LP No. 12 (Boyle's Law - 1)

Republic of the Philippines
Department of Education
10
Schools Division of Marinduque
Buenavista National High School
DAILY LESSON PLAN in SCIENCE

QUARTER 4 – WEEK 1
Name of Teacher Mr. Earl Gerard S. Guevara Grade Level Grade 10

Learning Area Science Quarter Fourth Quarter
Section Emerald (10:30 AM – 11:30 AM) Teaching Date May 8, 2023
Sapphire (2:15 PM – 3:15 PM)
Jade (3:15 PM – 4:15 PM)
I. OBJECTIVES
A. Content The learners demonstrate an understanding of how gases behave based on
Standards the motion and relative distances between gas particles. S9MT-IIj-20
B. Performance
Standards
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C. Learning The learner should be able to investigate the relationship between:

Competencies 1.) volume and pressure at constant temperature of a gas;
2.) volume and temperature at constant pressure of a gas;
3.) explain these relationships using the kinetic molecular theory.
D. Specific At the end of the lesson, the learners should be able to:
Learning a. Define Boyle’s Law
Objectives b. Investigate the relationship between volume and pressure at constant
temperature.
c. Illustrate graphically the relationship between pressure and volume in
gases.
d. Recognize the application of Boyle’s Law in our daily life.
II. CONTENT
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Main Topic Behavior of Gases

Sub-Topic Boyle’s Law
III. LEARNING RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s pp. 365-369
Material
Pages
3. Textbook
Pages
4. Additional
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Materials from
Learning
Resources
(LR) Portal
B. Other Learning Activity sheets, laptop, projector, pen and paper
Resources
C. Guiding According to Valamis (2022), working in groups can enhance students'
Principle, learning as they collaborate to make better outputs. Additionally, they are
Approach, or trained to enhance their social skills and cooperation as they do the
Research- activities.
Based
Knowledge On the other hand, Kirkland (2021) states that active learning is an
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instructional approach in which students actively participate in the learning

process, as opposed to sitting quietly and listening. Active learning builds on
constructivist learning theory, which posits that people learn by connecting
new ideas and experiences to what they already know.
IV. PROCEDURES
Teacher’s Activity Student’s Activity
A. Preliminaries 1. Prayer
“Before we begin, let us pray first for The student will pray in front of the
wisdom and guidance throughout class.
this class. __, can you lead the
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prayer?”
1. Greetings
The students will clap their hands

“Clap once if you hear me.” according to the teacher’s
“Clap twice.” instruction. .
“Good day, class!”
The students will respond to the
2. Fixing themselves and preparing teacher by greeting him back.
for the lesson and checking
attendance The students will start to move
accordingly.
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“Okay in 1 minute I want you to pick

up the pieces of paper under your
chair, fix yourselves, and arrange
your seats. Ready?”
.
“Okay, time’s up.” The students will stop moving.
“How are you today?” The students will respond and

express what they are feeling.
Class monitor, is there any absent
today?” The class monitor may say that
there were absentees or no
“That is noted. Thank you.” absentees.
10

B. Reviewing “Before we proceed, let us have a

Previous review first about our previous
Lesson or topic.”
Presenting the
New Lesson Questions: The students will answer the
1. What have we discussed last questions that the teacher will ask.
ELICIT time?
2. What are the two types of
units of measurement?
3. What are the units of
measurement for volume?
For pressure? For
Temperature?
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C. Establishing a
Purpose for the “To properly begin our lesson for
Lesson today, I want you all to have a
simple activity. I am sure that you
ENGAGE are all familiar with this.”
“Ready?” “Yes, sir!”
Activity: Breathe In, Breathe Out

Directions: Listen to the teacher’s
directions. If the teacher says
“breathe in”, you will inhale. If the
teacher says “breathe out”, you will
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exhale.
“Ready?”
The students will breathe in and out
“Breathe In…” according to the teacher’s
“Breathe Out…” instruction.
The teacher will repeat this

breathing instruction for at least
three times.
“Based on your activity, what have “We felt refreshed, sir!”

you felt?”
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“Do you feel that your lungs expand “Yes!”

as you inhale and it compress as
you exhale?
“Do you feel any pressure?” “Yes!”
“Based on what you felt during this

activity, what do you think are the “Pressure and volume, sir!”
properties of gases that are involved
in our lesson for today?”
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“Correct!”
“Our lesson for today is all about

Boyle’s Law. Particularly the
relationship of pressure and volume
at constant temperature.”
The students will read the following
learning objectives.
At the end of the lesson, the

learners should be able to:
a. Define Boyle’s Law
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b. Investigate the relationship

between volume and
pressure at constant
temperature.
c. Recognize the application of
Boyle’s Law in our daily life.
D. Presenting The teacher will present a picture for The students will look at the picture
Examples or the students to look at. and will observe it. After that, they
Instances of will answer the processing
the Lesson questions.
ENGAGE “Are you familiar with him?” “The students may answer yes or
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no.”
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1. He is Robert Boyle.
2. He is named after one of the
Gas Laws: the Boyle’s Law
that discusses the
relationship of Pressure and
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Volume at fixed amount of

gas and constant
temperature.
10

10

E. Discussing The Boyle’s Law expression can be

New Concepts expressed as:
and Practicing
New Skills #1 1
V∝ at constant T ∧n
P
EXPLORE Where:
V = volume
P = pressure
T = temperature
n = amount of gas
∝=the proportionality sign
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It is read as “the volume of a gas is

inversely proportional to its
pressure, if temperature and
amount of gas are held constant.”
1
V∝ at constant (k)
P
k
V ∝ thus , k=PV
P
k =PV
The product of Pressure and
Volume is constant.
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The students will work on the given

Activity: Verify if PV is constant table and solve for the needed
Directions: Using the data in the data.
table below, verify if the relationship
of pressure and volume if it is
constant.
Trial Volume Pressur VxP
Table 6. Data on Volume-Pressure (L) e (atm)
1 2.0 10.00 20
Relationship 2 4.0 5.00 20
3 8.0 2.50 20
Trial Volume Pressur VxP 4 16.0 1.25 20
(L) e (atm)
1 2.0 10.00
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2 4.0 5.00
3 8.0 2.50
4 16.0 1.25
Answer:
Yes.
Processing question:
Based on your calculations, were
you able to verify that the product of
Pressure and Volume are constant?
F. Discussing Activity: Graph it!

New Concepts Directions: Using the same table,
and Practicing make a graph of pressure in y-axis
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New Skills #2 and volume in x-axis.
EXPLORE The students will make a graph

based on the given.
Processing Question:
1. Based on this graph, what Based on the graph, it confirms the
can you infer about the Boyle’s Law wherein when the
volume increases, the pressure
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Boyle’s Law? decreases. It verifies that the

relationship of Pressure and
Volume are inversely proportional
to each other.
G. Developing Activity: The Boyle’s Law
Mastery Direction: Multiply the pressure by Pressure Volume PxV
the volume to get the constant value (atm) (L)
EXPLAIN of PV. Then graph the volume and 1 12 12
temperature. 2 6 12
Pressure Volume PxV 3 4 12
(atm) (L) 4 3 12
1 12 5 2.4 12
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2 6
3 4
4 3
5 2.4
The students will make a graph
which will be checked afterwards.
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H. Finding
Practical Boyle’s Law can always be applied
Applications of in real life. Some of the examples
Concepts and are the following.
Skills in Daily The students will be asked to give
Living 1. Drinking a soda using a other examples after the teacher
straw. presents some examples of Boyle’s
ELABORATE 2. Using a water pump that Law applications in real-life.
increases a volume of water
which creates vacuum and
allows water to flow in
narrow pipe.
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I. Making SUMMING UP!

Generalizations
and 1. What have you learned in The students will answer the
Abstractions our lesson for today? following questions.
about the 2. What does Boyle’s Law
Lesson state?
3. What are the variables
ELABORATE involved in Boyle’s Law?
J. Evaluating ASSESSMENT TIME!

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Learning
Directions: Choose the letter of the Answers:
correct answer.
1. a
1. Boyle’s law states that: 2. a
a. At fixed amount of gas and 3. a
constant temperature, the 4. b
pressure and volume of 5. d
gases are inversely
proportional to each other.
b. Pressure and Volume of
gases are directly
proportional to each other
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at constant Temperature.
c. Pressure and Temperature
are inversely proportional
to each other at constant
volume of gas.
d. Pressure and mass of gas
are directly proportional to
each other at constant
temperature.
2. When the volume of a gas
increases at constant
temperature, the pressure will:
a. decrease
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b. increase
c. stays the same
d. none of the above
3. If pressure and volume of
gases were illustrated
graphically where the volume
from x-axis rise and the
pressure y-axis decline, what
will the graph look like?
a.
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b.
c.
d. None of the above

4. What is the relationship of
pressure and volume of gas at
constant temperature?
a. Directly proportional
b. Inversely proportional
c. Laterally proportional
d. None of the above.
5. Which is an example of an
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application of Boyle’s Law in

real-life?
a. By inhale-exhale method
b. Using a straw to drink soda
c. Using a water pump to
make water flow.
d. All of the above.
The teacher will record the level of

mastery of the students.
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K. Additional Assignment: The students will take note of the

Activities for Try to understand the equation for assignment given to them.
Application or Boyle’s Law.
Remediation
“Good bye and thank you, class!” “Good bye and thank you, sir.”
The class ends here.

V. REMARKS
____ Objectives _____ Lesson carried. Proceed to next topic.
were attained.
____ Objectives _____ Lesson not carried.
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were not attained.

Reason:
VI. REFLECTION
_____ Students did not find difficulties with the lesson.
_____ Students found difficulties with the lesson.
_____ Students did not enjoy the lesson due to lack of knowledge, skills, and interest about
the lesson.
_____ Students were interested with the lesson in spite of some difficulties encountered
during the lesson.
_____ Students were able to master the lesson in spite of lack of teaching resources.
_____ Majority of students finished their tasks on time.
_____ Some students were unable to finish their tasks due to unnecessary behavior.
10

_____ Others:
A. No. of learners _____ learners above 80% mastery.

who earned 80%
in the evaluation Index of Mastery
10 6 2
9 5 1
8 4 0
7 3 Absent
B. No. of learners _____ learners who require additional requirements for remediation.
who require
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additional
requirements for
remediation
C. Did the remedial _____ Yes.
lessons work? _____ learners who caught up with the lesson.
_____No.
D. No. of learners _____ who continue to require remediation.

who continue to
require
remediation
E. Which of my Techniques and Strategies
10

teaching _____ Repetition

strategies worked _____ Manipulative Tools
well? Why? _____ Pair Work
_____ Explicit Teaching
_____ Group Collaboration
_____ Peer Tutoring
_____ Differentiated Instruction
_____ Discovery Method
_____ Lecture Method
_____ Experiment Method
_____ Others:
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Reason
_____ Complete Instructional Materials
_____ Availability of Materials
_____ Students’ Eagerness to Learn
_____ Group Member’s Collaboration/Cooperation
_____ Audio Visual Presentation of the Lesson
_____ Others:
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F. What difficulties _____ Bullying

did I encounter _____ Students Behavior/Attitude
which my _____ Unavailable Technology Equipment (AVR/LCD)
principal or _____ Computer/ Internet Lab
supervisor can
help me solve?
G. What innovation Planned Innovations
or localized _____ Contextualized/Localized/Indigenized IMs
materials did I _____ Localized Videos
use/discover _____ Use of Big Books from Views of the Locality
which I can share _____ Recycled Materials Used as IMs
with other
10

teachers?
Prepared by:
EARL GERARD S. GUEVARA

Student Teacher
Checked by:
10

JIMBERT S. CEDEÑO, LPT, MAEd

Cooperating Teacher

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Republic of the Philippines

DAILY LESSON PLAN in SCIENCE

Name of Teacher Mr. Earl Gerard S. Guevara Grade Level Grade 10

DAILY LESSON PLAN in SCIENCE

C. Learning The learner should be able to investigate the relationship between:

DAILY LESSON PLAN in SCIENCE

Main Topic Behavior of Gases

DAILY LESSON PLAN in SCIENCE

DAILY LESSON PLAN in SCIENCE

instructional approach in which students actively participate in the learning

DAILY LESSON PLAN in SCIENCE

The students will clap their hands

DAILY LESSON PLAN in SCIENCE

“Okay in 1 minute I want you to pick

“How are you today?” The students will respond and

DAILY LESSON PLAN in SCIENCE

B. Reviewing “Before we proceed, let us have a

DAILY LESSON PLAN in SCIENCE

“Ready?” “Yes, sir!”

Activity: Breathe In, Breathe Out

DAILY LESSON PLAN in SCIENCE

The teacher will repeat this

“Based on your activity, what have “We felt refreshed, sir!”

DAILY LESSON PLAN in SCIENCE

“Do you feel that your lungs expand “Yes!”

“Do you feel any pressure?” “Yes!”

“Based on what you felt during this

DAILY LESSON PLAN in SCIENCE

“Our lesson for today is all about

At the end of the lesson, the

DAILY LESSON PLAN in SCIENCE

b. Investigate the relationship

DAILY LESSON PLAN in SCIENCE

DAILY LESSON PLAN in SCIENCE

DAILY LESSON PLAN in SCIENCE

Volume at fixed amount of

DAILY LESSON PLAN in SCIENCE

DAILY LESSON PLAN in SCIENCE

E. Discussing The Boyle’s Law expression can be

DAILY LESSON PLAN in SCIENCE

It is read as “the volume of a gas is

DAILY LESSON PLAN in SCIENCE

The students will work on the given

DAILY LESSON PLAN in SCIENCE

F. Discussing Activity: Graph it!

DAILY LESSON PLAN in SCIENCE

New Skills #2 and volume in x-axis.

EXPLORE The students will make a graph

DAILY LESSON PLAN in SCIENCE

Boyle’s Law? decreases. It verifies that the

DAILY LESSON PLAN in SCIENCE

DAILY LESSON PLAN in SCIENCE

DAILY LESSON PLAN in SCIENCE

I. Making SUMMING UP!

J. Evaluating ASSESSMENT TIME!

DAILY LESSON PLAN in SCIENCE

DAILY LESSON PLAN in SCIENCE