Republic of the Philippines

Department of Education
MIMAROPA Region
ABRA DE ILOG NATIONAL HIGH SCHOOL

SCHOOL ABRA DE ILOG NATIONAL HIGH GRADE LEVEL Grade 10

SCHOOL
TEACHER KATHLEEN FELISCO LEARNING AREA Science

NO. OF 1 Day QUARTER Fourth

SESSION

I. OBJECTIVES
A. Content Understand how gases behave based on the motion and relative distances
Standards between gas particles.
B. Performance
Standards

Learning Competency:
Investigate the relationship between volume and pressure at constant
temperature of a gas and volume and temperature at constant pressure
of gas. (S10MT-IVab-21)
C. Learning
Competencies/
Learning Objectives:
Objectives  Observe the relationship between volume and temperature at
Write the LC code for constant pressure.
each  Illustrate graphically the relationship between volume and
temperature at constant pressure
 Recognize the application of Charles’ Law in our daily life

II. CONTENT CHARLE’S LAW

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Department of Education. (2015) Teacher’s Guide for Science Grade 10,
pages pp. 268-269
2. Learner’s Materials
Pages Department of Education.(2015) Learning Materials, pp. 369-374
3. Textbook pages
4. Additional Materials
from
Learning Resource (LR)
Portal
5. Other Learning Rubber balloon, tap water, hot water, ice, thermometer, alcohol lamp,
Materials tape measure
6.Contexualization/Local Pictures
ization
IV. PROCEDURES
a. Prayer
b. Checking of Attendance
c. Setting house rules
 Maintain cleanliness inside the
classroom
 Refrain from making noise
 Ask questions and actively
participate
PRELIMINARY ACTIVITIES Note to observer: Indicator #4 (Manages classroom
structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on
activities within a range of physical learning
environment)
Note to observer: Indicator #5 (Manages learner
behavior constructively by applying positive and non-
violent discipline to ensure learning-focused
environments)

A. Reviewing Elicit: Let’s Reminisce…

previous lesson (The activities
or presenting the in this section The students will reminisce or remember the activities
will evoke or and their learnings from the previous lesson using one
new lesson
 draw out prior word. Each student will be given a chance to give a word
concepts or to summarize what they’ve learned from the previous
prior lesson. The student may pass but they will be given a
experiences demerit of one point for each pass.
from the
students)

B. Establishing a Engage: After the activity the students will now be challenged
purpose for the (The activities with a task and that is to remove the dent in the ping
lesson in this section pong ball using the following materials:
will stimulate Pingpong ball
their thinking Warm water
and help them Cold water
access and
connect prior The teacher will show dented ping pong balls then the
knowledge as a students will race in removing dent in ping pong ball.
jumpstart to
the present Question to ponder:
lesson) What is the technique used in removing dent in ping
pong ball?

The teacher will demonstrate the can experiment in

front of the class and will ask the questions that follow.

C. Presenting Questions to ponder:

examples/instanc 1. What happened to the gases inside the tin
es of the new can after sinking it to the cold water?
lesson 2. What can you infer from the shown
experiment?

Discover what will happen to the volume as

temperature decreases by doing the next activity.
D. Discussing new Explore: Activity: Charles’ Law (please refer to LM pp.369-
concepts and (In this section, 371)
practicing new students will be
skills #1 given time to Activity 3
think, plan, Charles’ Law
investigate, Objective: Investigate the relationship between volume
and organize and temperature at constant pressure.
collected
information; or Materials:
the • rubber balloon • thermometer • tap water • alcohol
performance of lamp • hot water • tape measure • ice
the
planned/prepar Procedure:
ed activities 1.Prepare 3 beakers (1 for ice water, 1 for tap water,
from the and another one for hot water).
students’ 2. Inflate a balloon.
manual with 3. Measure the circumference of the balloon using a
data gathering tape measure.
with Guide 4. Get the temperature reading of the hot water.
Questions) 5. Put the balloon in hot water for 2 minutes, then
measure again its circumference.
6. Do three trials and get the average of the results.
7. Repeat procedures 3 to 6 using tap water.
8. Repeat procedures 3 to 6 . This time use ice water
9. Record the results in the Table 7.

Table 7. Data on Determining the Size of the

Balloon at Different Temperatures

Questions to ponder:
Q1. What happens to the size of the balloon as the
temperature decreases?
Q2. How does the change in the temperature relate to
the volume of gas in the balloon?

Note to observer: Indicator # 9 (Designs, selects,

organizes, and uses diagnostic, formative and
summative assessment strategies consistent with
curriculum requirements)

Group Presentation

The students’ presentation will be assess using the

scoring rubric below.

RUBRICS
CONTENT(correct answers) 50
50%
E. Discussing new
PRESENTATION 30% 30
concepts and
COOPERATION 20% 20
practicing new
skills #2 TOTAL 100

**After the presentation the teacher will add missing

information and will correct misconceptions from the
activity that is done.
Note to observer: Indicator #1 (Applies knowledge of
content within and across curriculum teaching areas)
Note to observer: Indicator #3 (Applies a range of
teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills.
F. Developing Explain: GANDA MGA GIRLS – POGI MGA BOYS
mastery (leads to (In this section,
Formative students will be Read the statements carefully and tell whether the
Assessment 3) involved in an statements are true or false. If the statement is true
analysis of answer Ganda mga Girls and if it’s false answer Pogi
their mga Boys.
exploration.
Their 1. In the previous experiment the size of the balloon
 understanding decreases as the temperature decreases.
is clarified and 2. The volume - temperature relationship in gases
modified (k = V/T) was determined by and named after
because of Jacques Charles.
reflective 3. The sky lantern that we used during special
activities)/Anal events is one of the real life example of the
ysis of the Charles’ Law.
gathered data 4. As stated in the Charles’ Law when the volume
and results and increases the temperature decreases.
be able to 5. The Charles’ Law states that in a constant
answer the number of pressure the volume and the
Guide temperature is directly proportional to each
Questions other.
leading to the
focus concept Note to observer: Indicator # 9 (Designs, selects,
or topic for the organizes, and uses diagnostic, formative and
day. summative assessment strategies consistent with
curriculum requirements)
G. Finding practical Complete the table with the necessary information and
applications of plot the data in a graph by placing the volume in the y
concepts and axis and temperature at Kelvin scale in the x axis.
skills in daily
living Data on Volume -Temperature Relationship
Volume Temper Temper
Readin ature ature
Elaborate: Trial g (mL) (0C) (K) V/T
(This section 1 25 2    
will give 2 30 57    
students the 3 35 102    
opportunity to
expand and Question to ponder:
solidify/concreti 1. Explain the relationship the relationship between
ze their volume and temperature at constant pressure.
understanding
of the concept Note to observer: Indicator #1 (Applies knowledge
and/or apply it of content within and across curriculum teaching areas)
to a real-world Note to observer: Indicator # 2 (Uses a range of
situation) teaching strategies that enhance learner achievement
in literacy and numeracy skills

Game: The Teacher will provide different pictures in a

H. Making box applying different Gas Laws then students select
generalizations and show the pictures that apply Charles’ Law and
and abstractions explain the picture.
about the lesson
Evaluation: SHORT QUIZ
(This section Direction: Choose the letter that corresponds to the
will provide best answer on the given questions below:
opportunities 1. Which of the following example best illustrate
for concept Charles’ Law?
check test A. Use of bicycle pump or inflate the tire.
items and B. Hot air balloon
answer key C. Pressure in an oxygen tank
which are D. Use of oven to reheat food.
aligned to the
learning 2. Which is true about Charles’ Law?
objectives – A. Volume of gas is unchanged when
content and temperature is constant.
performance B. Volume of gas changes as temperature
I. Evaluating standards and changes when pressure is constant.
learning address C. Volume of gas change as pressure is change
misconceptions at constant temperature.
- if any) D. Volume of gas remains the same as long as
temperature and pressure is constant

3. In Charles’ Law, the ____________ between volume

and temperature is constant.
A. Sum B. difference
C. product D. ratio

4. In Charles’ Law, what relationship exists between

volume and temperature at constant pressure?
A.Directly proportional
B. inversely proportional
C. undetermined
 D. no relationship exist

5. Which graph correctly describes Charles’ Law?

Note to observer: Indicator #7 (Plans, manages and

implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and
varied teaching contexts)
Note to observer: Indicator # 9 (Designs, selects,
organizes, and uses diagnostic, formative and
summative assessment strategies consistent with
curriculum requirements)

Extend:
(This section
gives situation
J. Additional that explains
activities for the topic in a
application or new context, or
remediation integrate it to
another
discipline/socie
tal concern)
V. REMARKS
VI. REFLECTION
K. No. of learners who earned 80% in
the evaluation
L. No. of learners who require additional
activities for remediation
M. Did the remedial lessons work? No. of
learners who have caught up with
the lesson
N. No. of learners who continue to
require remediation
O. Which of my teaching strategies
worked well? Why did these work?
P. What difficulties did I encounter
which my principal or supervisor can
help me solve?
Q. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

PREPARED BY:

KATHLEEN FELISCO
Teacher I
ABRA DE ILOG NATIONAL HIGH SCHOOL