Lesson Plan in

SCIENCE 10
SCHOOL GSCNSSAT GRADE LEVEL 10
TEACHER SAMMY RAYMUNDO LEARNING AREA SCIENCE
TEACHING DATES AND TIME May 25,2022 QUARTER FOURTH

I. GENERAL OBJECTIVES
A. Content Standards The learners demonstrate understanding of how gases behave based
on the motion and relative distances between gas particles.

B. Performance Standards
C.Learning Competencies(MELC) Investigate the relationship between volume and temperature at
constant pressure of a gas and explain these relationships using the
kinetic molecular theory. (S10MT-IVa-b-21)
D. Daily Objectives At the end of the lesson, the students should be able to:
1. Present and discuss Charle’s Law
2. Show mathematically the relationship between volume (V) and
temperature (T) at constant pressure of a gas.
II.CONTENT Charle’s Law
III.LEARNING RESOURCES
A. References
1. Teacher’s Guides/Pages
Self-Learning Module
2. Learner’s Materials
Pages
3. Materials Laptop, PPT, SSLM
B. Other Learning Resources Video Presentation, Simulation
IV.PROCEDURES
A. Preliminary Activities
1. Prayer
2. Check Attendance
3. Reviewing previous lesson or The following questions will be asked?
presenting the new lesson 1. What is Boyle’s Law and how the relationship of volume-
pressure at a constant temperature of gas be used in
problem solving and be applied in real life scenario?

Activity: Yell Me Out!

Direction: The teacher will divide the students into two groups. Each
group will be assigned with the team named Team Volume and Team
Temperature. Each team must prepare yells using the given name or
team. The grading system of this activity will base on the given rubric.
 Rubrics:
10 8 6
The team presented The team presented The team
synonymously the the yells with presented the
yells with creativity, creativity, clear yells with simple
clear content and content and having creativity, simple
having excellent good modulation of content and
modulation of the the voice. Also, unity having
voice. Also, unity of of the team is being modulation of the
the team is being observed. voice of all. Also,
observed. unity of the team
is being observed.
B. Establishing a purpose for the Reading the Objectives: (The teacher will ask someone in the class to
lesson read the objectives of the lesson.)
C. Presenting Activity 1. OBSERVE ME!
examples/instances of the new Direction: With the given materials, observe the relationship of
lesson volume-temperature. Afterwards, answer the following guide
question comprehensively.

Materials:
-Balloons
-Beakers
-Test tubes
-Test tube holder
-Thermometer
-Hot and Cold water

Procedure:
1. Place the balloon on the tip of the test tube.
2. Put hot and cold water in separate beaker.
3. Using the thermometer, check the temperature of the water in
different beakers.
4. Set the test tubes with balloon inside the beakers using a
holder with the hot or cold water.
5. Observe comprehensively.

Hot Water Cold Water

(The students will be grouped into two and every group must choose
a presenter to answer the guide question.)

D. Presenting new concepts and
practicing new skills #1
E. Developing Mastery (Leads to
Formative assessment)
F.Finding practical application of Activity 3: TELL ME WHY?
concepts and skills in daily living Direction: Read and provide an explanation to clarify the given
G. Making generalization and
abstractions about the lesson
H. Evaluating learning
Guide Question:
1. During the experiment, how do you describe the temperature
of a gas inside the balloons? How about the volume of a gas?
2. What can you say about the amount of particles of a gas inside
the balloons?
3. What happened to the volume of the balloons as the
temperature increases? decreases?
(The teacher will use Phet.Colorado Simulation to further explain the
concept.)
Activity 2.: LET’S SOLVE THE OBSTACLES!
Direction: Solve the following problems using the discussed formula of
Charle’s Law. Show the given and the solution for each item.
1. A cylinder with a movable piston contains 400 cm 3 air at 20 oC.
If the pressure is kept constant, at what temperature would you
expect the volume to be 200 cm3?
(The teacher will integrate Mathematics in solving and converting
values of different units to use.)
The teacher will process the answers of the learners. Further
explanations of the concepts will be done.
Guide question:
1. How do you describe the relationship between volume and the
temperature of a gas at a constant pressure?
situation. Consider the rubrics of rating indicated.
Scenario: I have read an instruction on a battle of deodorant and have
read the warning signs indicating the bottle to be kept away from the
sunlight and high temperature. I wonder why?
Rubrics:
10 8 6
All concepts are complete, Most concepts are Some of the
clearly stated with complete and concept are
sufficient understanding clearly stated. present.
of the topic, Charle’s Law.
Questions:
1. What is the main idea of Charle’s Law?
2. What is the mathematical relationship between volume (V) and
temperature (T) at constant pressure of a gas?
Multiple Choice: Choose the letter of the correct answer (The student
will answer this activity using the evaluation form given to them.)
1. What gas relationship was presented using the Charle’s Law?
a. Volume-Temperature c. Pressure-Temperature
b. Pressure-Volume d. Volume-Volume
 2. Charles’ Law states that at constant pressure, the volume (V) of gas
is directly proportional to what unit of temperature?
a. Celsius c. Fahrenheit
b. Kelvin d. Rankine

3. Which of the following is the formula for Charle’s Law?

a. V1P1= V2P2 c. P1/T1= P2/T2
b. V1/T1= V2/T2 d. P1V1/ T1= P2V2/ T2

4. The volume-temperature relationship in gases such as air, was studied by

Jacques Charles through a series of experiments in 1787, which of the
following application best describe Charle’s Law?
a. Pumping a tire c. Scuba diving
b. Spray paint d. Hot air balloon

5. What do you call a law explained by kinetic molecular theory in which

states that at constant pressure, the volume (V) of gas is directly
proportional to the Kelvin of temperature (T).?
a. Avogadro’s Law c. Charle’s Law
b. Boyle’s Law d. Combined Law

I. ENRICHMENT Give one (1) example of application of Charle’s Law in daily life and
explain comprehensively the reasons why the chosen example is an
application of Charle’s Law.

Rubrics:
10 8 6
All concepts are Most concepts are Some of the
complete, clearly stated complete and concept are
with sufficient clearly stated. present.
understanding of the
topic, Charle’s Law.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who
require additional
activities to remediation
C. Did the remedial lessons
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 these 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?

Prepared by: Checked / Observed by:

SAMMY RAYMUNDO MARVIN ROY J. BONILLA

Student Teacher Cooperating Teacher