DLP 11 20 Second

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
11 Science 9 2 60
Learning Competency/ies: Code:
Explain the formation of ionic and covalent bonds.
(Taken from the Curriculum Guide) S9MT-IIa-13
Key Concepts / Understandings
to be Developed Effect of Electronegativity and Ionization energy in formation of compounds
Adapted Cognitive Process

Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Compare the electronegativity and ionization energy values of metals and non metals
condition of knowing
something with familiarity
gained through experience Understanding
or association
Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Distinguish the periodic patterns of elements
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Attitude Valuing Demonstrate self control at all times in doing individual activities
Values Internalizing values Display harmony during group activity within the members of the group
2. Content Periodic Trends of Elements
3. Learning Resources Science Learner's Module 9 pp.113-114, Teacher Guide p91-92
4. Procedures
4.1 Introductory Activity
a. Preliminaries
b. Review: Post some elements on the board and let them categorize it as to metals, non-metals
5 minutes
and semi-metals.
4.2 Activity Do Activity 1-Mapping of the Periodic Table procedures 1 and 2 in the Learners' material pp.113-114 by
group. The task of each group is to observe and take note of the differences on the numbers written at the
15 minutes top portion of the box labeled as electronegativity and ionization energy values.
4.3 Analysis Ask the following questions:

1. Where can you find metals, non-
metals, and noble gases in the periodic table of elements?
2. What have you noticed with the electonegativity value of
elements from bottom to top?
5 minutes
3. What have you noticed with the electonegativity value of elements from left to right?
4. What have you noticed with the ionization
energy from bottom to top?
5. What have you noticed with the ionization energy from left to right?
4.4 Abstraction
Discuss electronegativity which is defined as the tendency of atoms to attract electron is increasing from
bottom to top and from the left to the right of the periodic table. Ionization energy is the energy released by
an atom to attract electron also increased from bottom to top and from left to right. This is what we call as
10 minutes
the "periodic trend". It is good that we know that metals have low electronegativity and non metals have
high electronegativity since this plays an important role in forming compounds.
4.5 Application
Discuss that elements in the NPK fertilizers which are the nitrogen, phosphorus and potash respectively.
These are widely used in the farm to have a good harvest. In relation to electronegativity, compare their
5 minutes
electronegativities from least to greatest.
4.6 Assessment A. Arrange the following according to increasing electronegativity( base your
value on the box below/ also found in the appendix A).
A. Na, Br, Cl, At
B. Rb, F, Li,
Cs
C. Cl, F, Cs, Na
Tests
10 minutes
4.7 Assignment Enhancing / improving the Make a post card containing an element of your choice and its properties.
5 minutes day’s lesson You may use the rubrics given in the Appendix b.
4.8 Concluding Activity
I believe strongly that when it comes to desire, when it comes to attraction, that things are never black and
white. Things are very much shades of grey. (Brian Molko) This means that even in humans attraction
5 minutes
depends on the strength and will.
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.
B. No. of learners who require additional activities D. No. of learners who continue to require remediation.
for remediation.
E. Which of my learning 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?
Prepared by:
Appendices:
Name: School:
A.Electronegativity
MARSAN B.values of some elements
BINOYA Cabalawan National High School
Position/
Designatio Division:
n: TEACHER III Cebu
Contact Email address:
Number: 9054758978
B. Rubrics for making postcard
Date:
August 28, 2017
Code:
S9MT-IIa-13
tals and non metals
group
it as to metals, non-metals
s' material pp.113-114 by

n the numbers written at the
s.
an you find metals, non-
he electonegativity value of
m left to right?
ticed with the ionization
m left to right?
electron is increasing from

rgy is the energy released by
ight. This is what we call as
tivity and non metals have
.
us and potash respectively.

onegativity, compare their
g electronegativity( base your
ndix A).
Br, Cl, At
B. Rb, F, Li,
r choice and its properties.

b.
at things are never black and

ven in humans attraction
gh School

Learning Area:
12 Science 9 2 60
to be Developed Valence Electrons involved in formation of ionic and covalent bonds
OBJECTIVES:
The fact or Recognize the importance of knowing the valence electrons of atoms
or association
Applying
Skills Illustrate the valence of electrons of some elements.
The
systematic, and sustained
something
Creating
Attitude Valuing Demonstrate cooperation in doing activities.
Values Internalizing values Display solidarity in the school and in the family
2. Content Valence electrons
3. Learning Resources Science Learner's Module 9 pp.113-114, Teacher Guide p91-92
4. Procedures
a. Preliminaries
b. Review of the previous topic on electronic configuration.
5 minutes c. Motivation: What is your role in the family? How do
your parents react with the choices you make in llife?
4.2 Activity Do Activity 1 entitled Mapping of the Periodic Table procedure 3 in the Learners' material pp.113-114. The
task is to observe the number that corresponds to the valence electrons.
15 minutes
4.3 Analysis
Ask the following questions:
1. What have you noticed with the valence electron of the family 1?
2. Are the valence electrons of elements Beryllium to Radium (family 2) the same?
5 minutes 3. How do we get the valence electrons of the
elements? 4. What is the role of the valence electrons
in the reaction process?
4.4 Abstraction
Conceptualize that valence electrons are the electrons directly involved in forming bonds to form
compounds. It is important to know the number of valence electrons so that we can illustrate how bonds are
formed. The number of valence electrons in an atom is reflected by its position in the periodic table of
elements. Across each row, or period, of the periodic table, the number of valence electrons in groups 1–2
10 minutes
and 13–18 increases by one from one element to the next. Within each column, or group, of the table, all
the elements have the same number of valence electrons. This explains why all the elements in the same
group have very similar chemical properties.
4.5 Application
Using the electronic configuration, further discuss and show how the valence electrons are attained. E.x.
Beryllium has 4 electrons. Its electronic configuration is 1s2 2s2. Thus, its valence electron is 2.
Using the electronic configuration, further discuss and show how the valence electrons are attained. E.x.
5 minutes Beryllium has 4 electrons. Its electronic configuration is 1s2 2s2. Thus, its valence electron is 2.
4.6 Assessment Show the valence electrons of the following:
1. Lithium -Li 2. Calcium-Ca
Tests 3. Aluminum-Al 4.
10 minutes Cesium - Cs 5. Strontium- S
4.7 Assignment
Enhancing / improving the Choose five foods of your choice and cut out its label. Identify an element
5 minutes day’s lesson from the label and show its valence electron.

At the end of the day, the most overwhelming key to a child's success is the positive involvement of parents
(Jane D. Hull). Since, in every endeavor in life, our family is our strength and do magic. Like a valence
5 minutes electron outside the nucleus, it is the only particle that is involved in the compound formation or reaction.
5. Remarks
6. Reflections
B. No. of learners who require additional activities

for remediation. D. No. of learners who continue to require remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
MARSAN B. BINOYA Cabalawan National High School
Position/
n: TEACHER III Cebu
Contact
Number: Email address:
9054758978
Date:
August 29, 2017
Code:
S9MT-IIa-13
ms
your role in the family? How do
rs' material pp.113-114. The
he family 1?
um (family 2) the same?
e valence electrons of the
role of the valence electrons
ming bonds to form

e can illustrate how bonds are
n in the periodic table of
ence electrons in groups 1–2
n, or group, of the table, all
all the elements in the same
electrons are attained. E.x.

ence electron is 2.
2. Calcium-Ca
4.
5. Strontium- S
s label. Identify an element
ositive involvement of parents

do magic. Like a valence
ound formation or reaction.
gh School

Learning Area:
13 Science 9 2 60
to be Developed Apply the idea of Lewis dot in the formation of compounds
OBJECTIVES:
The fact or
gained through experience Understanding Explain the ways on how to obtain the Lewis dot symbol using the idea of valence electrons
or association
Applying Interpret the Lewis symbol through writing or showing the number of valence electrons of
Skills common metals and non metals.
The
something
Creating
Attitude Organization Adhere on the idea of making a stand in everything you decided to do
Values Internalizing values Display oneness in anwering in the grooup activity
2. Content Lewis Dot Symbol
3. Learning Resources internet web sites
4. Procedures
a. Preliminaries
b. Review of the previous topic on valence electrons.
5 minutes c. Motivation: Show the modern model of the atom. How
do you call these particles outside the nucleus?
4.2 Activity Show a 6-minute video clip that explains what Lewis Dot is. Follow the link given below. Further discuss on
how to draw and apply the Lewis Dot structure.
How to Draw Lewis Structures: Five Easy Steps - YouTube

▶ 5:57
Aug 3, 2013 - Uploaded by Wayne Breslyn
8 minutes A video tutorial for how to draw Lewis Structures in five steps. ... teacher, and this is the
best tutorial I have seen ...
https://www.youtube.com/watch?v=1ZlnzyHahvo
4.3 Analysis
1. What is your reaction upon watching the video?
2. What is the meaning of Lewis dot symbol?
5 minutes 3.
How to make a Lewis dot symbol?
4. Show the Lewis dot structure of Na using its valence electron.
4.4 Abstraction Further discuss that Lewis Symbol is constructed by placing dots representing electrons in the outer energy
around the symbol for the element. Lewis symbols are simplified Bohr diagrams which only display
electrons in the outermost energy level. Therefore, Lewis Symbols are useful for studying elemental
properties and reactions. For many common elements, the number of dots corresponds to the element's
10 minutes group number. ( Charles Ophardt)
4.5 Application
Draw or print a Periodic Table enough for the student's foot to fit on one element. Let each student choose
a square of the Periodic table to stand on (filling in the ones with fewer electrons first, if possible). Then ask
them questions about the number of electrons they have, and students call out their answers.
1. "Which has exactly one electron in their
5 minutes
outermost shell? 2. How many electrons do you need to fill your
outermost shell?" This easy way to teach about valence electrons will help students connect the concept of
electrons to the periodic table.
4.6 Assessment
Using the quiz bowl method, apply the ideas of Lewis dot structure to the ff.
atoms.
Tests
17 minutes A. Gallium- Ga B. Barium- Ba
C. Magnesium- Mg D. Cesium- Cs
E. Boron- B F. Be- Beryllium
4.7 Assignment
On a 1/2 crosswise sheet of paper, show the Lewis dot structure of the
following compound.
Reinforcing / strengthening A. Na
5 minutes the day’s lesson B. Cl C. O
D. Ca E. F

Words are but symbols for the relations of things to one another and to us; nowhere do they touch upon
absolute truth (Friedrich Nietzsche). This means that words softly spoken do not harm others just like what
5 minutes the symbol does. Lewis symbol on the other hand, tells the uniqueness of each element in the perodic
table.
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Number: 9054758978
Date:
August 30, 2017
Code:
S9MT-IIa-13
idea of valence electrons
of valence electrons of
o do
dern model of the atom. How
en below. Further discuss on
acher, and this is the
g the video?
g of Lewis dot symbol?
3.
g electrons in the outer energy

ms which only display
for studying elemental
rresponds to the element's
ent. Let each student choose
ns first, if possible). Then ask
ut their answers.
one electron in their
ctrons do you need to fill your
udents connect the concept of
Lewis dot structure to the ff.
B. Barium- Ba
D. Cesium- Cs
Beryllium
ewis dot structure of the
E. F
where do they touch upon

not harm others just like what
h element in the perodic
gh School

Learning Area:
14 Science 9 2 60
to be Developed Relationship of Lewis dot symbol to family, electronegativity and ionization energy
OBJECTIVES:
The fact or
something with familiarity Interpret the relationship of the number of valence electrons to electronegativity and ionization
or association energy
Applying
Skills Illustrate the Lewis structure of some compounds following the octet rule
The
something
Creating
Responding to
Attitude Practice decisiveness in every day ife
Phenomena
Values Receiving Phenomena Practice showing respect for human right
2. Content Lewis Dot symbol
3. Learning Resources Science Learner's Module 9 p. 115, Teacher Guide p. 92
4. Procedures
4.1 Introductory Activity a. Preliminaries
b. Review of the previous topic on valence electrons.
5 minutes
4.2 Activity Do activity no 2 entitled Lewis Symbol found in the Learner's module pp. 115. Supply the family or group of
10 minutes some elements, the Lewis symbol, the electronegativity value and ionization energy.
4.3 Analysis
1. How do you find the activity?
2. Arrange the elements above in increasing order according to valence electrons,
electronegativity values, and ionization energy.
10 minutes
3. What do you notice with the number of electrons, electronegativity
values, and ionization energies of the elements?
4.4 Abstraction Further relate the idea based on the Lewis dot structure on the tendency of atoms to attract electrons. See
concept on the Learners Module p 117. Discuss further on octet rule. For the elements with atomic numbers
between 3 and 20, 8 is the maximum no. of electrons that can be accommodated in the outermost shell.
Hence, considering these elements, the general rule is that the elements are stable if it has 8 electrons in
outermost orbit. The octet rule stating that atoms can combine either by transfer of valence electrons from
8 minutes one atom to another (gaining or losing) or by sharing of valence electrons to have an octet in their valence
(or outermost) shells. The rule was developed in 1916 by Kossel and Lewis and this theory of chemical
combination is also known as the electronic theory of chemical bonding.
4.5 Application
Using the cabbage relay game, where questions are written in each leaf of the paper formed into cabbage,
student task is to pick a leaf that contains the following questions. Show the Lewis structure of the following
7 minutes conforming to the octet rule. 1. F 2. Ca 3. K
4. Na 5. Cl 5. Mg
4.6 Assessment Show the answer on the board from the cabbage relay game. Each correct
Observation answer is good for five points.
10 minutes
4.7 Assignment
List at least 3 metals and non metals. Identify their properties in terms of their
Preparing for the new lesson
5 minutes reaction with other elements.
Ruins, for me, are the beginning. With the debris, you can construct new ideas. They are symbols of a
beginning (Anselm Kiefer). This signifies that we can learn from our mistakes and ruins or failures are the
5 minutes
clues to start anew. Symbols do teach us how we have failed and stand from the failures of the past.
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Number: 9054758978
Date:
August 31, 2017
Code:
S9MT-IIa-13
ation energy
ctronegativity and ionization
et rule
Supply the family or group of

energy.
nce electrons,
f electrons, electronegativity
oms to attract electrons. See

elements with atomic numbers
ated in the outermost shell.
stable if it has 8 electrons in
er of valence electrons from
ave an octet in their valence
nd this theory of chemical
e paper formed into cabbage,

ewis structure of the following
2. Ca 3. K
ge relay game. Each correct

heir properties in terms of their
s. They are symbols of a
and ruins or failures are the
the failures of the past.
gh School

Learning Area:
15 Science 9 60
to be Developed Transfer of electrons in ionic bonding
OBJECTIVES:
The fact or
gained through experience Understanding Explain what is ionic bonding
or association
Applying
Skills Illustrate how the electrons transfer from one atom to the other to attain stability
The
something
Creating
Attitude Internalizing values Influence other with your charitable attitude
Values Valuing Practice showing kindness in every activity at school or at home
2. Content Ionic bonding
3. Learning Resources internet websites
4. Procedures
a. Preliminaries
b. Review of the previous topic
5 minutes c. Motivation: Bring in front a pinch of table salt. How is this
used at home?
4.2 Activity The teacher shows a videoclip on how salt is formed. Refer to the hyperlink below for the video. Take
note on what is ionic bonding and show how the atoms share electrons
NaCl Formation - YouTube

10 minutes ▶ 3:24 Jul 5, 2012 - Uploaded by Webcast-legacy Departmental
Your browser does not currently recognize any of the video formats .... the NaClformed by the
reaction in the ...
https://www.youtube.com/watch?v=d2geiGKFveE

1. What is the video all about?
2. What compound forms after the reaction?
2. What do you
10 minutes
think happens to the electrons of sodium and the chlorine during the reaction?
3. How do we
call the bonding between sodium and chlorine?
4.4 Abstraction
Discuss that ionic bonding involves complete transfer of electrons; thus, ions are formed. It involves
10 minutes metals with low electronegativity and non-metals with high electronegativity.
4.5 Application Show the Lewis dot structure of Sodium chloride. Ask a volunteer to show how the electrons are
transferred from sodium to chlorine. See appendix C for the picture.
Show the Lewis dot structure of Sodium chloride. Ask a volunteer to show how the electrons are
transferred from sodium to chlorine. See appendix C for the picture.
5 minutes
4.6 Assessment Using the Think-Pair-Share, show the Lewis Dot of the following ionic
compounds.
A. NaCl
Tests B. MgCl2
10 minutes
C. CaBr2
D. BaF2
4.7 Assignment Reinforcing / strengthening Fill in the table with Lewis dot and the type of bonding. See the table in
5 minutes the day’s lesson the appendix D.
One must be poor to know the luxury of giving! George Eliot
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have caught up
evaluation. with the lesson.


Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Contact
9054758978
Date:
###
Code:
S9MT-IIa-13
r to attain stability
me
ch of table salt. How is this
nk below for the video. Take
the NaClformed by the
r the reaction?
2. What do you
ction?
3. How do we
ons are formed. It involves

ty.
w how the electrons are

s Dot of the following ionic
A. NaCl
B. MgCl2
. BaF2
of bonding. See the table in
al High School
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area:
16 Science 9 2 60
Recognize different types of compounds based on their properties
such as melting point, hardness, polarity, and electrical and thermal
(Taken from the Curriculum Guide) S9MT-11b-14
conductivity
to be Developed Show the Sharing of Electrons using the Lewis Dot
OBJECTIVES:
The fact or Identify the type of elements that share electrons
or association
Applying
Skills Interpret why only nonmetals share electrons
The
something
Creating
Attitude Organization Practice responsibilty in everything you do
Values Valuing Demonstrate awareness in the environmental problems of the world
2. Content Covalent Bond
3. Learning Resources Science Learner's Module 9 pp.120-121, Teacher Guide p 93-94
4. Procedures
5 minutes
4.2 Activity Show a 7 minute video clip about covalent bonding. Focus on how atoms share electrons. Observe and
determine what group of elements do not react with other elements.
Covalent Bonding - YouTube ▶ 6:11

10 minutes Nov 4, 2015 - Uploaded by Smart Learning for All
You will learn about "Covalent Bond" in this video. Noble gases have complete outer
electron shells, which ...
https://www.youtube.com/watch?v=LkAykOv1foc
4.3 Analysis
2. What kind of
elements usually forms covalent bond? 3.
5 minutes
Why do non metals like oxygen only share electrons?
4. Describe covalent compounds in terms of hardness and texture as discussed.
4.4 Abstraction
Synthesize that covalent bonds result from the sharing of electrons. See more of the discussion in the
5 minutes Learners' Material page 121.
4.5 Application Share to the class that ozone layer or Ozone shield is a region of earth's stratosphere that absorbs
most of the Sun's ultraviolet radiation. It contains ozone (O3), a covalently bonded three molecule
oxygen. Using chlorofluorocarbons (CFC's) from refrigerators freon and halogenated substances
destroy this bonding of oxygen (O3) and deplete the ozone.
5 minutes
4.6 Assessment
Do Part 1 of Activity no. 4- "Bonding by sharing of Electrons" found in the
Learners' Material pp. 120-121.
Using any
Observation paper available, show how the electrons shares and forms covalent
20 minutes
bond using the Lewis structure.
Post the
answer on the board.
4.7 Assignment
Enhancing / improving the Make a slogan on taking good care of the ozone. Use any paper of your
5 minutes day’s lesson choice. Use rubrics in Appendix b.

We don't need to share the same opinions as others, but we need to be respectful (By Taylor Swift).
Unlike in covalent bonding where sharing must happen, respect to others is the most acceptable
5 minutes
behaviour than to stick on others opinion leaving behind your individuality.
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who have
evaluation. caught up with the lesson.
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
MARSAN B. BINOYA Cabalawan National high School
Position/
n: TEACHER III Cebu
Number: 9054758978
Date:
September 4, 2017
Code:
S9MT-11b-14
f the world
p 93-94
oms share electrons. Observe and
ave complete outer
y?
2. What kind of
3.
rdness and texture as discussed.
See more of the discussion in the
h's stratosphere that absorbs

ently bonded three molecule
nd halogenated substances
sharing of Electrons" found in the
Using any
ns shares and forms covalent
Post the
the ozone. Use any paper of your
be respectful (By Taylor Swift).

hers is the most acceptable
uality.
onal high School


Learning Area:
17 Science 9 2 60
conductivity
to be Developed Polarity of Covalent compounds
OBJECTIVES:
The fact or
gained through experience Understanding Classify compounds as to polar and non polar substances.
or association
Applying
Skills
The
activities or the ability, coming Evaluating Argue why some substances cannot be dissolved in some solvents
something
Creating
Attitude Organization Adhere to the idea of being considerate
Values Internalizing values Display concern on others while doing the activity
2. Content Covalent bond
3. Learning Resources Science Learner's Module 9 pp.120-121, Teacher Guide p 93
4. Procedures
a. Preliminaries
c. Motivation: Bring a mothball to the class. Place half of the mothball
5 minutes
to the water and half to the kerosene. What happened to the mothballs? Why do you think mothball is
dissolved in kerosene?
4.2 Activity Show a 10 minute videoclip on polar and non polar covalent bond. Refer to the link given.
Polar and Nonpolar Covalent Bonds - Clear & Simple

10 minutes sciencepost. NEW & IMPROVED VIDEO LINK - I've improved this
https://www.youtube.com/watch?v=02Q352-Y7iU

1. How do you feel about the video seen?
2. What do you mean by polar covalent bonding?
3. What do you mean by non polar covalent
10 minutes
bonding? 4. How is the idea of
electronegativity used in determining polarity of atoms and compounds?
4.4 Abstraction
Further discuss that polar covalent bonds are characterized by atoms with uneven or unequal numbers or
the sharing of electrons between the two electrons. The electronegativity of both elements is different and
not equal. Non-polar covalent bonds have equal or nearly equal sharing or distribution of electrons
10 minutes between two elements. Polar covalents bonds have 0.4 - 2.0 electronegativity difference while nonpolar
covalents bond has 0.4 or less .
4.5 Application
Discuss the point that water which is a polar solvent is known as the universal solvent since it dissolves
most of the substances. But, it cannot dissolve non polar substances like mothballs, wax and oil.
Discuss the point that water which is a polar solvent is known as the universal solvent since it dissolves
5 minutes most of the substances. But, it cannot dissolve non polar substances like mothballs, wax and oil.
4.6 Assessment
Fill up table 2 of Activity no. 4 entitled "Bonding by sharing of Electrons"
Talking to Learners/ which can be found in the Learners' Material pp. 120-121.
10 minutes Conferencing
By triad, identify the polarity of the given compounds.
4.7 Assignment
List the attributes of the following itemss seen at the kitchen in terms of
color, and texture.
Preparing for the new lesson a. sugar
5 minutes
b. salt
c. vinegar

There is a magnet in your heart that will attract true friends. That magnet is unselfishness, thinking of
others first; when you learn to live for others, they will live for you. Paramahansa Yogananda
5 minutes
5. Remarks
6. Reflections
A. No. of learners who earned 80% in the C. Did the remedial lessons work? No. of learners who
evaluation. have caught up with the lesson.
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Number: 9054758978
Date:
September 5, 2017
Code:
S9MT-11b-14
S:
ances.
some solvents
uide p 93
ll to the class. Place half of the mothball

thballs? Why do you think mothball is
d. Refer to the link given.
oved this
mean by polar covalent bonding?

hat do you mean by non polar covalent
4. How is the idea of
ounds?
toms with uneven or unequal numbers or

egativity of both elements is different and
sharing or distribution of electrons
ctronegativity difference while nonpolar
the universal solvent since it dissolves

nces like mothballs, wax and oil.
tled "Bonding by sharing of Electrons"
rs' Material pp. 120-121.
he given compounds.
itemss seen at the kitchen in terms of
magnet is unselfishness, thinking of

u. Paramahansa Yogananda
National high School


Learning Area:
18 Science 9 2 60
conductivity

to be Developed Melting and Boiling point of ionic and covalent bonds
OBJECTIVES:
The fact or
gained through experience Understanding Compare the melting and boiling points of ionic and covalent compounds.
or association
Applying
Skills
The
ability and capacity acquired Analyzing
through deliberate,
adaptively carryout complex Evaluating
activities or the ability, coming
something Generate a postcard on the different type of compounds.
Creating
Attitude Valuing Demonstrate kindness and love towards other
Values Valuing Demonstrate oneness in doing group activity
2. Content Physical and Chemical Properties of Compounds
3. Learning Resources Science Learner's Module 9 pp.123, Teacher Guide p 98-101
4. Procedures
5 minutes
4.2 Activity
Do Procedure 1 in Activity 6- Differences Between Ionic and Covalent Compounds found in the learners
10 minutes material page 123. Fill up the table with how the compounds react with the heat.

2. Which of the compounds melt easily when exposed to heat?
10 minutes 3. How do you call these substance that melt easily?
4. How do you call these
substances that do not melt easily?
4.4 Abstraction
Conceptualize that ionic compounds tend to have higher melting and boiling points than covalent
5 minutes compounds.
4.5 Application
Cut out pictures, paste labels of foods or print outs of food that melt when exposed to heat. Make a
15 minutes postcard out of this and determine if it is ionic or covalent bond.
4.6 Assessment
Infer whether the following melts or boils easily and identify the types of
compound. 1. vinegar 2. saltwater
3. alcohol
Tests
4. baking soda
5. mothballs
Infer whether the following melts or boils easily and identify the types of
compound. 1. vinegar 2. saltwater
3. alcohol
Tests
5 minutes
4. baking soda
5. mothballs
4.7 Assignment
Preparing for the new lesson Ask students/ people older than you, "if the salt in water can light a bulb."
5 minutes
4.8 Concluding Activity Accustom yourself continually to make many acts of love, for they enkindle and melt the soul. By Saint
Teresa of Avila
5 minutes
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Number: 9054758978
Date:
September 6, 2017
Code:
S9MT-11b-14
S:
ovalent compounds.
ds.
98-101
lent Compounds found in the learners

with the heat.
melt easily when exposed to heat?

all these substance that melt easily?
4. How do you call these
and boiling points than covalent
elt when exposed to heat. Make a
boils easily and identify the types of

2. saltwater
3. alcohol
. mothballs
u, "if the salt in water can light a bulb."
enkindle and melt the soul. By Saint
ational high School


Learning Area:
19 Science 9 2 60
conductivity

to be Developed Electrical and thermal conductivity of compounds
OBJECTIVES:
The fact or Identify the compounds that conducts electricity
or association
Applying
Skills
The
something
Creating
Construct a conductivity apparatus.
Attitude Valuing Practice optimism at all times
Values Valuing Demonstarte spirituality in every endeavor made
4. Procedures
a. Preliminaries
c. Motivation: Show a salt dissolved in water to the class
5 minutes
but do not tell them what is in it. Then dip the electrodes of the conductivity apparatus. What have
you noticed?
4.2 Activity
Do Procedure 2 in Activity 6- Differences Between Ionic and Covalent Compounds found in the
learners material page 123. Using the conductivity apparatus made by the teacher, determine which
10 minutes
compounds given conduct electricity.

2. Which compound conducts electricity and
10 minutes
heat? 3. What type of compound
conducts electricity in solution?
4.4 Abstraction
Synthesize that ionic compounds conduct electricity when dissolved in water while covalent
compounds typically don't. This is because covalent compounds dissolve into molecules while ionic
5 minutes
compounds dissolve into ions, which can conduct charge.
4.5 Application
Discuss that human body is a good conductor of electricity because it comprises of about 70% water.
(Chandrasekaran, 2016) Conductivity in human body has something to do with hemoglobin and
more to do with simple ions from salts. Sodium chloride consists of Sodium (a positively charged ion)
and Chlorine (negatively charged) these ions are what enable charge to flow though the body. In fact
because our nervous system is electro-chemical in nature, the easy flow of electricity is essential.
(Dahlgren, 2013)
Discuss that human body is a good conductor of electricity because it comprises of about 70% water.
(Chandrasekaran, 2016) Conductivity in human body has something to do with hemoglobin and
more to do with simple ions from salts. Sodium chloride consists of Sodium (a positively charged ion)
10 minutes and Chlorine (negatively charged) these ions are what enable charge to flow though the body. In fact
because our nervous system is electro-chemical in nature, the easy flow of electricity is essential.
(Dahlgren, 2013)
4.6 Assessment
Make an inferential statement with 30 to 50 words on what will happen
Anlysis of Learners' Products if the body lacks essential elements that will help in conducting
10 minutes
electricity.
4.7 Assignment
Make you own conductivity apparatus using the materials: battery,
Enhancing / improving the
wire, salt in water, two nails. Follow the procedure given by the
5 minutes day’s lesson
teacher.

What is a soul? It's like electricity - we don't really know what it is, but it's a force that can light a
5 minutes room. Ray Charles
5. Remarks
6. Reflections
for remediation.

Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Number: 9054758978
Date:
September 7, 2017
Code:
S9MT-11b-14
98-101
a salt dissolved in water to the class

nductivity apparatus. What have
lent Compounds found in the

de by the teacher, determine which
pound conducts electricity and

3. What type of compound
ed in water while covalent

dissolve into molecules while ionic
se it comprises of about 70% water.

hing to do with hemoglobin and
of Sodium (a positively charged ion)
arge to flow though the body. In fact
sy flow of electricity is essential.
30 to 50 words on what will happen
s that will help in conducting
tus using the materials: battery,

the procedure given by the
but it's a force that can light a
ational high School


Learning Area:
20 Science 9 2 60
conductivity
to be Developed Solubility of Compounds
OBJECTIVES:
The fact or
gained through experience Understanding Compare the solubility property of ionic and covalent compounds
or association
Applying
Skills
The
activities or the ability, coming Evaluating Evaluate the advantage and disadvantage of solubility property of some compounds in
from one's knowledge, water.
something
Creating
Attitude Valuing Work on one's awareness on wellness and health
Values Valuing Demonstrate respect towards other in doing activities
4. Procedures
5 minutes
4.2 Activity Do Procedure 3 in Activity 6- Differences Between Ionic and Covalent Compounds found in the
15 minutes learners material page 123.
4.3 Analysis Ask the ff. questions:
2. Which compound
5 minutes dissolves in water easily? 3. How do
you call the compounds that easily melt in water?
4.4 Abstraction
Conceptualize that many covalent compounds don't dissolve well in water. There are many exceptions
to this rule, just as there are many salts(ionic compounds) that don't dissolve well in water. However,
many covalent compounds are polar molecules that do dissolve well in a polar solvent, such as water.
5 minutes
Examples of molecular compounds that dissolve well in water are sugar and ethanol. Examples of
molecular compounds that don't dissolve well in water are oil and polymerized plastic.
4.5 Application
Share to the class the solubility of vitamins and minerals in our body such as iron. Though most iron
supplements are at least somewhat water soluble, iron does not dissolve in water. As this affects your
10 minutes body's ability to deal with excess iron. This means that you should limit yourself to the recommended
daily intake of iron. (Matthew Lee)
4.6 Assessment
In a two-paragraph answer, explain why some compounds easily melt in
Anlysis of Learners' Products
10 minutes water and some do not.
4.7 Assignment
Make a poster signifying the capability of water to dissolve substances.
Enhancing / improving the day’s
lesson
Focus on the importance of water. Use rubrics given at the appendix to
determine students performance on this activity. See appendix B
Make a poster signifying the capability of water to dissolve substances.
Enhancing / improving the day’s
Focus on the importance of water. Use rubrics given at the appendix to
5 minutes lesson
determine students performance on this activity. See appendix B
The dissolution of the nation destroys the national religion, and dethrones the national deity. William
5 minutes Robertson Smith
5. Remarks
6. Reflections


Why did these work?


teachers?
Prepared by:
Name: School:
Position/
n: TEACHER III Cebu
Contact
9054758978
Date:
September 8, 2017
Code:
S9MT-11b-14
covalent compounds
property of some compounds in
98-101
ent Compounds found in the
2. Which compound
3. How do
n water. There are many exceptions

't dissolve well in water. However,
ell in a polar solvent, such as water.
sugar and ethanol. Examples of
polymerized plastic.
dy such as iron. Though most iron

ssolve in water. As this affects your
limit yourself to the recommended
why some compounds easily melt in
ity of water to dissolve substances.

Use rubrics given at the appendix to
this activity. See appendix B
hrones the national deity. William
ational high School

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Instructional Planning

Detailed Lesson Plan (DLP) Format

Adapted Cognitive Process

2. Content Periodic Trends of Elements

3. Learning Resources Science Learner's Module 9 pp.113-114, Teacher Guide p91-92

4.3 Analysis Ask the following questions:

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

tals and non metals

s' material pp.113-114 by

an you find metals, non-

electron is increasing from

us and potash respectively.

r choice and its properties.

at things are never black and

Detailed Lesson Plan (DLP) Format

Attitude Valuing Demonstrate cooperation in doing activities.

2. Content Valence electrons

3. Learning Resources Science Learner's Module 9 pp.113-114, Teacher Guide p91-92

4.8 Concluding Activity

B. No. of learners who require additional activities

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

your role in the family? How do

rs' material pp.113-114. The

ming bonds to form

electrons are attained. E.x.

s label. Identify an element

ositive involvement of parents

Detailed Lesson Plan (DLP) Format

Values Internalizing values Display oneness in anwering in the grooup activity

2. Content Lewis Dot Symbol

3. Learning Resources internet web sites

How to Draw Lewis Structures: Five Easy Steps - YouTube

4.8 Concluding Activity

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

idea of valence electrons

dern model of the atom. How

en below. Further discuss on

acher, and this is the

g electrons in the outer energy

Lewis dot structure to the ff.

ewis dot structure of the

where do they touch upon

Detailed Lesson Plan (DLP) Format

Values Receiving Phenomena Practice showing respect for human right

2. Content Lewis Dot symbol

3. Learning Resources Science Learner's Module 9 p. 115, Teacher Guide p. 92

E. Which of my learning strategies worked well?

F. What difficulties did I encounter which my

G. What innovation or localized materials did I

ctronegativity and ionization

Supply the family or group of

oms to attract electrons. See

e paper formed into cabbage,

ge relay game. Each correct

Detailed Lesson Plan (DLP) Format

Attitude Internalizing values Influence other with your charitable attitude

Values Valuing Practice showing kindness in every activity at school or at home

2. Content Ionic bonding