School CANTILAN NATIONAL HIGH SCHOOL Grade Level 10

Teacher RONELYN E. PLAZA Learning Area SCIENCE

Teaching Date FEBRUARY 24-28, 2025 / 2:40 – QUARTER
Quarter/Week
and Time 3:25 P.M. 4/WEEK 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners demonstrate understanding of how gases behave
based on the motion and relative distances between gas
particles
B. Performance Standards
C. Learning Competencies Investigate the relationship between volume and temperature at
constant pressure of a gas (S9MT-llj-20)
D. Learning Objectives The learners should be able to:
Explain the relationship between the volume and
temperature of a gas, as described by Charles’ Law
Solve problems involving Charles’ Law using the
𝑣 𝑣
mathematical formula 𝑇1 = 𝑇2
1 2
Appreciate the importance of gas laws in everyday life and
scientific advancements
E. Content Charles’ Law
F. Integration Problem Analysis and Solving Using Real-World Scenario
Applying Charles’s Law
II. LEARNING RESOURCES
Reference: Science Grade 10 textbook
Other Learning Television/visual aids, Laptop, Activity Sheets, Markers
Resources/Materials:
III. TEACHING AND LEARNING PROCEDURE
Teachers’ Activity Students’ Activity
DAY 1
Greetings!
Before The Lesson
A pleasant afternoon, everyone! Good afternoon ma’am, were
Activating Prior How’s your day going so far? doing great.
Knowledge
That’s good to hear! I am
hoping for full energy and
participation from all of you
throughout our discussion.
Preparation
➢ Prayer
Before we begin our lesson this
afternoon, may I request
Maricar to lead us a prayer? (Maricar will lead the prayer)

➢ Attendance Check
This time will be the checking
of your attendance. Who is None ma’am.
absent today?

That’s good to hear. I am

hoping for your active
participation today.

➢ Setting of Classroom
Standard

(Students will read the class

norms)

Review
Who can give a recapitulation
about what we did last Ma’am, last meeting we talked
meeting? about the Boyle’s Law.

Very good!
Do you still have questions None ma’am.
about the last topic?
If none, then let’s proceed to
our new lesson.

Motivation (Video Analysis)

• The teacher will (The students will observe)
demonstrate the
relationship of volume
and temperature at
constant pressure using
a balloon (in a plastic
bottle) in which it will be
placed in a cold and hot
water and the students
will observe what will
happen. Sample
demonstration below.

https://youtu.be/tzjHwwFTaB
 I?si=4exYTFYXdMpdpxO0

Based on my demonstration, (A student will raise a hand)

what do you think is our topic
for today? Ma’am, our topic for today is
all about Charles’ Law.

What are your observations I have observed ma’am that

from the demonstration? when the balloon (in a bottle)
had placed in a hot water, it
will rise, and opposite reaction
when it is placed in the cold
water.
Very good, today, so we’re going
to explore how volume and
temperature are related and
this is explained by Charles’
Law.
Establishing Lesson Lesson Purpose/Presentation
Purpose of Learning Objectives:
But before that, let us first
know the objectives that
everyone must attain at the end
of the lesson.
Everyone, kindly read.

By the end of the lesson, (The students will read the

students will be able to: lesson objectives)
Explain the relationship
between the volume and
temperature of a gas, as
described by Charles’
Law
Solve problems involving
Charles’ Law using the
mathematical formula
𝑣1 𝑣2
=𝑇
𝑇1 2
Appreciate the
importance of gas laws in
everyday life and
scientific advancements

Are the lesson objectives clear?

Yes ma’am.
Okay, very good!

Lesson Language Practice Unlocking of Terms

1. Charles’ Law- is an (The students will read the
experimental gas law that significant terms)
describes how gases tend to
 expand when heated.
2. Volume- the amount of
space that a substance or
object takes up
3. Temperature- the average
kinetic energy of a substance's
molecules or atoms.
4. Gases- a state of matter
where the molecules or atoms
are spread out and move freely.
During Lesson Proper Key Concepts
Charles’ law, also known as
Reading the Key the ‘Law of Volumes’ is an
Idea/Stem experimental gas law that
explains how gases tend to
expand when exposed to high
temperature. Charles’ Law is
an ideal gas law wherein the
volume of an ideal gas is
directly proportional to the
absolute temperature at
constant pressure. This law
states that the volume of a
given amount of gas at
constant pressure varies
directly with Kelvin
temperature.
According to Charles’ law,
when the pressure of a gas is
held constant, and there is an
increase in its temperature, its
volume also increases. Every
time we heat a sample of gas,
its particles become more
active and energetic so they
move rapidly which causes
them to spread out because the
volume of the gas is increased
as expected.
Developing/Understandin Activity
g of the Key Idea/Stem • The teacher will group
the students into 4 and
do the task per station.

Instruction:
▪ The time allotted by
station is 1 minute
▪ After 1 minute, all the
groups will proceed to
the next station
▪ After the given time in
 each station, each team
will post their works on
the board.
Leader One who leads the group
Secretary One who writes the answers
of the group
Reporter One who reports the output
to the class
Timekeeper One who monitors the time
Members Will cooperate and
participate in constructing
ideas

ACTIVITY RUBRIC
10 8 6
Promptness Moves Moves Moves
quickl with slowly
y and slight or
starts delay needs
immed remind
iately er
Behavior All the One of More
membe the than 1
rs member membe
behave s did r did
properl not not
y behave behave
Accuracy All the One or More
answer two than 2
s were answers answer
correct are not s are
correct not
correct

CORRECT ANSWERS:
Station 1: Unscrambled
STATION 1
Words 1. VOLUME
Task: Teams must unscramble 2. TEMPERATURE
words related to Charles’ Law. 3. EXPANSION
1. EOLVUM – The amount of
space that a gas occupies.
2. EMTPTEAURER – A measure
of the average kinetic energy of
particles.
3. EXONSAPIN – The process of
increasing in size, which gases
do when heated.
Station 2: Problem Solving

Task: Solve the problem using STATION 2

𝑣 𝑣
the formula 𝑇1 = 𝑇2
1 2
C. 3.75 L
 a. 3.21L b. 4.23L c.
3.75L d. 1.23L

Station 3: Expansion
(Increase or Decrease?)
Task: Teams must answer
"INCREASES" or
"DECREASES" for each
question. STATION 3
1. What happens to gas volume 1. Increases
when temperature increases? 2. Decreases
2. What happens to gas volume 3. Decreases
when temperature decreases? 4. Increases
3. What happens to a
basketball left in a cold place?
4. What happens to a hot air
balloon when it’s heated?

Station 4: Proportionality
Puzzle
STATION 4
Task: Rearrange jumbled
Correct Order:
statements in the correct order
(1️) Temperature increases →
to explain Charles’ Law.
(2️) Gas molecules move faster
Jumbled Statements:
→ (3️) Gas volume expands →
"Gas molecules move faster."
(4️) Hot air balloon rises
"Temperature increases."
"Gas volume expands."
"Hot air balloon rises."
DAY 2
Deepening/Understanding • After the preliminaries,
the Key Idea/Stem the students will go back
to their groups and
present their output.

Analysis
Okay class, we will now talk
about your observations
regarding the activity.

1. How did you find the It was fun.

activity?

2. Are there any challenges Yes, ma’am.

you’ve faced during the
activity?
 3. How did you come up with Through collaboration.
all of your answers?

4. From that activity, what are It is directly proportional.

your observations on the
relationship between volume
and temperature?

5. In Boyle’s Law we have the I think it’s the pressure,

temperature as constant. Now, ma’am.
what do you think is constant
in Charles’ Law? Is it the
volume, the temperature or the
pressure?

Okay, very good!

Now, we will find out if your

answers to questions are
correct.
Are you ready to listen on our Yes, ma’am.
discussion?

DAY 3
Abstraction
Now, let us talk about Charles’
Law. First, let us know who
discover Charles’ Law.

(Students will listen to the

discussion)

Jacques Charles, a French

physicist, discovered Charles'
law in the 1780s.

What is Charles’ Law?

Charles's law, a statement that
the volume occupied by a fixed
amount of gas is directly
proportional to its absolute
temperature, if the pressure
remains constant.
The image below shows how
adding heat makes molecules
move faster and hit the sides
and lid with greater force, thus
moving the lid up as the gas
expands.

That simply shows, that the

volume of a gas and the
temperature is directly
proportional and it is being
explained by Charles’ Law.

Now, let us have the Charles’

Law Equation:
V1=V2
T1 T2
Where:
T1- Initial Temperature
V1- Initial Volume
T2- Final Temperature
V2- Final Volume
C- Constant
In Boyle’s Law, the temperature
is constant. However, in
Charles’ Law our constant is
the pressure.
Now, let us solve a problem
using Charles’ Law Equation.
(The teacher used the problem
on the activity given as an
example, as well as to check if
their answers are correct).

Class, we need to take note that

in Charles’ Law we need to use
Kelvin instead of Celsius.
Note: to Convert degree Celsius
to Kelvin, use this formula:
K=C + 273.15.

Is it clear class? Yes ma’am.

Probem 1:
A gas has an initial volume of
2.5 L at a temperature of 300K.
If the temperature increases to
450K, what will be the final
volume of the gas? Assuming
the pressure remains constant.
𝑣 𝑣
Solution: 𝑇1 = 𝑇2 where,
1 2
V1= 2.5 L

T1= 300 K

T2= 450 K

V2= ?

Step 1: Rearranging the

formula to solve for V2

𝑇2
V2= V1 x 𝑇1

Step 2: Substitute the values

450𝑘
V2= 2.5 L x 300𝑘

V2= 2.5 L x 1.5

V2= 3.75 L

Problem 2:
A gas occupies a volume of 3.2
L at a temperature of 280 K. If
its volume expands to 5.6 L,
what will be its final
temperature? Assuming the
pressure remains constant.
𝑣 𝑣
Solution: 𝑇1 = 𝑇2 where,
1 2
V1= 3.2 L

T1= 280 K

V2= 5.6 L

T2= ?

Step 1: Solve for T2

𝑉2
T2= T1 x 𝑉1

Step 2: Substitute the values

5.6 𝐿
T2= 280 K x 3.2 𝐿

T2= 280 K x 1.75

T2= 490 K
 Again, how will you explain the
relationship between
temperature and volume of a
gas at constant pressure? The volume and temperature
are directly proportional.
Very Good!

The relationship between

temperature and volume of a
gas at constant pressure is
described by Charles’ Law,
which states that they are
directly proportional.

Is there any clarifications or

questions on our lesson about None ma’am.
Charles’ Law.

DAY 4
Application

Now that we already discussed (Students will listen)

the Law of Volumes, let us
relate this into real life
scenarios. In your TLE subject,
when you are baking a cake,
your temperature depends on
how big is your cake. If you are
baking a cupcake which
contains a small volume, then
your temperature should be
lower, upon putting it in the
oven. With that, we can say
that it is directly proportional.
Another example is in the
Philippines, where the weather
is hot, the air expands because
the temperature is high. This is
why warm air rises, making the
country prone to
thunderstorms and typhoons.
In America, especially in cold
states like Alaska, the air
contracts due to lower
temperature. That’s why in
winter, the air feels denser and
heavier, leading to snow and
cold weather patterns.
Since the pressure remains
constant, this follows Charles’
Law—when temperature
 increases, air expands, and
when temperature decreases,
air contracts.

Post-Lesson Reflection
• The teacher will ask the
Making Generalization
following questions.
1. Have you learned from the Yes, Ma’am.
discussion?

2. Who can say something We have learned that in

about what you had learned? Charles’ Law the volume of the
gas is directly proportional to
the temperature at constant
pressure.
Very Good. Let’s give (name of
the student) a clap.
3. Who can give an example Hot Air Balloons, ma’am.
where we can apply the
Charles’ Law.
4. How is Charles’ Law being The balloon will increase when
applied on that example? it is heated.

Very Good! When the air inside

a hot air balloon is heated, it
expands, increasing its volume
and making the balloon rise.
When the air cools, the volume
decreases, and the balloon
descends.
5. How can we appreciate Research – Scientists use
Charles' Law in experiments
Charles’ Law in scientific
involving gases, such as
advancements such as in studying air pressure and
weather patterns.
researches, laboratories, or
Laboratories – It helps in
even medical areas? handling gases correctly, like
in temperature-controlled
experiments and storing
 chemicals that expand when
heated.
Medical Areas – It is used in
medical gas storage (like
oxygen tanks) and ventilators.

You really had listened to our

discussion. Let’s give a big
around of applause.
Do you have any questions or
clarifications?
None ma’am.

Very good! I hope you really

learned something from the
discussion. Since there’s none,
let’s have an assessment.
DAY 5
Evaluating Learning Formative Assessment Answer Key:
Direction: Read each item
carefully and choose the letter 1. C
of the best answer. 2. B
1. Which of the following 3. D
scientists pioneered the 4. A
experimentation of volume and 5. A
temperature relationships at
constant pressure?
A. Amedeo Avogadro
B. Gay-Lussac
C. Jacques Charles
D. Robert Boyle
2. Which statement describes
the volume-temperature
relationship in gases at
constant pressure?
A. As temperature decreases,
volume increases.
B. As temperature increases,
volume also increases.
C. As temperature increases,
volume remains constant.
D. As temperature remains
constant, volume will increase.
3. Which of the following
quantities are directly
proportional in Charles’ Law?
A. number of moles and volume
 B. pressure and temperature
C. volume and pressure
D. volume and temperature
4. Which of the following needs
to remain constant when using
the Charles’ Law?
A. mass and pressure C.
volume and pressure
B. mass and temperature
D. volume and temperature

Assignment
For your assignment, research
and read in advance about Gay (Students will take note)
Lussac’s law by answering
these questions:

1. How does Gay Lussac’s Law

explain the relationship
between pressure and
temperature in a closed gas
system?
2. Give one example where Gay
Lussac’s Law can be applied.

Prepared By: Checked:

RONELYN E. PLAZA MARIFE B. ROMOROZA, PhD

Practice Teacher Cooperating Teacher