gas law can be applied?

C. Explore

1. Lecturette

Familiarization of units of

(Emphasize: Given, Required and

Solution)
2. Group activity on problem
Solving

D. Explain

One member of the group will

explain the solution to the word
problem.
Refer to LM pp 383-384 for word
problems.

E. Elaborate
 Guide Questions:
1. What are the variables involved
in combine gas law?
3. How is the combined gas law
expressed mathematically?
4. What formula is used in finding
the final temperature?
Final volume
F. Evaluate:

Answer the word problem below:

1. A cylinder of compressed
oxygen gas has a volume of 30L
and 100 atm pressure at 27 C?
the cylinder is colled until the
pressure is 5.0 atm. What is the

new temperature of the gas in the

cylinder?
(Answer: T2 = 15K
Converted to Celsius
T2=-258C)
G. Extend

Add in portfolio:
What is the application of
Combined gas law in the weather
balloon?
V. REMARKS
VI. REFLECTIONS

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

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?
Week 3: Day 5

I. OBJECTIVES

A. Content Standards

The Learners demonstrate an understanding of how gases behave based on the motion and relative
distances between gas particles

B. Performance Standards

C. Most Essential Learning Competencies (MELCS)

1. investigate the relationship between:

1.2 volume and temperature at constant pressure of a gas;
1.3 Explains these relationships using Kinetic molecular theory.

D. Learning Code

S10MT-IVa-b-21

E. Daily Task

Summative
Assessment
II. CONTENT

Combined Gas Laws

III. LEARNING RESOURCES

10. Grade 10 Learner’s Module pp.380-382

11. Grade 10 Teacher’s Guide pp. 272-273
12. Additional materials
Aerosol can
IV. LEARNING TASKS
Teacher’s Activity
Please all stand, let us pray. _____________, lead us a short prayer.

Good morning class!

Before you sit down arrange your chairs and pick up some papers and plastics.

We will check your attendance. Say present as I call your name.

Exchange your assignments. We will check that and record your score afterwards
 A. Elicit

B. Engage

C. Explore

D. Explain

E. Elaborate

F. Evaluate:

G. Extend

V. REMARKS
VI. REFLECTIONS

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

B. No. of learners require additional activities for remediation who scored below 80%

C. Did the remedial lesson worked? No. of learners who caught up with the lesson.

D. No. of learners who continue to require additional remediation.

E. Which of my teaching strategies worked well? Why did this happen?

F. What information or localized materials did I use/discover which I wish to share to other teachers?