DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER/DOMAIN WEEK AND DAY
10
I. OBJECTIVES
1. Content Standards
2. Performance Standards
Learning Competencies/ Objectives
(Write the LC code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples / instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
PAGE NO.
NO.
The learners demonstrate an understanding of:
 How gases behaved based on the motion and relative distances between gas
particles
The learners should be able to:
 investigate the relationship between volume and temperature at constant
pressure of gas.
GAS LAW: Charles’s Law
pp. 268-269
pp. 369-375
Video Presentation ( https://www.youtube.com/watch?v=7ZpuMBkf1Ss)
ELICIT
Recalls previous lessons in properties of gas and Boyle’s Law postulates and formula.
ENGAGE
Share to the class the objectives for the day.
Why do hot air balloons float in the air?
EXPLORE
 Activity demonstration
A. Students will answer the activity Volume-Temperature in Gas (Charles’s
Law)
B. Complete the table on the activity. Plot the graph with the temperature at
the y-axis and the volume at the x-axis.
EXPLAIN
After graphing, each group will choose a representative to present their graph and
observation. Teacher will ask each group with their understanding before explaining.
ELABORATE
The volume- temperature relationship in gases was determined and named after
Jacques Charles. Jacques found out that different gases decrease their volume by
factors 1/273 per degree Celsius of cooling. With this rate of reduction, if gas will be
cooled up to -273 degrees Celsius, it will have zero volume!
Charles’ Law states that at constant pressure, the volume of a fixed amount of gas is
directly proportional to the Kelvin (K) temperature.
Introduce the Charles Law Formula.
V α T(K) at constant Pressure and amount of gas
V₁_= k₁ V₂_ = k₂
T₁ T₂
Scenario:
A ten wheeler truck travels for a longer period of time. Suddenly, one of the tires
exploded.
Question:
1. What is the cause of the explosion?
2. Explain why explosion occurs?
Concept Review:
Ask the student about what they learned:
• In Charles’ law, the volume of a fixed mass of gas at constant pressure is
directly proportional to its temperature in Kelvin.
 EVALUATE
Direction: In a ¼ sheet of paper, write the correct answer of the following.
1.If pressure is constant, the relationship between temperature and volume is
a. directly proportional
b. inversely proportional
c. direct square proportion
d. inverse square proportion
2.If a gases volume is decreased and pressure is constant, its temperature will
a. increase
b. decrease
c. remains the same
d. insufficient data

3.If a gases temperature is increased and pressure is constant, its volume will
a. increase
b. decrease
c. remain the same
I. Evaluating learning d. insufficient data
4. If the volume of a confined gas is doubled while the pressure remains constant,
what change (if any) would be observed in the temperature?
a. It would be half as large.
b. It would double.
c. It would be four times as large.
d. It would remain the same.

5. Charles’s law states that

a. when the temperature of a gas is constant, its volume is inversely proportional
to its pressure.
b. when the pressure of a gas is constant, its volume is directly proportional to its
temperature.
c. when the temperature of a gas is constant, its volume is directly proportional
to its volume.
d. when the pressure of a gas is constant, its volume is inversely proportional to
its temperature.

EXTEND
Write it in your science notebook.
 Research other real life example or phenomenon that demonstrate Charles’
J. Additional activities for application
Law.
or remediation
 Using Charles’s Law Equation, Solve problems # 1-3 page 374 LM (1/2 sheet
of paper and show your solutions)

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for 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 materials did I use/discover which I wish to share
with other teachers?

Prepared by:
ELIKA FAYE M. ALFONSO

Checked by: