This lesson plan describes teaching 10th grade students about Gay-Lussac's Law. The plan includes objectives to describe and apply the relationships between gas pressure and temperature. Students will observe a demonstration showing how cooling a gas in a sealed container decreases pressure, pushing an egg into the container. Formulas are provided and practiced to calculate pressure and temperature values. Real-life examples are discussed to find practical applications of the concepts.

1. SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL
10
QUARTER / DOMAIN
FOURTH Quarter
WEEK & DAY NO.
1 , 4
PAGE NO.
1
I. OBJECTIVES
At the endof the one – hour period,the studentsshouldbe able to:
• Describe the qualitative and quantitative relationships between
the pressure and temperature of a gas.
•Calculate pressure and temperature values when a gas is kept at a constant
volume.
• ApplyGay-Lussac’sLaw to real life situations
A. Content Standards
The learnersdemonstrate anunderstandingof how gasesbehave basedonthe
motionandrelative distancesbetweengasparticles
B. Performance Standards
The learnersshall be able tosolve problemsusingthe equationof Gay -Lussac’s
Law
C. Learning Competencies/
Objectives
(Write the LC code)
The learnersshouldbe able toinvestigatethe relationshipbetweenpressure and
temperature of gasparticleswhenvolumeisconstant
S10ES-Ia-j-36.5
II. CONTENT GAY-LUSSAC’SLAW
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp.38-39
2. Learner’s Materials pages pp.53-61
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources https://betterlesson.com/lesson/631791/gay-lussac-s-law
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
ELICIT
Show videos about real-life applications of Gay-Lussac’s Law.
Firing a bullet.
Heating a closed aerosol can.
A burning automobile tire.
Tell them that all of these shows a correlation between pressure
and temperature and can be explained using the next Gas Law;
Gay Lussac’s Law.
B. Establishing a purpose for
the lesson
ENGAGE
Students observe a demonstration of Gay-Lussac’s law. A
hard-boiled egg is forced into an Erlenmeyer flask by cooling the air
inside to alter the air pressure inside the flask. Teacher will discuss
the effects of flexible and rigid containers on the pressure, volume,
and temperature of a gas sample.
C. Presenting
examples/instances of the
new lesson

2. SEMI -DETAILED SCIENCE LESSON PLAN
GRADE LEVEL
10
QUARTER / DOMAIN
FOURTH Quarter
WEEK & DAY NO.
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PAGE NO.
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Materials:
 hard-boiled egg, shelled
 1000 mL Erlenmeyer flask
 water
 hot plate
 bunsen burner or hair dryer (optional)
Set up(Teacher)
Prepare hard-boiled eggs the night before class. . Place a bit of
water in the flask and the shelled egg on top of the opening before
students walk in.
Before students enter the class, have the egg and bottle set up in
front and the following prompt on the board,
"Examine the egg and bottle setup. How could you use gas pressure
to get the egg into the bottle? What variables would you change:
pressure, volume, and/or temperature? Draw an image of the
egg/bottle set up and annotate your drawing to support your
ideas."
Give students 8-10 minutes think, write/draw and then call on
students to share their ideas on how to get the egg in the bottle.
Some questions may be asked to push student thinking could be:
*How would you get the egg into the bottle using gas pressure?
* *What happens to the gas inside the bottle when it is cooled?
* *What force might push the egg into the bottle?
D. Discussing new concepts
and practicing new skills #1
EXPLORE
(Teacher)
Demonstrate how differences in gas pressure canbe used to force
an egg into a bottle.
Add 5ml of water to the flask and heat the flask on the hot plate for
several minutes. Be sure to add enough water so it does not all
evaporate. Take the flask off of the hot plate with beaker tongs
when you see steam coming out of the flask.
Place the hard-boiled egg on the opening of the flask so it makes a
seal. Observe what happens as the air inside the flask cools (the egg
E. Discussing new concepts
and practicing new skills #2

3. SEMI -DETAILED SCIENCE LESSON PLAN
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10
QUARTER / DOMAIN
FOURTH Quarter
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gets pushed into the flask).
Speed up the process by placing the flask in cool water or ice water.
Ask students to explain what they think happened.
Ask students how they could use gas pressure to get the egg back
out of the flask. Listen to their suggestions. Then turn the flask
upside down so that the egg falls into the opening. Hold the flask so
that it is tipped sideways, and reheat the flask on the bottom until
the egg is pushed back out of the flask. A Bunsen burner works best
for this last procedure, but hot plate or a blow dryer canbe used.
F. Developing mastery (leads
to Formative Assessment 3)
EXPLAIN
Ask students to explain what is happening. Have them explain what
they think caused the egg to go into the flask. The egg was pushed,
not sucked, into the flask. Explain what this means.
As the gas inside the flask cools,the pressure of the gas inside the
flask decreases. Because the air pressure decreases inside the flask,
the force onthe egg exerted by the air outside the flask is greater
than the force exerted on the egg by the air inside the flask. When
the difference becomes great enough, the egg is pushed into the
flask. The change in gas pressure happens both because gas
pressure is proportional to temperature and because some of the
water vapor in the flask becomes a liquid. Notice that the egg is not
“sucked” into the flask. It is pushed into the flask by the higher air
pressure outside the flask. Gaseous molecules cannot “suck.”
A key point to stress here is that pressure is proportional to
temperature if the volume and amount of gas are not changed and
if the temperature is expressed in kelvins. This is Gay-Lussac's law.
k=P/T
P1T2=P2T1
Give students some an opportunity to practice working with the formula for
Gay-Lussac's Law.
Hand out the student worksheet and work together to solve the first few
problems as a class before turning them loose to work independently.
G. Finding practical ELABORATE

4. SEMI -DETAILED SCIENCE LESSON PLAN
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applications of concepts and
skills in daily living Let the students recall the videos shown at the start of the class. Call students to
discussthe conceptineach videos.
*Firinga bullet
How doesthe bulletforcesoutfrombarrel of the gun?
*Heatinga closedaerosol can
Why doesthe aerosol canscarry “Do notincinerate.”warninglabel?
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
EVALUATE
1. If a gas with a pressure of 6 atmospheres is cooled
from 500 K to 250 K, what happens to its final
pressure? (halved)
2. What should remain constant to use Gay-Lussac’s
Law?
3.
J. Additional activities for
application or remediation
EXTEND
Unfortunately, Wegener’s theory was not accepted until 1960’s because he had not
explained the reason behind the drifting of the continents. Why do continents
move then?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to share
with other teachers?
DEMONSTRATION TEACHER:
DARYL F. CADANILLA
TeacherII
Noted:
JACQUELINEB. BETE
Master TeacherII -Science

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P1T2=P2T1

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