TAGODTOD

School NATIONAL HIGH Grade Level 10-Dahlia

DAILY SCHOOL
LESSON
Teacher GLAISA C. BAUTISTA Learning Area SCIENCE
LOG
Teaching Date
Quarter FOURTH QUARTER
and Time

I. OBJECTIVES
A. Content Standard
B. Performance Standards
C. Learning Competencies &
Code
The learners demonstrate an understanding of…
 how gases behave based on the motion and relative distances
between gas particles
The learners shall be able to demonstrate understanding of the gas laws.
The learners will be able to
Investigate the relationship between:
a. pressure and temperature at constant volume of a gas
b. interpret the relationship of pressure and temperature at
constant volume of a gas
c. appreciate the importance of Gay-Lussac’s Law in our life

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teaching Guide
2. Leaners’ Material/
Textbook
3. Additional Materials
from LR portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
(ELICIT)
B. Establishing a purpose for the
lesson
(ENGAGE)
C. Presenting examples/ instances
of the new lesson
(ENGAGE)
GAY-LUSSAC’S LAW
(Traditional Hands-on Laboratory Experiment)
Science10 Teaching Guide pp. 270-272
Science10 Learners Material pp. 375-380
https://www.youtube.com/watch?v=Pg2vvyuYDVs
Activity: PICK A DOOR!
The teacher will flash five doors and each of these doors contain either
question. Students will pick a door based on the color they like.
1. What is the formula for Charles’ Law?
2. Who is the proponent of Charles’ Law?
3. How do you describe the relationship between pressure and
temperature in Charles’ Law?
4. What quantity is constant in Charles’ Law?
Tell the students that aside from Boyle’s Law and Charles’ Law, there is
another gas law that they need to be familiar with.
Ask the question “How temperature affects the pressure of the gas at
constant volume?
Solicit responses from the learners and let them verify if their answers
are correct by investigating the relationship between temperature and
pressure at constant volume through an experiment.

D. Discussing new concepts and Pre – Laboratory

practicing new skills #1  The teacher will present the objective of the activity
(EXPLORE)  The learners will be reminded with the precautionary measures to
E. Discussing new concepts and be observed while doing the experiment.
practicing new skills #2  Distribution of the needed materials for the activity will be done.
(EXPLORE)
Laboratory Proper
 Let the learners work/perform “Activity 4. Gay-Lussac’s Law”
provided in their Learner’ materials pp 375-378
 Let them record the needed data and their observations
F. Developing mastery (leads to
Formative Assessment)
(EXPLAIN)
G. Finding practical applications of
concepts and skills in daily
living
(ELABORATE)
H. Making generalizations and
abstractions about the lesson
(ELABORATE)
I. Evaluating learning
(EVALUATE)
Post- Laboratory
 Answering the guide questions provided in the activity
 Let each group present their observations in the experiment
Ask the learners who among them have experienced cooking using
pressure cooker and let them share their experiences.
Explain how it works using the temperature-pressure relationship.
Let each group prepare a simple poem expressing the relationship
between the pressure and temperature at constant volume and present it
in class.
A modified true or false quiz will be administered.

J. Additional activities for Research about Joseph-Louis Gay-Lussacs

application or remediation
(EXTEND)
V. REMARKS

VI. REFLECTION

Prepared by: Checked by: Noted by:

GLAISA C. BAUTISTA REYNALDO G. BOLANTE HERMINIO M. DACQUEL JR.

Subject Teacher Master Teacher I Principal I