Department of Education

Region VI – Western Visayas

SCHOOLS DIVISION OF BACOLOD CITY
Sum-ag National High School
San Juan Street, Sum-ag, Bacolod City

INDICATORS/
Grade Level: 10 - Assertive
ANNOTATIONS
Teaching Date And
June 6, 2022 at 11-12 AM
Time
Teacher April Joy S. Mabuyao
The learners demonstrate an understanding of:
Content Standards how gases behave based on the motion and relative
distances between gas particles.
Most Essential
Investigate the relationship between:
Learning
volume and temperature at constant pressure of a gas;
Competencies
(S9MT -IIj - 20)
(MELCS)

At the end of the lesson, 75% of the learners should be

able to:
1. Explain the relationship between volume
and temperature at constant pressure of
I. OBJECTIVES
gas.
2. Solve problems using correct equations
involving Charles Law.
3. Appreciate the practical application of
Charles Law in daily life.
II. LEARNING
RESOURCES
A.Learning Area Science (Chemistry) 4th Quarter
B.Topic Gas Laws: Charles Law
Learning modules, pictures and illustrations of charles Indicator No. 9: Selected,
law, manila paper, pentel pen/marking pens, ballpen, developed, organised, and used
answer sheet, extra sheet of paper and/or calculator, appropriate teaching learning
PowerPoint presentation resources, including ICT to
address learning goals.
C.Learning
Video of Thailand’s Loi Krathong and Yi Peng festival
Resources/Materials
(lantern festival) https://youtu.be/N9Ko-yvJzHU) ANNOTATION:
The use of audio-visual learning
Video about Charles Law. resources institutes can facilitate
https://youtu.be/twCcSsHmMgI learning opportunities for
students.
D. Skills Critical thinking and team work
Collaboration and Recognize the practical applications
E. Values Integration
of Charles Law in daily life.
III. PROCEDURES
Presenting the classroom standards; Usual routine
1. Cleaning the room Indicator 4: Managed
A. ELICIT/
2. Prayer classroom structure to
REVIEW
engage learners, individually
3. Checking of attendance
or in groups in meaningful
 4. Classroom Rules exploration, discovery, and
a) Listen to the teacher hands-on activities within a
b) Raise your hand if you want to speak, answer, range of physical learning
or ask questions. environment.
c) Be on time.
d) Do activities cooperatively and honestly.
ANNOTATION:
Preparing the physical set up
of the classroom to maximize
learning.

Indicator No. 5: Managed

learner behaviour
constructively by applying
positive and non-violent
discipline to ensure learning
focused environments.

ANNOTATION:
Setting rules and regulations
maintain orderliness inside the
classroom.
SIMPLE RECALL
The learners will guess the jumbled words and define Indicator 7. Planned and
each of them. implemented developmentally
sequenced teaching and
1. LUMVOE = _ _ _ _ _ _ learning process to meet
Answer: VOLUME. Volume is the amount of space curriculum requirements and
occupied by a substance. varied teaching contexts.

2. TEMPEURERAT = _ _ _ _ _ _ _ _ _ _ _ ANNOTATION:
Answer: TEMPERATURE. Temperature is an objective Developmentally sequenced
measurement of how hot or cold an object is. lessons improve communication
as well as the learning
3. UREPRSES = _ _ _ _ _ _ _ _ environment of the class as a
Answer: PRESSURE. Pressure is defined as a measure of whole.
the force applied over a unit area.

Indicator No. 1: Apply

knowledge of content within
and across curriculum teaching
areas.

ANNOTATION:
Understanding the concepts
facilitate deeper appreciation of
the indicator and helps deliver
lessons that are responsive to
content knowledge and pedagogy.

Ask the students to watch a short video about on Indicator 9. Selected,

B. ENGAGE/MOTI Thailand’s Yi Peng festival (lantern festival) developed, organized, and used
VATION https://youtu.be/N9Ko-yvJzHU appropriate teaching learning
resources, including ICT to
1. What is the video about? address learning goals.
 Expected Answer: Sky lanterns.
2. What was needed for lanterns to fly? ANNOTATION:
Ans: Lanterns can fly because of fire inside it. The use of audio-visual learning
3. How does the fire keep the lanterns in the air? resources institutes can facilitate
Expected Answer: The heat released by the fire makes learning opportunities for
the lantern to expand and stay on the air. If there is no students.
heat, then the lantern will fall on the ground.

“Very good! All your observations are correct.” Indicator No. 5: Managed
learner behaviour
Read students an article about Lantern Festival in constructively by applying
Thailand. positive and non-violent
discipline to ensure learning
focused environments.

ANNOTATION:
Positive discipline helps students
stay focused on their academics.
It also teaches important social
and life skills in a manner that is
deeply respectful and
encouraging for both teachers and
students.

Thai Lantern Festivals: Loi Krathong and Yi Peng

https://www.jacadatravel.com/the-explorer/thai-lantern-
festivals-loi-krathong-yi-peng/

Ask learners to read the objectives for today’s lesson.

After that proceed with introducing the lesson.

In this lesson you will learn another gas law which is

the Charles Law. Jacques Alexander Charles performed
an experiment using a balloon, cold water and hot
water.
Lesson Overview about Charles Law: Indicator 9. Selected,
developed, organized, and used
Show a video about Charles Law. appropriate teaching learning
https://youtu.be/twCcSsHmMgI resources, including ICT to
address learning goals.

ANNOTATION:
The use of audio-visual learning
C. EXPLORE/ACTI
resources institutes can facilitate
VITY
learning opportunities for
1. What is Charles Law? students.
Expected answer: Charles Law explains the
relationship of volume and temperature at a constant
pressure.
Indicator No. 3: Applied a
2. What happened to the gas when heated? range of teaching strategies to
Expected answer: the gas expanded when heated. Develop critical and Creative
 thinking, as well as other
3. Explain the relationship of gas volume and Higher-Order Thinking Skills.
temperature using Charles law.
Expected answer: Volume and temperature are directly ANNOTATION:
proportional. When temperature increases, the volume Asking questions to test the
also increases. And when temperature decreases, learners’ observations and
volume also decreases. understanding will exercise their
critical and problem solving
skills.
Very good, class! you have watched and listened
attentively.

Indicator No. 5: Managed

learner behaviour
constructively by applying
positive and non-violent
discipline to ensure learning
focused environments.

ANNOTATION:
Positive discipline helps students
stay focused on their academics.
It also teaches important social
and life skills in a manner that is
deeply respectful and
encouraging for both teachers and
students.

Students are divided into four (4) groups. Each group Indicator No. 6: Used
have its assigned leader, assistant leader, secretary, and differentiated, developmentally
reporters. appropriate learning
experiences to address learners’
Group 1: Verbal-Linguistic gender, needs, strengths,
Write a short essay explaining Charles Law. interest and experiences.

Group 2: Logical-Mathematical ANNOTATION:

Provide students with a set of data points representing Understanding students’ interests
temperature and volume of a gas. Ask them to plot the will help teachers to provide them
data on a graph and analyze the relationship between with quality learning
the variables. opportunities.

Group 3: Visual-Spatial
Draw a scenario/picture that explains Charles law. Indicator No. 4: Managed
classroom structure to engage
Group 4: Bodily-Kinesthetic learners, individually or in
Assign the group a specific temperature and volume groups in meaningful
combination. Then, have them act out the changes in exploration, discovery, and
volume and temperature using their bodies to represent hands-on activities within a
gas particles. range of physical learning
environments.
Allow each group to read the instructions before
starting with the activity. Recall safety measures while ANNOTATION:
conducting the activity. Managing classroom structure
establishes and sustains an
Each group will be graded based on: orderly environment for the
Excellent Poor (1) students.
Criteria (4) Good (3) Fair (2)

Content The The The The

presentati presentati presentati presentati
on on on on does
 effectivel addresses partially not Indicator No. 1: Apply
y most key addresses address knowledge of content within
addresses points and key points key points
all key provides and and and across curriculum teaching
points and sufficient provides provides areas.
provides informatio limited little to no
thorough n. informatio informatio ANNOTATION:
and n. n.
accurate
Understanding the concepts
informatio facilitate deeper appreciation of
n. the indicator and helps deliver
lessons that are responsive to
Organizati The The The The content knowledge and pedagogy.
on presentati presentati presentati presentati
on is well- on is on lacks on lacks
structured mostly some structure
with a well- structure and has
clear structured and may poor
introducti with an have some transitions
on, body, introducti issues between
and on, body, with ideas.
conclusio and transitions
n. conclusio between
Transition n. ideas.
s between Transition
ideas are s between
smooth. ideas are
mostly
smooth.

Delivery The The The The

presenters presenters presenters presenters
are are mostly appear appear
confident, confident somewhat nervous
engaging, and nervous and lack
and maintain and may eye
maintain good eye have contact.
good eye contact. limited They Indicator No. 5: Managed
contact. They eye speak learner behaviour
They speak contact. unclearly constructively by applying
speak clearly, They and have positive and non-violent
clearly, use speak significant
use appropriat somewhat issues discipline to ensure learning
appropriat e volume clearly with focused environments.
e volume and pace, and may volume,
and pace, and utilize have pace, or ANNOTATION:
and visuals or minor visual
effectivel props issues aids.
Positive discipline helps students
y use effectivel with stay focused on their academics.
visuals or y. volume, It also teaches important social
props. pace, or and life skills in a manner that is
visual
deeply respectful and
aids.
encouraging for both teachers and
Collaborat All group Most Some Few students.
ion members group group group
actively members members members
contribute contribute contribute contribute
to the to the to the to the
presentati presentati presentati presentati
on, on, on but on,
demonstra demonstra demonstra demonstra
te good te te limited te poor
teamwork, teamwork, teamwork teamwork,
and and or support and do not
effectivel support for each support
y support each other's each
each other's ideas. other's
other's ideas. ideas.
ideas.

Overall The The The The

Impact presentati presentati presentati presentati
on is on is on is on is not
 exception engaging, somewhat engaging
ally memorabl engaging and leaves
compellin e, and and leaves no impact
g, leaves a a limited on the
memorabl positive impact on audience.
e, and impact on the
leaves a the audience.
strong audience.
impact on
the
audience.

Praise each group for a job well done.

Indicator No. 10: Designed,

selected, organized and used
Guide Questions: diagnostic, formative and
What happens to volume as the temperature decreases? summative assessment
Answer: The volume decreases. strategies consistent with
curriculum requirements.
Gamit ang ini nga impormasyon, kun taasan natun ang
temperatura, ano matabo sa “volume”? ANNOTATION:
Formative assessment measures
Answer: Mataas o madako man. and tracks students’ progress in
D. EXPLAIN/ANAL real time.
YSIS If we lower the temperature, what will happen to the
volume?
Answer: It will decrease. Indicator No. 3: applied a range
of teaching strategies to develop
How does the change in temperature relate to the critical and creative thinking,
volume of gas? as well as other higher-order
Answer: Directly proportional. thinking skills.

Correct. Very good! ANNOTATION:

Learners find meaning through
observation and inquiry.
Indicator No. 2: Used a range
If we are to write that in an equation, of teaching strategy that
Constant=Volume/Temperature enhance learner achievement in
V1/T1=V2/T2 numeracy and literacy skills

Derivation of formulas are shown below depends on ANNOTATION:

what is known based on the problem given Understanding and using
like mathematical concepts, and being
numerate, makes students more
knowledgeable of the subject.

E. ELABORATE/A Using the Charles’ Law equation, what is the answer in

BSTRACTION this problem? Indicator No. 10. Designed,
selected, organized and used
“A cylinder with a movable piston contains 250 cm3 diagnostic, formative and
air at 10°C. If the pressure is kept constant, at what summative assessment
temperature would you expect the volume to be strategies consistent with
150cm3?” curriculum requirements.
What formula should we use? ANNOTATION:
Answer: It facilitates learning.
 Each student will answer the problem as a seatwork. Indicator No. 1: Apply
knowledge of content within
I want a volunteer to write his/her answer on the board. and across curriculum teaching
Yes, Gerry. Show us your answer. areas.
T2=V2T1/V1
T2=150cm3(283K)/250cm3 ANNOTATION:
T2=170K Understanding the concepts
facilitate deeper appreciation of
Correct! What is the value of T2? the indicator and helps deliver
Answer: 170 K lessons that are responsive to
content knowledge and pedagogy.
Practice Problems:
1. A tank (not rigid) contains 2.3 L of helium gas at
25°C. What will be the volume of the tank after heating
it and its content to 40°C temperature at constant
pressure?
Answer: 2.4L
2. At 20°C, the volume of chlorine gas is 15dm3. Indicator No. 4: Managed
Compute the resulting volume if the temperature is classroom structure to engage
adjusted to 318K provided that the pressure remains the learners, individually or in
same. groups in meaningful
Answer: 16.28L exploration, discovery, and
hands-on activities within a
One student for each problem will solve on the board. range of physical learning
Their classmates will exchange notebooks to check environments.
their classmate’s work.
ANNOTATION:
(Praise the students for a job well done and encourage Students will evaluate their own
the others to also perform well in class.) progress through boardwork and
seatwork.
Constructivism emphasizes hands on learning and
students actively participating in lessons.
Indicator No. 5: Managed
How are volume and temperature related according to learner behaviour
Charles Law? constructively by applying
Answer: Volume is directly proportional to temperature positive and non-violent
at constant pressure. When the temperature increases, discipline to ensure learning
the volume also increases; when the temperature focused environments.
decreases, the volume also decreases.
ANNOTATION:
Positive discipline helps students
stay focused on their academics.
It also teaches important social
and life skills in a manner that is
deeply respectful and
encouraging for both teachers and
students.
Indicator No. 10: Designed,
Why do you think some deodorant spray bottles should
selected, organized and used
be kept away from sunlight?
diagnostic, formative and
Expected answer: Under high temperatures, the air
summative assessment
molecules inside the bottle will expand which can lead
strategies consistent with
to the bursting of the deodorant bottle.
curriculum requirements.
F. EXTEND/APPLI
CATION
ANNOTATION:
Very good. Do you have any questions?
Formative is used to better
No, ma’am.
understand how learning
experience is progressing.
Now, are you ready for the test?
Students: Yes, ma’am.
Indicator No. 3: Applied a
 range of teaching strategies to
develop critical and Creative
thinking, as well as other
Higher-Order Thinking Skills.

ANNOTATION:
Creative thinking have a positive
influence on students’ academic
interest and achievement.
Multiple Choice. Read each item carefully. Select the Indicator No. 10: Designed,
letter of the best answer. selected, organized and used
diagnostic, formative and
1. In Charles law, which factor must remain constant to summative assessment
a given sample of a gas? strategies consistent with
a. Number of moles of a gas curriculum requirements.
b. Pressure
c. Temperature ANNOTATION:
d. Volume Summative assessment used to
2. Based on Charles Law, as the temperature of a given track the learners’ progress.
gas increases, what will happen to the volume
assuming it is at constant pressure?
a. Changes randomly
b. Decreases Indicator No. 7: Planned and
c. Increases implemented developmentally
d. Nothing will change sequenced teaching and
3. Which of the following examples is NOT an learning process to meet
application of Charles Law where there is a volume- curriculum requirements and
temperature relationship? varied teaching contexts.
a. A syringe plunger being pressed down to draw
out the fluid causes the volume inside the ANNOTATION:
G. EVALUATE/ASS syringe to decrease while increasing pressure Helps students to acquire new
ESSMENT inside. knowledge which shapes them
b. An inflated balloon shrinks when placed inside into responsible individuals and
the refrigerator makes them ready to face the
c. A Hot air balloon is heated causes air to world.
expand and so it rises
d. Making a hot fluffy bread
4. Which of the following statement is CORRECT
about Charles’ Law?
a. volume of a fixed quantity of gas is inversely
proportional to pressure
b. volume of a fixed quantity of a gas is directly
proportional to the temperature.
c. volume of a fixed quantity of gas is inversely
proportional to temperature
d. volume of a fixed quantity of gas is directly
proportional to pressure
5. A 450 mL of a gas at 30°C is compressed to 310 mL.
What is the temperature of the gas after compression?
a. 209 K
b. 440 K
c. 21 °C
d. 30 °C
Indicator No. 10: Designed,
Choose three different examples from everyday life selected, organized and used
where Charles' Law can be observed or applied. diagnostic, formative and
IV. ASSIGNMENT Consider situations where temperature changes result in summative assessment
volume changes in gases. strategies consistent with
curriculum requirements.
For each example, do the following:
 a. Describe the scenario clearly, including the type of ANNOTATION:
gas involved. Provide take home work to
b. State how the temperature change affects the volume extend learning outside the
of the gas. classroom.
c. Explain why the observed behavior aligns with
Charles' Law.
d. Calculate the volume of the gas at a different
temperature, given the initial volume and
temperature.

REFLECTION

Mean = ______________

PL =_______________
Prof. Level:
PP = ______________
ID:
(PROCEED OR RETEACH) :
___________________

PREPARED BY:

Ratee

APRIL JOY S. MABUYAO

SST I

Rater

ANNABEL G. VILLARUEL

MT I, Science Dept.

Approved by:

ANNA LIZA THERESA M. LIBO-ON

Head Teacher III, Science Department