School PNHS Grade Level 10

Teacher MARY GRACE S. Learning Area SCIENCE

STA.ANA
Teaching Dates and Time Nov. 18, 2022 Quarter 4
MY DAILY LESSON PLAN DAY: Monday
TIME: GRADE & SECTION:
ROOM: ESF 301
8:00₋ 9:00 AM GRADE 10-Ms. STA.ANA
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
I. OBJECTIVES procedures must be followed and if needed additional lessons exercises and remedial activities maybe 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
A. Content Standards
the motion and relative distances between gas particles.
B. Performance Standards Investigate the relationship between
1. volume and pressure at a constant temperature of a gas;
 Investigate the relationship between volume and pressure at constant
temperature of a gas.
C. Learning
 Observe the length of a column of trapped air at different pressures; and
Competencies/Objectives
 Examine the mathematical relationship between gas volume and gas
pressure.
S9MT -IIj-20
Write the LC code for each S10MT - IVa-b-21
S10MT - IVe-g-23
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.
II. CONTENT
BEHAVIOR OF GASES: VOLUME and PRESSURE Relationship
List the materials to be used in different days. Valid sources of materials sustain students interest in the lesson and in
III. LEARNING RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development
A. References
1. Teacher’s Guide pages Pages 285-287
2. Learner’s Material pages Pages 363 -365
3. Textbook pages Science 10 Learners Module pp. 355-366
Chemistry Third Edition pp. 182-184

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources Pictures to Match Thin-stem pipet colored water
Masking tape 5 equal sized books water container
Fancy strips fine tip marker
Improvised Graphing chart scissors
Buttons of different types matches
Double sided tape metric ruler
Red egg
bottle crown cap

C. Routinary Activities
1. Greetings and Prayer
2. Checking of attendance by group

These steps should be done across the week. Spread out the activities appropriately so that student’s will learn well.
Always be guided by the demonstration of learning among the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students multiple ways to learn new things, practice their learning,
evaluate their learning processes, and draw conclusion about what they learned in relation to their life experiences and
previous knowledge. Indicate time allotment for each step.
A. Reviewing previous lesson Kapares Ko Hanapin Mo Bigay Ko..Isipin mo!!
or presenting the new
lesson ABCDEFGH IJ K L M N O P Q R S T U V W X Y Z
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
 G A S B E H A V I O R
B. Establishing a purpose for
the lesson What’s in the Picture? (Unlocking of Difficulty)
C. Presenting
examples/instances of the Students will define or describe the key factor to describe the behavior of gases
new lesson

PRESSURE

G A S B E H A V I O R

VOLUME TEMPERATURE

D. Discussing new concepts

and practicing new skills #1
What’s the relationship???
E. Discussing new concepts
and practicing new skills #2 The teacher will guide the student in performing the experiment

(Please find attached Activity Sheet)

Guide questions/instruction

1.Draw a graph of Pressure versus Volume

2. Draw a graph of the reciprocal (1/P) vs. the volume
3. Make a generalization of the relationship of volume of a confined gas to
pressure at constant temperature.

RUBRICS SCALE: Process Skills is for the student while SOLO is for the
Teacher

SOLO PROCESS SKILLS

 Extended Students can show
Abstract others how they find
the data and link it 5
with examples. Data
are correct.
Output is neat and
clean

Relational Students can

compare facts from 4
the background itself
AND explain opinion/s
with examples.
Finished on time with
complete/incomplete
data. Output is neat.

Multistructura Students can state 3

l the facts and find
some important
pieces of information

Unistructural Students can state

and find one 2
important piece of
information from the
data.
 Pre-Structural Students do not
demonstrate targeted 1
skills.

F. Developing mastery
(Leads to Formative Assessment
Group Presentation:
3) Each group will post their output and discuss their result.
Score shall be given based on the given Rubrics scale
G. Finding practical
applications of concepts and
PILI KA … Paki - EXPLAIN!
skills in daily living Students are guided to choose one from the pictures before and relate how is
Boyle’s Law utilized in the given sample.

H. Making generalization and

abstractions about the How will you describe the relationship between volume and pressure of a gas if
lesson temperature remains the same?

Multiple choice: PLICKERS

I. Evaluating learning 1.Which of the following shows the graphical relationship between volume and
pressure of a gas if temperature remains constant?
a. b. c. d.

V V V V
P P P P
2. Which of the following situation Boyle”s Law DOES NOT apply?
a. use of pressure cooker
b. inflating balloon
c. scuba diving
d. breathing

3. The mathematical relationship between volume and pressure is best express

of which equation?
a. V = P k T b. V= 1 / P k T c. V/T = 1 kP d. P = T k V
4. Applying the relationship of volume, pressure and temperature, what could
possibly happen to the volume of a confined gas if pressure was doubled while
temperature was held unchanged?
a. volume will double
b. pressure will double
c. volume will decrease
d. pressure will decrease
5. How will you describe the relationship between volume and pressure if
temperature of a confined gas was remains unchanged?
a. Volume is directly proportional to Temperature at constant Pressure
b. Volume is inversely proportional to Pressure at constant Temperature
c. Pressure is inversely proportional to temperature at constant volume.
d. Pressure is directly proportional to volume at constant Temperature.

J. Additional activities for Gas Behavior., sa Place ko…Flex KO:

application or remediation
 Volume...Pressure ... Arte …Action!!!

Students will prepare a 3 minute video choose explaining the relationship of

Volume and Pressure that they can see and observe at home or within their
community and be guided with the Rubrics.

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What were
VI. REFLECTION the things that work? What else needs to be done to help the students learn? Identify what help can your instructional
supervisors provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% on the formative 12 out of 13
assessment

B. No of learners who require

additional activities for 1
remediation

C. No. of learners who caught 1

 up with the lesson

D. No. of learners who continue NONE

to require remediation.

E. Which of my teaching By letting my student do the activity on their own wherein they will rely only to the
strategies worked well? Why guidelines or procedure of the activity and be able to come up with the correct graphical
did this work? representation. It work well because collaboration was evident in each group that each
member is part of the execution and free to express his or her idea.

F. What difficulties did I

encounter which my Based on the Module given, it was difficult to determine the pressure if force is not
principal or supervisor can given that they had to determine it first since the room is an open space pressure was
help me solve? not contained. Since the activity was based on the LAB in the Box, a modification on the
module is needed for the student to be able to get the data accurately.

G. What innovation or localized

materials did I use/discover I used the shell of salted egg where Pateros is famous of, as indicator of the
which I wish to share with relationship between volume and pressure in graphical form and bottle cap.
other teachers? I also utilized the Flex strategy for students to discover within their community applies
Volume-Pressure Relationship through a 3-minute video.

Prepared by:

MARY GRACE S. STA.ANA

Teacher III

Checked by:

ROWENA C. LAMERA
Head Teacher IV

Noted by:

DR. NOREEN BAUS BILLANES

Principal