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:
5 SCIENCE 10 4 60 Jan. 18, 2019
Learning Competency/ies: investigate the relationship between volume and pressure at Code:
(Taken from the Curriculum Guide) constant temperature of a gas S10MT-IVa-b21
Key Concepts / Understandings The learners will be able to determine whether the volume of gas is affected by pressure or vice
to be Developed versa at constant temperature.
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Describe the relationship between the pressure and volume of the gas at constant temperature.
The fact or
condition of knowing
something with familiarity
gained through experience
or association Understanding Explain the mathematical equation of Boyle's law
Applying Solve problems involving the relationship of pressure and volume of gases when temperature is
Skills 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
3. Learning Resources House, Inc. Peter 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 temperature, what will happen to the volume of a gas if the pressure is increased? What is the
5 minutes
mathematical equation of Boyle's law?
4.2 Activity
Let the students get their homework. Choose 2 students to do the boardwork of the solutions of the 2
20 minutes problems and let them 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
going to be solved?
10 minutes
4.4 Abstraction 1. Given:
V1 = 0.5 L, P1 = 1 atm , P2 = 0.33 atm
Required : V2 = ? (V1)
(P1) = (V2)(P2) (0.5 L)(1
atm) = (V2 )(0.33 atm) V2 = ( 0.5
L-atm) / (0.33 atm) V2 = 1.51
L
2. Given:
V1 = 1.5 L, P1 = 0.96 atm, V2 = 0.75
L Required : P2 = ?
(V1)(P1) = (V2)(P2)
(1.5 L)(0.96 atm) = (0.75 L)(P2)
P2 = (1.44 L-atm) / (0.75 L)
P2 = 1.92 atm
1. Given:
V1 = 0.5 L, P1 = 1 atm , P2 = 0.33 atm
Required : V2 = ? (V1)
(P1) = (V2)(P2) (0.5 L)(1
atm) = (V2 )(0.33 atm) V2 = ( 0.5
L-atm) / (0.33 atm) V2 = 1.51
L
2. Given:
V1 = 1.5 L, P1 = 0.96 atm, V2 = 0.75
10 minutes L Required : P2 = ?
(V1)(P1) = (V2)(P2)
(1.5 L)(0.96 atm) = (0.75 L)(P2)
P2 = (1.44 L-atm) / (0.75 L)
P2 = 1.92 atm
4.5 Application
What is the mathematical formula of Boyle's law?
5 minutes
4.6 Assessment
A scuba diver needs a diving tank to provide breathing gas while he is
underwater. How much pressure is needed for 6.0 liters of gas at 1.01 atm to
5 minutes be compressed to 3.0 liter cylinder?
4.7 Assignment
Enhancing / improving the day’s What is the relationship between the volume and temperature of the gas if the
3 minutes lesson pressure is held constant?
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
Number: Email address:
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:
5 SCIENCE 10 4 60 Jan. 18, 2019
Learning Competency/ies: investigate the relationship between volume and pressure at Code:
(Taken from the Curriculum Guide) constant temperature of a gas S10MT-IVa-b21
Key Concepts / Understandings The learners will be able to determine whether the volume of gas is affected by pressure
to be Developed or vice versa at constant temperature.
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015) OBJECTIVES:
Knowledge Remembering Describe the relationship between the pressure and volume of the gas at constant
The fact or temperature.
condition of knowing
something with familiarity
gained through experience
or association Understanding Explain the mathematical equation of Boyle's law
Applying Solve problems involving the relationship of pressure and volume of gases when
Skills temperature 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.
3. Learning Resources
Peter 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 temperature, what will happen to the volume of a gas if the pressure is
5 minutes
increased? What is the mathematical equation of Boyle's law?
4.2 Activity
Let the students get their homework. Choose 2 students to do the boardwork of the solutions of the 2
problems and let them discuss the solutions to the class
Let the students get their homework. Choose 2 students to do the boardwork of the solutions of the 2
20 minutes problems and let them 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 going to be solved?
10 minutes
4.4 Abstraction 1. Given:
V1 = 0.5 L, P1 = 1 atm , P2 = 0.33 atm
Required : V2 = ?
(V1)(P1) = (V2)(P2)
(0.5 L)(1 atm) = (V2 )(0.33 atm)
V2 = ( 0.5 L-atm) / (0.33 atm)
V2 = 1.51 L
2. Given:
V1 = 1.5 L, P1 =
10 minutes 0.96 atm, V2 = 0.75 L Required : P2
=? (V1)(P1) = (V2)
(P2) (1.5 L)(0.96 atm)
= (0.75 L)(P2) P2 = (1.44 L-
atm) / (0.75 L) P2 = 1.92
atm
4.5 Application
What is the mathematical formula of Boyle's law?
5 minutes
4.6 Assessment
A scuba diver needs a diving tank to provide breathing gas while he is
underwater. How much pressure is needed for 6.0 liters of gas at 1.01
5 minutes atm to be compressed to 3.0 liter cylinder?
4.7 Assignment
Enhancing / improving the day’s What is the relationship between the volume and temperature of the
3 minutes lesson gas if the pressure is held constant?
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
evaluation. up with the 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
