Grade Level 10 Quarter Third

Semester Second Region NCR-Quezon City CD6

Learning Area Science 10 Teaching Dates February 4, 2019

I. OBJECTIVES
The learners demonstrate an understanding of how gases behave based on the
A. Content Standards
relationship between temperature and volume.
The learners shall conduct an experiment that explains how temperature affects
B. Performance Standards
the volume of the gas.
At the end of the lesson, the students should be able to:
C. Learning Competencies/ 1. differentiate the effect of changes in volume and temperature;
Objectives 2. conclude how Charles’ law is applied to our surroundings; and
Write the LC code for 3. conduct an experiment that explains how temperature affects the volume
each
of the gas.

II. CONTENT Charles’ Law

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
Science Learner’s Material, pages 369 to 375
Rabago, L.M. et al (2014) Science and Technology 10. Quezon City, Philippines:
Vibal Group, Inc.
Video Clips
Video clip of popping popcorn
Video clip of bread rising
Video clip of hot air balloon inflation
1. Visual aids
2. Laptop and projector
3. Activity paper
4. 2 bottle
5. 2 balloon
6. 1 basin
7. Hot water
8. Cold water

IV. PROCEDURES
ELICIT
4 PICS IN 1 WORD
Call students to explain the concept of the pictures and explain their
thoughts about their observation in relation to gas laws.

A. Reviewing previous
lesson or presenting the
new lesson

Prepared by: RIA O. AMARILLE

 Grade Level 10 Quarter Third
Semester Second Region NCR-Quezon City CD6
Learning Area Science 10 Teaching Dates February 4, 2019

ENGAGE

VIDEO ANALYSIS:
Allow the students to watch a video clips on from some video clips. Let them
observe those videos and ask them the following guide question:
a. What did you observed in the first video? What about in the second and third
B. Establishing a purpose video?
for the lesson b. Are there any similarities? If yes, please enumerate.
c. Based on your observations, how do these things happen?

C. Presenting Based on their observations, let the students perform activities.

examples/instances of
the new lesson
EXPLORE
D. Discussing new
concepts and practicing GROUP DYNAMICS:
new skills #1 Divide the class into four groups. Let each group work for the activity. Allow the
E. Discussing new learners to discover that according to Charles’ law, volume and temperature are
concepts and practicing directly proportional. Allow the students to write their observations and answer
new skills #2 the guide questions on their activity sheet.

EXPLAIN
PRESENTATION OF RESULT
Call a representative from each group to write their results on the table comparing
the results of each group on the board. Allow them to explain their observations
and ask the students if there are some points of clarification.

Data on Determining the Size of the Balloon at Different Temperatures

Group 1 Group 2 Group 3 Group 4
Size of the
balloon when
subjected to
F. Developing mastery hot water
(leads to Formative (increased or
Assessment 3) decreased)
Size of the
balloon when
subjected to
cold water
(increased or
decreased)

Guide Questions:
1. What happens to the size of the balloon as the temperature decreases?
2. How does the change in temperature relate to the volume of gas in the
balloon?

Prepared by: RIA O. AMARILLE

 Grade Level 10 Quarter Third
Semester Second Region NCR-Quezon City CD6
Learning Area Science 10 Teaching Dates February 4, 2019

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
ELABORATE
MAKING A LIST
Allow the learners to enumerate familiar events they have observed in the
community and household which are related with the volume-temperature
relationship.
STATEMENT COMPLETION:
Call some students to complete the statement.
-I learned that …
-I realized …
-I enjoyed …
-I got confused about …

EVALUATE
Laboratory Activity
I. Evaluating learning
Let the students answer the guide questions and complete the data needed on the
activity paper as they conduct the laboratory activity
EXTEND
PLOT THE DATA
Plot the data from the table below in a graphing paper by placing the volume in the
y axis and temperature at Kelvin scale in the x axis.
Note: To convert °C to K, use this formula: K= °C + 273.15
J. Additional activities for
application or Data on Volume-Temperature Relationship
remediation Volume Reading Temperature (°C) Temperature (K)
(ml)
25 2
30 57
35 102
40 152
V. REMARKS

VI. 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 these
work?
F. What difficulties did I encounter which my principal or supervisor
can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Attachment:

CHARLES’ LAW ACTIVITY

Objectives: At the end of activity, you should be able to:

Prepared by: RIA O. AMARILLE
 Grade Level 10 Quarter Third
Semester Second Region NCR-Quezon City CD6
Learning Area Science 10 Teaching Dates February 4, 2019

 explain the relationship between temperature and volume of gas;

 cite an application of Charles’ law on a daily basis; and
 illustrate the experimental setup.

Materials:
 2 bottle
 2 balloon
 1 basin
 Hot water
 Cold water

Procedure:
1. Pour hot water in one bottle using the funnel and secure the balloon to the mouth of the bottle. Observe and
record what happens to the balloon.
2. On another bottle, secure the balloon to the mouth of the bottle and put it on the basin with ice. Observe and
record what happens to the balloon.
3. After the observations, clean the area and answer the guide questions below.

Guide questions:
1. What did you observed to the balloon when subjected to the hot water? How did it happen?
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2. What did you observed to the balloon when subjected to the cold water? How did it happen?
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3. Are there any differences between the two setup? If yes, state the differences.
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4. Draw an illustration of the setup on the two bottle.

Prepared by: RIA O. AMARILLE

 Grade Level 10 Quarter Third
Semester Second Region NCR-Quezon City CD6
Learning Area Science 10 Teaching Dates February 4, 2019

1. What can you conclude from the activity?

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Prepared by: RIA O. AMARILLE