A DETAILED LESSON PLAN USING THE 7E LEARNING

CYCLE

BAYAMBANG NATIONAL GRADE 10

School HIGH SCHOOL Grade Level
RINA C. MORENO SCIENCE
Practice Teacher Learning Area
Teaching Dates FOURTH QUARTER
Quarter
and Time
I. OBJECTIVES
A. Content
Standards

B. Most
Essential
Learning
Competency

At the end of a 60-minute discussion, the learners should be able to:

a. Determine the relationship among temperature, pressure, and volume
of gases at constant number of moles.
C. Objectives
b. Solve word problems involving Avogadro’s Law; and
c. Appreciate the significance of knowing the application of Avogadro’s
Law in their daily lives by citing examples.

II. CONTENT AVOGADRO’S LAW

III. LEARNING RESOURCES
A. References

1. Learner’s Science Learner’s Module for Grade 10 pages 382-387

Material
pages

2. Additional
Materials
PowerPoint presentation, laptop, worksheet, manila paper, whiteboard, marker,
from
periodic table, calculator, visuals
Learning
Resource
(LR) portal

B. Integration
Values Education-

C. Time Frame 1 Hour

IV. PROCEDURES
PRELIMINARY
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
ACTIVITIES
 1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Regulations
ELICIT (5 minutes)

It’s all about gas laws

A. Reviewing
previous
What is your topic yesterday?
lesson or
presenting What is being discuss in the gas law?
Gas behaviour, ma’am.
the new What are the gas laws tackled?
Boyle’s law and Charles’ law.
lesson Who can differentiate the two?
According to Boyle’s law, the
pressure of the gas varies
Good, today, we will continue with the
inversely with the volume.
third gas law.
Charles’ law states that the
volume of a gas is directly
proportional to the absolute
temperature
ENGAGE (10 minutes)
B. Presenting
examples/
instances
for the new
lesson
EXPLORE (10 minutes)
C. Discussing
new
concepts
and
practicing
new skills
#1

EXPLAIN
D. Discussing
new
concepts
and The third gas law is the Avogadro’s law American physicist Amedeo
practicing which is from the idea of whom? Avogadro.
That’s right, and according to him, what
new skills
did he proposed? He proposed that equal
#2 volumes of different gases at
Good, two gases that occupy equal the same temperature and
volumes under the same temperature and pressure contain an equal
pressure contain the same number of number of molecules.
moles. To further understand the concept,
I have here a deflated balloon. Can (a student will inflate the
someone inflate it? balloon)

As you can see, when there are more gas The volume of the balloon also
particles inside the balloon, the number of increases.
gas particles increases so as the?

So at standard temperature which is 273

K and pressure at 1 atm or atmospheric
pressure, one mole of any ideal gas Yes, ma’am
occupy 22.413 L and contain 6.02 x 1023.
Do you understand?
The two different gases with the same
volume at the same temperature and
pressure contain an equal number of
molecules and this can be expressed as
V1n1= V2 n2 . Let us have an example. A V1 = 2.9 L
2.7 mole of gas has a volume of 2.9 L at a N1 = 2.7 moles
certain temperature and pressure. Find N2 = 2.7 moles + 5 moles
the new volume of this gas if 5 moles are V2 = ?
added to the original volume under the
same conditions. Now, kindly state the
given.

From the formulaV1/n1= V2/n2 , can

someone derive a new formula since we
are finding V2 ? V2 = v1n2/ n1

Now, substitute the given to our new

formula.
V2 = (2.9L)(7.7moles) /
And the final answer will be? 2.7moles

Very good!
8.27 L

E. Developing
mastery
ELABORATE (10 minutes)
F. Finding
practical
applications
of concepts
I will show some pictures that shows the
and skills in application of the lesson on our everyday
daily living lives and you will explain how does Gay
Lussac’s law being applied.

Lungs expand as they fill with

air. Exhaling decreases the
volume of the lungs.

As you blow up a basketball,

you are forcing more gas
molecules into it. The more
molecules, the greater the
volume. The basketball
inflates.

Then who can give the simplest

explanation of the Avogadro’s law? The volume is directly proportional to the number of moles of the

gas

G. Making
 generalizati
ons and
abstractions
about the
lesson

EVALUATE (5 minutes)
H. Evaluating
learning
EXTEND (5 minutes)
I. Additional .
activities for
application /
for
remediation
Prepared by:
RINA C. MORENO
Teaching Intern

Checked and Observed by:

RAFAEL CARUNGAY
Cooperating Teacher