DETAILED SCIENCE LESSON PLAN
GRADE
LEVEL
10
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
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 previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment 3)
QUARTER/DOMAIN DATE: LP NO.
Fourth Quarter January 22, 2019
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
The learners demonstrate an understanding of how gases behave based on the motion
and relative distances between gas particles
Explain the properties of gases using the kinetic molecular theory.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the
CG, the content can be tackled in a week or two.
Kinetic Molecular Theory
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-
based materials. Hands-on learning promotes concept development.
pp. 259 -264
pp. 355 – 362
www.youtube.com
These steps should be done across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to
learn new things, practice their learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
ELICIT & ENGAGE
- What are the three states of matter?
- How do you compare the states of matter in terms of the arrangement of their
molecules?
- Review kinetic energy.
Today’s lesson will focus on the properties of gases.
The objectives of the lesson are:
- Describe the following properties of gases: mass, volume, temperature, and
pressure.
- Show picture of hot air balloons, airplanes, aerosol and ball and ball pump.
- Ask the students what is common among the pictures.
EXPLORE

- Let the students answer the pre assessment of Module 1: Behavior of Gases.
Perform Activity 1 Getting to Know Gases on pp. 355 – 358 of the Learner’s Module.
(Activity is modified and simplified)
Check the answers to the Guide Questions. Refer to pp. 261 – 264 of the Teacher’s Guide.
EXPLAIN
- Discuss the properties of gases such as volume, pressure, temperature and amount of
gas.

G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
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 lessons work? No. of learners
have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the teaching strategies worked well?
Why did these work?
F. What difficulties or challenges which my
principal or supervisor can help me solve?
G. What innovation or localized material did I
use/discover which I wish to share with other
teachers?
Prepared by:
LORRAINE C. DONIO
Subject Teacher
- Gases have indefinite shape and size, and fit the shape and size of their containers.
- Gases also have mass, volume, temperature, and pressure.
- Volume is the amount of space occupied by the gases.
- Temperature is the measure of the coldness or hotness of the gas.
- Pressure is the force applied by the gas particles per unit area.
- Volume units and their equivalents:
3 3 3
1 ml = 1cm 1 L = 1dm 1m = 1000 L
- Pressure units and their equivalents:
1atm = 760mmHg = 76cmHg = 760 torr = 101,325 Pa = 14.6956 psi
- Temperature units and their equivalents:
0 ̊C = 273.15 K 0 ̊C = 32 ̊F
ELABORATE
Go back to the picture in the motivation part and ask the students to describe each picture
based on the properties of gases.
Describe the properties of gases.
EVALUATE (FROM TEST ITEM BANK)
Directions: Identify the property of gases (volume, pressure, temperature, amount in moles)
manifested in each of the following situations. Write the answers on the column provided.
Situation Property of Gas
1. A rising hot air balloon.
2. A gas fills every available space.
3. An aerosol can when heated eventually explode.
4. Different gases diffuse at different speeds.
5. Pushing the plunger of a syringe with fingers pressed against
the end of the syringe.
EXTEND
CLASS SUSPENDED DUE TO TYPHOON AMANG
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
Checked by:
CATALINA T. PEDONG
School Principal