I.

OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:

 how gases behave based on the motion and relative distances between gas
particles

B. Performance The learners shall be able to:

Standards
 using any form of media, present chemical reactions involved in biological
and industrial processes affecting life and the environment

Learning Competency:
C. Learning
Competencies  investigate the relationship between: 1.1 volume and pressure at
constant temperature of a gas; 1.2 volume and temperature at
constant pressure of a gas; 1.3 explains these relationships using the
kinetic molecular theory
Sub-tasked Learning Objectives:
1. Sate Charles’ Law.
2. Perform judiciously an experiment showing the relationship of
volume and temperature in Charles’ Law.
3. Give practical applications of Charles’ Law in everyday living.

II. CONTENT CHARLES’ LAW

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages First Edition C. 2015 By : Department of Education pp. 268 - 269
2. Learner’s Materials First Edition C. 2015 By : Department of Education pp. 269 - 374
Pages
3. Textbook pages Chemistry (You and the Natural World) C. 2008 pp. 237-238
By: Estrella E. Mendoza and Teresita F. Religioso
4. Additional Materials
from Learning
Resource (LR) Portal
5. Other Learning
Materials https://www.wikihow.com/Demonstrate-Charles%27s-Law – Charles’ Law
Experiment

IV. PROCEDURES
A. Reviewing previous Elicit:
(The activities in this section
lesson or presenting will evoke or draw out prior
SAY YES OR NO!
the new lesson concepts or prior _____1. Gases have the greatest space to move
experiences from the about.
students)
 _____2. In Boyle’s Law, volume is directly
proportional to pressure at constant temperature.
_____3. Particles of gases move rapidly in straight
line paths.
_____4. According to Charles’ Law, when volume
increases, the temperature also increases at constant
pressure.
_____5. Collisions among gas particles are inelastic.
_____6. Gas is mostly empty space.
_____7. In Charles’ Law, when volume decreases,
the temperature also decreases at constant pressure.
_____8. In Boyle’s Law, pressure is constant.
_____9. The average kinetic energy of the gas
particles is proportional to the temperature.
_____10. The particles of gas interact with one
another.

B. Establishing a purpose Engage:

(The activities in this section
for the lesson will stimulate their thinking
C. Presenting and help them access and  Please refer to the attached copy for
examples/instances of connect prior knowledge as reference.
the new lesson
a jumpstart to the present  The students will perform a simple experiment
lesson)
about Charles’ Law.

D. Discussing new Explore:

concepts and (In this section, students will  By performing the said Charles’ Law
practicing new skills #1 be given time to think, plan, experiment, students can cultivate their
investigate, and organize knowledge and understanding about the
collected information; or the
performance of the volume and temperature of gases at constant
planned/prepared activities pressure.
from the students’ manual  Through group collaboration, they will be able
with data gathering with to share ideas and science concepts behind
Guide Questions)
the said experiment.

E. Discussing new
concepts and
practicing new skills #2
F. Developing mastery Explain:
(In this section, students will
(leads to Formative be involved in an analysis of
GUIDE QUESTIONS:
Assessment 3) their exploration. Their
understanding is clarified Group 1 - Give at least 3 concrete observations
and modified because of about the experiment.
reflective activities)/Analysis
of the gathered data and
results and be able to
Group 2 - What happens to the balloon when water
answer the Guide Questions inside the Erlenmeyer flask boils?
leading to the focus concept
or topic for the day. Group 3 - What happens to the balloon when the
heated Erlenmeyer flask is placed in the ice bath?

Group 4 - Explain briefly the relationship of volume

and temperature based on the said simple
experiment.
 Group 5 - Out of the said experiment, what have you
learned about the behavior
of gases based on Charles’ Law?

 Each representative from each group will

answer one particular related question about
the said law of gases.

G. Finding practical Elaborate:

(This section will give
applications of students the opportunity to
PRACTICAL APPLICATION:
concepts and skills in expand and
daily living solidify/concretize their  For all the drivers, they should always check
understanding of the concept the tires of their vehicles whether it is
H. Making generalizations and/or apply it to a real-world
and abstractions about situation)
summer or rainy season to avoid any
the lesson accident or harm.

 Hot air is less dense than cold air. This

enables the hot air balloons to rise up by
displacing the cooler air of the atmosphere.

 When a basketball, if left in a cold garage or

outside during the cold months, it loses its air
inside (or volume). This is showing, with
constant pressure, if the temperature drops,
the volume decreases also.
For ABSTRACTION:

 ANALOGY
Directions : Write the missing term to show the
relationship of the concepts under Charles’ Law.

1. Volume : _______________ ; temperature :

increases
2. Hot air : less dense ; __________ :
more dense
3. Gases when heated : expands ; gases when
cooled : _________
4. Celsius : increments ; ___________ :
absolute zero
5. Temperature : decrease ; _________ :
decrease
Provided answers

 increases, cold air, contracts, Kelvin, volume

I. Evaluating learning Evaluation:

(This section will provide MULTIPLE CHOICE
opportunities for concept
check test items and answer Directions: Choose the letter of the best answer.
key which are aligned to the Write it on the space provided before the number.
learning objectives – content
and performance standards
and address 1. In defining Charles’ law, which quantity must be
misconceptions- if any)
constant?
A. Volume
B. Pressure
C. Forces
D. Temperature
2. In Charles' law, how is the value of 'k' defines?
A. V/n
B. V/V
C. V/P
D. V/T

3. Based on the diagram, how will you state Charles’

Law?

A. It describes the relationship between

temperature and volume at a constant
pressure.
B. It describes the relationship between
pressure and volume at a constant
temperature.
C. It describes the relationship between the
number of gas molecules and volume at a
constant pressure.
D. It describes the relationship between the
number of gas molecules and temperature
at a constant volume.

4. If the pressure on a gas is constant and the

temperature is decreased, what will happen to
its volume?

A. decrease
B. stay the same
C. increase
D. randomly change
 5. To use Charles’ Law, which of the following
needs to remain constant?
A. pressure and temperature
ANSWERS : B. volume and the number of moles of a gas
C. temperature and number of moles of a gas
B, D, A, A, D D. pressure and the number of moles of a gas

J. Additional activities for Extend:

(This section gives situation
application or that explains the topic in a
 Create a song about Charles’ Law.
remediation new context, or integrate it to  Present your output in the class next week.
another discipline/societal
concern)
V. REMARKS
ASSIGNMENT
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?

Prepared by:

Maria Kristina P. Bugtong

Teacher III

Checked by:

MARIBEL D. GANEB
Master Teacher II

Approved by:

DR. AGNES A. ALEGRE

Head Teacher III, Science Department