Republic of the Philippines

Department of Education
REGION VI- WESTERN VISAYAS
SCHOOLS DIVISION OF PASSI CITY

Detailed Lesson Plan Science 10 “Matter”

Schools Passi city Grade Level: 10

Division:
School: Narciso Ayalin Integrated Learning Area: Science
School
Name of Giessel Joy C. Labo Quarter: Fourth
Teacher:
Date and Time: Week: 1

I. OBJECTIVES
A. Content The learners demonstrate an
Standard understanding of the relationship
between volume, pressure, and
temperature of gases as described by the
gas laws.
B. Performance The learners should be able to investigate
Standard the relationship between pressure and
volume of a gas at constant temperature
through an experiment and explain its
real-world applications.
C. Learning The learners should be able to state and
Competency with explain Boyle’s Law using experimental
Code observations . Code: S9FE-Ig-h-35
D. Learning By the end of the lesson, students will be
Objectives able to:

A. Define Boyle’s Law.

B. Explain the relationship between

pressure and volume in a gas.

C. Perform an experiment about Boyles

Law.

II. Subject Matter Boyle’s Law

A. Science Ideas / Boyle's Law is a fundamental principle in
Concepts physics and chemistry that describes the
inverse relationship between the
pressure and volume of a gas at constant
temperature. Formulated by Robert
Boyle in the 17th century, the law states
that for a fixed amount of gas, the
pressure (P) is inversely proportional to
the volume (V) when temperature
remains unchanged.
B. Subject  Chemistry – Understanding how gases
Integration: behave under pressure.
 Earth Science – Understanding why
air pressure changes with altitude.
C. Values  Curiosity – Encouraging students to
Integration: explore and ask questions.
 Critical Thinking – Applying Boyle’s
Law to real-life situations.
 Patience & Perseverance –
Encouraging careful observation and
learning through experiments.
III. LEARNING
RESOURCES
D. Materials Laptop, Pictures, Paper, Pentel pen,
Needed Balloons, Syringe, Plastic Bottles,
Marshmallow and worksheets.
E. References Science Textbook: Department of
Education. Science – Grade 10 Learner’s
Module. (K to 12 Curriculum)

Online Resources: Khan Academy. Gas

Laws – Boyle’s Law.
https://www.khanacademy.org CK-12
Foundation. Boyle’s Law and Gas
Behavior. https://www.ck12.org
III. PROCEDURES
Introductory Activities:
INDICATOR 1
(Apply
Good morning class! Before we start, let
knowledge of
content within
us all stand for a prayer. Please bow your (Students
and across heads and close your eyes. Let us pray… stand and
curriculum pray.)
teaching areas) Thank You for this new day and the
opportunity to learn and grow. Bless our
INDICATOR 4 minds with wisdom, our hearts with
(Plan, manage kindness, and our hands with diligence.
and implement Help us to respect one another, work
developmentally together, and seek truth in all we do.
sequenced Guide our teacher as they lead us, and let
teaching and
our efforts bring joy and understanding.
learning
processes to
Amen.
meet curriculum
requirements Good morning once again! Before you
and varied take your seats, please pick up pieces of
teaching paper under chairs, and arrange your
context.) chairs properly.

use of 7 E’s
format in
Please have your seats. (Students set
up the
classroom)
Let us check your attendance first. Is
there any absent in our class today?

Very good. Please give yourselves 5 None Ma’am.

claps.

Clap 5 times.
We have a few rules to abide in this
class. Please read ______________. 1. Do not
speak when
someone is
speaking.
2. Listen
attentively.
3. Enjoy the
Ok. Thank you, ___________. So, are we activities
all set?
Yes Ma’am.

Presenting I have here a scrambled word. All you

examples/ have to do is to unscrambled or arrange
instances of new the words correctly.
lesson
A. ELICIT Science Word Drill:

1. sserruep (Hint: The force exerted per

(Student
INDICATOR 2 unit area)
arrange the
(Use a range of 2. emoluv (Hint: The amount of space
Scrambled
teaching occupied by a substance)
words)
INDICATOR
strategies that1 3. sga (Hint: A state of matter with no
enhance
(Apply learner
knowledge fixed shape or volume)
achievement
of in
content within
literacy and/ or
4.erutarepmet (Hint: A measure of the
and across
numeracy skills)
curriculum warmth or coldness of an object)
teaching areas) increases, the other decreases)
use of science 5. notsatnc (Hint: Unchanging over time)
word drill in
unlocking
Very good! now please read the definition
content
of unscrambled word.

Pressure is the force exerted per unit

( Students
area on the surface of an object.
read the
Volume is the space occupied by the gas. definition)

Gas is a state of matter consisting of

particles that have neither a defined
volume nor shape.
Temperature is a measure of the degree
of hotness or coldness of an object.

Constant is a value that remains

unchanged under specified conditions.

Look and observe this plastic bottle.

(Observing the
What do you think will happen if I
plastic bottle.)
squeeze this bottle?

 It will be
Why do you think the bottle becomes dented.
harder to squeeze with a cap?  The air is
getting
squeezed.

Exactly, we will find out later what’s

inside the bottle.  Because,
its sealed.
B. ENGAGE Today, I want you to observe or witness
an exciting activity using balloons!

INDICATOR 3 This activity will help us understand an

(Apply a range of important scientific concept, whether it's
teaching related to air pressure, chemical
strategies to
reactions, static electricity, or forces.
develop critical
thinking, as well
But before we begin, let’s think about
as other higher (Students
order skills) what might happen. Observe this balloon
observe the
closely.
balloon.)
Use of guided
inquiry and
socratic
questioning to  It will get
inhibit learner’s smaller
critical thinking  It might pop
and higher order
 The air will
What do you think will happen if I move
squeeze this balloon? around
inside.

Why does the balloon get smaller when I

Because you
squeeze it?
insert force or
have a
pressure.
Exactly, the air stays inside, but the space
gets smaller.

Does the amount of air inside change? No, because

the balloon is
sealed, that’s
Very good! The air does not leave, but why it is still
the space it takes up decreases. When the same.
the space gets smaller, the air inside is
pushed closer together. This creates a
force pushing back against the squeeze.

Remember that even though the bottle

Establishing a
looks "empty," it actually has air inside.
purpose for the
When you squeeze the bottle, you reduce
lesson
the space inside, but the amount of air
remains the same.

So based on our previous activity and ,

today we are going to learn:

A. Define
Boyle’s Law.

B. Explain the
relationship
between
pressure and
volume in a
gas.
C. EXPLORE This time, we will conduct an experiment.

This experiment is entitled “Marshmallow

INDICATOR 3
Magic”
(Apply a range of
teaching
 I will group you into 3 groups.
strategies to
develop critical  This row will be group 1, and the
thinking, as well
other row will be the group 2 and
as other higher
order skills) the last row will be Group 3.

use of inquiry-
 Each group will be given with
based and envelope and materials needed for
discovery the activity.
learning in the
 Each group will follow the
procedures and answer the guide
questions on the activity sheet.

 After performing and answering the

guide questions, each group will
report their output in front.
(The teacher will show an illustration)
Instruction:

1. Remove the plunger and Insert the

Marshmallow into the syringe.

2. Carefully reinsert the plunger, ensuring

it contacts the marshmallow without
compressing it.

3. Seal the syringe by placing your finger

over the syringe’s nozzle to create
airtight seal.

4. Gently pull the plunger outward, 1. Be careful

increasing the volume inside the syringe. 2. Be
observant
5. Push the plunger inward, decreasing 3. Be
the volume inside the syringe. cooperative
4. Minimize
(See attach activity sheet at the last your voice
page) 5. Clean your
area after the
Before we start our activity, we have
activity.
some reminders. Please read ________.
(Each group
will do their
Are we all set? You will be given 5 designated
minutes for this activity. Go to your tasks.)
respective groups.

And your time starts now…

(Each group
will present
their
5 minutes is up. May I request each
observations.)
group to have a representative to
present your observations. Let’s start
with group 1.

D. EXPLAIN Guide Questions:

1. What happens to the marshmallow The

INDICATOR 3 when you pull the plunger outward? marshmallow
(Apply a range of expands and
teaching Why do you think so? becomes
strategies to larger.
develop critical
thinking, as well
The volume
as other higher
order skills)
Correct. Pulling the plunger outward increases
increases the volume inside the syringe, inside the
which decreases the internal air pressure. syringe.

The lower pressure allows the air trapped

within the marshmallow to expand,
causing the marshmallow to swell.

2. What do you observe when you push

the plunger inward?

Why do you think so?

The
marshmallow
That is right. Pushing the plunger inward shrinks and
decreases the volume inside the syringe, becomes
increasing the internal air pressure. The smaller.
higher pressure compresses the air
within the marshmallow, causing it to
contract. The volume
inside the
3.How does changing the volume inside syringe
the syringe affect the pressure exerted decreases?
on the marshmallow?
Increasing the
volume
decreases the
pressure, and
decreasing the
volume
increases the
Correct, changing the volume (either
pressure.
decreasing or increasing) has an
opposite effect on the pressure inside.

4. Can you explain why the marshmallow

changes size when the pressure inside
the syringe changes?
The
Marshmallow
changes in
size, because
it is sealed
Exactly, the marshmallow contains tiny outside.
air pockets. When the pressure
decreases, these air pockets expand,
making the marshmallow larger. When
the pressure increases, the air pockets
are compressed, making the
marshmallow smaller.

Okay, it seems that you really grasp the

concepts behind our simple activity. This
time, let’s delve further into the world of
Boyle’s Law.

E. ELABORATE (PowerPoint presentation about Boyle’s

law)

INDICATOR 3 Now, let’s know more about Boyle’s Law.

(Apply a range of
teaching What is Boyle’s Law?
strategies to
develop critical
 Boyle’s Law is one of the laws that
thinking, as well
explains the behaviour of gases.
as other higher
order skills)  Boyle’s Law tells us about the
relationship between the volume of a
ICT and gas and its pressure at a constant
mathematics temperature.
integration in
 The law states that pressure is
using powerpoint
inversely proportional to the volume
and graphical
presentation of  The higher the pressure, the smaller
concepts such as the volume
pressure and
The Proponents of Boyle’s Law

Robert Boyle (1627–1691) is the

proponent of Boyle's Law. Boyle was an
Anglo-Irish scientist and a leading figure
in the scientific community of his time.

 Boyle's Law states that the pressure of

a gas is inversely proportional to its
volume, at a constant temperature
and mass.
 Boyle discovered this relationship
through experiments.
 He published his findings in 1662 in his
book New Experiments Physico-
Mechanical.

Robert Boyle used graph to show the

relationship between volume and
pressure at constant temperature.
Graphically, this relationship is
represented by plotting pressure (P) on
the y-axis and volume (V) on the x-axis.
The resulting curve is a rectangular
hyperbola, indicating that as the volume
decreases, the pressure increases
proportionally, and vice versa.

-As the volume (V) decreases (moving

left along the x-axis), the pressure (P)
increases (moving up the y-axis).

-Conversely, as the volume increases, the

pressured decrease.

To effectively demonstrate the Boyles

Law, I have an apparatus here. This
apparatus visualizes the relationship
between pressure and volume in gases.

( Students
standing in the
syringe
apparatus)

I need two students to perform this

apparatus. While they’re performing, you The plunger
will observe. will move
down.
1. What happen if we place weights on
the plunger?

Exactly! Boyle’s Law tells us that pressure

and volume are inversely proportional.
That means if one goes up, the other
goes down. By adding more weight, you
increased the force on the plunger, which
increased the pressure on the gas. As a
result, the volume decreased.
F. EVALUATE Directions: Read each question carefully
and choose the letter of the correct
INDICATOR 5 answer.
(Design, select,
organize and use 1. Which of the following statements best
diagnostic, describes Boyle's Law?
formative and
summative A. At constant pressure, the volume of a
assessment) gas is directly proportional to its
Strategies
temperature.
consistent with
curriculum
requirements.
B. At constant temperature, the pressure
of a gas is inversely proportional to its
use of multiple- volume.
choice type of
questions in the C. At constant volume, the pressure of a
ti gas is directly proportional to its
temperature.

D. At constant temperature, the

pressure of a gas is directly proportional
to its volume.

2. In a syringe, compressing the plunger

decreases the volume of the gas inside.
According to Boyle's Law, what happens
to the pressure of the gas?

A. The pressure decreases.

B. The pressure increases.

C. The pressure remains constant.

D. The pressure fluctuates.

3. Boyle's Law states that at a constant

temperature, the pressure of a gas is
__________ proportional to its volume.

A. Directly

B. Inversely

C. Not

D. exponentially

4. If the volume of a gas decreases while

temperature remains constant, what
happens to its pressure?

A. It decreases.
B. It remains the same.

C. It increases.

D. It becomes zero.

5. Which of the following graphs correctly

represents Boyle's Law?

A. A straight line with a positive slope.

B. A straight line with a negative slope.

C. A hyperbolic curve.

D. A parabolic curve.
G. Extend Create a 2D visual representation that
illustrates the inverse relationship
INDICATOR 3 between the pressure and volume of a
(Apply a range of gas, as described by Boyle's Law.
teaching
strategies to
develop critical
thinking, as well
as other higher
order skills)

Art integration
and real-life
application of
concepts in
creating visual
representation of
the pressure

Rubric for Assessment

Needs
Excellent (4 Incomplete (1
Criteria Good (3 pts) Improvement
pts) pt)
(2 pts)
Actively
engaged, Participated well Participated a
Did not engage
contributed but needed little but was
Participation or complete the
ideas, and some distracted at
activity.
worked well in encouragement. times.
a group.
Clearly
Recorded Some
recorded Little to no
Observations & observations observations
accurate observations
Recording with minor recorded but
observations recorded.
details missing. lacked depth.
with details.
Answered all Answered most Answered only
Did not answer
questions with questions a few
Answers to questions or
clear correctly with questions or
Questions showed little
understanding some details lacked
understanding.
and examples. missing. explanation.
Worked well Some
Worked well but Did not
with group, teamwork, but
Teamwork & had minor collaborate
shared ideas, needed
Communication communication effectively with
and respected improvement
issues. the group.
others. in cooperation.

Scoring Guide:

16-20 points = Outstanding performance

11-15 points = Good understanding but room for improvement.

6-10 points = Developing understanding, needs more practice.

0-5 points = Needs significant improvement.

Exploration Activity: Investigating Boyle's Law with

Syringes and Marshmallows
Objective: To observe and understand the inverse relationship between pressure
and volume in gases, as described by Boyle's Law.
Materials Needed:

 Transparent plastic syringes (without needles), preferably 10-20 mL

 Miniature marshmallows

Safety Note: Ensure students handle the syringes carefully to avoid any injuries.

Instruction:

Insert Marshmallow into Syringe:

 Remove the plunger from the syringe.

 Place one mini marshmallow into the barrel of the syringe.
 Carefully reinsert the plunger, ensuring it contacts the marshmallow without
compressing it

Seal the Syringe:

 students place a finger over the syringe's nozzle to create an airtight seal.

Manipulate the Plunger:

 Increase Volume: Gently pull the plunger outward, increasing the volume
inside the syringe.
 Decrease Volume: Push the plunger inward, decreasing the volume inside the
syringe.

Class Discussion:

 Bring the class together to share group findings and discuss the underlying
principles.

Guide Question:

1. What happens to the marshmallow when you pull the plunger outward?
2. What do you observe when you push the plunger inward?
3. How does changing the volume inside the syringe affect the pressure exerted
on the marshmallow?
4. Can you explain why the marshmallow changes size when the pressure inside
the syringe changes?