SCHOOL GRADE LEVEL Grade 10

LEARNING
TEACHER
AREA
DAILY LESSON LOG
TEACHING
DATE AND QUARTER
TIME

I. OBJECTIVES

A. Content Standards How gases behave based on the motion and relative distances between gas particles.

B. Performance
*Draw molecular representations of gas participles illustrating Charles’ law
Standards

C. Learning
Competencies / MELC: Investigate the relationship between volume and temperature at constant
Objectives pressure of a gas

Lesson Objectives:

1. Demonstrate Charles’ law using simple materials.

2. Explain the volume and temperature relationship of gases at constant pressure

3. Draw molecular representations of gas particles in hot and cold temperature

4. Practice caution in handling materials.

5. Design an improvised device of the set-up used in the activity.

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 the Guide questions:

previous lesson or
1. What are your favorite snacks while watching TV or a movie?
presenting the new
lesson (ELICIT) 2. What is small and crunchy, but always brings a smile?

3. What is light, fluffy, and always a hit at parties?

B. Establishing a How do you prepare popcorn?
purpose for the lesson
(ENGAGE)

C. Presenting examples/ Why do you think corn pops during cooking?

instances of the new
lesson (ENGAGE)

D. Discussing new Let the students predict what will happen if the set-up is in hot and in cold water.
concepts and practicing
Let the students perform the “SOAP-BUBBLE ACTIVITY”
new skills #1 (EXPLORE)

Materials needed:

Empty vial (dry)

Bowl with hot water

Bowl with cold water

Soap solution
 Safety Precaution: BE CAREFUL IN HANDLING HOT WATER.

Procedure:

1. Cover the mouth of the bottle with soap film by dipping your finger into the soap solution.

2. Place the bottle with soap film into the bowl with hot water. Observe what happens.

3. Place the bottle with soap film into the bowl with cold water. Observe what happens.

E. Discuss new concepts During the activity, students should be able to answer the following guide questions:
and practicing new skills
1. What did you observe when the bottle was immersed in hot water?
#2 (EXPLORE)
2. What did you observe when it was transferred to the bowl with cold water?

3. Draw your observations.

Bottle in Hot Water Bottle in Cold Water

4. Explain what you have observed. HINT: What is inside the bottle?

F. Developing mastery
Students will share their observations, drawings, and explanations in hot and cold water.
(EXPLAIN)

G. Finding practical The teacher will facilitate the discussion of Charles Law integrating students’ explanations. Real-life
applications of concepts situations may be integrated into the discussion.
and skills in daily living
(ELABORATE)

H. Making The students will formulate a conclusion on the volume-temperature relationship of gases
generalizations and
Deepening: Transition from macroscopic to microscopic representation
abstractions about the Bottle in Hot Water Bottle in Cold Water
lesson (ELABORATE) Students will be asked to draw the gas particles in the bottle when in hot and in cold water.
 The teacher will process the students’ outputs to facilitate the discussion of the behavior of gas particles in
hot and cold temperature.

Another question: What do you think will happen if the bottle has a crack and the gas leaks? (To
emphasize that Charles’ law refers to confined gases)

Another question: Is there a difference in the density of the gas if it is heated? If it is cooled? (To connect
changes in density as gas temperature changs)

I. Evaluating Learning Students should be able to provide an explanation or solution to the following situations:
(EVALUATE)
1. Explain why corn pops when cooked.

2. What could be some reasons why corn does not pop?

3. You played ping pong with your friends but later you noticed that there was a dent. What will you do to
restore its shape?

3. Explain why hot air balloons float.

J. Additional activities Students will be asked to find a way to determine the volume of the gas using the given materials:
for application or
Bottle and cover with hole, transparent straw or glass tube, glue gun, and stick, liquid
remediation (EXTEND)

The construction of this device may also be used for design thinking:

Students may be given a scenario where a house in a far flung community needs a device to monitor
changes in the “ambient temperature” of the locality, i.e., just to know if the temperature has become
higher or lower on a daily basis.

V. REMARKS
VI. REFLECTION

A. No. of learners who earned

80% on the formative
assessment

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lesson

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 that my principal or
supervisor can help me
solve?

G. What innovation or
localized materials did I use/
discover that I wish to share
with other teachers?

Prepared by:

Region V Science Team

Al B. Besmonte
Magnolia Vida A. Cano
Jazzlyn T. Imperial
Michelle Losaňez