A DETAILED LESSON PLAN IN SCIENCE 10

Pre-Service Teacher: Olitan, Jessica V.

Date: February 18, 2025 Grade and Section: Grade 10 – Mabini, Grade
10 - Luna
Time: 1:00 – 2:00 PM Cooperating Teacher: Sir Ruel L. Carpon
2:00 – 3:00 PM

I. OBJECTIVES

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

B. Performance Standard
The learners should be able to analyze and explain the behavior and
properties of gases, and evaluate their understanding about Kinetic Molecular
Theory of Gases.

C. Learning Competencies
Investigate the relationship between:
1. volume and pressure at constant temperature of a gas
2. volume and temperature at constant pressure of a gas
3. explains these relationship using the kinetic molecular theory

D. Learning Objectives
At the end of the lesson, students are expected to:
 Identify the different properties of gases;
 Explain the Kinetic Molecular Theory of Gases; and
 Justify the importance of knowing the behavior and properties of
gases.

II. SUBJECT MATTER

A. Topic: Behavior of Gases

Sub-topic: Describing Gases

B. Materials: Laptop/TV
PowerPoint Presentation
Visual Aids
Blackboard
Chalk

C. References: Science Grade 10 Learner’s Material

DepEd Websites

D. Methods/Strategy: 4 A’s/ Constructivist

Behavior Management
Cooperative Learning
Multiple Intelligences Learning
 Differentiated Instruction

E. Subject Integration:
 PHYSICS: Kinetic molecular theory, gas laws, thermodynamics, and
statistical mechanics.
Ref. Tipler, P. A., Mosca, G. Physics for Scientists and Engineers Chapter
17: Thermodynamics
Ref. Brown T.E, LeMay, E. Jr., Bursten, B. E., The Central Science Chapter
10: Gases
 BIOLOGY: Respiration, photosynthesis, and gas exchange in living
organisms.
Ref. Solomon, E. P., Berg, L. R., Martin, D. W. The Core Chapter 8:
Respiration and Photosynthesis

E. Values Integration: Appreciation

Cooperation
Respect
Healthy and Constructive Thoughts

III. PROCEDURES

Teacher’s Activity Student’s Activity

A. PRELIMINARY ACTIVITIES

Prayer
“Before we begin our class, let us first have a
prayer.
(Students will stand up and lead the
prayer)
Greetings
“Good afternoon, class!”
“Good afternoon, Ma’am!”
“How is your day today, class? Are you having a
good time?
“Yes, Ma’am!”
“That’s great to hear!

Cleanliness and Orderliness

“Kindly arrange your chairs and pick up some Students will follow the teacher.
pieces of papers or trashes under your chair.”

Checking of Attendance
“Now, let’s have our attendance to see whether Students will say the students who are
everyone is here.” (The teacher will ask who is absent if there is any.
absent)

“It seems that everyone is present today. Very

good. Keep it up, class!”

Classroom Management
“For today’s discussion, I have established some
rules for us to have a smooth flow of discussion.”
1. Avoid unnecessary noises.
2. Pay attention when someone is
talking.
3. Raise your hand if you want to
answer or you have questions.
4. Avoid going outside.

“Are there any clarifications regarding our “None, Ma’am.”

classroom rules?”

Collecting of Assignment
“Please submit your assignment if there is any.” Students will submit their assignments if
there is any.

B. REVIEW
“Before we proceed with our formal discussion, “Ma’am, it was all about matter and the
what was the last lesson you have discussed last states of matter.”
meeting?”

“Yes, very good! So, what is matter?” “Matter is anything that occupy space and
has mass for example the table and the
chair inside this classroom.”
“Very well said! In simple terms, matter is anything
that we can see inside the classroom or even
outside, but as well as those we cannot see that
has mass or volume for example gas.”

“How about the states of matter?” “The states of matter are solid, liquid,
gas, plasma and Bose-Einstein
condensate
“Yes, correct! How about the formation of its
particles?” “Solid particles are closely packed with
vibration, liquid particles are close
together, the gas particles are widely
spaced, the plasma particles are ionized
and the Bose-Einstein particles are a
unique state of matter that have zero
“Very good! It’s just means that you are now ready momentum.”
to learn new lesson for today.”

C. MOTIVATION
Instruction: The class will be divided into two.
Each group will choose 1 representative to answer The students will answer the JUMBLED
the JUMBLED WORD game on the board. Each WORD game.
group will be given 1 minute to guess the 10
words.

Jumbled Words: VOLUME

 EMVOLU GAS
 ASG PROPERTIES
 TIESPROREP PRESSURE
  SURESERP KELVIN
 KLVINE TEMPERATURE
 TUREPERATEM MASS
 SSAM MOLES
 LESMO CELSIUS
 SIUSCEL KINETIC ENERGY
 ENKINITC GYENER

“What have you observed from the game we have

made?” “We have observed that the words
mentioned are somehow connected to
one of the state of matter which is the
“Very good! Because all the words you have Gas.”
mentioned earlier are the terms you are going to
encounter all throughout our discussion.”

B. PRESENTATION OF THE LESSON

“Today, I’ll introduce to you our new topic which is
connected to the activity we have done. Do you “Yes, Ma’am! It’s about the properties of
have any guesses what is it?” gas.”

“Let’s find out.”

“Here are the expected learning outcomes”

At the end of this lesson, students are able to:

 Identify the different properties of
gases;
 Explain the Kinetic Molecular Theory of
Gases; and
 Justify the importance of knowing the
behavior and properties of gases.
Lesson Proper
ELICIT

1. What is Gas? “Gas can’t be seen with our naked eye. It

is what the air we inhale and exhale.”

2. What is the formation of Gas particles?

“The gas particles are widely spaced, far
apart, with a lot of empty space between
them.”
3. What are the examples of Gas?”
“Oxygen, Helium, Carbon Dioxide.”

“Very good! All your answers are correct! Gas is

the state of matter that has particles that are freely
moving and are far from each other, which makes
them highly compressible.”

ENGAGE

“Now, I will give each group an answer sheet as

well as the materials for the activity. You only have
10 minutes to write your answers. Afterward,
choose one representative who will present your
answer.

Direction: Perform the activity and write your The students will answer the activity
observations and answers to the guide questions given to them.
in the answer sheet.

Materials: ordinary party balloon, empty plastic

bottle.

Procedure:
 Push an ordinary party
balloon into an empty
plastic bottle.
 Stretch the balloon’s
mouthpiece over the
opening of the bottle. Blow
into the balloon.
 Blow up an identical
balloon outside the plastic
bottle to serve as a
comparison.

Guide Questions:
1. How big does the
balloon in the soda
bottle get?
2. How big does the
balloon outside the
soda bottle get?
3. Explain the difference.

“Alright, let’s start your presentation. Group 1,

kindly present your answers.”

“Very good, group 1! Now, group 2 please present Answers may vary.
your answer.”

“Great answers, everyone! Answers may vary.

“Let’s give yourselves five claps!” The student wills clap five times.

Unlocking of Difficulties
“What can you observe with the given questions?”
“I have observed that the questions given
are intended for us, students, to at least
have the knowledge about the behavior of
“Very good. Did the questions helped you to gas.”
realize how the gas behave or the gas particles
inside the balloon? How?”
“Yes, Ma’am.”

“By answering the activity, we have found

out that gases are confined inside the
 container, the balloon and the plastic
bottle considered as a container. They
remain inflated because of collision of the
air particles have with the walls of the
container, because of that force exerted
or pressure it pushes the wall of the
container outward which causes the
balloon to expand.
“Very good! Additionally, the balloon expand
because of the air that is pump inside, so the
number of air particles increased.

EXPLORE
“Who among you here have seen a hot air “Ma’am, I saw it on TV but not in actual.”
balloon?”

“What do you think makes the hot air balloon float “It floats in the sky because of the Helium
in the sky?” gas.”

“Now, do you think balloon burst when exposed to “Yes, Ma’am. If the balloon keeps getting
high temperature?” hotter, it will pop, Ma’am.’”

“Correct. Because of molecules of the balloon get

hyperactive when the temperature increases, and
the same with pressure. That is when the balloon
pops right away. How about a certain ball, why do
you think it expands after getting inflated with
gas?” “A ball expands after being inflated with
gas because of the increase in pressure
inside the ball.”
“Ma’am, if the ball gets deflated, the
“What will happen if the ball gets deflated?” internal pressure will decrease, causing
the ball to shrink and lose its firmness.”

“Very good. All your answers are correct. Seems

like you have knowledge about the behavior of
gas. So let me further explain it to you.”

There are 3 Behaviors of Gases:

The expendability, compressibility and the
diffusibility.
“Ma’am, I think it is the ability of a
“What do you mean by expandability?” substance to increase or expand.”

“Yes, you’re right! So gas or gases are highly

expandable, meaning they can increase in volume
significantly when their temperature or pressure is
changed.

Expandability – the property of gases to increase

the spaces between its molecules if the
temperature is increased. Ex. Hot Air Ballon
“The ability of a substance to decrease in
“How about the Compressibility? volume when subjected to an increase in
pressure.”
“Correct. Compressibility is an important property
of substance, particularly in gases.

Compressibility – the ability to compress if the

temperature is decreased. Ex. An inflated balloon
reduces its size when put inside the cooler.
“It determines how much a substance will shrink
or expand when its pressure is changed.”

Diffusibility – ability to diffuse or intermingle with

the molecules of other substances. Ex. The odor
of your neighbor’s fried fish reaches your home.
Now, let’s proceed to the Properties of Gases.
“Ma’am, it is space occupied by an object
“What is the symbol of Volume? Who can define or a substance and its symbol is V.”
it?”

“Very good.”
Volume is one of the measurable properties of
gas, is denoted by the symbol V. it is the amount
of space occupied by a gas sample. Its SI unit in
liters (L). it can also be expressed in milliliters
(mL), cubic centimeter (cm3), cubic meter (m3),
and cubic decimeter (dm3).
1000 L = 1 dm3 = 1000 mL = 1000 cm3 = 0.001
m3
For example: What is 350 Liters in cubic
centimeter?
To convert 350 liters to cubic centimeters, we
need to know that:
1 cubic centimeter (cm3) = 1000 liters (L)
So, we can convert 350 liters to cubic centimeters
as follows:
350 L ÷ 1000 = 0.35 cm3
“To convert milliliters (mL) to liters (L),
Another example: What is 234 mL to Liters? divide by 1000.
234 mL ÷ 1000 = 0.234 L
“Correct!”

Next is, Pressure. “Pressure is the force exerted per unit

“Who can define pressure?” area on an object or surface.”

“Very well said.”

Pressure is the next important measurable

property of the gas, which is denoted by the
symbol P. Pressure of the gas is the force exerted
by the per unit area. In equation:
Pressure (P) = force (F) / area (A)
The SI unit used for pressure is Pascal (Pa),
named after Blaise Pascal. This unit is equivalent
to force of 1 newton, acting on 1 square meter.
1 Pa = 1 N / 1 m2
For example: Suppose you have a box with a
weight of 100 N (force) and it’s resting on a
surface with an area of 0.5 m2 .
Answer:
Pa = N / m2
= 100 N ÷ 0.5 m2
= 200 Pa (Pascals)
So, the pressure exerted by the box on the
surface is 200 Pa.
Other units of pressure are atmosphere (atm),
millimeter of mercury (mmHg), Torr, bar, kilopascal
(kPa), and pounds per square inch (psi).
1 atm = 760 mmHg = 760 torr = 1.01325 bar =
101.325 kPa = 101.325 x 103 Nm3
For example: What is 6.0 torr in kilopascals (kPa)?
To convert the 6.0 torr to kilopascals (kPa):
1 torr = 101.325 kPa
6.0 torr x (101.325 kPa ÷ 1 torr)
= 800 kPa

“Who wants to answer?”

“Temperature is a measure of the

“Very good!” average kinetic energy of the particles in
a substance or system.”
“What is temperature?”

The temperature is denoted as by the letter T. The

temperature of a gas depends on its kinetic
energy. Gases expand when the temperature
increased. The temperature of gas is expressed in
Fahrenheit (oF), Centigrade or Celsius (oC), and
Kelvin (K).
The unit Kelvin was named after Lord Kelvin, a
Scottish physicist who has identified the lowest
attainable temperature known as absolute zero
“To convert 38oC to Kelvin, we add
with a value of 273.15, hence the Kelvin
Temperature scale 273.15:
38oC + 273.15 = 311.15K
For example: What is 38oC in Kelvin? So, 38oC is equivalent to 311.15 Kelvin.”
“What’s the answer?”

“Yes, very good!”

The amount of gas (or mass) is another

measurable property of gas. The mass of the gas
is related to its number of moles and is generally
expressed in kilogram (kg) or gram (g).
Number of moles = mass of the gas / molar mass
of the gas. In symbols, n = m/M
For example: What is the number of moles of
oxygen gas (O2) in 64 grams of oxygen?
Answer: molar mass of oxygen (O2) = 32
grams/mole
To find the number of moles, we can use the
formula:
n = mass of substance/molar mass
n = 64g/32 g/mol
n = 2 mol

Therefore, there are 2 moles of oxygen gas (O2) in

64 grams of oxygen. “Yes, Ma’am.”
“Did you get it, class?”

“Who has an idea about Kinetic Molecular Theory

“I think its about the gas pressure that is
of Gases?” caused by the collisions of particles with
the container walls.”
“Yes, you have a point.”

Kinetic Molecular Theory of Gases

The properties of gases can be explained in terms
of their molecular motion. The ideas about
molecular motion were developed into kinetic
molecular theory by Rudolf Clausius, James
Maxwell, and Ludwig Boltzman.
The kinetic molecular theory of gases is a model
that could help us understand the behavior of
gases. Its postulates the following:
1. A gas consists of very small particles. The
particles are in constant, random, and
straight-line motion.
2. The particles of a gas are separated by
distances much larger than their size. The
attractive forces between particles are
negligible, and the particles act
 independently of one another.
3. The gas particles collide, with each other
and with the walls of the container in a
perfectly elastic manner. After each
collision, the total energy of the system is
the same.
4. The average kinetic energy of the gas
particles is proportional to the absolute
(Kelvin) temperature. As the temperature
increases, the gas particles move faster. “Yes, Ma’am.”
“Am I understood?”

EMPHATIZE
Instruction: Solve the following problems. Write
your answer in a ½ sheet of paper.

1. A mountaineer experiences experience a Students will answer the questions.

pressure drop as he climbs up a mountain. On his
way up, the pressure drops to 476 mmHg. What
was the pressure in atm?
2. What will be the equivalent value of 87 oC in
Kelvin?

IV. EVALUATE
In a ½ sheet of paper, write only the answer.
Test I. Read each statement carefully. Write “True” if the statement is correct and
“False” if it is incorrect.

1. The particles are in constant, random, and straight-line motion.

2. The attractive forces among particles are negligible.
3. The average kinetic energy of the gas particles is equal to the absolute
temperature.
4. The collision of the particles with each other and with the walls of the container
changes the kinetic energy of the particles.
5. The particles of a gas are separated by distances much larger than their size.

Test II. Essay (5 points)

1. What is the importance of knowing the behavior and properties of gases?

V. ASSIGNMENT

Who is Robert Boyle? What is Boyle’s Law? Explain briefly.

Prepared by:

JESSICA V. OLITAN
Student Teacher
Checked by:

MR. RUEL L. CARPON

Cooperating Teacher

Activity:
HOW DOES GAS BEHAVE?
Direction: Perform the activity and write your observations and answers to the guide questions in
this answer sheet.

Materials: ordinary party balloon, empty plastic bottle.

Procedure:
 Push an ordinary party balloon into an empty plastic bottle.
 Stretch the balloon’s mouthpiece over the opening of the bottle. Blow into
the balloon.
 Blow up an identical balloon outside the plastic bottle to serve as a
comparison.

Guide Questions:
1. How big does the balloon in the soda bottle get?
2. How big does the balloon outside the soda bottle get?
3. Explain the difference.

Observation: