S EMI-DETAILED LESSON PLAN
School Mariano Ponce National Grade Level 10 Quarter IV
High School
Student Brix Ivan P. Cruz Learning Area Science Teaching Date
Teacher and Time
I. OBJECTIVES
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 Specific Objectives:
Competency/Objectives
At the end of the lesson, the students should be able to:
a. Identify the properties of gases.
b. Create a graphical representation of data showing the relationship
between pressure, volume, or temperature of gases.
c. Explore how the behavior of gases affects everyday life.
II. CONTENT DESCRIBING GASES
III. LEARNING
RESOURCES
A. References [Link]
1. Teacher’s Guide pages N/A
2. Learner’s Materials Science Quarter 4 – Module 1: Behavior of Gases; LM: pg. 7-8
pages
3. Textbook pages N/A
A. Other Learning PowerPoint Presentation, Matching cards, Ice cubes, Plastic cups,
Resources Water, Kettle, Balloons, Vinegar and Baking Soda
Siyensiya
MAGALING
IV. PROCEDURES Technique
a. Prayer
b. Greetings
A. Preliminary Activities ACTIVE
c. Classroom management ENGAGEMENT
d. Checking of Attendance
e. (Other preliminary activities)
B. Reviewing previous The students will prepare questions about the
lesson or presenting the previous topic on ecosystems. One student will
new lesson ask a question, and their classmates will answer
it. The teacher will only facilitate the class and
(ELICIT)
may add additional information if the students'
answers or explanations are incomplete. ANTICIPATION
GUIDES
The students will have an Activity entitled “Gas
C. Establishing a purpose It Up!”
for the lesson
In this activity, the students providing the
(ENGAGE) questions in review part will be in one group
(Group 1), and the students answering the MULTIFACETED
questions will be in another group (Group 2). LEARNING
This activity will involve an "attack and defend"
format
D. Presenting The students will have an activity entitled
examples/instances of “SOLIGAS!”
new lesson
(EXPLORE) In this activity, there will be a three doors. Each
doors represents steps in conducting the
experiment. The class will be divided into three
groups, each group will be assigned to their
corresponding door that will guide them in the
beginning of the lesson.
• SOLIDOOR
• LIQUIDOOR GUIDED
• GASTADOOR EXPLORATION
Guide questions:
What causes the solid to change into a liquid?
What happens to water when it boils?
How do you know gas is present even though it's
invisible?
E. Discussing new Station 1: Word Hunt Puzzle Station (Volume
concepts and practicing Focus)
new skills #1 and 2
(EXPLAIN) Objective: To help students identify volume as a
property of gases in a fun, puzzle-like format.
Station 2: Matching Cards Station (Pressure INTERACTIVE
Focus) STATIONS
Objective: To help students understand pressure
as a property of gases by matching terms or
definitions.
Station 3: Q&A with Scenarios Station
(Temperature Focus)
Objective: To encourage learners to explore how
temperature directly influences the behavior of
gases.
F. Developing mastery The teacher will discuss and give examples
(Leads to Formative regarding the topic (The amount or number of
Assessment) moles per grams or kilograms, including the
(ELABORATE) symbols).
G. Finding practical Activity: GRAPHICAL SKETCH
applications of concepts and
Directions: Create a graphical sketch representing LATERAL
skills in daily living/ Making
the relationship of the properties of Temperature, THINKING
generalizations and
Volume, Pressure. After creating the graphical
abstractions about the lesson
sketch, answer the table below.
Topic Base Understa Develop
informatio nding of suggestio
n the ns.
relationsh
ip
Temper
ature
Volume
Pressur
e
G. Evaluate Learning The teacher will ask questions regarding the
(EVALUATE) lesson through the concepts of:
• WHYser,
• WHATering
• HOWling NURTURING
INQUIRY
H. Additional activities for Assignment:
application for remediation
(EXTEND) Write a short essay (about 1-2 paragraphs)
that explains how gases behave in a real-
world scenario of your choice. You can
choose from examples like:
GROWING
KNOWLDEGE
- A balloon being inflated
- A tire being pumped
- A can of soda being opened after being
shaken
Prepared by:
Brix Ivan P. Cruz
Jennalyn T. Mangahas
Gabriel II P. Mariano
Merijoyce I. Venturina
Checked by:
Dr. Angelito S. Manalastas
