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: Date:
9 SCIENCE 10 4 60 Jan. 24, 2019
Learning Competency/ies: investigate the relationship between volume and Code:
(Taken from the Curriculum Guide) temperature at constant pressure of a gas S10MT-IVa-b21
Key Concepts / Understandings The learners will be able to determine whether the volume of gas is affected by temperature
to be Developed or vice versa at constant pressure

Adapted Cognitive Process Dimensions

Domain (D.O. No. 8, s. 2015) OBJECTIVES:

Knowledge Remembering Describe the relationship between the temperature and volume of the gas at constant pressure
The fact or
condition of knowing
something with familiarity
gained through experience
or association Understanding Explain the mathematical equation of Charles' law

Applying Solve problems involving the relationship of pressure and volume of gases when temperature
Skills is held constant.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Receiving Phenomena Solve problems patiently.

Values Valuing

2. Content

Science 10 Learners Manual, pages 362-368

Rabago, L.M., et.al. (2010). Conceptual and Functional Chemistry. Quezon City: Vibal
Publishing House, Inc. Peter
3. Learning Resources
Atkins, T. O. (2010). Inorganic Chemistry (Fifth Edition ed.). Great Britain, USA: Oxford University
Press.

4. Procedures
4.1 Introductory Activity
Simple recall:
At constant pressure what will happen to the volume of a gas if the temperature is increased? What is
5 minutes
the mathematical equation of Charles' law?

4.2 Activity Choose a student to get the homework. Let theat student do the boardwork of the solution of the
20 minutes problemand let the student discuss the solutions to the class

4.3 Analysis What are the formulas being used? What values are given in the problems and what unknown values are
10 minutes
going to be solved?
4.4 Abstraction 1. Given :
V1 = 250 cm3 T1 = 10 0C = 283 K V2 = 150 cm3 Required :
T2 = ?
V1 / T1 = V2 / T2
(250 cm3) / (283 K) = (150 cm3) / T2 T2 =
10 minutes (150 cm3)(283 K) / (250 cm3) T2 = 169.8 K

4.5 Application
What is the mathematical formula of Charles' law?
In the solution, what can be observed between V1 and V2? How about T1 and T2?
5 minutes
What have you observed when you divide V1 by T1 and V2 by T2?
4.6 Assessment A tank (not rigid) contains 2.3L of helium gas at 25°C. What will be the
volume of the tank after heating it and its content to 40°C temperature at
5 minutes constant pressure?
4.7 Assignment
At 20°C, the volume of chlorine gas is 15dm3. Compute the resulting
Enhancing / improving the day’s
3 minutes lesson
volume if the temperature is adjusted to 318K provided that the pressure
remains the same.
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 the
evaluation. lesson.

B.   No. of learners who require additional activities

D.  No. of learners who continue to require remediation.
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: School:
BADIAN NATIONAL HIGH SCHOOL
Position/
Designatio Division:
n: SST-1 CEBU PROVINCE
Contact Email address:
Number:
 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: Date:
9 SCIENCE 10 4 60 Jan. 24, 2019
Learning Competency/ies: investigate the relationship between volume and Code:
(Taken from the Curriculum Guide) temperature at constant pressure of a gas S10MT-IVa-b21
Key Concepts / Understandings The learners will be able to determine whether the volume of gas is affected by temperature
to be Developed or vice versa at constant pressure

Adapted Cognitive Process Dimensions

Domain (D.O. No. 8, s. 2015)
OBJECTIVES:

Knowledge Remembering Describe the relationship between the temperature and volume of the gas at constant pressure
The fact or
condition of knowing
something with familiarity
gained through experience
or association Understanding Explain the mathematical equation of Charles' law

Applying Solve problems involving the relationship of pressure and volume of gases when temperature
Skills is held constant.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Receiving Phenomena Solve problems patiently.

Values Valuing

2. Content

Science 10 Learners Manual, pages 362-368

Rabago, L.M., et.al. (2010). Conceptual and Functional Chemistry. Quezon City: Vibal
Publishing House, Inc. Peter
3. Learning Resources
Atkins, T. O. (2010). Inorganic Chemistry (Fifth Edition ed.). Great Britain, USA: Oxford University
Press.

4. Procedures
4.1 Introductory Activity
Simple recall:
At constant pressure what will happen to the volume of a gas if the temperature is increased? What is
5 minutes
the mathematical equation of Charles' law?
4.2 Activity Choose a student to get the homework. Let theat student do the boardwork of the solution of the
20 minutes problemand let the student discuss the solutions to the class

4.3 Analysis What are the formulas being used? What values are given in the problems and what unknown values are
10 minutes going to be solved?
4.4 Abstraction 1. Given :
V1 = 250 cm3 T1 = 10 0C = 283 K V2 = 150 cm3
Required : T2 = ?
V1 / T1 = V2 / T2
(250 cm3) / (283 K) = (150 cm3) / T2
10 minutes T2 = (150 cm3)(283 K) / (250 cm3)
T2 = 169.8 K

4.5 Application
What is the mathematical formula of Charles' law?
In the solution, what can be observed between V1 and V2? How about T1 and T2?
5 minutes
What have you observed when you divide V1 by T1 and V2 by T2?

4.6 Assessment A tank (not rigid) contains 2.3L of helium gas at 25°C. What will be the
volume of the tank after heating it and its content to 40°C temperature at
5 minutes constant pressure?
4.7 Assignment
At 20°C, the volume of chlorine gas is 15dm3. Compute the resulting
Enhancing / improving the day’s
3 minutes lesson
volume if the temperature is adjusted to 318K provided that the pressure
remains the same.
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 the
evaluation. lesson.

B.   No. of learners who require additional activities

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