DAILY LESSON LOG
School: SAN ISIDRO NATIONAL HIGH SCHOOL
Grade Level: 10
Teacher: JEREMAEH G. DELOSA
Learning Area: SCIENCE
Teaching Dates and Time: Week 1, Quarter 4
Quarter: 4
DAY 1
DAY 2
DAY 3
DAY 4
DAY 5
OBJECTIVES
- Define Boyle's Law and explain its significance in real-world contexts.
- Describe the inverse relationship between pressure and volume of a gas at constant
temperature.
- Interpret and construct graphical representations of Boyle's Law (P vs. V).
- Design and perform a simple experiment demonstrating Boyle's Law.
- Solve word problems using the Boyle’s Law formula (P1V1 = P2V2).
Content Standards
The learners demonstrate an understanding of the relationship between volume and
pressure of gases at constant temperature.
Performance Standards
The learners shall be able to investigate and communicate the relationship between the
volume and pressure of gases at constant temperature through inquiry-based activities.
Learning Competencies
S10MT-IVa-7: Investigate the relationship between volume and pressure at constant
temperature of a gas.
CONTENT
Boyle's Law
LEARNING PROCESS
References
Teacher's Guide pages: Quarter 4 Module 1.1 TG
Learner's Materials pages: SCI10 Q4 MOD1.1 pp. 1–17
Textbook pages: Relevant textbook sections on gas laws
Additional Materials: Simulation tools, syringe and balloon kits, Boyle’s Law charts,
instructional videos
Other Learning Resources: PhET simulations, YouTube educational content, DepEd
Commons
Reviewing previous lesson or presenting the new lesson
DAY 1: Brainstorming activity: How do gases behave? Review kinetic molecular theory with
examples.
DAY 2: Group discussion on gas properties; quick recap of last week’s gas behavior
examples.
DAY 3: Recap Boyle’s Law from notes; revisit key vocabulary.
DAY 4: Review experiment objectives and variables.
DAY 5: Consolidation of all learned concepts; Kahoot-style review.
Establishing a purpose for the lesson
DAY 1: Show video of deep-sea diving—ask: How does pressure affect divers?
DAY 2: Introduce Boyle’s Law through balloon-in-a-syringe demonstration.
DAY 3: Pose: Why does a graph of Boyle’s Law form a curve?
DAY 4: Connect concept to experiments they will conduct.
DAY 5: Prepare students for applying formula to solve problems.
Presenting examples/instances of the new lesson
DAY 1: Real-life scenarios involving gas behavior.
DAY 2: Use visuals and charts to demonstrate pressure-volume inversely.
DAY 3: Construct P-V graphs using given data sets.
DAY 4: Demonstrate setup of experiment using syringe and books.
DAY 5: Solve three example problems step-by-step.
Discussing new concepts and practicing new skills #1
DAY 1: Define Boyle’s Law. Discuss its implications.
DAY 2: Analyze how volume decreases as pressure increases using real and simulated data.
DAY 3: Guide learners through plotting P-V data.
DAY 4: Conduct experiment in groups.
DAY 5: Guide learners in solving Boyle’s Law problems using the formula.
Discussing new concepts and practicing new skills #2
DAY 1: Group activity: compare gas laws.
DAY 2: Predict gas behavior with variable changes.
DAY 3: Group graphing and analysis task.
DAY 4: Data analysis and conclusion writing.
DAY 5: Peer-solving: students create their own problems and exchange with others.
Developing Mastery
DAY 1: Formative quiz on key concepts.
DAY 2: Matching activity: situations to gas law.
DAY 3: Rubric-based assessment on graph accuracy.
DAY 4: Lab worksheet and self-evaluation checklist.
DAY 5: Problem-solving worksheet (increasing in difficulty).
Finding practical applications
DAY 1: Boyle’s Law in diving, medical syringes, and breathing.
DAY 2: Situational analysis: balloon behavior in high altitudes.
DAY 3: Tire pressure management in cars.
DAY 4: Boyle’s Law in a syringe under different loads.
DAY 5: Home and industry applications of gas laws.
Making generalizations and abstractions
DAY 1: “As pressure increases, volume decreases” – establish core concept.
DAY 2: Identify the inverse relationship through charts.
DAY 3: Generalize behavior through data patterns.
DAY 4: Formulate hypothesis and conclusion.
DAY 5: Consolidate Boyle’s Law application through group summary presentations.
Evaluating Learning
DAY 1: Exit slip (definition of Boyle’s Law).
DAY 2: Think-Pair-Share: How can we prove the law?
DAY 3: Graph interpretation quiz.
DAY 4: Group performance rubric for experiment.
DAY 5: Individual written quiz and peer assessment.
Additional activities for application or remediation
- Enrichment: Create a comic strip about Boyle’s Law
- Remediation: Review session and guided practice using formula
- Use of simulations for students needing more visual support
- Small group tutoring sessions for students below mastery
REMARKS
REFLECTION
No. of learners who earned 80% in the evaluation:
No. of learners who require additional activities for remediation who scored below 80%:
Do the remedial lessons work? No. of learners who have caught up with the lesson:
No. of learners who continue to require remediation:
Which of my teaching strategies worked well? Why did these work?
What difficulties did I encounter which my principal or supervisor can help me solve?
What innovation or localized materials did I use/ discover which I wish to share with other
teachers?
Prepared by: JEREMAEH G. DELOSA
Checked by: ____________________
Approved by: ____________________