Republic of the Philippines

Eastern Visayas State University

Tacloban City
College of Education
Science and Mathematics Education Department
S.Y. 2023-2024

SEMI-DETAILED LESSON PLAN IN SCIENCE 10

SCHOOL BASEY NATIONAL HIGH SCHOOL LEVEL/SECTION 10- DIAMOND,

AMBER, PEARL
TEACHER MICHELLE C. SOLAYAO SUBJECT SCIENCE 10
DATE/SCHEDULE April 22, 2024-7:30:00 AM-8:30:AM, QUARTER 4th QUARTER
8:30AM-9:30AM, 2:00PM-3:00PM

I. OBJECTIVES
A. Content Standard How gas behaves is based on the motion and relative distances between gas particles.

B. Performance
Standard
C. Most Essential Investigate the relationship between:
Learning -Volume and pressure at constant pressure of a gas.
Competencies/Ob -volume and temperature at constant pressure of a gas
jectives -explains these relationships using the kinetic molecular theory.
S10MT-IVa-b-21

Objectives:
At the end of the lesson, the learners will be able to:
1. Investigate the relationship between volume and amount of gas at constant
temperature and pressure.
2. Describe Avogadro’s Law.
3. Solve problems involving volume-amount relationship
4. Recognize and appreciate some practical applications of Avogadro’s Law.
II. CONTENT TOPIC: Avogardro’s Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science 10 TG, pp. 274-275
2. Learner’s Science 10 LM, pp. 384-387
Material
B. Other Learning Powerpoint presentation, Erlenmeyer flasks (labelled A,B,& C,rubber balloons (labelled
Resources A,B,& C), baking soda, vinegar,funnel,manila paper, marker

IV. PROCEDURE TEACHER’S ACTIVITY LEARNER’S RESPONSE

Preliminary activities  Prayer
 Greetings/classroom management
 Checking the attendance
A. Reviewing previous ELICIT
lesson or presenting new Review and assess students' prior knowledge on the
lesson following related topics:
1. Gas laws discussed previously (Boyle’s,
Charles’, Gay Lussac’s, and combined gas law).
2. Concept of a mole and Avogadro’s number.
B. Establishing a purpose ENGAGE
for the lesson Experiment:
Give the following instructions for the students:
1.Put one teaspoon of baking soda in Rubber Balloon A,
B, and C.
2. Pour 5 mL of vinegar in Erlenmeyer Flask A, 10 mL
in Flask B and 15 mL in Flask C.
3. Secure the rubber balloon at the mouth of the
Erlenmeyer flask avoiding the baking soda from getting
into the flask.
4. Gently pour the baking soda inside the flask and
observe what happens to the volume of the balloon.
5. Measure the diameter of the balloon in three setups
and record these on a table similar below:
Set Up amount of baking Volume/Diameter
soda(teaspoon) and of balloon or cm.
vinegar (mL)
A 1 tsp / 5 mL
B 2 tsp/ 10 mL
C 3 tsp/ 15 mL

C. Presenting Key Points:

examples/instance of theBased on the results of the activity, students should be Answer may vary.
new lesson able to predict what gas makes the balloon inflated.
They should also be able to compare volumes of gases
in Rubber Balloon A, B, and C. They should come up
with the idea that more baking soda and vinegar
molecules that interacted will produce more carbon
dioxide molecules which results in bigger volume of the
rubber balloon.
D. Discussing new EXPLORE
concepts and practicing Instruct the students to plot their data in a graph similar
#1. below: (see attachment)

E. Discussing new
concepts and practicing
#2.
F. Developing Mastery EXPLAIN
(leads to formative Proceed with the discussion on Avogadro’s Law.
assessment) Key Points:
1. Avogadro’s Law states the volume of a gas is
directly proportional to the number of moles at
constant temperature and pressure.
2. Proceed with the mathematical equation of
Avogadro’s Law:
V=n or V
n
when two conditions of gases are stated:
V1 = V2 or V1n2 = V2n1
n1 n2
3. Proceed with sample problems to work on the
Board.

- 5. 00 L of a gas is known to contain 0.965 mol.

If the amount of gas is increased to 1.80 mol,
what new volume will result (at an unchanged
temperature and pressure)?
- A flexible container at an initial volume of
5.120 L contains 8.500 mol of gas.More gas is
then added to the container until it reaches a
final volume of 18.10 L.Assuming the pressure
and temperature of the gas remain constant,
 calculate thetotal number of moles of gas inside
the container.

G. Finding practical ELABORATE

applications of concepts Ask each group to come up with some practical
and skills in daily living applications of Avogadro’s Law. This should be
through a song, poem or storytelling

I. Evaluating learning EVALUATE

Let’s use the ideal gas equation in the following
problems:
½ sheet of paper: The answer may vary.
1. A 7.25 L sample of nitrogen gas is determined
to contain 0.75 mole of nitrogen. How many
moles of nitrogen would there be in a 20 L
sample provided the temperature and pressure
remains the same.
J. Extend EXTEND
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use / which I wish to share
with other teachers?

Prepared by:

Michelle C. Solayao
Student intern
 Observed by:

Mrs. Kristine Joy T. Germones

Cooperating teacher

Noted:

Wilma C. Bacayo
Science Department Head