SEMI -DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 1

At the end of the one – hour period, the students should be able to:
I. OBJECTIVES • Describe how seafloor spreading happens
• Explain how drill samples proved that seafloor is spreading.
The learners demonstrate an understanding of the relationship among the
A. Content Standards
locations of volcanoes, earthquake epicenters and mountain ranges
B. Performance Standards
The learners should be able to;
C. Learning Competencies/ describe the possible causes of plate movement and
Objectives enumerate the lines of evidence that support plate movement.
(Write the LC code) S10ES-Ia-j-36.5
S10ES-Ia-j-36.6
II. CONTENT SEAFLOOR SPREADING THEORY
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 61-62
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Plate Tectonics Module downloaded from LRMDS ( page 7)
portal
http://education.sdsc.edu/optiputer/flash/seafloorspread.htm
B. Other Learning Resources https://www.youtube.com/watch?v=ZzvDlP6xd9o
https://www.nationalgeographic.org/encyclopedia/seafloor-spreading/
IV. PROCEDURES
ELICIT
What is divergent plate boundary?
A. Reviewing previous lesson
When does subduction occur?
or presenting the new
lesson
Differentiate mid-oceanic ridge from deep sea trenches.
Tell students that the discovery of these physical features helped prove that
seafloor is spreading.
B. Establishing a purpose for ENGAGE
the lesson Introduce seafloor spreading by showing students the animation at the following
URL. http://education.sdsc.edu/optiputer/flash/seafloorspread.htm
Challenge students to describe what they are observing. (Magma is erupting onto
C. Presenting the ocean floor and the ocean floor is moving away from both sides of the
examples/instances of the eruption)
new lesson
D. Discussing new concepts EXPLORE
and practicing new skills #1 Show a video about seafloor spreading.
Do a think-pair-share activity for seafloor spreading. Ask students to think about
the ff. questions while watching the video
(https ://www.youtube.com/watch?v=ZzvDlP6xd9o)
Ask partners to share their ideas about the answers.
E. Discussing new concepts 1. What is seafloor spreading?
and practicing new skills #2 2. What is formed at the mid-ocean ridges?
3. Where is the oceanic crust destroyed?
4. How many inches does the seafloor spreads every year?
Give them 5-10 minutes to discuss.
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 2

EXPLAIN
Use powerpoint presentation in providing concise and logical overview of the
lesson.
HISTORY CONNECTION
Share with students the importance of the American geologist Harry Hess in our
F. Developing mastery (leads understanding of seafloor spreading and its contribution to the theory of plate
to Formative Assessment 3) tectonics. Discuss the answers to the questions during the think-pair-share in the
class.
POINT TO CONSIDER
*How were the technologies that were developed during World War II used by
scientists for the

G. Finding practical ELABORATE

applications of concepts and Show them the seafloor spreading model. Let them identify the findings that
skills in daily living support the seafloor spreading theory.
(Rocks are younger at the mid-ocean ridge, Rocks from the mid-ocean ridge are
older, sediments are thinner at the ridge,Rocks at the ocean floor are younger than
those at the continents)
H. Making generalizations and “The oldest rocks found on the ocean floor are about 160 million years old. The
abstractions about the Earth is about 4.6 billion years old. Why are there not any rocks older than 160
lesson
million years on the seafloor? What happened to the older rocks?”

EVALUATE
(boardwork)
Call at least 4students to draw a diagramthat illustrates seafloor spreading. (2 male
and 2 female)Use arrows to describe direction of

plate motion and label the “youngest” and “oldest” crust.

I. Evaluating learning

EXTEND
J. Additional activities for
Study in advance how magnetic reversals supported the seafloor
application or remediation
Prepare the materials needed in Activity no. 5 “Split and Separate” in Science LM
page 64
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 3

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?

DEMONSTRATION TEACHER:

DARYL F. CADANILLA
Teacher II

Noted:

JACQUELINE B. BETE
Master Teacher II –Science
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 4

“Drifted Supercontinent” “Drifted Supercontinent”

Objecti ve: Reconstruct Pangaea Objecti ve: Reconstruct Pangaea
Procedure: Procedure:
1.) Refer to the displayed present world map. 1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it. 2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long 3.)Paste the cut-out continents in a long
bondpaper in their respective positions. bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a 4.) Continents must be closer to each other to recreate a
Pangaea. Pangaea.
5.) Question provided must be discussed within the group. 5.) Question provided must be discussed within the group.
*Which continent do you think were neighbors before? *Which continent do you think were neighbors before?
6.)Write your group number , members , and answer to the 6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper. question on the space available at the frontof bondpaper.

“Drifted Supercontinent”
Objecti ve: Reconstruct Pangaea
Procedure:
1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long
bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a
Pangaea.
5.) Question provided must be discussed within the group.
*Which continent do you think were neighbors before?
6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper.

“Drifted Supercontinent” “Drifted Supercontinent”

Objecti ve: Reconstruct Pangaea Objecti ve: Reconstruct Pangaea
Procedure: Procedure:
1.) Refer to the displayed present world map. 1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it. 2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long 3.)Paste the cut-out continents in a long
bondpaper in their respective positions. bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a 4.) Continents must be closer to each other to recreate a
Pangaea. Pangaea.
5.) Question provided must be discussed within the group. 5.) Question provided must be discussed within the group.
What does the presence of Mesosaurus, Cynognathus and What does the presence of Mesosaurus, Cynognathus and
Lystrosaurus tells about the initial location and positioning of Lystrosaurus tells about the initial location and positioning of
South America and Africa? South America and Africa?
6.)Write your group number , members , and answer to the 6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper. question on the space available at the frontof bondpaper.

“Drifted Supercontinent”
Objecti ve: Reconstruct Pangaea
Procedure:
1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long
bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a
Pangaea.
5.) Question provided must be discussed within the group.
What does the presence of Mesosaurus, Cynognathus and
Lystrosaurus tells about the initial location and positioning of
South America and Africa?
6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper.
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 5

“Drifted Supercontinent” “Drifted Supercontinent”

Objecti ve: Reconstruct Pangaea Objecti ve: Reconstruct Pangaea
Procedure: Procedure:
1.) Refer to the displayed present world map. 1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it. 2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long 3.)Paste the cut-out continents in a long
bondpaper in their respective positions. bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a 4.) Continents must be closer to each other to recreate a
Pangaea. Pangaea.
5.) Question provided must be discussed within the group. 5.) Question provided must be discussed within the group.
If Glossopteris were f ound in Antarctica, what was the If Glossopteris were f ound in Antarctica, what was the
climate of the continent before? climate of the continent before?
6.)Write your group number , members , and answer to the 6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper. question on the space available at the frontof bondpaper.

“Drifted Supercontinent”
Objecti ve: Reconstruct Pangaea
Procedure:
1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long
bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a
Pangaea.
5.) Question provided must be discussed within the group.
If Glossopteris were f ound in Antarctica, what was the
climate of the continent before?
6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper.

“Drifted Supercontinent” “Drifted Supercontinent”

Objecti ve: Reconstruct Pangaea Objecti ve: Reconstruct Pangaea
Procedure: Procedure:
1.) Refer to the displayed present world map. 1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it. 2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long 3.)Paste the cut-out continents in a long
bondpaper in their respective positions. bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a 4.) Continents must be closer to each other to recreate a
Pangaea. Pangaea.
5.) Question provided must be discussed within the group. 5.) Question provided must be discussed within the group.
What are t he two evidences which supported t he Continental What are t he two evidences which supported t he Continental
Drift Theory based from your activity? Drift Theory based from your activity?
6.)Write your group number , members , and answer to the 6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper. question on the space available at the frontof bondpaper.

“Drifted Supercontinent”
Objecti ve: Reconstruct Pangaea
Procedure:
1.) Refer to the displayed present world map.
2.) Each cut-out continents has already label in it.
3.)Paste the cut-out continents in a long
bondpaper in their respective positions.
4.) Continents must be closer to each other to recreate a
Pangaea.
5.) Question provided must be discussed within the group.
What are t he two evidences which supported t he Continental
Drift Theory based from your activity?
6.)Write your group number , members , and answer to the
question on the space available at the frontof bondpaper.
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 6
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 7
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 8

At the end of the one – hour period, the students should be able to:
• Describe the qualitative and quantitative relationships between
the pressure and temperature of a gas.
I. OBJECTIVES •Calculate pressure and temperature values when a gas is kept at a constant
volume.
• Apply Gay-Lussac’s Law to real life situations

The learners demonstrate an understanding of how gases behave based on the

D. Content Standards
motion and relative distances between gas particles
The learners shall be able to solve problems using the equation of Gay -Lussac’s
E. Performance Standards
Law
The learners should be able to investigate the relationship between pressure and
F. Learning Competencies/
Objectives
temperature of gas particles when volume is constant
(Write the LC code) S10ES-Ia-j-36.5
II. CONTENT GAY-LUSSAC’S LAW
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages pp. 38-39
2. Learner’s Materials pages pp. 53-61
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources https://betterlesson.com/lesson/631791/gay-lussac-s-law
IV. PROCEDURES
ELICIT

Show videos about real-life applications of Gay-Lussac’s Law.

K. Reviewing previous lesson Firing a bullet.

or presenting the new
lesson Heating a closed aerosol can.

A burning automobile tire.

Tell them that all of these shows a correlation between pressure

 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 9

and temperature and can be explained using the next Gas Law;
Gay Lussac’s Law.

L. Establishing a purpose for ENGAGE

the lesson Students observe a demonstration of Gay-Lussac’s law. A
hard-boiled egg is forced into an Erlenmeyer flask by cooling the air
inside to alter the air pressure inside the flask. Teacher will discuss
the effects of flexible and rigid containers on the pressure, volume,
and temperature of a gas sample.

Materials:

 hard-boiled egg, shelled

 1000 mL Erlenmeyer flask
 water
 hot plate
 bunsen burner or hair dryer (optional)

Set up(Teacher)

Prepare hard-boiled eggs the night before class. . Place a bit of

water in the flask and the shelled egg on top of the opening before
students walk in.
M. Presenting
examples/instances of the Before students enter the class, have the egg and bottle set up in
new lesson
front and the following prompt on the board,
"Examine the egg and bottle setup. How could you use gas pressure
to get the egg into the bottle? What variables would you change:
pressure, volume, and/or temperature? Draw an image of the
egg/bottle set up and annotate your drawing to support your
ideas."

Give students 8-10 minutes think, write/draw and then call on

students to share their ideas on how to get the egg in the bottle.
Some questions may be asked to push student thinking could be:

*How would you get the egg into the bottle using gas pressure?
* *What happens to the gas inside the bottle when it is cooled?
* *What force might push the egg into the bottle?

N. Discussing new concepts EXPLORE

 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 10

and practicing new skills #1 (Teacher)

Demonstrate how differences in gas pressure can be used to force
an egg into a bottle.

Add 5ml of water to the flask and heat the flask on the hot plate for
several minutes. Be sure to add enough water so it does not all
evaporate. Take the flask off of the hot plate with beaker tongs
when you see steam coming out of the flask.

Place the hard-boiled egg on the opening of the flask so it makes a

seal. Observe what happens as the air inside the flask cools (the egg
gets pushed into the flask).
O. Discussing new concepts Speed up the process by placing the flask in cool water or ice
and practicing new skills #2
water.

Ask students to explain what they think happened.

Ask students how they could use gas pressure to get the egg back
out of the flask. Listen to their suggestions. Then turn the flask
upside down so that the egg falls into the opening. Hold the flask so
that it is tipped sideways, and reheat the flask on the bottom until
the egg is pushed back out of the flask. A Bunsen burner works best
for this last procedure, but hot plate or a blow dryer can be used.

EXPLAIN
Ask students to explain what is happening. Have them explain what
they think caused the egg to go into the flask. The egg was pushed,
not sucked, into the flask. Explain what this means.

As the gas inside the flask cools, the pressure of the gas inside the
flask decreases. Because the air pressure decreases inside the flask,
the force on the egg exerted by the air outside the flask is greater
P. Developing mastery (leads than the force exerted on the egg by the air inside the flask. When
to Formative Assessment 3) the difference becomes great enough, the egg is pushed into the
flask. The change in gas pressure happens both because gas
pressure is proportional to temperature and because some of the
water vapor in the flask becomes a liquid. Notice that the egg is not
“sucked” into the flask. It is pushed into the flask by the higher air
pressure outside the flask. Gaseous molecules cannot “suck.”

A key point to stress here is that pressure is proportional to

temperature if the volume and amount of gas are not changed and
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 11

if the temperature is expressed in kelvins. This is Gay-Lussac's law.

k=P/T

P1T2=P2T1
Give students some an opportunity to practice working with the formula for
Gay-Lussac's Law.

Hand out the student worksheet and work together to solve the first few
problems as a class before turning them loose to work independently.

Q. Finding practical ELABORATE

applications of concepts and
skills in daily living Let the students recall the videos shown at the start of the class. Call students to
discuss the concept in each videos.
*Firing a bullet
R. Making generalizations and HOwdoes the bullet forces out from barrel of the gun?
abstractions about the *Heating a closed aerosol can
lesson Why does the aerosol cans carry “Do not incinerate.” warning label?

EVALUATE
1. If a gas with a pressure of 6 atmospheres is cooled
from 500 K to 250 K, what happens to its final
S. Evaluating learning
pressure? (halved)
2. What should remain constant to use Gay-Lussac’s
Law?
3.
EXTEND
T. Additional activities for Unfortunately, Wegener’s theory was not accepted until 1960’s because he had not
application or remediation explained the reason behind the drifting of the continents. Why do continents
move then?
V. REMARKS

VI. REFLECTION
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for remediation
J. Did the remedial lessons work? No. of learners who have caught up with the
lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did these work?
M. What difficulties did I encounter which my principal or supervisor can help me
solve?
N. What innovation or localized materials did I use/discover which I wish to share
with other teachers?
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 12

DEMONSTRATION TEACHER:

DARYL F. CADANILLA
Teacher II
Noted:

JACQUELINE B. BETE
Master Teacher II -Science

P1T2=P2 T1
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 13

At the end of the one – hour period, the students should be able to:
• Describe the qualitative and quantitative relationships between
the pressure and temperature of a gas.
I. OBJECTIVES •Calculate pressure and temperature values when a gas is kept at a constant
volume.
• Apply Gay-Lussac’s Law to real life situations

The learners demonstrate an understanding of how gases behave based on the

G. Content Standards
motion and relative distances between gas particles
The learners shall be able to solve problems using the equation of Gay -Lussac’s
H. Performance Standards
Law
The learners should be able to investigate the relationship between pressure and
I. Learning Competencies/
Objectives
temperature of gas particles when volume is constant
(Write the LC code) S10ES-Ia-j-36.5
II. CONTENT GAY-LUSSAC’S LAW
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 14

III. LEARNING RESOURCES

E. References
1. Teacher’s Guide pages pp. 38-39
2. Learner’s Materials pages pp. 53-61
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
F. Other Learning Resources https://betterlesson.com/lesson/631791/gay-lussac-s-law
IV. PROCEDURES
ELICIT

Show videos about real-life applications of Gay-Lussac’s Law.

Firing a bullet.

Heating a closed aerosol can.

U. Reviewing previous lesson
or presenting the new
lesson
A burning automobile tire.

Tell them that all of these shows a correlation between pressure

and temperature and can be explained using the next Gas Law;
Gay Lussac’s Law.

V. Establishing a purpose for ENGAGE

the lesson
Students observe a demonstration of Gay-Lussac’s law. A
hard-boiled egg is forced into an Erlenmeyer flask by cooling the air
inside to alter the air pressure inside the flask. Teacher will discuss
the effects of flexible and rigid containers on the pressure, volume,
and temperature of a gas sample.

Materials:

 hard-boiled egg, shelled

 1000 mL Erlenmeyer flask
 water
W. Presenting
examples/instances of the  hot plate
new lesson  bunsen burner or hair dryer (optional)

Set up(Teacher)
Prepare hard-boiled eggs the night before class. . Place a bit of
water in the flask and the shelled egg on top of the opening before
students walk in.

Before students enter the class, have the egg and bottle set up in
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 15

front and the following prompt on the board,

"Examine the egg and bottle setup. How could you use gas pressure
to get the egg into the bottle? What variables would you change:
pressure, volume, and/or temperature? Draw an image of the
egg/bottle set up and annotate your drawing to support your
ideas."

Give students 8-10 minutes think, write/draw and then call on

students to share their ideas on how to get the egg in the bottle.
Some questions may be asked to push student thinking could be:

*How would you get the egg into the bottle using gas pressure?
* *What happens to the gas inside the bottle when it is cooled?
* *What force might push the egg into the bottle?

X. Discussing new concepts EXPLORE

and practicing new skills #1 (Teacher)
Demonstrate how differences in gas pressure can be used to force
an egg into a bottle.

Add 5ml of water to the flask and heat the flask on the hot plate for
several minutes. Be sure to add enough water so it does not all
evaporate. Take the flask off of the hot plate with beaker tongs
when you see steam coming out of the flask.

Place the hard-boiled egg on the opening of the flask so it makes a

seal. Observe what happens as the air inside the flask cools (the egg
gets pushed into the flask).
Y. Discussing new concepts Speed up the process by placing the flask in cool water or ice
and practicing new skills #2
water.

Ask students to explain what they think happened.

Ask students how they could use gas pressure to get the egg back
out of the flask. Listen to their suggestions. Then turn the flask
upside down so that the egg falls into the opening. Hold the flask so
that it is tipped sideways, and reheat the flask on the bottom until
the egg is pushed back out of the flask. A Bunsen burner works best
for this last procedure, but hot plate or a blow dryer can be used.

Z. Developing mastery (leads EXPLAIN

to Formative Assessment 3)
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 16

Ask students to explain what is happening. Have them explain what

they think caused the egg to go into the flask. The egg was pushed,
not sucked, into the flask. Explain what this means.

As the gas inside the flask cools, the pressure of the gas inside the
flask decreases. Because the air pressure decreases inside the flask,
the force on the egg exerted by the air outside the flask is greater
than the force exerted on the egg by the air inside the flask. When
the difference becomes great enough, the egg is pushed into the
flask. The change in gas pressure happens both because gas
pressure is proportional to temperature and because some of the
water vapor in the flask becomes a liquid. Notice that the egg is not
“sucked” into the flask. It is pushed into the flask by the higher air
pressure outside the flask. Gaseous molecules cannot “suck.”

A key point to stress here is that pressure is proportional to

temperature if the volume and amount of gas are not changed and
if the temperature is expressed in kelvins. This is Gay-Lussac's law.

k=P/T

P1T2=P2T1
Give students some an opportunity to practice working with the formula for
Gay-Lussac's Law.

Hand out the student worksheet and work together to solve the first few
problems as a class before turning them loose to work independently.

AA. Finding practical ELABORATE

applications of concepts and
skills in daily living Let the students recall the videos shown at the start of the class. Call students to
discuss the concept in each videos.
*Firing a bullet
BB. Making generalizations and HOwdoes the bullet forces out from barrel of the gun?
abstractions about the *Heating a closed aerosol can
lesson Why does the aerosol cans carry “Do not incinerate.” warning label?

EVALUATE
4. If a gas with a pressure of 6 atmospheres is cooled
from 500 K to 250 K, what happens to its final
CC. Evaluating learning
pressure? (halved)
5. What should remain constant to use Gay-Lussac’s
Law?
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 17

6.
EXTEND
DD. Additional activities for Unfortunately, Wegener’s theory was not accepted until 1960’s because he had not
application or remediation explained the reason behind the drifting of the continents. Why do continents
move then?
V. REMARKS

VI. REFLECTION
O. No. of learners who earned 80% in the evaluation
P. No. of learners who require additional activities for remediation
Q. Did the remedial lessons work? No. of learners who have caught up with the
lesson
R. No. of learners who continue to require remediation
S. Which of my teaching strategies worked well? Why did these work?
T. What difficulties did I encounter which my principal or supervisor can help me
solve?
U. What innovation or localized materials did I use/discover which I wish to share
with other teachers?

DEMONSTRATION TEACHER:

DARYL F. CADANILLA
Teacher II
Noted:

JACQUELINE B. BETE
Master Teacher II -Science

P1T2=P2 T1
 SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
10 First Quarter 8, 1 18