Republic of the Philippines

Eastern Visayas State University

Tacloban City
College of Education
Science and Mathematics Education Department
S.Y. 2023-2024

SEMI-DETAILED LESSON PLAN IN SCIENCE 10

SCHOOL BASEY NATIONAL HIGH SCHOOL LEVEL/SECTION 10- DIAMOND,

AMBER, PEARL
TEACHER MICHELLE C. SOLAYAO SUBJECT SCIENCE 10
DATE/SCHEDULE April 11, 2024-7:30:00 AM-8:30:AM, QUARTER 4th QUARTER
8:30AM-9:30AM, 2:00PM-3:00PM

I. OBJECTIVES
A. Content Standard How gas behaves is based on the motion and relative distances between gas particles.

B. Performance
Standard
C. Most Essential Investigate the relationship between:
Learning -Volume and pressure at constant pressure of a gas.
Competencies/Ob -volume and temperature at constant pressure of a gas
jectives -explains these relationships using the kinetic molecular theory.
S10MT-IVa-b-21

Objectives:
At the end of the lesson, the learners will be able to:
a. Describe the Ga- Lussac’s Law.
b. Calculate the pressure and temperature values when a gas is kept at a constant
volume; and
c. Apply the Gay-Lussacs Law in a real-life situation.
II. CONTENT TOPIC: Gay-Lussac’s Law
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide p. 375-379
2. Learner’s p. 375-379
Material
B. Other Learning https://www.youtube.com/watch?v=0Oq7bCSDPxE&t=125s
Resources
Projector and PowerPoint Presentation
IV. PROCEDURE TEACHER’S ACTIVITY LEARNER’S RESPONSE
A. Reviewing previous Preliminary activities
lesson or presenting new
lesson  Prayer
 Greetings/classroom management
 Checking the attendance

A. Recall

(The teacher will conduct a review of their previous

lesson by asking questions).
Can you describe the nature of Boyle’s Law and Answer may vary.
Charle’s Law?
1. Boyle’s Law- the volume of gas at constant
temperature varies inversely with the pressure
exerted on it.
2. Charle’s Law – states that the volume of a gas
equals a constant value multiplied by its
temperature as measured on the kelvin scale
 (zero kelvin corresponds to 273.15 degrees
Celsius).
B. Establishing a purpose Oral Sharing
for the lesson 1. The teacher shall ask random students about
their experience with the pressure cooker.
2. Let the learners share their memories about the
pressure cooker and give some insights about
what will happen to the meat inside the pressure
cooker. Points will be given to students who are
actively participating.
3. The teacher facilitates the discussion.
C. Presenting (The teacher will ask students to give an example of a
examples/instance of the real-life situation that relates to the experiment).
new lesson Video Analysis
Students will watch the video presentation about Gay-
Lussac’s Law

Guide questions:
What happened to the fire when you threw aerosol
spray on it?
- The fire becomes bigger.
Why do you think
D. Discussing new Activity: ‘Experimenting Gay-Lussacs Law’
concepts and practicing Materials:
#1.  Candle
 Food color
 Water
 Lighter
 Jar
 Shallow dish
1. The teacher leads the students to the next
activity which is “Experimenting Gay-Lussac’s
Law.
2. The students will perform their activity by
group.
3. Students will take note of the important details
from their experiment.
4. In their learning teams, students shall have a
focus group discussion and brainstorm about
concepts/insights generated from the activity.
E. Discussing new Presenting their ideas and sharing with other groups.
concepts and practicing
#2. (the teacher will facilitate to their presentation)
F. Developing Mastery 1. the teacher will further elaborate on the concept of
(leads to formative Gay-Lussac’s Law and explain the relationship between
assessment) the pressure and temperature of the gas at constant
volume.
2. students are allowed to ask questions and add
insights.
3. using the Gay-Lussac’s Law equation, the teacher
will demonstrate the process of solving word problems
about the relationship between pressure and
temperature.
4. the students will do a practice exercise in solving
word problems.

G. Finding practical The teacher will ask students to give an example in a

applications of concepts real-life situation that relates to the applications of Gay-
and skills in daily living Lussac’s Law.
H. Making 1. The teacher will ask the students about the
generalizations and importance of studying the relationship between
abstraction about the pressure and temperature.
lesson 2. Each group will give insights and will given points to
every participating group.
3. The teacher shall facilitate the discussion and shall
provide additional facts and input; students are
encouraged to add insights or ask questions.

I. Evaluating learning Word Problem Solving: On a ¼ sheet of paper, answer

the problem for a better grasp of the lesson. (show
your solution for 10 points). The answer may vary.

1. The temperature inside my car tire was about

90 degrees Celsius when I drove my car for four
hours. If the initial temperature of my car tire is
22 degrees Celsius at a pressure of 2 atm, what
will be the pressure of my car’s tire after 4
hours?
J. Extend Assignment:
On a ¼ sheet of paper, show your solution for 10 points.
1. A 30 L sample of nitrogen inside a rigid, metal The Answer may vary
container at 20.0 degrees Celsius is placed
inside an oven whose temperature is 50.0
degrees Celsius, the pressure inside the
container at 20.0 degrees Celsius was at 3.00
atm. What is the pressure of the nitrogen after
its temperature is increased to 50.0 degrees
Celsius?

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 work well? Why
did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use / which I wish to share
with other teachers?
 Prepared by:

Michelle C. Solayao
Student intern

Observed by:

Mrs. Kristine Joy T. Germones

Cooperating teacher

Noted:

Wilma C. Bacayo
Science Department Head