Republic of the Philippines

Department of Education
Region III
DIVISION OF SCIENCE CITY OF MUŇOZ
Science City of Muñoz, Nueva Ecija

Muñoz National High School-Annex

Junior High School

A DAILY LESSON PLAN ON THE BEHAVIOR OF GASES

Munoz National High

School Grade Level Grade 10
School - Annex
Learning
Detailed Teacher Mark Joseph M. Dela Cruz Science
Area
Lesson
Teaching
Plan April 01, 2024 Quarter 3rd
Date
Teaching Eden Rose L.
11:00 am – 12:00 pm Check by
Time Gonzales

I. OBJECTIVES
A. Content How gases behave based on the motion and relative distances between
Standard gas particles.
B. Performance
Standard
C. Learning Investigate the relationship between:
competencies/ a. Volume and pressure at constant temperature of gases, and
objectives b. Volume and temperature at constant pressure of gases.
(S10MTIVa-b-21)

After going through this lesson, the learners will be able to:
1. Identify different behaviors and properties of gases;
 2. categorize properties of gases, and
3. Justify the importance of knowing the behavior of gases.
D. Code S10MTIVa-b-21
II. CONTENT Domain: Matter and its interaction
Topic: Behavior and Properties of Gases
III.
LEARNING
RESOURCES
A. References
1. Teacher’s
Teacher’s Guide pp.
guide pages
2. Textbook
Science 10 Learner’s Material pp. 350-361
pages
3. Additional
materials from
Pictures and videos
learning
resource portal.
B. Other
Laptop, PowerPoint presentation, T.V, speaker, cartolina, balloon, pump,
Learning
flask, barbeque stick.
Resources

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
1. Preliminary activities

Before we start our day, may I call on James to lead

the prayer? James will stand up and lead he
prayer
Amen. Okay, good morning class!
Good morning, Sir! Welcome to 10-
Okay, thank you! Before you seat down, look under Mencius!
your chair and check if there is any papers or
plastics. Get it and put it inside your bag, thank you.
Okay, let me check your attendance first. Say
present if you hear your name.
The students will say “present” if they
hear their names.
Very good! Everybody is present.

Now, let’s move on. But before that, you have to

know our 4A’s rule for us to have an enjoyable and
meaningful discussion. The first one is, can you
read, Micha?
Sir, always respect the teacher and
classmates.
Very good! How about the second A, Jaesey?
Avoid making any unnecessary noise.
That’s right! And the third one? Robert
Always listen to the teacher.
Yes! To avoid any confusions.

And lastly? Lesly Avoid shouting and just raise your

hand if you want to answer.

Very good! Please, remember our 4A’s rule to avoid

the delay of our class.
2. Reviewing Previous Lesson or Presenting
the New Lesson (ELICIT)

Okay now, because we are just in the introduction

of the new topic, let’s review your past lesson
during your grade 9 days that is connected to our
topic today. Now, let’s talk about matter first. What
can you say about matter? Sir, matter occupies space.

Very good! What else? Sir, it is composed of atoms.

Correct! Any other answer? It has three different states. The
solid, liquid, and gas.
That’s right! Speaking of states, take a look at the
images here;

Those are the three states of matter that were

discussed during your last school year, the solid,
liquid, and gas. What can you say about the first
picture? Vince. Sir, its molecules are compact.

Very good! The molecules of solid are compact! It

also has definite shape and volume.

Meanwhile, The second state of matter is liquid.

Based on the picture of the molecules of liquid,
what can you say about liquid? Lesly. Sir, the molecules of liquid are slightly
close to each other.
Very good Lesly! If solid has a compact molecules,
liquid on the other hand has slightly compacted
molecules. Its molecules can move past to each
other. Aside from that, liquid as definite volume but
no definite shape. It only takes or copy the shape
of its container. For example, if the container is
round, then, the shape of liquid will also become
round right? It only copies the shape of any
container. And lastly, what is your thought about Sir, its molecules are far apart from
gas? Rhiyana. each other.
That is correct! If we compare the molecules of gas
from the other states of matter, we can see that
they are far apart from each other unlike the
molecules of the two states of matter. Aside from
that, it has no definite shape and volume.

Furthermore, matter has also its own properties.

We will discuss all of those properties as we
proceed to our topic.
3. Establishing A Purpose for The Lesson
(ENGAGE)

But before we move on to our lesson, let’s have

short game to make you familiarize to our new
topic. This time, our game will be by group. SO, I
will group you into four groups before the game.
Let’s start at the back, please, count from one to The students will count from one to
four. four.

Alright! All group one raise your hand. You occupy All group one will raise their hands.
this area.
All group two will raise their hands.
Then, group two! Your group will be here.
All group three will raise their hands.
Meanwhile, group three where are you? You will
occupy these chairs.

And last group will occupy this area. You may now All group one will raise their hands.
go to your respective areas. Students will go to their respective
areas.
This game is the famous “2 pics 1 word”. I will flash
two pictures that are connected to our topic for
today and you have the chance to make a guess.
Below the pictures are jumbled letters of the correct Yes, Sir!
answer. The group that will get at least two correct
answers will get their prize. Are you ready?

Then, let’s start! The first one is:

RSPESUER
__________________________________ (A student will answer)

What’s the answer?

Very good! This is pressure. How about this one?

MOVLUE
__________________________________ (A student will answer)
(A student will answer)
What’s the answer?
Volume, that’s correct! What about this one?

TPAUTEREMER
__________________________________ (A student will answer)
You’re correct! This is temperature! And the last
one is?
 SAMS
__________________________________
Correct! It’s mass.
So therefore, group one is the winner because they
got 2 points.
4. Presenting Examples/Instances of The
New Lesson

Very good, every one! Now, because of our

minigame, we already got an idea on what will be
our topic for today. Let’s dig deeper for our
understanding about the lesson by watching this
video. But before that, I have few questions for you
to be answered after watching the video. Can you
read the first question? Mariel. What are the four properties of gas?

Thank you. Now, let us watch this video and take

down notes if necessary.

https://www.youtube.com/watch?v=ECnQqaI8Gh8

Now, after watching the video, you can now answer

these three questions.

Again, what are the four properties of gas? Can you

give me at least one property? Ernalyn. Sir, mass.
Very good! What else? Micha. Volume, sir.

Correct! And the last two properties are? James. Sir, pressure and temperature.

Thank you.

All of your answers are relevant to our topic for

today, and that is, the behavior of gases.

So, here are the objectives for today’s lesson. After

going through this lesson, Prince, can you please
tell your classmates our objectives for today? After going through this lesson, the
learners will be able to: Identify
different behaviors and properties of
gases; categorize properties of
gases, and justify the importance of
knowing the behavior of gases.
Those four properties of gases are important for us
to know. It is because we encounter them as we
live every day. As we proceed to our discussion, we
will know the examples of the application of these
properties in real-life situations.
5. Discussing New Concepts and Practicing
New Skills #1 (EXPLORE)

And now, let’s proceed to our discussion about units

of matter, specifically the behavior of gases.

The first on our list is mass. Can you define mass?

Sherwin Mass can be stated as the measure of
the quantity of matter in an object.

Thank you Sherwin. So, in gas, mass is define as

the amount of gas.
It is expressed in moles or grams. The unit of mass
of gas is mole or gram or g.

Aside from that, mass of gases is negligible. Sir,

what do you mean by negligible?

When we say "the mass of gases is negligible," we

mean that the mass of the gases is so small or
insignificant compared to the overall mass of a
system that it can be disregarded or considered not
important for practical purposes.

For example, I had a minimal typographical error in

my presentation. That error will not affect my whole
discussion. As I said, it is just a minimal error so it
is not that important compare to my whole
powerpoint presentation. Did you understand? Yes, sir!

To prove that gas has mass, I will show you a shot

demonstration. I want a representative from group
one to help me here in front. In this demonstration,
we will compare the difference between an inflated
balloons to a deflated one. We will find out which
among them is heavier. The representative of
group one, please stand up and go here in front. A representative will go in front of the
class.

I have here a stick and two deflated balloons. As

you can see, they are just equal in terms of their
mass. But, if we inflated one of them, is the result
still the same? Do they still have the same mass?
Let’s find out. The demonstration continues.
What can you say when we inflated the other
balloon? Sir, it became heavier than the other
one.
Very good! The inflated balloon is heavier than the
deflated balloon. It indicates that even if gases are
invisible, they still have mass.

Next is volume of a gas. What is volume? Cristalyn. It is the amount of space occupied by
the gas.

In other words, it is the three-dimensional space

that gas molecules fill. Except from mass, the
volume of gases can also be measured. Its units are
commonly expressed in Liters (L), milliliters (mL),
cubic meters (m^3), and cubic centimeters
(cm^3).

Again, to prove this, we will find out if gas has

volume. This time, I need a representative from
group 2 to help me find if a gas has volume. For the
materials, we have here a mixture of water and oil
on top it. The oil will serve as a cover of the water.
So, let’s start! Representative from group two
please come here in front. Representative of group two will
stand up and go in front of the class.

Again, we have here a 50 mL of water and 20 mL

of oil on top of it. We will try to introduce or insert
air inside the water and observe what will happen. The student will do the
demonstration.

Thank you group two. The student will sit down.

Now, as you can see, we had a 70 mL of mixture a
while ago.
But now, it seems like we have 75 mL of mixture.
What do you think happened to the mixture? Is
there a changes in terms of its volume? James. Sir, the volume of the mixture
increases.

Very good! We had 70 mL of mixture a while ago

but as of now, the volume of the mixture increase
after we inserted the air to the water. Because of
that, we can conclude that gas has volume. Did you
understand? Yes, sir!

Alright! Let’s now move on to the third property of

gases which is temperature. Can you please define
temperature? Lesly Measure of hotness or coldness of an
object.

Thank you! Temperature is commonly expressed in

Celsius (°C) or Kelvin (K).

Again, to prove if gases have temperatures that can

be change, we will be having a demonstration. For
this scenario, I want a representative from group
three to help me here in front. A representative will stand up.

We have here three set up of containers that

contain water that have different temperature. You
will just feel it and tell me what you feel when you
try to put your hands above the set ups. Now, let’s
start. The student will try to put his or her
palm above the three different set
ups and try to feel the temperature
of the water.
Now, according to the representative of group
three, she said that the air in the setup of cold
water is cold. Likewise, the air in the hot water
setup is hot. Based on what she said, we can
conclude that if the water is hot, the surrounding
air is also hot. And if the water is cold, the
surrounding air is also cold. That’s it, the third
property of gas.

Now, let’s move on to the last property of gas which

is the pressure. Can you define pressure? Robert. The pressure of a confined gas is the
average effect of the forces colliding
molecules.

Thank you! Pressure can be measured in

atmosphere (atm), torr, pound per square inch
(psi), and mmHg.

Now, to prove that gases exerts pressure, I

prepared a short experiment. We will try to find out
if gases exerts pressure by using this flask with a
hot water inside. For this experiment, I need a
representative from group four to help me here. A representative will stand up.

The first step is of course, prepare the flask,

balloon, and our hot water. After that, pour the hot
water inside the flask and cover it with the deflated
balloon. Lastly, we will wait if the balloon will
become bigger. The student will do the experiment

As you can see, the balloon becomes bigger

because of hot water. What does this scenario
indicate? James. Sir, the air above the flask becomes
hotter that is why the balloon
becomes bigger.
Very good James! The heat of the water is
transferred to the air inside the balloon, causing the
air molecules to become more excited and move
anywhere inside the balloon. It pushes the wall of
the balloon that is why it was forced to expand. Did
you understand? Yes, sir!

Okay, very well! Now, we have understand the

different properties of gases namely? Vince, what
are the four properties of gases? Sir, the four properties of gases are
masses, volume, temperature, and
pressure.

6. Discussing New Concepts and Practicing

New Skills #2 (EXPLAIN)

Now, as you familiarized yourself in the different

properties of gases, let’s now discuss the different
units used in measuring these properties. Take a
look at the table here, these are the commonly used
units in measuring the volume and pressure of
gases. For volume specifically in SI units, what do
we have Mariel? Sir, cubic meter, cubic decimeter,
and cubic centimeter.

Very good! Meanwhile, in metric unit, we have liter

and milliliter and lastly, English unit have quart and
gallon.

On the other hand, in pressure, can you give me

the SI unit, metric unit, and English unit that are
used in measuring pressure? Aim. In SI unit, we have Pascal.
Meanwhile, in metric unit, we have
atmosphere, millimeters of mercury,
 and centimeters of mercury. Lastly,
we have torr and psi.

Thank you, Aim.

7. Developing Mastery (ELABORATE)
Now that we have the knowledge in the different
units that are commonly used in measuring the
properties of gases, we will now try to master the
different values and equivalents of each unit. For
the volume we have 1 mL is equal to 1 cubic
centimeter, 1 L is to 1 decimeter, and 1 mL is equal
to 1000 L.

Aside from that, we have pressure which 1 atm is

equal to 760 mmhg, 760 torr is the same with
101325 pascal, and 10135 pascal is equivalent to
14.6956 psi. Lastly, we have temperature in
degrees Celsius that is equivalent to 273.15 Kelvin.
Please, remember these equivalents. Next meeting,
we will practice our knowledge in terms of
converting one unit or value to another value.

8. Finding Practical Applications of The

Concepts and Skills in Daily Living.
(EVALUATE)

Now that we were done discussing the essential

information about the introduction of behavior of
gases. In one fourth sheet of paper, one per group,
I want you to give at least three different examples
of the application of the properties of gases. After
you write it in your paper, a representative in your
group will explain your answer here in front. They
will explain the reasons behind your answer. The students will answer the
 problem in group. After answering,
they will present it in front of the
class.

Okay, very well! It seems like you truly understand

our lesson for today.
9. Making Generalizations and Abstractions
About the Lesson (EVALUATE)

In your own one fourth sheet of paper, answer this

question, “What will be the effect if we do not know
the different properties of gases?” You have five
minutes to answer that question. Students are answering the question
for five minutes.

Are you done? Yes, sir!

Alright!
10. Evaluate Learning (EVALUATE)

For your quiz, answer this at the back of your one-

fourth sheet of paper. Write your name, section,
subject, and date today.

Short quiz: Multiple choice

1. It refers to anything that occupies space and has
mass.
a. Gases
b. Matter
C. Volume
D. temperature

2. If you notice that a sealed bag of potato chips

bulges when placed near a sunny window, what can
you hypothesize about the relationship between the
temperature and pressure of an enclosed gas?
a. An increase in temperature causes an increase in
the pressure exerted by the gas.
b. An increase in temperature causes a decrease in
the pressure exerted by the gas.
c. An decrease in temperature causes a decrease in
the pressure exerted by the gas.

3. Four everyday items that rely on the behavior

of gases to operate properly.
a. Feet, hands, legs, arms
b. Chair, table, shoes, windows
c. Automobiles tires, air compressor, airbrakes,
aerosols cans.

4. What can happen if too much air is pumped into

a tire?
a. The pressure inside the tire can increase beyond
the strength of its walls, causing the tire to rupture
or burst.
b. The pressure inside the tire can decrease beyond
the strength of its walls, causing the tire to rupture
or burst.

c. The pressure outside the tire can decrease

beyond the strength of its walls, causing the tire to
rupture or burst.

5. Raising the temperature of an enclosed gas

causes its pressure to?
a. Increase
b. Decrease
c. Stay the same.
 11. Additional Activities for Application or
Remediation (EXTEND)

Okay, for your assignment, in a short size bond

paper, you will answer the following questions. The
first one is who Robert Boyle is and number two is
What Boyle’s law is.

Are there any questions? None, sir!

Okay, that’s all for today. Goodbye, class. Bye, sir!

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons 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 this 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:

MARK JOSEPH M. DELA CRUZ

Field Study Student

Observed by:

EDEN ROSE L. GONZALES

Teacher III