Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
2 SCIENCE 10 4 60
Learning Competency/ies: Code:
investigate the relationship between volume and pressure
(Taken from the Curriculum Guide) at constant temperature of a gas S10MT-Iva-b21

Key Concepts / Understandings The learners will be able to understand that gases have different temperatures depending on
to be Developed the conditions it is exposed.

Domain Adapted Cognitive Process Dimensions

(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Explain the difference in temperature of the air at different conditions
experience or association

Applying
Skills
The
ability and capacity acquired
Analyzing
Compare the temperatures of the air in three set-ups (room temperature, above the
through deliberate,
systematic, and sustained
ice water, and above the boiling water)
effort to smoothly and
adaptively carryout complex
activities or the ability,
coming from one's Evaluating
knowledge, practice, aptitude, Measure the temperature of the air
etc., to do something

Creating

Attitude Receiving Phenomena Recognize that gases have temperatures

Values Valuing

2. Content Volume, Pressure, and Temperature relationship

Science 10 LM, pp. 357-359; Science 10 TG, pp; 262,

Materials: Part C
150 mL water, beaker,
3. Learning Resources thermometer, crushed ice, wire gauze, tripod, alcohol lamp Part D
hot water, Erlenmeyer flask, balloon, wire
gauze, tripod, alcohol lamp

4. Procedures
4.1 Introductory Activity
Pre-lab discussion.
5 minutes
4.2 Activity
Divide the class into 5 groups and preparing the materials needed in the activity. Each group will have a
reporter. The teacher will discuss the procedure of the activity and must also ensure that the students have
the skill in using and reading the thermometer before doing the activity.
20 minutes
Let the students perform the activity 1 Part C and D: Gases and its Temperature
See attached activity sheets.

4.3 Analysis
Students will present their answers to the class. Part
C
1. Is there a difference in the temperature of the air among the three set-ups?
2. Explain the difference in temperature of the air. Part
D 1.
What happens to the inflated balloon?
2. What causes this phenomenon?
3. What happens to the shape of the balloon?
4. What causes the balloon to change its shape and size?
5. What happens to the temperature of the air moleules inside the balloon?
6. What is the effect of the temperature to the air molecules inside the balloon?
7. What will happen to the average kinetic energy of the air molecules? pressure?
 Students will present their answers to the class. Part
C
1. Is there a difference in the temperature of the air among the three set-ups?
2. Explain the difference in temperature of the air. Part
D 1.
What happens to the inflated balloon?
2. What causes this phenomenon?
15 minutes
3. What happens to the shape of the balloon?
4. What causes the balloon to change its shape and size?
5. What happens to the temperature of the air moleules inside the balloon?
6. What is the effect of the temperature to the air molecules inside the balloon?
7. What will happen to the average kinetic energy of the air molecules? pressure?

4.4 Abstraction
The temperature of the air above the cold water level is the lowest while that of the air above the boiling
water is the highest.
Inflated balloon will become bigger once it is placed on the mouth of the Erlenmeyer flask. The higher the
5 minutes temperature of the water, the the bigger will be the balloon. When air is heated the temperature increases.
As the temperature increases, the average kinetic energy of the molecules also increases. As the average
kinetic temperature increases, the pressure also increases.

4.5 Application
What do you expect of the temperature when you are in Alaska and when you are in a desert in the Middle
East? How about when you are in Baguio and when inside a coal power plant?
5 minutes Why do softdrink cans or bottles fizz when you open them?
Why do tires usually explodes during hot road conditions?

4.6 Assessment
The teacher will walk around and observe the learners while they are doing
the activity. They are graded based on their performance.
Observation
5 minutes What will happen to the temperature of Earth's surface when the heat is
trapped by the greenhouse gases? What is the effect of temperature to the
pressure of gases?
4.7 Assignment
What will happen to the pressure if the volume of the gas is increased at
constant temperature?
3 minutes Preparing for the new lesson
Bring 25 mL syringe, a set of weights, ruler, glue stick, 5"x3" illustration
board, 6"x4"x0.25" wood, candle/glue gun, matches (if using candles)

4.8 Concluding Activity

Remind students assignments for the following day.
2 minutes

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional

activities for remediation. D.  No. of learners who continue to require remediation.

E.   Which of my learning 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:
Name: JERAMEEL K. ESTRERA School: BADIAN NATIONAL HIGH SCHOOL
Position/
Designatio SECONDARY SCHOOL TEACHER I Division: CEBU PROVINCE
n:
Contact
Number: 09950849136 / 09333308095 Email address: jestreramz@gmail.com
 Date:
Jan. 15, 2019
Code:
S10MT-Iva-b21

peratures depending on

conditions

m temperature, above the

Part C
150 mL water, beaker,
rt D
nmeyer flask, balloon, wire

ity. Each group will have a

ensure that the students have

re

Part

?
Part
1.

?
ure?
of the air above the boiling

meyer flask. The higher the

d the temperature increases.
so increases. As the average

are in a desert in the Middle

?

earners while they are doing

formance.

surface when the heat is

e effect of temperature to the

of the gas is increased at

e stick, 5"x3" illustration

ches (if using candles)
H SCHOOL
 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
2 SCIENCE 10 4 60
Learning Competency/ies: Code:
investigate the relationship between volume and pressure
(Taken from the Curriculum Guide) at constant temperature of a gas S10MT-Iva-b21

Key Concepts / Understandings The learners will be able to understand that gases have different temperatures depending o
to be Developed the conditions it is exposed.

Domain Adapted Cognitive Process Dimensions

(D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through Understanding Explain the difference in temperature of the air at different conditions
experience or association

Applying
Skills
The
ability and capacity acquired
Analyzing
Compare the temperatures of the air in three set-ups (room temperature, above
through deliberate,
systematic, and sustained
ice water, and above the boiling water)
effort to smoothly and
adaptively carryout complex
activities or the ability,
coming from one's Evaluating
knowledge, practice, aptitude, Measure the temperature of the air
etc., to do something

Creating

Attitude Receiving Phenomena Recognize that gases have temperatures

Values Valuing

2. Content Volume, Pressure, and Temperature relationship

Science 10 LM, pp. 357-359; Science 10 TG, pp; 262,

Materials: Part C
150 mL water, bea
3. Learning Resources thermometer, crushed ice, wire gauze, tripod, alcohol lamp Part D
hot water, Erlenmeyer flask, balloon, w
gauze, tripod, alcohol lamp

4. Procedures
4.1 Introductory Activity
Pre-lab discussion.
5 minutes
4.2 Activity
Divide the class into 5 groups and preparing the materials needed in the activity. Each group will have
reporter. The teacher will discuss the procedure of the activity and must also ensure that the students h
the skill in using and reading the thermometer before doing the activity.
Let the students perform the activity 1 Part C and D: Gases and its Temperature
See attached activity sheets.
 Divide the class into 5 groups and preparing the materials needed in the activity. Each group will have
reporter. The teacher will discuss the procedure of the activity and must also ensure that the students h
the skill in using and reading the thermometer before doing the activity.
20 minutes
Let the students perform the activity 1 Part C and D: Gases and its Temperature
See attached activity sheets.

4.3 Analysis
Students will present their answers to the class.
C
1. Is there a difference in the temperature of the air among the three set-ups?
2. Explain the difference in temperature of the air.
D 1.
What happens to the inflated balloon?
2. What causes this phenomenon?
15 minutes
3. What happens to the shape of the balloon?
4. What causes the balloon to change its shape and size?
5. What happens to the temperature of the air moleules inside the balloon?
6. What is the effect of the temperature to the air molecules inside the balloon?
7. What will happen to the average kinetic energy of the air molecules? pressure?

4.4 Abstraction
The temperature of the air above the cold water level is the lowest while that of the air above the boilin
water is the highest.
Inflated balloon will become bigger once it is placed on the mouth of the Erlenmeyer flask. The higher
5 minutes temperature of the water, the the bigger will be the balloon. When air is heated the temperature increas
As the temperature increases, the average kinetic energy of the molecules also increases. As the aver
kinetic temperature increases, the pressure also increases.

4.5 Application
What do you expect of the temperature when you are in Alaska and when you are in a desert in the Mi
East? How about when you are in Baguio and when inside a coal power plant?
5 minutes Why do softdrink cans or bottles fizz when you open them?
Why do tires usually explodes during hot road conditions?

4.6 Assessment
The teacher will walk around and observe the learners while they are do
the activity. They are graded based on their performance.
Observation
5 minutes What will happen to the temperature of Earth's surface when the heat is
trapped by the greenhouse gases? What is the effect of temperature to
pressure of gases?
4.7 Assignment
What will happen to the pressure if the volume of the gas is increased a
constant temperature?
3 minutes Preparing for the new lesson
Bring 25 mL syringe, a set of weights, ruler, glue stick, 5"x3" illustration
board, 6"x4"x0.25" wood, candle/glue gun, matches (if using candles)

4.8 Concluding Activity

Remind students assignments for the following day.
2 minutes
5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional

D.  No. of learners who continue to require remediation.
activities for remediation.

E.   Which of my learning 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:

Name: JERAMEEL K. ESTRERA School: BADIAN NATIONAL HIGH SCHOOL

Position/
Designatio SECONDARY SCHOOL TEACHER I Division: CEBU PROVINCE
n:
Contact
Number: 09950849136 / 09333308095 Email address: jestreramz@gmail.com

FLORENCIO G. LABISTE
Edited by:
Technical Editor
 Instructional Planning

ed Lesson Plan (DLP) Format

Date:
Jan. 15, 2019
Code:
S10MT-Iva-b21

e able to understand that gases have different temperatures depending on

s exposed.

OBJECTIVES:

the difference in temperature of the air at different conditions

re the temperatures of the air in three set-ups (room temperature, above the
er, and above the boiling water)

the temperature of the air

ze that gases have temperatures

Pressure, and Temperature relationship

10 LM, pp. 357-359; Science 10 TG, pp; 262,

s: Part C
150 mL water, beaker,
meter, crushed ice, wire gauze, tripod, alcohol lamp Part D
hot water, Erlenmeyer flask, balloon, wire
ipod, alcohol lamp

5 groups and preparing the materials needed in the activity. Each group will have a
r will discuss the procedure of the activity and must also ensure that the students have
reading the thermometer before doing the activity.
form the activity 1 Part C and D: Gases and its Temperature
ctivity sheets.
 t their answers to the class. Part

nce in the temperature of the air among the three set-ups?

ence in temperature of the air. Part
1.
e inflated balloon?
phenomenon?
the shape of the balloon?
balloon to change its shape and size?
the temperature of the air moleules inside the balloon?
of the temperature to the air molecules inside the balloon?
to the average kinetic energy of the air molecules? pressure?

he air above the cold water level is the lowest while that of the air above the boiling

become bigger once it is placed on the mouth of the Erlenmeyer flask. The higher the
water, the the bigger will be the balloon. When air is heated the temperature increases.
ncreases, the average kinetic energy of the molecules also increases. As the average
ncreases, the pressure also increases.

of the temperature when you are in Alaska and when you are in a desert in the Middle
hen you are in Baguio and when inside a coal power plant?
ns or bottles fizz when you open them?
explodes during hot road conditions?

The teacher will walk around and observe the learners while they are doing
the activity. They are graded based on their performance.

What will happen to the temperature of Earth's surface when the heat is
trapped by the greenhouse gases? What is the effect of temperature to the
pressure of gases?

What will happen to the pressure if the volume of the gas is increased at
constant temperature?
Bring 25 mL syringe, a set of weights, ruler, glue stick, 5"x3" illustration
board, 6"x4"x0.25" wood, candle/glue gun, matches (if using candles)

signments for the following day.

BADIAN NATIONAL HIGH SCHOOL

CEBU PROVINCE

jestreramz@gmail.com