LESSON PLAN IN SCIENCE 10

Name of the Teacher: JERAMIE M. JABAGAT Grade Level: Grade 10

Position: SST –III Time: 10:00- 11:00A.M.

I. OBJECTIVES:
A. Content Standards:
 The learners demonstrate an understanding of how the evolution through natural
selection can result in biodiversity.
B. Performance Standard:
 The learners shall be able to write an essay on the importance of adaptation as a
mechanism for survival of a species.
C. Learning Competencies:
 Describe the feedback mechanisms involved in regulating processes in the
female reproductive system (e.g., menstrual cycle)
(S10LT-IIIc-35);
II. CONTENT
Feedback Mechanisms in Female Reproductive System
III. LEARNING RESOURCES
Teacher’s Guide: Science 10 pages 265-266
Learner’s Guide: Science 10 pages 362 - 368
Internet Source: slideserve.com, pixfeed.com, sciencestruck.com
Other Learning Resources: pictures, laptop, projector
IV. PROCEDURE
Review
In our last lesson, you have learned the functions of the nervous system. The parts of the
brain and neuron as well as their functions were also discussed.

“Jumbled Letters”

Directions: Read each description and identify the word in the jumbled letters.
1. The functional unit of the nervous system which carries nerve impulses,
or action potential, from one part of the body to another. “OENURN”
2. It is located below the cerebellum at the base of the skull, which serves
as the body’s life support system. “IBNAR ETMS”
3. The large upper region of the brain responsible for mental processes.
“BERCMUER
 Motivation

Have you ever tried to cool down yourself during summer by swimming in
the RAVE swimming pools?

A. Activity
Activity 1. My control systems
Objectives:
1. Identify the different internal control systems of the body.
Materials:
Pen, paper
Procedure:
1. Carefully analyse the pictures of the different internal control systems of
body.
2. Answer the guide questions correctly.
Carefully analyse the following pictures and identify whether sensor, control center or
communicating system.

1. ______ 3. ______ 5. _____

2. ______ 4. _______
 1: Pressure-Volume Relationship at Constant Temperature of a Gas
Objective:
At the end of the activity, you should be able identify and plot the given
values
of volume against pressure at constant temperature of a gas.

Materials: Graphing paper or clean sheet of bond paper, pencil, and ruler

Procedure:
1. Plot the data in table 1 in a graphing paper or in a separate clean sheet of paper.
2. Label the graph with Volume (Y-axis), and the pressure (X-axis).
3. Use the following scale in plotting the data on the graph:
1 cm for every 0.5 mL, and 1 cm for every 500 mmHg
Table 1: Boyle’s Pressure-Volume Data
P (mmHg) 500 550 700 1000 1200 1800
V (mL) 2.5 2.2 1.5 0.8 0.6 0.5

Closure:
As you observed from the graph above, pressure increases with a decrease in
volume.
___________ _______ explains that when pressure increases, the volume decreases; and if the
pressure decreases, the volume increases. Thus, the relationship between pressure and volume
of a gas at constant temperature is inversely proportional.
B. Analysis
Let us try another activity.
Activity 2: Let’s Compute and Check It Right!
Objective:
At the end of the activity, you should be able to solve problems using
Boyle’s law equation.

Materials: Calculator, pen, and paper

Directions: Read the given problem. Fill in the table with the correct data, then solve and
check it using Boyle’s law equation: P1V1=P2V2

Problem to be solved and to be checked using Boyle’s Law equation:

In a J-shaped tube filled with mercury, initially, mercury levels in both limbs
are the same. The initial volume of the trapped gas in the closed end is 0.50 L. The volume
of the gas decreases to 0.30 L after the addition of mercury from the open end of the tube.
Take note that the opened end of the tube is subjected to the atmosphere; thus, the initial
pressure is equal to atmospheric pressure (1 atm = 760 mmHg). What will be the final
pressure after the changes of the volume happened?

Data Checked by V2 Checked by P1

Given: V1= _______ L
V2= _______ L
P1= _____mmHg
Find Final Pressure Final Volume Initial volume
Equation P2 = P1V1 V2= P1V1 P1= P2V2
V2 P2 V1
Substitution
Solution
Final Answer

Closure:
What can you say on the computation you have made?

C. Abstractions
Let us learn more on Boyle’s Law.
Activity 3: Boyle’s Law in Scuba Diving
Objective:
At the end of this activity, you should be able to appreciate Boyle’s law and cite its
practical applications in your daily life.

Materials: Picture of a scuba diver

Directions: Rearrange the jumbled letters inside the parenthesis, then fill in each blank
with a correct answer. Relate each statement to scuba diving activities.
 Diving into deep water is another application of (1) ___________ (s’leByo) law. As the
diver moves down to the bottom of the water, the (2) ____________ (respseru) increases.
Increasing pressure leads to a decrease in (3) _________ (lovemu), and the diver’s blood begins
to absorb the nitrogen gas. The opposite happens when the diver starts to rise again, and the
nitrogen gas molecules begin to expand and return to its volume. If the diver makes a slow rise,
the nitrogen gas (4) _____________ (lesmolecu) expand and return to normal without problems,
but if it rises quickly, the diver’s blood turns into foam and the same mess that occurs in the soda
bottles causes the diver to bend and feel strong pain. In the worst case, this sudden drop in body
pressure can instantly terminate the diver’s (5) ___________ (ifel).

Closure:
When a scuba diver dives beneath the water surface due to the hydrostatic pressure
on divers, the air inside their lungs contract. As a diver approaches the surface, the air inside
their lungs expand since the pressure (6) ____________ (seresdeac)on the surface of the water.

 Discuss Boyle’s Law.

 Describe its graph.
 Discuss the significance of Boyle’s Law.
 Give sample problems on Boyle’s Law.

D. Application
1. A deep sea diver is working at a depth where the pressure is 3.0 atmosphere. He is
breathing bubbles. The volume of each air bubbles is 2 cm². At the surface the pressure
is 1 atmosphere. What is the volume of each bubble when it reaches the surface?
2. What are some examples of Boyle’s Law in everyday life?

E. Generalization
 State Boyle’s Law.
 As a student, what do you think should be constant in you in order to respond
on the laws of nature?
F. Evaluation
Directions: Choose the letter of the correct answer. Write your answer on your
answer
sheet.
1. Which among the units of measurements below can be the correct unit of
volume?
A. 0F, OC, and K C. L, mL, m3, and cm3
B. atm, mmHg, Pa, and torr D. Kg, g, and moles
 2. The graph of Boyle's law is known as pressure-volume graph. Which of the
following
is a hyperbolic graph?

A. B. C. D.

For numbers 3 and 4, refer to the given problem below:

Problem: At 00C and 5 atm, a given sample of a gas occupies 75 L. The gas is
compressed to a final volume of 30 L at 0C. What is the final pressure?

3. Which of the following formulas will be used to solve the given problem?
a. P₂ = P₁V₁/V₂ C. P₂ = V₁V₂/P₁
b. P2= P1V2/V1 D. P1= P2V2/V1
4. Which of the following is the correct answer to the given problem above?
A. 2.0 atm C. 150 atm
B. 12.5 atm D. 450 atm

5.In the case of soda bottles or cans, all of us apply Boyle’s Law but unintentionally.
Note that when you open the bottle of soda quickly, the gas rushes from
everywhere in the form of foam, causing a mess. So, what is the cause of
this mess?

A. This mess occurs because the soda bottle is pumped by passing the water on carbon
dioxide.
B. This mess occurs because the soda is pumped into the soda bottle by passing carbon
dioxide
into the water
C.When you open the bottle, you are actually reducing the pressure on the gas, and the
volume
of the gas expands.
D.When you open the bottle, you are actually increasing the pressure on the gas, and the
volume of the gas expands.

G. Assignment
 What is Charle’s Law.
 What do you think is the relation of volume and temperature at constant
pressure?

REMARKS
H. REFLECTION:
a. No. of learners who earned 80% on the formative
assessment_______________________
b. No. of learners who require additional activities for
remediation_____________________
c. Did the remedial lessons work? No. of learners who have caught up 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 /supervisor can help?
me solve?
_________________________________________________________________________
g. What innovation or localized material did I use/discover which I wish to share
with other
teacher_________________________________________________________________

Prepared by:

JERAMIE M. JABAGAT
SST-III