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 2, 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:
a. Explain the concept of Charle’s law through the discussion and written words.
b. Solve problems involving Charle’s law.
c. Explain the formula of Charle’s law.
II. CONTENT TOPIC: Charle’s Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide p. 268-269
2. Learner’s p. 370-374
Material
B. Other Learning Projector and PowerPoint Presentation
Resources
IV. PROCEDURE TEACHER’S ACTIVITY LEARNER’S RESPONSE
A. Reviewing previous Preliminary activities
lesson or presenting new
lesson  Prayer
 Greetings/classroom management
 Checking the attendance

A. Recall

(The teacher will conduct a review of their previous

lesson by asking questions).

What is Boyle’s Law?

B. Establishing a purpose Students watch the video clip about the experiment of
for the lesson Charle’s Law.
https://www.youtube.com/watch?
v=NplVuTrr59U&list=PPSV
C. Presenting The teacher will give an activity to further explain the
examples/instance of the concept of Charle’s Law.
new lesson
Demonstration of Charle’s Law
D. Discussing new Through the activity, we’ve learned that when the
concepts and practicing temperature of gas increases, its volume increases or
#1. vice versa. This is the principle of Charle’s Law of
Gases.

Before we proceed with the calculations we need to

know who the man behind this law is or who introduced
this law.

He is Jacques Alexandre Cesar Charles, a French

inventor, scientist, mathematician and balloonist.

E. Discussing new To further understand the concepts of Charle’s Law,

concepts and practicing the teacher will give a real-life example about the said
#2. topic.

F. Developing Mastery Let’s have an example applying the Charle’s law

(leads to formative equation:
assessment)
V1 = initial volume
T1 = initial temperature
V2 = final volume
T2 = final temperature

G. Finding practical The teacher will ask some questions or the students will
applications of concepts give some examples in a real-life situation that can
and skills in daily living apply the concepts of Charle’s Law.

H. Making The volume – temperature relationship in gases (k =

generalizations and V/T) was determined by and named after Jacques
abstraction about the Charles. In his experiment, he trapped a sample od gas
lesson in a cylinder with a movable piston in water bath at
different temperatures.

Jacques Charles found out that the different gases

decreased their volume by factors 1/273 per oC of
cooling.

With the rate of reduction, if gas will be cooled up to -

273 oC, it will have zero volume.

Charle’s Law states that at constant pressure, the

volume of a fixed amount of gas is directly proportional
to the Kelvin (K) temperature.

Mathematically, Charle’s Law can be expressed as:

V α T at constant P

Where V = volume and

T = temperature expressed in kelvin.

If you are going to consider the initial and final

conditions, you will arrive at the following equations:
V1 = k and
T1
V2 = K
 T2

I. Evaluating learning Calculate the following with a complete solution.

1. What will the new volume be when a 300mL
elastic bottle is warmed from 25 degrees C to Answer may vary.
50 degrees C.

2. How hot will a 23L balloon have to go to

expand to a volume of 40L? assume that the
initial temperature of the balloon is 28 degrees
C.
J. Extend Assignment:
Solve the following. Show your complete solution. Answer may vary
1. V1 = 4 L T1 = 35 degrees C
V2 = ? T2 = 50 degrees C

2. V1 = 30 mL T1 = 25 degrees C
V2 = 90 mL T2 = ?

3. V1 = ? T1 = 110K
V2 = 36 cm3 T2 = 200K
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