GRADES 1 to 12
Teacher Chessa May S. Olitan
DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competency/ies
D. Specific Objective/s
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learners Material pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR) portal.
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for the
lesson
School Scandinavian NHS Grade Level 10
Learning Area Science
Dates and Time Quarter 4th
The learners demonstrate an understanding of the different patterns of inheritance.
NA
Investigate the relationship between volume and temperature at constant pressure of
gas
Establish the relationship between volume and temperature at constant pressure
conceptually and mathematically.
CHARLES’ LAW
pp. 266-268
pp. 369-374
Science 10 LAS (Q4), Activities 1-2, pp. 1-4
ELICIT
Given the illustration, the learners answer the questions that follow. They
shall write one-sentence answers on their notebooks.
A. How does a hot air balloon work?
B. What will happen to the basketball if left in the snow for a long
time?
ENGAGE
The learners form groups with five (5) members. Each member shall act as
gas molecules that will behave based on the situation given by the
teacher. The group shall be graded based on the criteria below.
Accuracy (10 points)
Order and Coordination (5 points)
Creativity and Enthusiasm (5 points)
Based on what you have learned in your Grade 8 Science class, show the
behavior of gas molecules with/ at:
(1) High energy (4) Low Temperature
(2) Low Energy (5) Extremely High Temperature
(3) High Temperature (6) Absolute Zero
After the activity, the learners answer the following questions:
(1) What happens to gas molecules when their energy is high?
(2) How does the energy of gas molecules affect the temperature?
(3) When temperature is high, how do gas molecules behave?
(4) What changes occur in the space occupied by gas molecules when
temperature increases? Decreases?
 C. Presenting examples/instances
of the new lesson.
D. Discussing the new concepts
and practicing new skills #1
E. Discussing the new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical application of
concepts and skills in daily
living
H. Making generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
The teacher introduces the following concepts and equations using a
PowerPoint© Presentation
CHARLES’ LAW
“At constant pressure, the space that gas molecules occupy (volume)
increases as temperature increases. Thus, volume is directly proportional
to temperature (𝑽 ∝ 𝑻).”
𝑽𝟏 𝑽𝟐
= 𝒘𝒉𝒆𝒓𝒆
𝑻𝟏 𝑻𝟐
where: V1 = initial volume T1 = initial temperature
V2 = final volume T2 = final temperature
The learners complete the statements below based on Charles’ Law.
1. If the temperature triples, the volume of the gas molecules ________.
2. The shrinking of a balloon is caused by a ___________ in temperature.
3. The space occupied by gas molecules may be halved if placed in a
surrounding with _________ temperature.
EXPLORE
Collaborative Learning
Given 15 minutes, the learners perform Activity 3 on pages 369-371 in the
Learner’s Module.
Each group writes the completed table in a Manila paper to be posted on the
board. A representative of the group presents their output to the class.
EXPLAIN
Numbered Heads Together
Each member shall be assigned with a number as identification. The guide
questions will be processed by randomly selecting a group to answer the
question. The member to answer the question will be determined by drawing lots.
1. Describe the differences in temperature in the three set-ups.
2. What happened to the balloons placed in hot water? Tap water?
Cold water?
3. What happened to the size of the balloon as temperature decreases?
4. What happened to the size of the balloon as temperature increases?
5. How does the change in temperature relate to the volume of gas in the
balloon?
6. Explain how temperature affects the space occupied by gas molecules
in their container.
ELABORATE
Each group shall give a real-life situation that exhibits Charles’ Law. These
situations must be observable at home or in their environment and must be
relatable.
Example:
Bakers leave enough space between breads prior to baking to allow space for
the bread to expand while being cooked.
EVALUATION
Answer Activity Sheet Numbers 1-2 on pages 1-4 (LAS Science 10)
EXTEND
Explain why tires sometimes blow up suddenly when travelling during hot days.
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
VI. REFLECTION What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
who scored below 80%
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 worked well? Why did this
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material did I use/discover which I
wish to share with other teachers?