Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
DIVISION OF DAVAO DEL NORTE

DATU JOSE A LIBAYAO MEMORIAL NATIONAL HIGH SCHOOL

Sitio Salawao Sto Nino Talaingod , Davao del Norte

COT 1 - Science 10
7 E’s LESSON PLAN with G.R.A.S.P.
I – Content Standard
The learners demonstrate an understanding of how gases behave based on the motion
and relative distances between gas particles
II – Performance Standard
- N/A
III- Learning Competency
Investigate the relationship between:
1. volume and pressure at a constant temperature of a gas;
2. volume and temperature at a constant pressure of a gas;
3. explains these relationships using the kinetic molecular theory (S10MT-IVj-2)
IV – Specific Learning Objectives
At the end of the period, at least 85% of the students will be able to:
a. Discuss the relationship between pressure and volume of a gas at constant
temperature
b. Solve problems involving the pressure and volume of a gas at constant
temperature
c. Relate the concept of Boyle’s Law to real-life scenarios presented on a storyboard

V – Subject Matter

A. Topic : Boyle’s Law

B. References

Acosta, H.D. et al. (2015). Science 10 Learning Materials. Department of

Education-Instructional Materials Secretariat. Rex Bookstore Inc.

Magleo, C.I. (2020). Science 10 Self-Learning Module First Edition. Department of

Education

National Aeronautics and Space Administration. “Animated Gas Lab.” Accessed

April 22, 2022.
https://www.grc.nasa.gov/www/k12/airplane/Animation/frglab.html

https://www.youtube.com/watch?v=FYiu61k-xIY&t=939s
 https://www.youtube.com/watch?v=v8r_AU_TlPg

C. Materials

Laptop/cellphone, syringe, marshmallows, pen and paper

D. Values
Coordination, Recognition, Explanation, Analyze, Application, Creation, Evaluation

E. Integration Across Curriculum Areas

Mathematics - solves problems involving the conversion of units of measurement.

(M7ME-IIb-2)
- solves problems involving systems of linear equations in two
variables
Chemistry - Explain the properties of solids, liquids, and gases based on the
particle nature of matter (S8MT-IIIa-b-8)
English - Vocabulary Building
- Navigate a website using essential features, e.g. using
headings, links, etc. (EN7V-IV-d-23.1)
VI – Procedures

A. Daily Routine
- Prayer
- Attendance
- Tongue Twister

B. Elicit
- Ask the learners the following:
a. What are the states of matter?
b. How will you define gas as a state of matter?

- Present a WORD CLOUD to the students and tell them to find the words that they
think are related to gas
- Student will answer a 5-item pretest.

C. Engage
- Students will arrange the jumbled letters related to the properties of gas based on
the clue given in each word.
- Students will watch a video explaining the different properties of gas and the
units of measure used to describe each property.

D. Explore
- In the first activity, students will perform the activity from their self-learning
module titled “Marvelous Marshmallows”.
- In the second activity, they will do a picture analysis of the relationship between
pressure and volume of a gas at a constant temperature.
- In the third activity, they will watch a YouTube video on how to solve problems
involving Boyle’s Law
- They will make sure that their respective camera and microphone are turned on
while doing all the activities.

E. Explain
- The students will present their output/learning to the class.

Activity 1: “Marvelous Marshmallows”

 1. As the volume of the container increased, what happened to the pressure
exerted by the air? How did that affect the marshmallows?
2. As the volume of the container decreased, what happened to the pressure
exerted by the air? How did that affect the marshmallow?
3. Did the temperature of the air change? Why do you say so?
4. How will you explain the relationship between the volume and pressure of
the gas?

Activity 2: Gaze, Compare and Conclude

1. Which variable (pressure, temperature or volume) is kept constant?

2. What is the volume reading when the pressure is at 1 atmosphere?
3. What is the volume reading when the pressure is 1.33 atmosphere?
4. Based on the figure, as the pressure increases, what happened to the
volume of the gas? Why do you think this happens?

Activity 3: Solving Problem on Boyle’s Law

For students 1-5

A gas sample has a volume of 10 liters when its pressure is 800 mmHg at
25oC. What will be the volume when the barometer reading drops to 750 mmHg at the
same temperature?
For Students 6-10

A gas occupies 1.56 liters at 1 atm. What will be the required pressure for
this gas to be compressed to 0.5 liters?

1. What are the given quantities in the problems presented?

2. Which do you think are the values for the P1, V1, P2 and V2?
3. Why should you need to properly identify the given quantities when
solving for the missing one?
4. What are the steps in solving for the missing quantity in Boyle’s Law?

F. Elaborate
1. How will you explain the concept of Boyle’s Law?

2. Solve the problem below and explain how this shows the relationship
between volume and pressure of a gas at constant temperature.

Mr. Fernando Paran , a teacher at Datu Jose Libayao Meomorial National

High School, is also a professional scuba diver. As a scuba diver, he needs a diving tank to
provide breathing gas while he is underwater. How much does he need for 8 liters of gas at
1.01 atmospheric pressure to be compressed in his 4 L cylinder?

3. How can the concept of Boyle’s Law be applied in a real-life setting?

G. Extend
Goal
 To make a storyboard showing the application of the concept of Boyle’s Law in real-
life scenarios.

Role

You are a teacher in chemistry who wants to create an engaging visual aid for your
learners who will be learning about Boyle’s Law and its application in a real-life setting.

Audience

Your audience is your Grade 10 students in Science.

Situation
As a Science teacher in chemistry, it is your task to ensure that your students will
learn actively in every lesson that you impart to them. Thus, you decided to make a
storyboard of your lesson on Boyle’s Law to make your class session more engaging, easy
to understand and impactful.

Product

Your Product is a colorful and comprehensive storyboard with a minimum of 5

frames.
Standard
Rubric adapted from:
https://moshej.edublogs.org/files/2011/04/Storyboard-Rubric4-1hrbsok.pdf

H. Evaluate

Students will answer this Posttest.

1.Who was the English scientist who made accurate observations on the relationship of
pressure and volume?
a. Amedeo Avogadro b. Gay-Lussac c. Jacques Charles d. Robert Boyle

2. Which of the following is constant when using the Boyle’s Law?

a. energy b. pressure c. temperature d. volume

3. When pressure on a gas goes down, what happens to its volume?

a. goes down then rises b. rises c. rises then falls d. stays the same
4. Which of the following illustrates the mathematical statement of Boyle’s Law?
a. P1V1 = P2V2 b. V1P1 = T1T2 c. P1T1 = P2 T2 d. P1V1 = P2T2

5. A 2.75 L sample of dry air in a cylinder exerts a pressure of 3.00 atm at 30 °C. Without
changing the temperature, a piston is moved until the pressure in the cylinder is reduced
to 1.00 atm. What is the final volume of the gas?
a. 0.121 L b. 0.917 L c. 1.10 L d. 8.25 L

VII. Assignment

The required storyboard will serve as the students’ assignment.

ADDITIONAL ANNOTATION

In every part of my lesson, I see to it that all the basic

principles of learning and teaching are evident such as:
• Participation
• Repetition
• Relevance
• Transference
• Feedback

Demo Teacher : ROGER P BALILI

Subject: Science 10
Topic: Boyle’s Law
Date: May 17, 2023

Lesson Plan Approved by:

CHRISTINE E. PAULICAN
ASP II
Rubric adapted from:

https://moshej.edublogs.org/files/2011/04/Storyboard-Rubric4-1hrbsok.pdf
 ACTIVITY SHEET

BOYLE’S LAW

Activity 1: “Marvelous Marshmallows”

Needed Materials: Syringe and Marshmallow

Procedure:

1. Remove the plunger from the syringe. Place the marshmallow

inside and then reinsert the plunger.
2. Seal the other end of the syringe with your finger.
3. Increase the pressure by giving the plunger an inward push.
Observe what happens to the marshmallow. Write your observation/s in
your notebook.
4. Decrease the pressure by slowly pulling the plunger outwards.
Observe what happens to the marshmallow.

GUIDE QUESTIONS

1. As the volume of the container increased, what happened to the pressure

exerted by the air? How did that affect the marshmallows?
2. As the volume of the container decreased, what happened to the pressure
exerted by the air? How did that affect the marshmallow?
3. Did the temperature of the air change? Why do you say so?
4. How will you explain the relationship between the volume and pressure of
the gas?
Activity 2: Gaze, Compare and Conclude

1. Which variable (pressure, temperature or volume) is kept constant?

2. What is the volume reading when the pressure is at 1 atmosphere?
3. What is the volume reading when the pressure is 1.33 atmosphere?
 4. Based on the figure, as the pressure increases, what happened to the
volume of the gas? Why do you think this happens?

Activity 3: Solving Problem on Boyle’s Law

For students 1-5

A gas sample has a volume of 10 liters when its pressure is 800 mmHg at
25oC. What will be the volume when the barometer reading drops to 750 mmHg at the
same temperature?
For Students 6-10
A gas occupies 1.56 liters at 1 atm. What will be the required pressure for
this gas to be compressed to 0.5 liters?
1. What are the given quantities in the problems presented?
2. Which do you think are the values for the P1, V1, P2 and V2?
3. Why should you need to properly identify the given quantities when
solving for the missing one?
4. What are the steps in solving for the missing quantity in Boyle’s Law?