Lesson Plan in Science School POBLACION COMPREHENSIVE NHS Grade Level 10

Teacher ABBY ROSE A. GADAYAN Learning Area SCIENCE

Teaching Date & Time March 06, 2025 Quarter 4TH Quarter
9:55-10:55 AM

I. OBJECTIVES Annotations
A. Content The learners demonstrate an understanding of:
Standard  how gases behave based on the motion and relative distances between gas particles
B. Performanc The learners shall be able to:
e Standards 
C. Learning Learning Competency:
Competencies
(Write the LC The learners should be able to…
Code)  explain the relationships of the properties of gases using the Kinetic Molecular Theory.
Competency Code: (S9MT-IIj-20)
D. Specific Objectives:
Objective At the end of the lesson, the students should be able to: 1. INDICATOR 3 “In this objective student literacy
skills will be developed since they will be task to
1. Explain what is the kinetic molecular theory. explain their observations which help them to think
critically. The teacher will conduct varied techniques
through experimental activities which will enhance
students’ literacy skills.”

2. INDICATOR 1 “In this objective aside from the

2. Plot in the graph to show the relationship of the properties of gases in graphical manner. students will develop their numeracy skills,
integration across curriculum will also be one of the
targets in order to connect present topic to other
subject. The teacher attempts to make connections
across curriculum content areas”

3. Reflect the importance of the kinetic molecular theory to real-world scenarios. 3. INDICATOR 8 “The teacher will present real-life
scenarios which will create connections to the
educational needs of the learners when illnesses
and natural disasters happen.
 Module No. 1.3
II. CONTENT Lesson No. 3
Topic: Kinetic Molecular Theory
III. Learning
Resources
A. References
1. Materials Laptop, TV, Chalk and Board, IM’s, Laboratory Materials (Plastic Bag, Balloon, Laboratory INDICATOR 2 Ensure the positive use of ICT to
Equipments, etc.,) Powerpoint Presentation facilitate the teaching and learning process.
Throughout the lesson the teacher will integrate ICT
to facilitate the teaching learning process.
2. Learner’s
Material Pages
3. Subject Mathematics and Physics
Integration
4. Teaching Guided inquiry, Experiential and Cooperative learning
Strategies
B. Other Learning Lessonplanner.ph
Resources chrome://settings/content/siteDetails?site=https%3A%2F%2Fwww.chadsprep.com
chrome://settings/content/siteDetails?site=https%3A%2F%2Fchem.libretexts.org
https://www.canva.com/design/DAGgug06Xgs/AR86991SW7XnNjvpIeHDwA/edit
IV. PROCEDURES
(5 minutes) TEACHER’S ACTIVITY
Preparatory Activities Prayer, Greetings, Checking of Attendance, Setting of Classroom Rules INDICATOR 4 During the presentation of classroom
rules the teacher will present how the students must
respond to verbal and non-verbal communications
that the teacher will demonstrate all throughout the
discussion. (Example: when the teacher says: eyes
on me, the learner responds “eyes on you” and the
like.)
Classroom (Teacher posted a Classroom Rules)
Rules
7E’s PROCEDURE
A. ELICIT: Short Review:
Reviewing What was our previous topic all about?
previous lesson  Combined Gas Law (Charles’ & Boyles’ Law)
or presenting What are the properties of gases involved in Charles’ Law & Boyles’ Law?
the new lesson  Volume, Pressure and Temperature
(5 minutes) How will you describe the relationship of these properties?
 In Boyles’ Law Volume and Pressure are inversely proportional while in Charles’ Law,
 Volume and Temperature are directly proportional.

After a short review connect to the next activity.

Drill
Let us have a short drill. This drill is entitled “What Gases can do?”

1. Blow air into a plastic bag and tie the

open end.
2. Squeeze and press it gently.
3. Observe what happens.

First Drill: Blow me some air!

Question 1:
What happens to the air particles in the plastic bag when squeezed?

Second Drill: Press my cheeks

Fill your mouth with air. Press your

cheeks with your fingers.

Question 2:
When you pressed one of your cheeks, did you feel the air moving to the other side of your
cheek? Explain what happened.

Third Drill: Perfume Spray

Spray a very small amount of perfume or

cologne into the air.
 Question 3:
Can you see the particles of the perfume? How did it reach your nose?

Final Question:
Since we are talking air particles what state of matter does it belong? (Gas)
But the big question is, “How do gas particles and molecules behave?”
B. ENGAGE: Activity 1: Balloon Race
Establishing a This activity aims to help the students observe accurately the qualitative properties of gases.
purpose of the INDICATOR 1& 5 In this activity it demonstrates
lesson Material/s: both indicator 1 & 5 since the teacher integrates
Balloon, string or thread, straw and tape learning within the curriculum which was discussed
(5 minutes) in the previous lessons (which is the Boyle’s Law)
What you have to do: while maintaining a supportive learning environment
1. Attach the balloon into the straw using a tape and insert the string into the straw. through giving proper instructions to facilitate the
2. Blow air into the balloon in different sizes. Release the balloon at the same time and measure teaching learning process smoothly and applies
the distance. proper classroom management that will inspire the
learners to participate and continue to cooperate in
3. Observe what happens.
the discussion.
Guide questions:
1. Why does the balloon shoots along the thread at a speed using Gas Law?
2. Can you predict what will happen if you are going to add more air into the balloon?
3. What will happen to the balloon if there’s no string and straw attached?

The teacher will connect the answer of the learners to what is Kinetic Molecular Theory.

 The collisions between gas particles and the walls of the container are what give rise to
pressure. The more frequent and forceful the collisions, the higher the pressure exerted
by the gas.

C. EXPLORE: Activity 2: Let’s do some Experiment!

Discussing new The teacher will group the students into 5 groups.
concepts and This activity is applicable to the following
practicing new The student will have their freedom to choose what is their role in the group: indicators:
skills (2) Conductors- they are assigned to conduct or lead the experiment.
(2) Writers-they will be the one to take note the important details or observations during the
(15 minutes) experiment. INDICATOR 6 This activity aims to maintain a
(2) Documenters- they will document and take pictures of what happen during the experiment. learning environment that encourages learners to
(3) Reporters-they will be the one to present the result and conclusion of the conducted work and collaborate with their groupmates. They
experiment in organizable manner. will be given task in their groups that will help them
to be responsible with their roles in order for the
Activity: Gas Law Simulation group to succeed with their given task.
Teaching Strategy: Inquiry-Based Learning
Materials: Erlenmeyer flask/glass bottle, medium sized balloon, sink with hot and cold water
Significance: This activity allows students to visualize and manipulate variables that affect gas
behavior. INDICATOR 3 This activity applies the Inquiry-
Based Learning Strategy as well as Collaborative
Instructions: Learning. It is an approach to learning that
1. Put the balloon in the opening of the bottle and place it in the basin. encourages students to engage in problem-solving
2. Pour some hot water slowly inside the basin and observe what happens to the balloon. and experiential learning while learners are also
3. Transfer the bottle with the balloon carefully to the sink with ice and cold water and observe applying Collaborative Learning through groupwork.
what happens to the balloon.
4. Measure the size of the balloon with hot water and cold water.
INDICATOR 8 This activity can also be done at
Assessment Questions: home so those learners who cannot come to school
physically, due to illness or any difficult
Group 1 Question: circumstances can still do the activity. The teacher
 When the bottle is in the sink with the hot water in it, what happens to the balloon?
can print the experiment guide for the students to be
Group 2 Question:
 If you kept adding hot water to the sink, could you predict what would happen to the guided throughout the activity.
balloon? What do you think will happen?
Group 3 Question:
 In your experiment, how does the temperature affect the pressure?
Group 4 Question:
 How do you describe the air particles in the balloon with the cold and hot water?
Group 5 Question:
 Provide your conclusion on the experiment that was carried out.

Rubrics:

10 pts 7pts 3pts

Accuracy in The group carries Some of the The conducted
conducting the the experiment very procedures are not experiment is not
experiment well following the properly followed or organized and
proper procedure. executed. almost all
procedures are not
followed correctly.
 Clarity of data and The group answered The group missed The group did not
observations the question some key points able to get the right
presented correctly. They during the answer but they still
presented and presentation and present their
delivered their some observations observations.
observations well in are not clearly
the class. presented.
Group Work and All of the members of Some of the Only few of the
Collaboration the group did their members of the members of the
assigned roles and group did their group did their
responsibilities assigned roles and assigned roles and
during and after the responsibilities responsibilities
activity. during and after the during and after the
activity. activity.

D. EXPLAIN: INDICATOR 1 Integration across curriculum is being

Developing The teacher will present to the students the Kinetic Molecular Theory (KMT) Postulates applied in this activity through Mathematics subject.
Mastery
(5 minutes) A. Tiny Particles: Gases are made of very small particles (atoms or molecules). These
particles are so tiny compared to the space between them that their size can be ignored. Most
of the volume of a gas is just empty space.

B. Random Motion: Gas particles move randomly and bump into each other and the container
walls. These collisions with the container walls create the pressure of the gas.

C. Elastic Collisions: When gas particles collide with each other, no energy is lost in the
process (they don’t lose energy as heat or friction).

D. Weak Interactions: Gas particles don’t attract or repel each other much. They move freely
in the space available.

E. Kinetic Energy and Temperature: The average kinetic energy of gas particles depends on
the temperature (measured in Kelvin). At the same temperature, all gases have the same
average kinetic energy.

After the reporting the teacher will relate the activity to “The Laws of Thermodynamics”
The Laws of Thermodynamics
1st Law of Thermodynamics - Energy cannot be created or destroyed.
2nd Law of Thermodynamics - For a spontaneous process, the entropy of the universe
increases.
3rd Law of Thermodynamics - A perfect crystal at zero Kelvin has zero entropy.

Questions: INDICATOR 1 Integration across curriculum is being

1. Do you know how to plot in a graph? applied in this activity through Physics subject.
1. What do you call a plane in which we are going to plot the given points?
2. What are the parts of the cartesian plane? How many quadrants?

The teacher will give a short discussion about cartesian plane as well as its parts and how to
plot the points or data given.

“To plot a point associated with a coordinate on the Cartesian plane, start at the origin which
has the coordinates (0,0). Then move x units right or left, depending on whether the x-
coordinate is positive or negative, and move y units up or down, depending on whether the y-
coordinate is positive or negative”

After the discussion, the teacher will present an activity to the students.

Activity 3: Plot me in
Directions: Given the data on the table plot the temperature (K) on the x-axis against the
volume (mL) on the y-axis.

Temperature 50 100 150 200 300

(X)
(Kelvin)
(Y) Volume 22.5 45.0 67.5 90.0 135.0
(Liters)

Guide Questions:
1. What does the graph show about the relation between volume and temperature of a gas at
constant pressure?
2. Can you predict what will happen to the volume if the temperature rises further?
E. ELABORATE: As a form of generalization, the teacher will ask the student will raise () if the statement is
Making correct and () if incorrect.
generalizations
and abstraction 1. A gas is composed of tiny particles; these particles are so tiny compared to the space
about the between them that their size can be ignored
lesson 2. Gas particles move in straight line path only and collide with each other and the container
(7 minutes) frequently.
3. Collisions of gas molecules are perfectly elastic. This means no energy is lost as friction
when molecules collide.
4. Gas particles cannot move freely and does not repel one another.
5. The average kinetic energy of gas molecules is directly proportional to the absolute
temperature (Kelvin).

F. EVALUATE: The teacher will give a worksheet to each student of the class.
Evaluating
Learning Test 1. Multiple Choice
(5 minutes)
Directions: Read and answer the questions on the interaction of living things. Encircle the
letter of the correct answer.

1. Which of the following assumptions of the kinetic molecular theory of gases explains that gas
molecules after colliding with one another simply bounce off in different directions?
a. Gases are made up of tiny particles.
b. Gas molecules move randomly in different directions.
c. Gas molecules show no attraction for one another.
d. Gases undergo elastic collisions.

2. What happens to the kinetic energy of the particles in a sample of gas as the temperature of
the sample increases?
a. It decreases.
b. It increases.
c. It increases, then decreases.
d. It does not change.

3. Which of the following is the best place to store compressed gases?

a. areas where there is heat;
b. confined or closed vessel;
c. corridors or stairways;
d. secured areas where there is a proper ventilation.

4. Which of the following properties does not describe a gas?

a. malleability
b. pressure
c. temperature
d. volume

5. How do gas molecules move?

a. constantly and randomly
b. in a circular motion
c. in an orderly fashion
d. in straight-line paths

Answers:
1.D 2. B 3. D 4. A 5.A

TEST II: Matching Type

 1. E
2. C
3. F
4. A
5. B

G. EXTEND:
Additional For students who are talented in the use of ICT:
activities or INDICATOR 7 This part of the discussion aims to
remediation Make a short video on how the principles of the kinetic molecular theory apply to a specific
implement a teaching strategy that will cater the
scenario in your daily life, such as cooking, sports, or weather. Use project-based learning
needs of those learners with giftedness and talents.
strategies to present it creatively.
They have the right to choose what is their preferred
activity.
Rubrics:
Content- 25%
Creativity- 15%
Quality of Video Presentation-10%
Total: 50%

For students who are talented in the drawing:

Draw a poster on how the principles of the kinetic molecular theory apply to a specific scenario
in your daily life, such as cooking, sports, or weather. Use project-based learning strategies to
present it creatively.
Rubrics:
Content- 25%
Creativity & Originality- 15%
 Quality of Poster-10%
Total: 50%

For students who have talent in writing:

Make a short poem on how the principles of the kinetic molecular theory apply to a specific
scenario in your daily life, such as cooking, sports, or weather. Use project-based learning
strategies to present it creatively.
Rubrics:
Content- 25%
Creativity & Originality- 15%
Grammatical Structure -10%
Total: 50%

For students who have talent in music:

Composed a short song on how the principles of the kinetic molecular theory apply to a specific
scenario in your daily life, such as cooking, sports, or weather. Use project-based learning
strategies to present it creatively.
Rubrics:
Content- 25%
Creativity & Originality- 15%
Melody and Harmony -10%
Total: 50%

V. REMARKS:

VI. REFLECTION:
No. of learners who
earned 80% of the
evaluation
No. of learners who
require additional
activities for
remediation who
scored below 80%
Did remedial lessons
work? No. of learners
who have caught up
with the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked
well? Why did this
work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
localized materials did
I use or discover which
I wish to share with
other teachers?

Prepared by: Checked by:

ABBY ROSE A. GADAYAN VENER D. RODICA

Teacher III School Principal II