MATATAG School: Florita Herrera Irizari NHS Grade Level: 10
K to 10 Curriculum Teacher: Carren May Broniols Learning Area: Science
Daily Lesson Log Teaching Dates/ Time: February 19, 2025/ 2:30-3:15 p.m Quarter: 4th
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content Standards The learners demonstrate an understanding of how gases behave based on the motion and relative distances between gas
particles
B. Performance
Standards
C. Learning The learners should be able to investigate the relationship between: volume and pressure at constant temperature of a gas;
Competencies volume and temperature at constant pressure of a gas; explains these relationships using the kinetic molecular theory.
S10MTIVa-b-21
D. Learning Objectives 1. Define Ideal Gas Law
2. Describe how gas particles move and interact.
3. Explain that gases consist of tiny particles in constant motion.
4. Relate the movement of particles to changes in temperature, volume and pressure.
5. Appreciate ideal gas law in real life setting
II. CONTENT
A. Subject Matter Kinetic Molecular Theory: Ideal Gas Law
B. Area for Integration Applications of states of matter in daily life.
III. LEARNING RESOURCES
A. References LAS for Science 10, Quarter 4 Module 2
B. Other Learning PPT, Manila paper, marker, printed pictures and text, activity sheets, youtube videos
Resources
IV. TEACHING AND LEARNING PROCEDURES
A. BEFORE THE LESSON
The teacher will do:
Make sure that all the necessary materials and activity sheets are prepared, and ensure that students are settled and
ready to engage in the discussion.
Present an image and ask students what it represents.
Activating Prior Knowledge
(3 2minutes)
The students will guess what the picture represents.
The teacher will say:
Based on the picture/answer, what do you think is our topic for today?
Possible Answers: Gas, Gases, Ideal Gas Law
The teacher will say:
“Very good students, now let’s have an activity first to explore your ideas about our topic for today. "Let's play a matching
game! Match the following words with their correct descriptions. Everyone will participate. I will group you into 3 groups.”
The teacher will do:
1. Group the students in 3.
2. Give each group the activity sheets
Column A Column B
1. Moles (n) Force exerted by gas particles on container walls
2. Ideal Gas Constant (R) Space occupied by a gas
3. Temperature (T) Measure of particle kinetic energy
4. Pressure (P) Amount of gas particles present
5. Volume (V) Proportionality constant in gas law
Expected Answers:
1. Pressure (P) – Force exerted by gas particles on container walls
2. Volume (V) – Space occupied by a gas
3. Temperature (T) – Measure of particle kinetic energy
4. Moles (n) – Amount of gas particles present
5. Ideal Gas Constant (R) – Proportionality constant in gas law
The teacher will say:
Lesson Purpose/Intention "Today, we will explore the Kinetic Molecular Theory, focusing on the Ideal Gas Law. This will help us understand how gases
(3 minutes) behave under different conditions."
The teacher will do:
Present the learning objectives and let students read it.
The learners will say: "By the end of the lesson, we will be able to:
Define the Ideal Gas Law.
Describe how gas particles move and interact.
Relate the movement of particles to changes in temperature, volume, and pressure.
Appreciate the Ideal Gas Law in real life."
The teacher will say:
“Before we proceed, it's important to understand some key terms related to the new lesson to help you understand the topic.
So, I will present a video and you observe what happen. Observe carefully because I will ask questions afterward. Your
Lesson Language Practice answers to the questions are important throughout the discussion”
(7 minutes)
The teacher will do:
1. Present a video
2. Ask students about their observations on the video
[Video: [Link]
Guide Questions:
1. What happens to gas particle movement when temperature increases?
2. How does changing the volume of a container affect gas pressure?
3. What happens when you increase the number of gas molecules?
Expected Answers:
1. Gas particles move faster as their kinetic energy increases. They collide more frequently and with greater force, leading
to an increase in pressure if volume is constant.
2. If volume decreases while temperature remains constant, gas particles are confined to a smaller space, causing more
frequent collisions and increasing pressure (Boyle’s Law). If volume increases, the particles have more space to move,
reducing the frequency of collisions and lowering pressure.
3. Adding more gas molecules to a fixed volume increases the number of collisions against the container walls, leading to
higher pressure. This follows Avogadro’s Law, which states that the volume of a gas is directly proportional to the
number of moles when temperature and pressure remain constant.
B. DURING/LESSON PROPER
The teacher will say:
"Today, let’s go on an exciting journey about ideal gas law! I will share a short story and kindly read in unison.”
Reading the Key Idea/Stem
(4 minutes) The Great Gas Adventure!
On a bright summer day, a tiny air particle named Parker found himself inside a balloon. “Wow! This place is spacious!” Parker
thought as he floated around, bumping into his fellow gas molecules.
Suddenly, Parker felt the balloon being placed under the sun. "Oh no! It's getting hotter!" he exclaimed. As the temperature
rose, he and his friends started moving faster and bumping into the balloon's walls with greater force.
"When temperature increases, our energy increases too!" Parker realized. "That’s why pressure inside the balloon is
also increasing!"
As the day went on, Parker heard a loud whoosh! The balloon had been squeezed by a playful child. "Ahh! The space is
getting smaller!" Parker shouted. The volume was decreasing, and everyone inside was now colliding even more
frequently. "Less space means more pressure!" Parker thought, remembering Boyle’s Law.
Later, Parker’s journey continued when more air was pumped into the balloon. "Look, more of our friends are coming in!" he
observed. With more gas molecules inside, Parker noticed the balloon expanding. "When we add more gas particles, the
volume increases too!" he said with excitement, realizing how the Ideal Gas Law worked in real life.
Finally, as the sun set, the balloon started cooling down. Parker and his friends moved more slowly, bumping into the balloon’s
walls less forcefully. "Lower temperature means lower pressure," Parker whispered as he peacefully settled in for the night.
The balloon remained intact, ready for another adventure.
"Wow! Now I understand! The Ideal Gas Law shows how pressure, volume, temperature, and the number of gas particles all
work together!" Parker cheered.
The teacher will say :
“Let’s see how well you understood the text. I will ask you some questions about it.”
Developing Understanding of
Key Idea/Stem 1. What was the story all about?
(8 minutes) 2. What happened when Parker was placed under the sun?
3. How did Parker feel when the balloon was squeezed?
4. What happened when more gas molecules were added?
5. What happened when the temperature dropped at night?
Expected Answers:
1. The Great Gas Adventure.
2. The gas particles moved faster and the pressure increased.
3. The space got smaller, increasing pressure.
4. The balloon expanded as the number of gas molecules increased.
5. The gas particles moved slower, and the pressure decreased.
Discussion on the Behavior of Gases and the Ideal Gas Law
Deepening Understanding of
the Key Idea/Stem
(12 minutes)
The teacher will say:
“To test your knowledge more, “Now, let’s have another activity. With the same group,
Group Activity
Provide an example of situation that shows the following
Pressure increases when volume decreases.
Volume of a gas is directly proportional to the number of gas molecules.
The pressure, volume, temperature, and amount of gas are all connected. If you change one of these factors, it
affects the others.
Each group will present each assigned statement. Once you’re done you will present it to the class
10 points the first group to finish
7 points to the second group to finish
5 points to the last group to finish
C. AFTER/POST-LESSON PROPER
The teacher will do:
Provide summary or generalizations based on the output of the students
Making Generalizations and
Abstractions
(5 minutes)
In a ¼ sheet of paper, answer the following question by writing the letter of the correct answer.
1. Which of the following best describes the movement of particles in a solid?
Evaluating Learning a) Particles move freely in all directions
(3 minutes) b) Particles slide past each other
c) Particles are closely packed and vibrate in place
d) Particles move rapidly and expand to fill the container
Answer: c) Particles are closely packed and vibrate in place
2. What happens to the movement of particles when a substance is heated?
a) Particles slow down and move closer together
b) Particles stop moving completely
c) Particles move faster and spread apart
d) Particles shrink and become denser
Answer: c) Particles move faster and spread apart
3. Which of the following explains why a balloon expands when heated?
a) The air particles inside move faster and spread out
b) The balloon absorbs moisture from the air
c) The rubber of the balloon stretches on its own
d) The weight of the air inside increases
Answer: a) The air particles inside move faster and spread out
4. How do the particles in a liquid behave compared to those in a gas?
a) They are more tightly packed and can only vibrate
b) They are loosely arranged and move around each other
c) They move randomly in all directions, spreading out completely
d) They remain fixed in a rigid structure
Answer: b) They are loosely arranged and move around each other
5. What happens to gas particles when temperature decreases?
a) They move faster and expand
b) They slow down and come closer together
c) They disappear completely
d) They turn into solid particles immediately
Answer: b) They slow down and come closer together
Additional Activities for Assignment. Research and describe how scuba divers use the gas laws to safely ascend and descend underwater..
Application or Remediation (if
applicable)
V. Teacher’s
Remarks
VI. Teacher’s
Reflection
Prepared by: Reviewed by:
CARREN MAY BRONIOLA EVEFEL RUTH SANCHEZ
Pre-Service Teacher SST-III