Region XI Grade Level 10

Teacher
GRADE 10
QUEENY F. CORONEL Learning Area Science
DAILY
LESSON
Teaching
LOG June 26, 2023
Dates and Quarter 4rth Quarter
9:30AM – 10:30AM
Time

Session 1
I. OBJECTIVES
A. Content The learners demonstrate an understanding of how gases behave based on the
Standard motion and relative distances between gas particles S9MT-IIj-20
B. Performance
-
Standard
C. Learning The learner should be able to:
Competencies / 1. explain the relationship between volume and the amount of gas in mole,
Objectives 2. solve word problems about the relationship between volume and amount of
Write the LC for gas when temperature and pressure are held constant,
each 3. cite real-life application of Avogadro’s law.
II. CONTENT Unit 4:Matter and Its Interaction
Module 1: Behavior of Gases
GAS LAWS: AVOGADRO’S LAW
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp. 259-260
pages
2. Learner’s
Quarter 4 – Module 1 – Behavior of Gases-Pages: 9-10
Materials pages
3. Textbook pages
4. Additional Materials
from Learning https://phet.colorado.edu/en/simulations/gas-properties
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES Prayers
Greetings
Checking of Attendance
Health Protocols
 Always wear your facemask and do frequent handwashing or
sanitizing your hands.
Class Rules

a. Reviewing
previous lesson ELICIT
or presenting
the new lesson Review: Word Cloud

The teacher will use the Mentimeter application to create a word cloud that
will show the generalization of what they have learned from the previous lesson.
The word cloud will be composed of words that are related to the previous lesson
which is about the properties of gas or the variables that can affect the behavior of
gas, and Charle’s law.
Indicator 2: Used a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills.

Indicator 4: Manage classroom structure to engage learners, individually or in groups, in

meaningful exploration, discovery and hands-on activities with a range of physical learning
environment.
 Motivation:

Students will be group into 4. They will play a race game called
“Paburuta ko be!”. The teacher will give 2 balloons in each group. They will be given
15 seconds to inflate the balloon. The 1st group with the bigger balloons will be the
winner.

Follow up question:
1. What are the variables that can be associated from the activity?

a. Establishing a ENGAGE
purpose for the
lesson Activity 1: Magic Balloon
b. Presenting
examples/instan Each group will be given 10 minutes for this activity. They will be
ces of the new guided by the teacher for the procedure.
lesson
Materials:

Balloon
Vinegar
Baking soda
Funnel
Beaker
500 mL empty bottle

Procedure:
1. Pour vinegar into the 500mL empty bottle.
2. Using the funnel, put an amount of baking soda into the balloon.
3. Insert the opening of the balloon into the mouth of the bottle.
4. With the cue of the teacher, they will draw the baking soda in the bottle
and observe what happens.
5. Illustrate your observation, specifically the particles inside the balloon.

Note: Each group has a different amount of baking soda.

Questions:
1. What happens to the balloon after the baking soda is dropped into the
bottle?
2. Why does the balloon inflate?
3. How can you explain the particles inside the balloon?

Indicator 3: Applied a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills.

Indicator 4: Manage classroom structure to engage learners, individually or in groups, in

meaningful exploration, discovery and hands-on activities with a range of physical learning
environment.

Indicator 7: Planned, managed and implemented developmentally sequenced

teaching and learning process to meet curriculum requirements and varied
teaching.

c. Discussing new EXPLORE

concepts and Activity 2: Problem Solving
practicing new
 skills #1 and #2 With the use of the equation given, the students will solve the following problems
and explain it later. They will be given 10 minutes to finish the task.

Groups 1 and 3 will solve problem number 1.

Groups 2 and 4 will solve problem number 2

Equation:

Problem # 1
A 6.0 L sample at 25°C and 2.00 atm of pressure contains 0.5 mole of a gas. If an
additional 0.25 mole of gas at the same pressure and temperature are added, what
is the final total volume of the gas?

The answer is 9 Liters

Problem # 2
Say you have 5.00 L of a gas that contains 0.965 mol of molecules. What will be the
new volume of the gas if the quantity is increased to 1.80 mol, assuming pressure
and temperature are held constant?

The answer is 9.33 Liters

Indicator 2: Used a range of teaching strategies that enhance learner achievement

in literacy and numeracy skills.

Indicator 9: Designed, selected, organized and used diagnostic, formative and

summative assessment strategies consistent with curriculum requirements.

d. Developing EXPLAIN
mastery (Leads
to Formative
Assessment) - The concept of Avogadro’s law will be discussed.
- This law was described by Italian chemist and physicist Amedeo
Avogadro in 1811.
- Avogadro's Law is the relation which states that at the same temperature
and pressure, equal volumes of all gases contain the same number of
molecules.
- Avogadro's law is also called Avogadro's principle or Avogadro's hypothesis.

There are a few ways to write this gas law, which is a mathematical relation. It may
be stated:

k = V/n

Here, k is a proportionality constant, V is the volume of a gas, and n is the number

 of moles of a gas. Avogadro's law also means the ideal gas constant is the same
value for all gases, so:

V1/n1 = V2/n2

- Using the Phet Simulation, explain the relationship of Volume and number of
gas when pressure and temperate are held constant.

Indicator 8: Selected, developed, organized and used appropriate teaching and

learning resources, including ICT, to address learning goal

e. Finding practical ELABORATE

applications of
concepts and Why vehicle tires’ air should be checked always?
skills in daily
living
f. Making Your tires are the only point of contact that your vehicle has with the road – they
generalizations need to be in good working condition at all times to ensure your safety.
and abstractions
about the lesson Driving with an incorrect tire amount of gas can affect a vehicle’s handling and
braking, particularly in wet conditions, and can seriously compromise your safety.
Driving on severely under-inflated tires can cause heat build-up and eventually a
blow-out. Check your tire monthly and before every long trip.

It can save you money on fuel

 Under-inflated tires are one of the biggest causes of using excess fuel.
 Under-inflated tires have higher rolling resistance, which means that it takes
more effort from the engine to move your vehicle.

Overinflating your tires can make them more vulnerable to damage. Like an
overfilled balloon, tires filled to their maximum capacity are more stiff and inflexible,
which makes them more susceptible to damage from potholes, curbs, or debris.
Plus, as a driver or passenger, you’ll feel every bump and dip in the road, and that
doesn’t make for a pleasant ride.

g. Evaluating EVALUATE (GRASPS Model)

learning
Students will be grouped according to their interest.

GOAL: Create a short advocacy advertisement about safe driving by checking of

 vehicle tires.

ROAL: A Car company sales representative

AUDIENCE: The people in the locality

SITUATION: Suppose, you are Sales Representative of a car company and you are
task to create an advertisement advocacy about safe driving by always checking
tires before driving.

PRODUCT: You will present the advertisement during one of their assembly
meeting.

STANDARD:
Organization of Ideas : 5 points
Content : 5 points
Presentation : 5 points
TOTAL : 15 points
To have a variation in the presentation, the following are their assigned task:
 Group 1 and 2 - Dance
 Group 3 and 4 - Sing

h. Additional EXTEND
activities for Look around you and look for other possible application of Avogadro’s Law in life
application for Submit this one in our group chat.
remediation
VI. REMARKS
VII. REFLECTION
a. No. of learners who
earned 80% in the
evaluation.
b. No. of learners who
require additional
activities for remediation
who scored below 80%
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 motivation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

QUEENY C. TARIPE
Teacher I

Observed by:

CHARLENE K. ROZ
Master Teacher II