School PNHS
Teacher ELENAIDA R. ALI
MY DAILY LESSON PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
C. Routinary Activities
(3 minutes)
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
(3 minutes)
Grade Level 10
Learning Area SCIENCE
Teaching Dates and Time May 17, 2023 Quarter 4
DAY: Wednesday
TIME: GRADE & SECTION:
ROOM: DECS II, ROOM 304
10:00 – 11:00 AM GRADE 10 – MS. MAGLIPON
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed additional lessons exercises and remedial activities maybe done for
developing content knowledge and competencies. These are assessed using formative assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate an understanding of how gases behave based on
the motion and relative distances between gas particles.
Investigate the relationship between
1. volume and temperature at a constant pressure of gas
 Calculate for each unknown on volume and temperature relationship at a
constant pressure of a gas.
 Cite examples/ situations where Charles’ Law is observed.
S9MT-IIj-20
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The
content can be tackled in a week or two.
CHARLES’ LAW COMPUTATION
List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development
Pages
Pages 372 – 375
Hybrid Module in Science 10 pp. 12 – 13
Journey to Science by dela Cruz, dela and Sese, pp. 238-240
Laptop, Television, Blackboard, Chalk, Paper, Ballpen and Calculator
1. Prayer and Greetings
2. Classroom Management
3. Energizer (Each group will present their yell)
4. Checking of Attendance by group
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by the demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students by multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate time allotment for each step.
Puzzle
The teacher will give a link to students for their review of the past lesson.
B. Establishing a purpose for
the lesson (3 minutes)  Presenting the General Formula for Charles’ Law
C. Presenting
examples/instances of the Charles’ Law states that the Kelvin temperature is directly proportional to the
new lesson volume of the gas when the pressure remains constant. This means that when
(5 minutes) temperature increases, we expect that the volume will also increase. Charles’
Law is stated mathematically as:

V =V
1 2
T T
1 2
where:

V = Initial volume
1
T = Initial temperature
1
V = Final volume
2
T = Final temperature
2 From this general formula, the students will derived a formula depending on
the unknown factor.
a. If V1 is unknown:

V1 = V2 = V1T2=V2T1 V1 = V2T1
T1 T2 T2 T2 T2

b. If T1 is unknown:

V1 = V2 = V1T2=V2T1 T1 = V1T2
T1 T2 V2 V2 V2

c. If V2 is unknown:

V1 = V2 = V1T2=V2T1 V2 = V1T2
T1 T2 T1 T1 T1

d. If T2 is unknown:

V1 = V2 = V1T2=V2T1 V1 = V2T1
T1 T2 V 1 V1 V1
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
(10 minutes)
Presenting Sample Problems
1.A gas has a volume of 0.40 L at 200C. What will be its new volume after it is heated to
250C at the same pressure?
Given:
V1 = 0.40 L T1 = 200C + 273 = 293 K
V2 = ? T2 = 250C + 273 = 523 K

2. A hot-air balloon has a volume of 3.0 L at 27 0C. At what temperature (in 0C) should
the air inside it be heated to expand to 6.0 L at a constant pressure?
Given:
V1 = 3.0 L T1 = 270C + 273 = 293 K
V2 = 6.0 L T2 = ?

F. Developing mastery
(Leads to Formative Assessment
3)
(25 minutes)
Group Activity: Board work Game
The class will be divided into 4 groups. Then each group will be given a fish bowl with
strips of paper that is equivalent to the number of members in the group. 1 paper there
has a written word that says, “I AM LUCKY”. The teacher do this for the student to have
an equal opportunity to answer in front of the board. Then the teacher will present 5
questions for the students in front to solve. Each group will be given 2 minutes to
answer the problem.

Problem 1: At 200C, the volume of Chlorine gas is 15 dm3. What is the resulting volume
if the temperature is adjusted to 318 K provided that the pressure remains the same?
Given:
V1 = 15 dm3 T1 = 200C + 273 = 293 K
V2 = ? T2 = 318 K
Solution:
V1 = V2 = V1T2=V2T1 V2 = V1T2
T1 T2 T1 T1 T1
V2 = 15 dm3 (318 K)
293 K
V2 = 16. 28 dm3

Problem 2: A cylinder with a movable piston contains 250 cm3 air at 10 0C. If the
pressure is kept constant, at what temperature would you expect the volume to be 150
cm3?
Given:
V1 = 250 cm3 T1 = 100C + 273 = 283 K
 V2 = 150 cm3 T2 = ?
Solution:
V1 = V2 = V1T2=V2T1 T2 = V2T1
T1 T2 V 1 V1 V1
T2 = 150 cm3 (283 K)
250 cm3
T2 = 169.8 K

Problem 3. A tank (not rigid) contains 2.3 L of helium gas at 250C. What will be the
volume of the tank after heating it and its content at 400C temperature at constant
temperature?
Given:
V1 = 2.3 L T1 = 250C + 273 = 318 K
V2 = ? T2 = 400C + 273 = 313 K
Solution:
V1 = V2 = V1T2=V2T1 V2 = V1T2
T1 T2 T1 T1 T1
V2 = 2.3 L (313 K)
318 K
V2 = 2.26 L

Problem 4: A container holds 78.0 mL of Nitrogen at 23 0C and a pressure of 728

mmHg. What will be its volume if the temperature increases to 320C?
Given:
V1 = 78.0 L T1 = 230C + 273 = 296 K
V2 = ? T2 = 320C + 273 = 305 K
Solution:
V1 = V2 = V1T2=V2T1 V2 = V1T2
T1 T2 T1 T1 T1
V2 = 78.0 L (305 K)
296 K
V2 = 80.37 mL

Problem 5: A sample of Hydrogen has an initial temperature of 42 0C. The volume of

Hydrogen becomes 194 cm3 when the temperature is lowered to -4.0 0C. What was the
initial volume of Hydrogen?
Given:
V1 = ? T1 = 420C + 273 = 315 K
V2 = 194 cm 3
T2 = -4.00C + 273 = 269 K
Solution:
V1 = V2 = V1T2=V2T1 V2 = V2T1
T1 T2 T2 T2 T2
V2 = 194 cm (315 K)
3

269 K
V2 = 227. 17 cm3

G. Finding practical The teacher will present pictures and ask the students to relate how Charles’
applications of concepts and Law is utilized in the given sample.
skills in daily living
(5 minutes)
 H. Making generalization and
abstractions about the
lesson
(1 minute)

PROBLEM SOLVING:
Calculate for the unknown. Show your solution. (5 points)

A sample of Helium gas has a volume of 481 mL at a pressure of 750 mmHg

and a temperature of 18 0C. When the temperature is increased to 25 0C, what is
the volume of the Helium?
Given:
V1 = 481 mL T1 = 180C + 273 = 291 K
I. Evaluating learning
V2 = ? T2 = 250C + 273 = 298 K
(5 minutes)
Solution:
V1 = V2 = V1T2=V2T1 V2 = V1T2
T1 T2 T1 T1 V2
V2 = 481 mL (298 K)
291 K
V2 = 492. 57 mL

J. Additional activities for 1.What is carbohydrates?

application or remediation 2. What are the 3 main groups of carbohydrates? Describe each.
3. Give some examples for each main group of carbohydrates.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works?
VI. REFLECTION What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% on the formative
assessment

B. No of learners who require

additional activities for
remediation

C. No. of learners who caught

up with the lesson

D. No. of learners who continue

to require remediation.

E. Which of my teaching
strategies worked well? Why
did this 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:

ELENAIDA R. ALI
Teacher I

Checked by:

ELMER L. BELZA JR
Master Teacher I

MA. CONCEPCION M. VILLAROSA

Master Teacher II

ROWENA C. LAMERA
Head Teacher IV

Noted by:

DR. NOREEN BAUS BILLANES

Principal II
 STUDENT ACTIVITY

VOLUME – PRESSURE Relationship

(Boyle’s Law)

OBJECTIVES:

1. Observe the length of a column of rapped air at different pressures.

2. Examine the mathematical relationship between gas volume and gas pressure.

MATERIALS

thin-stem pipet metric ruler

5 equal sized books cartolina
Fine tip marker marker
Scissors meter stick

PROCEDURE
1.Hold the center bulb between your thumb and index finger and gently squeeze it. Observe the
movement of the liquid in the stem – this is due to the “pressure” exerted on it. Lay the pipette on
the table, measure the length of the air column in the stem. Record this as the initial volume of the
confined air. Put one book on the bulb measure the length of the air column. Record the length of
the air column. This is the volume of the confined air when a pressure of 1 book is exerted on the
bulb. Repeat the step by increasing the number of books and measuring the length of the air
column.

2. Record the data.

DATA

PRESSURE Length of air PXV 1/P 1/P.V

(P, in number of column (V)
books)

1.Draw a graph of Pressure vs. Volume

2. Draw a graph of the reciprocal (1/P) vs the volume

3. Make a generalization of the relationship of volume of a confined gas to pressure at constant
temperature.

Team Name: _____________________

Group Presentation Rubric

Gas Behavior sa Place ko Flex Ko…
Volume Pressure…Arte…Action!!!

The teacher will use this rubric to evaluate each group’s presentation. Students can look at this rubric so
they may understand what they are being graded on. The Group Presentation Rubric will be combine with
the Teammate Participation Rubric to determine your final grade for the project.

Trait Criteria Points

1 2 3 4
Presentation had
Presentation had
Content Presentation had a an exceptional
Presentation moments where
Did the good amount of amount of
contained little to valuable material
presentation material and valuable material ____
no valuable was present but as
have valuable benefited the and was extremely
material. a whole content
material? class. beneficial to the
was lacking.
class.

Collaboration The teammates The teammates

The teammates
Did everyone The teammates worked from always worked
sometimes worked
contribute to never worked others’ ideas most from others’ ideas.
from others’ ideas.
the from others’ ideas. of the time. And It was evident that
However it seems
presentation? It seems as though it seems like every all of the group ____
 as though certain
Did everyone only a few people did some work, members
people did not do
seem well worked on the but some people contributed
as much work as
versed in the presentation. are carrying the equally to the
others.
material? presentation. presentation.

Organization The presentation

The presentation The presentation
Was the There were had organizing
lacked was well
presentation minimal signs of ideas but could
well organized organization and organization or have been much organized, well ____
had little evidence prepared and easy
and easy to preparation. stronger with
of preparation. to follow.
follow? better preparation.

Presentation
Did the
presenters Presenters were Presenters were Presenters were all
Speak
clearly? Presenters were not consistent with occasionally very confident in
the level of confident with
Did the unconfident and delivery and they
confidence/ their presentation
engage the demonstrated little did an excellent
preparedness they however the ____
audience? evidence of job of engaging
showed the presentation was
Was it planning prior to the class.
obvious the presentation. classroom but had not as engaging as Preparation is very
some strong it could have been
material had evident.
moments. for the class.
been
rehearsed?