DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN DATE

10 QUARTER 4 – CHEMISTRY (MAY 25, 2022)

I. OBJECTIVES
The Learners demonstrate an understanding of how gases behave based on the
A. Content Standards
motion and relative distances between gas particles
B. Performance
Standards
According to Bloom's Taxonomy, there are
Investigate the relationship between
numerous goals and skills that teachers
volume and pressure at constant
establish for their students (learning
temperature of a gas; volume and
objectives). Benjamin Bloom, an educational
temperature at constant pressure of a
C. Learning psychologist at the University of Chicago, first
gas; and explain these relationships
Competencies/ suggested the taxonomy in 1956. 
using Kinetic Molecular Theory.
Objectives
(LC code) Calculation is included under "Applying,"
Daily Task: Apply ideal gas equation
where students are given issues to solve.
in solving problems.
Problems are also connected to what
students encounter in their daily lives.
S10MT-IVa-b-21
II. CONTENT Gas Laws
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 276
2. Learner’s Materials
pp. 388 – 390
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
https://opentextbc.ca/mathfortrades2/chapter/transposing-equations/
B. Other Learning
http://chemsite.lsrhs.net/gasses/handouts/Ideal_Problems.pdf
Resources
https://www.youtube.com/watch?v=Sa_Xwpun1zE
IV. PROCEDURES TEACHER’S ACTIVITY INDICATORS/ ANNOTATIONS
Before proceeding teacher will… Teacher aims to target Indicator
set standards. 3, 4, 5, 6, and 7.
establish safe and secure learning environment.
implement policies, guidelines, and procedures. In chain technique, the learners
Chain Technique (Review on Avogadro’s law) are able to collaborate with each
other in putting ideas to every
Idea: box that makes a chain. They will
Idea: be grouped by row and think of
any idea learned from previous
ELICIT Idea:
lesson. The teacher, then, will
Idea: evaluate afterwards the concepts
put by the learners.
Idea:
Idea:
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE
10 QUARTER 4 – CHEMISTRY (MAY 25, 2022)

Anticipation chart
Anticipation Chart (Activating Prior Knowledge)
Building an engaging activity and
Teacher explains procedure as to the at the same time gathering prior
accomplishment of the matrix. knowledge from learners are
important in every lesson.
1. Answer the matrix by putting a check if Anticipation chart is of big help.
you agree or disagree with the statement. This activity is a comprehension
strategy used before the lesson
Agree Disagree Statement Agree Disagree
to activate students’ prior
Before the Lesson After the Lesson
Blowing up knowledge and build curiosity
a balloon about a new topic. Before the
will lesson, students read several
decrease statements about the key
the volume concepts presented in the text,
of a balloon
Formula for
then will choose to agree, or
ideal gas disagree. This stimulates
law only student’s interest in a topic.
ENGAGE involves
variable P Teacher aims to target Indicators 4,
and T 5, and 7 in this specific strategy.
where V is
constant.
The value
for gas Many believe that prior
constant is knowledge is an important factor
0.0821 influencing learning and student
L,atm/mol.K achievement, hence the studies,
The n in - ResearchGate (2017) on Prior
ideal gas
law stands
Knowledge: Its Role in Learning
for volume. -Edutopia.org (2018) Activating
Celsius is Prior Knowledge with English
the Language Learners
standard -The Science Teacher. Prior
unit in
knowledge in science lessons
solving
Ideal Gas - The Relevance of Prior
Law Knowledge in Learning and
Instruction Design
EXPLORE Essential Question: Indicator 1. Apply knowledge of
What is ideal gas law? content within and across
curriculum teaching areas.
1. Lecturette
Explain Transposition in
• Principle of Ideal Gas law Mathematics
• Mathematical Expression and derivation of
formula Transposition (Rearranging
PV=nRT equations)
• Familiarization of units of every quantity Conversion in Physics, where
Pressure – atm, torr, mmHg, Pa learners are able to convert
V – L, mL Celsius to Kelvin.
n – mole
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE
10 QUARTER 4 – CHEMISTRY (MAY 25, 2022)

T–K
In math, conversion is the
• Problem solving process of changing the value of
one form to another for example
Example inches to millimeters, or liters to
When filling a weather balloon with gas you must gallons. Units are used for
consider that the gas will expand greatly as it measuring length, measuring
rises and the pressure decreases. Let’s say you weight, measuring capacity,
put about 10.0 moles of He gas into a balloon that measuring temperature, and
can inflate to hold 5000.0L. Currently, the balloon measuring speed.
is not full because of the high pressure on the
ground. What is the pressure when the balloon Teacher will display proficient
rises to a point where the temperature is -10.0°C use of Mother tongue, Filipino,
and the balloon has filled with the gas? and English to facilitate teaching
and learning as stated in
Activity: Problem Solving Indicator 2.
A. Calculate the pressure exerted by a 0.25
mole sulfur hexafluoride in a steel vessel Consistent use of verbal and
having a capacity of 1250 mL at 70.0°C. non-verbal classroom
communication will also be
B. Fermentation of glucose produce gas in shown in this part as stated in
the form of carbon dioxide, how many Indicator 3.
moles of carbon dioxide is produced if
0.78 L of carbon dioxide at 20.1°C and
1.00 atm was collected during the
process?
Students are engaged in
(essentially)
open-ended, student-centered,
hands-on,
minds-on, hearts-on activities.
Students will present and explain the result of
EXPLAIN Learners are motivated to work
their solving.
productively by assuming
responsibility for their own
learning as indicated in Indicator
7.

Guide questions:
1. What properties of gas did you observe in the Teacher engages learners more
activity? through generalizing concepts
2. What is the value of gas constant? learned. There, the learners are
ELABORATE 3. What gas Law is being described in the able to check if they answered
activity? correctly in the previously given
4. Given the following sets of values, calculate the task which is the anticipation
unknown quantity. a) P = 1.01 atm V = ? n = 0.00831 guide targeting Indicator 7.
mol T = 25°C

EVALUATE A sample of liquid acetone is placed in a 25.0 mL

flask and vaporized by the heating to 75 Teacher reminds what are the
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE
10 QUARTER 4 – CHEMISTRY (MAY 25, 2022)

C at 1.02 atm. The vapor weighs 5.87 g. prior knowledge learners must
Calculate the number of moles of the acetone. remember before answering the
test. This strategy also is a big
Prior knowledge: help in conducting PISA review.
Ideal gas law formula.
Units of the different variables.
Transposition method to be used.
How can gas law be applied in breathing?
EXTEND
Write your explanation in bond paper. You can
include pictures to describe your answer.
Note: The strategy used in the entire lesson is an Inquiry-based Teaching and
Learning through 7Es model (The 7Es is an expanded model of the 5Es, developed
by Arthur Eisenkraft, (The Science Teacher, 2003)
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 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 use/discover which
I wish to share with other teachers?

Submitted by:

KELLY HOMER I. PANOY

Science Teacher

Checked by:

MA. MEDA L. ESTOSOS

Head Teacher I

Noted:

MA. TRESSA G. ELBANBUENA

PSDS-LCI/ OIC-PRINCIPAL, LCNHS
Learner-Centered Teaching Philosophy
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN DATE
10 QUARTER 4 – CHEMISTRY (MAY 25, 2022)

Progressivism
Progressivists believe that individuality, progress, and change are fundamental to one's education. Believing
that people learn best from what they consider most relevant to their lives, progressivists center their curricula on the
needs, experiences, interests, and abilities of students. Progressivist teachers try making school interesting and useful
by planning lessons that provoke curiosity. In a progressivist school, students are actively learning. The students
interact with one another and develop social qualities such as cooperation and tolerance for different points of view. In
addition, students solve problems in the classroom similar to those they will encounter in their everyday lives.
Progressivists believe that education should be a process of ongoing growth, not just a preparation for becoming an
adult. An obvious example of progressivism would be our class. We are in groups a lot and we actively learn through
discussion. We talk about how what we read can be incorporated into our future teaching careers. Dr. Theodore takes
into account the suggestions from the previous semester's students and modifies his class accordingly.
(https://www.siue.edu/~ptheodo/foundations/progressivism.html)

In my lesson, its main objective is letting learner solve for some problems. In some part of the lesson, learners
were given chance to collaborate with others by sharing their ideas about the task given to them. They also solved
problems that are somehow relevant to their experiences outside the classroom. They’re curious about what happens if
one variable changes. The curiosity brought upon by every problem or situation leads students to be more engaged and
discover new ideas. It leads them become more aware of the thins happening in their society. Students learn by doing.
Teacher as facilitator helps them realize and explore concepts and ideas on a specific topic. I allow learners explore
through hands-on experiences so that learning would take place. I encourage learners to exercise their brain by problem
solving and thinking critically, resulting in learning.