Understanding Gas Laws - Introduction

Republic of the Philippines
Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
TOCOC NATIONAL HIGH SCHOOL
ALINGGAN BAYAMBANG, PANGASINAN
A DETAILED LESSON PLAN IN SCIENCE 10

Quarter 4
School TOCOC NATIONAL HIGH SCHOOL Grade Level 10

LESSON PLAN Teacher RODANTE B. COLISAO JR. Learning Area SCIENCE
Teaching Aril 3, 2024 Quarter FOURTH
Date & Time 7:30-10:45 AM, 3:00-4:00 PM
I. OBJECTIVES
The learners demonstrate an understanding of how gases behave
A. Content Standards based on the motion and relative distances between gas particles.
B. Performance Standards
C. Most Essential Learning Investigate the relationship between volume and constant
Competency (MELCs) temperature of a gas, volume and temperature at constant pressure
of a gas, and explain these relationships using the kinetic molecular
theory. (S10MT-IVa-b-21)
D. Learning Objectives At the end of the lesson, the learners will be able to:
a) identify different behaviors and properties of gases,
b) categorize properties of gases; and
c) justify the importance of knowing the behavior and properties
of gases.
II. CONTENT GETTING TO KNOW GASES

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science–Grade10 Teacher’s Guide, pp. 261-263

2. Learner’s Material pages Science–Grade10 Learner’s Material, pp. 355-361
3. Textbook pages
4. Additional Materials from Learning Science – Grade 10 Alternative Delivery Mode Quarter 4 – Module 1:
Resource (LR) portal Behavior of Gases First Edition, 2020
B. Other Learning Resources PowerPoint presentation, laptop, visual aids, teaching materials
C. Integration a. GAD- Gender equality and equity
b. Values education
c. Responsibility
d. Collaboration
e. Curiosity
D. Time Frame 60 minutes

TEACHER’S ACTIVITY STUDENT’S ACTIVITY
IV. PROCEDURES
PRELIMINARY ACTIVITIES
1. Prayer
Good day, Grade 10 students!
Address: Alinggan Bayambang, Pangasinan

Email: 300263@deped.gov.ph
REGION I
Before we begin our lesson, let us first acknowledge the

presence of our Creator through an opening prayer.
(The teacher will ask the student to lead the prayer.) Let us pray and feel the presence of our
Almighty Creator.
(The students will pray.)
2. Greetings
Again, good morning, class! (The students will response.)
How are you today? We are doing well today, Sir
It's great to hear that you are doing well. I hope that
everyone is feeling the same.
3. Checking of Attendance
To track your attendance, I will distribute an attendance
sheet to you. This document lists everyone's names, and (The class will write their signatures on the
you will need to write your signatures beside your name and attendance
then pass it on to your classmates. sheet.)
4. Classroom Regulations
Let us not forget our classroom rules.
M - Mutual Respect: Treat everyone in the classroom with

kindness and consideration.
A - Attendance: Attend class regularly and arrive on time.
S - Silence during instruction: Maintain silence when the
teacher or others are speaking to ensure everyone can hear
and focus.
C - Collaboration: Work together with classmates in group
activities and projects, respecting each other's ideas and
contributions.
I - Individual Responsibility: Take responsibility for your
own learning and behavior in the classroom.
Y - Your Time Matters: Use your time wisely during class,
staying focused on tasks and avoiding distractions.
A - Aim for Cleanliness: Keep the classroom clean and
organized, disposing of trash properly and taking care of
shared resources.
Is that clear, class? Yes, Sir!
A. ELICIT
Let's start with a recap from your previous lesson about the different
phases of matter.
Do you know the different phases of matter? (The students are raising their hands.)
Yes, (name of the student)? The different phases of matter are solid, liquid
and gas, Sir.

REGION I
Very Good! Let us give him/her an Aling Dionisia clap.

(The students will do Aling Dionisia clap.)
Class, actually there are four phases of matter. Do you know the
fourth one? Sir, the fourth phase of matter is called
plasma.
That is right! Plasma is characterized by a collection of charged
particles (ions and free electrons) that are not bound together. It is
often described as a superheated gas. It is commonly found in stars,
lightning, fluorescent lights, and some other high-energy
environments.
Are we clear with the different phases of matter? Yes, Sir!
Class, as we continue with our recap let’s have an activity called "Put
Me Where I Belong”
Grade 10, are you ready? Yes, Sir!
Now you will receive badges with sets of numbers. When you have
your badge, I will announce numbers, and students holding those
numbers must participate in the activity. A cartolina containing three
distinct phases of matter will be placed on the board. Each called-out
student will paste the appropriate category to the cartolina based on
the different phases of matter.
Are my instructions clear? Yes, Sir!
Grade 10, are you ready? Yes, Sir!
If everyone is ready, let’s begin!
(The teacher will randomly call out numbers, and for each number (The students whose numbers were called out
called the teacher will give pictures of the different phases of matter.) are placing suitable pictures on the cartolina
according to the different phases of matter.)
Excellent job, everyone! All the pictures that have been affixed are
correctly positioned.
Let us give them “Good Job Clap” for their excellent performance! (The students will do Good Job clap.)
Class, these phases of matter are related to our topic today since we
are about to tackle the behavior and properties of gases.
Our new lesson is about Getting to Know Gases.
B. ENGAGE

REGION I
Class, Kindly look at the picture presented.
What do you see inside plastic wrap or cellophane? Do you see

something in it? No Sir!
You probably don’t. You do not see anything because the space is
filled with a gas that is not visible to our naked eye.
For you to get to know more about gases, let us watch videoclip
about gases.
Based on the videoclip, there are 5 rules that describe the properties
of physical phenomena of a gas.
Anyone from the class who can give one of the 5 rules that are
(students are raising their hands)
mentioned from the videoclip?
Yes, (name of the student)? Sir, one of the rules mentioned from the
videoclip states that gases always move in a
straight line.
Very good! It is evident that you listened from the videoclip. Let us (students will do Aling Dionisia clap.)
give him/her an “Aling Dionisia” clap.
Second, gases are so small, they do not occupy volume/space on

their own.

REGION I
Third, if gases collide, their energy remains constant.
Fourth, gases do not attract one another. Yes, Sir!

Does this rule make any sense?
Yes, it does make a sense. Because if the molecules of a gas are They will form a shape, Sir.
attracted to each other, what do you think will happen?
That is right! They will arrange themselves in a manner that we can

now be able to see them. Therefore, if this happens, the idea that
gases cannot be observed with the naked eye will be disproven.
Are we now clear with fourth rule?
Again, remember that molecules of gases do not attract one another.
Lastly, the energy of gases is proportional to the temperature. Yes, Sir!

Are we clear with the five rules of gases?
C. EXPLORE
Before we continue with our lesson, Who among you here has seen
an ordinary floating balloon?
Why do you think some balloons float?
What is inside the balloon?
Do you think balloons burst when exposed to high temperatures?
Why?
First, let us know what gas is.
Who wants to read the definition on the screen?
Yes, (name of the student) Gas is the state of matter in which the particles
are far apart, fast-moving and do not organize
Thank you, (name of the student) In any particular way.
Gas is everywhere. It is essential for us because we don’t have the

ability to survive without it. It is responsible for many things. One
example is it supplies us the air we need in order to live.
There are three behaviors of gases.

1. Expansibility – is the property of gases to increase the spaces
between its molecules if the temperature is increased.
Inflated balloons are one example of expansibility.
2. Compressibility – it is the ability to compress if the temperature is

decreased.
Example: An inflated balloon reduces its size when put

inside the cooler.

REGION I
3. Diffusibility – gas ability to diffuse or intermingle with the

molecules of other substances.
Example: The odor of your neighbor’s fried fish reaches your home.
Are we clear with the three behaviors of gases? Yes, Sir!
Again, what are the three behaviors of gases? Expansibility, compressibility, and diffusiblity
Sir!
Very Good, class!
Let us move to the properties of Gases.

There are four properties of gases.
1. Mass – the amount of gas. Could be expressed in moles or

grams. The mass of gases is negligible.
2. Volume – is the amount of space occupied by the gases.
3. Temperature – is the measure of the hotness or coldness of an

object.
4. Pressure – is the average effect of the forces of the colliding

molecules.
Did you understand the four properties of gases? Yes, Sir!
Again, what are those four properties?
Mass, volume, temperature, and pressure.
Very good!
It seems that you are ready for your next activity. In this activity we
will explore more about the behaviors and properties of gases.
You will be divided into three groups. Each group will receive distinct
sets of materials for their assigned activity. Each group will be
provided with an activity sheet outlining the procedures and
questions related to their task. You have to carry out the assigned
task, make observations, and respond to the questions provided on
the activity sheet.
Here's the rubric for your activity.

REGION I
5 3 2
The group
The group
finish more The group finish
finish the
than half of less than half of
Timeliness whole task
the task the task before
before/ on
before cut-off cut-off time.
cut-off time.
time.
The group
The group
exemplify The group
exemplify
teamwork seldom
Teamwork teamwork at
throughout exemplify
some point of
the whole teamwork.
the activity.
activity.
The group The group The group
were able to were able to poorly elaborate
elaborate elaborate their their answers
their answers well and it’s difficult
answers but somewhat to understand.
Content very well difficult to
based on understand.
their
observation
on the
activity. Yes, Sir!
Does everyone in the class understand the procedure?
(The students will get their materials and begin
If you're ready, please gather your materials and begin working on to do their assigned task.)
your activity. You have 8-10 minutes to complete the task. Once
finished, you will have the opportunity to present your work to the
class.
D. EXPLAIN
Okay class, time is up! You will now present what you have prepared
in front of the class. Each group will be given at least 2 minutes to
present.
Let us start with the Red group.

REGION I
(The first group will share their observations

derived from their assigned task.)
Thank you, Red group.
Up next, Blue group!
(The second group will share their

observations derived from their assigned task.)
Thank you, Blue group!
Last but definitely not least, Green group, please present your output.
(The third group will present their illustration
Great job, Grade 10! observations derived from their assigned task)
Let us give ourselves a “Good-job Clap” for a job well done. (The students will do Good Job clap.)
You have identified the different behaviors of gases and showcased

your deeper understanding on its concepts.
E. ELABORATE
For a deeper understanding of our lesson, let us study them one by
one.
The Red group was given the task of observing the two balloons,
they are both inflated, one is bigger in size and the other with a
smaller size (referring to the expansibility). Again, Red group, what
does your activity emphasize? Sir, our activity emphasizes the behavior of the
gas from the balloons.
Very good!
Your activity is related to the principle of expansibility, where the

balloon expands its size when it is filled with air.
How about the Blue group? you performed the activity of filling the
cup with water and covering it with cardboard. What does your
activity emphasize? Sir, our activity emphasizes the property of gas
which is pressure.
That is right!
As the cardboard is submerged upside down in the water-filled cup,

the air trapped inside the inverted cup becomes compressed due to
the increasing water pressure.
Lastly, the Green group’s activity demonstrated how the molecules of

gas move inside the container.
What behavior of gas is emphasized based on the activity? Yes,
Green group?
Sir, our activity emphasizes the principle of
difussibility.
Very good!

REGION I
When air is blown into the bottle, the molecules move from the area
of higher pressure (inside the bottle) to the area of lower pressure
(outside the bottle) through the small hole, causing the paper cuts
inside the bottle to move.
Any questions so far?

None, Sir
F. EVALUATE
Great job, Grade 10, for participating in our class discussion on
Getting to Know Gases and taking thorough notes during our lesson.
At this point, I would like to assess your understanding from the

discussion to reinforce your learning and identify areas where you
may need further support.
Instructions: Read the statements carefully and tell what term is

being asked.
1. is the amount of space occupied by the gases. Answers:
2. can be expressed as mole/grams. 1. Volume
3. is the measure of hotness or coldness of an object. 2. Mass
3. Temperature
4. is the state of matter in which the particles are far apart,
4. Gas
fast-moving and do not organize In any particular way. 5. Compressibility
5. is the ability to compress as the temperature is decreased. 6. Pressure
6. is the average effect of the forces of the colliding 7. Difussibility
molecules. 8. Expansibility
7. is the ability to intermingle with other substances.
8. is the ability to expand its size when temperature is
increased.
Very good class! It is evident that you really learned from the
discussion.
Congratulations, Grade 10!

Let’s have a Good Job clap for everyone! (The students will do Good Job clap
G. EXTEND
As part of your assignment, you will need to prepare in advance by
reading about tomorrow's topic, which will focus on Boyle's Law.
Let us end the lesson with this quote.

REGION I
"Gear up for the journey ahead! Tomorrow, we embark on an

exploration of Boyle's Law. Let curiosity guide your path and
knowledge light the way."
Class, dismissed.
Prepared Reviewed:
by:
RODANTE B. COLISAO JR. LARRY G. SOLOMON
Practice Teacher Teacher III, Cooperating Teacher
Checked: Noted:
ELISA F. GALSIM MARY ANN J. PAYOMO, PhD.

Head Teacher III Principal IV
Observed:
_____________________________________________


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Republic of the Philippines

A DETAILED LESSON PLAN IN SCIENCE 10

School TOCOC NATIONAL HIGH SCHOOL Grade Level 10

II. CONTENT GETTING TO KNOW GASES

1. Teacher’s Guide pages Science–Grade10 Teacher’s Guide, pp. 261-263

D. Time Frame 60 minutes

Address: Alinggan Bayambang, Pangasinan

Before we begin our lesson, let us first acknowledge the

How are you today? We are doing well today, Sir

M - Mutual Respect: Treat everyone in the classroom with

Is that clear, class? Yes, Sir!

Address: Alinggan Bayambang, Pangasinan

Very Good! Let us give him/her an Aling Dionisia clap.

Are we clear with the different phases of matter? Yes, Sir!

Grade 10, are you ready? Yes, Sir!

Are my instructions clear? Yes, Sir!

Grade 10, are you ready? Yes, Sir!

If everyone is ready, let’s begin!

Our new lesson is about Getting to Know Gases.

Address: Alinggan Bayambang, Pangasinan

Class, Kindly look at the picture presented.

What do you see inside plastic wrap or cellophane? Do you see

Second, gases are so small, they do not occupy volume/space on

Address: Alinggan Bayambang, Pangasinan

Third, if gases collide, their energy remains constant.

Fourth, gases do not attract one another. Yes, Sir!

That is right! They will arrange themselves in a manner that we can

Lastly, the energy of gases is proportional to the temperature. Yes, Sir!

Who wants to read the definition on the screen?

Gas is everywhere. It is essential for us because we don’t have the

There are three behaviors of gases.

Inflated balloons are one example of expansibility.

2. Compressibility – it is the ability to compress if the temperature is

Example: An inflated balloon reduces its size when put

Address: Alinggan Bayambang, Pangasinan

3. Diffusibility – gas ability to diffuse or intermingle with the

Are we clear with the three behaviors of gases? Yes, Sir!

Let us move to the properties of Gases.

1. Mass – the amount of gas. Could be expressed in moles or

2. Volume – is the amount of space occupied by the gases.

3. Temperature – is the measure of the hotness or coldness of an

4. Pressure – is the average effect of the forces of the colliding

Here's the rubric for your activity.

Address: Alinggan Bayambang, Pangasinan

Let us start with the Red group.

Address: Alinggan Bayambang, Pangasinan

(The first group will share their observations

Up next, Blue group!

(The second group will share their

You have identified the different behaviors of gases and showcased

Your activity is related to the principle of expansibility, where the

As the cardboard is submerged upside down in the water-filled cup,

Lastly, the Green group’s activity demonstrated how the molecules of

Address: Alinggan Bayambang, Pangasinan

Any questions so far?

At this point, I would like to assess your understanding from the

Instructions: Read the statements carefully and tell what term is

Congratulations, Grade 10!

Let us end the lesson with this quote.

Address: Alinggan Bayambang, Pangasinan

"Gear up for the journey ahead! Tomorrow, we embark on an

ELISA F. GALSIM MARY ANN J. PAYOMO, PhD.

Address: Alinggan Bayambang, Pangasinan