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Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
Schools Division Office - Quezon City
SAUYO HIGH SCHOOL
2nd Laguna St., NIA Village, Sauyo, Q.C.

DAILY LESSON PLAN

Name: MELODY D. DASAS Level: 10 Subject: SCIENCE

Quarter: FOURTH Learning Area: MATTER Week: 2 Date: February 17 - 21, 2025

Schedule: 6:00-6:40 MASIGASIG 6:40-7:20 MASUNURIN 7:20-8:00 MATAPAT 8:00-8:40 MATIISIN 9:00-9:40 MAPAGKALINGA

Day MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date February 17, 2025 February 18, 2025 February 19, 2025 February 20, 2025 February 21, 2025

I. OBJECTIVES:

A. Content Standard: The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas particles.

B. Performance The learners should be able to cite situations and give applications of Boyle’s Law in real life.
Standard:

C. Learning Investigate the relationship between:

Competency:
1 volume and pressure at constant temperature of a gas

2 volume and temperature at constant pressure of a gas

3 explains these relationships using the kinetic molecular theory (S9MT-IIj-20)

D. Specific Objectives: 1. Explain Charles’ Law. 1. Describe situations 1. Explain how to solve 1. Explain the steps to 1. Identify the terms related to KMT, Boyle, and
 2. Recognize the where Charles’ Law is for the unknown on calculate for each Charles’ Law.
significance of the observed. volume and unknown on volume
2. Recognize the importance of understanding
relationship between temperature. and temperature
2. Recognize the the concept about KMT, Boyle, and Charles’
volume and temperature. relationship at a
importance of Charles’ 2. Recognize the Law.
constant pressure of a
3. Plot data and infer the Law in real life situations. importance of solving
gas. 3. Answer the given test.
volume-temperature the volume and
3. Give application of
temperature. 2. Recognize the
relationship at the Boyle’s Law in real life
importance of
constant pressure of a gas. situations. 3. Calculate for each
calculating using
unknown on volume
Charles’ Law.
and temperature
relationship at a 3. Use Charles’ Law to
constant pressure of a solve word problems.
gas.

II. CONTENT (SUBJECT MATTER):

Topic: Charles’ Law Long Test

Sub-topic: Concept Applications Problem Solving KMT, Boyle and Charles’ Law

Materials Needed: Learning Activity Sheet

Science book/Science Module

Chalk and Board

III. LEARNING RESOURCES:

References: Science – Grade 10

A. Teachers Guide Learner’s Material

pages:
First Edition 2015
B. Learners Module
Pages 351 - 399
pages

Other Learning Science – Grade 10

Resources:
 Alternative Delivery Mode

Quarter 4 – Module 1.2: Charles’ Law

First Edition, 2020

IV. PROCEDURES:

Reviewing previous The class will be having a The teacher will call for The teacher will ask the The students will The teacher will orient
lesson or presenting the board work of Boyle’s law volunteer students to students if the given explain the different the class on the rules and
new lesson problem solving. share what they situation is an example symbols and equation reminders upon taking
remember from the of Boyle or Charles’ about Charles’ Law. the test. ELICIT
previous discussion. Law.

Establishing a purpose The teacher will ask the The students will be
for the lesson students, Suppose the asked how they will
pressure on a certain determine if it is Students will be asked to
amount of gas is kept application of Charles’ read and understand the
constant. How will the Law. questions then answer
change in temperature the test honestly.
affect its volume?

Presenting examples/ The students will be asked The teacher will present The teacher will show
instances of the new to identify the symbols as different situations which sample Charles’ Law
lesson well as their common units are all real-life examples problems. The class will be given
of volume and of Charles’ Law. ample time to answer the ENGAGE
temperature by test.
completing the table.

Discussing new The teacher will show how Students will be asked to Students will be asked The students will be
concepts and practicing to convert Celcius to Kelvin explain how the situations to answer Charles’ Law asked to do the activity
new skills #1 given are related to practice problems. The class will be having
and vice versa. Figure Me Out
Charles’ Law. feedback on the items
Numerically.
they find difficult and
Discussing new The students will be asked The teacher will ask the The teacher will ask the Volunteer students will easy to answer.
concepts and practicing to do the activity, Charles’ students to answer Real students to explain be asked to write the
EXPLORE
new skills #2 Law Displayed Graphically. Life Applications in Focus how they compute for solution of their answer
activity. the unknown volume
 and temperature. on the board and
explain it.

Developing Mastery Using the graph of Students will be asked to The teacher will give The teacher will ask the
(leads to Formative Volume vs Temperature, write “Yes” if the item the students board students to answer the
Assessment 3) students will be asked to given is an application of work on Charles' Law given questions about
answer the guide problems. Charles’ Law. EXPLAIN
Charles’ Law and “No” if it
questions. is not.

Finding practical The teacher will ask the

application of concepts students to give examples
& skills in daily living of Charles’ Law which
they observed at home.

Making generalization Volunteer students will be The teacher will ask the Students will tell how The students will be
& abstractions about asked to share what they students to share new to solve Charles’ Law asked to give the
the lesson learned about the lesson. information they learned problems. difference between ELABORATE
from the lesson. Boyle’s Law and
Charles’ Law.

Evaluating Learning The students will be given The students will use the The students will be Students will be given
a 5-item test to check concept of Charles’ Law in asked to choose the 2-3 Charles’ Law word
what they learned from action by giving solutions correct word inside the problems.
the lesson. to the given problems or EVALUATE
parentheses to
situations. .
complete the given
statements.

J. Additional activities Research for the Study how to compute for Practice solving using Review about KMT,
for application/ applications of Charles’ the volume and Charles’ Law. Boyle and Charles Law
EXTEND
remediation/ Law. temperature in Charles’ for a long test.
Agreement Law.

V. REMARKS:

VI. REFLECTIONS:
No. of learners who *** No. of cases who got a score: _____ and ____ above _____ and _____ below
earned 75% in the
____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
evaluation

No. of learners who *** For students who scored _____ and below:
require additional
activities for
remediation who scored ____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
below 75%

Did the remedial lesson *** No. of learners who caught up with the lesson: ____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
work?
*** After remediation/re-teaching, no. of students who scored ____ and above:

____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga

No. of learners who *** No. of students who scored ______ and below:
continue to require
____ Masigasig ____ Masunurin ____ Matapat ____ Matiisin ____ Mapagkalinga
remediation

Which of my teaching *** Pointers why it worked well:

strategies worked well?
Why did these work?

What difficulties did I *** Assistance from my:

encounter which my
principal or supervisor
can help me solve?

What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
Prepared by: Checked and Reviewed by: Noted by:

MELODY D. DASAS ANNABELLE S. CRUZ DR. MERYGEE L. JAVIER

Teacher III HT V, Science Dept. Principal IV