School Grade Level Teacher Learning Area Teaching Dates and Time Quarter

DAILY School MAHAYAG NATIONAL HIGH SCHOOL Grade Level 9
LESSON LOG Teacher ROLYNN ANNE L. ALBA Learning Area SCIENCE

Teaching Dates and Time AUGUST 26-30, 2019 Quarter SECOND
Monday Tuesday Wednesday Thursday Friday
At the end of the session the learners are expected to:
1. Recognize ionic and covalent compound based on their physical properties
I. WEEKLY
2. Explain the formation of ionic and covalent bonds
OBJECTIVES
3. Explain how ions are formed
4. Explain properties of metals in terms of their structure.
The learners demonstrate an understanding of:
1. how atoms combine with other atoms by transferring or by sharing electrons
A.Content Standards
2. forces that hold metals together
The learners shall be able to:

B.Performance analyze the percentage composition of different brands of two food products and decide on the
Standards products’ appropriate percentage composition
1. explain the formation of ionic and covalent bonds S9MT-IIa13

2. recognize different types of compounds (ionic or covalent) based on their properties such as melting point,
hardness,
C.Learning
polarity, and electrical and thermal conductivity S9MT-IIb14
Competencies /
3. recognize different types of compounds (ionic or covalent) based on their properties such as melting point,
Objectives
hardness,
Write the LC code for
polarity, and electrical and thermal conductivity S9MT-IIb14
each
4. explain properties of metals in terms of their structure S9MT-IIcd-15
5. explain how ions are formed S9MT-IIef-16
Ionic and Covalent Ionic and Covalent Ionic and Covalent Metallic Bonding Metallic Bonding
II. CONTENT Bonding Bonding
Bonding
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 98-102 pp. 98-102 pp. 98-102 pp. 96- 97 p.93
pages
2. Learner’s pp. 123-124 pp. 123-124 pp. 123-124 pp. 121- 122 pp. 116- 119
Materials pages
3. Textbook pages
4. Additional Project Ease, Chemistry Project Ease, Chemistry Project Ease,
Materials from Module 14 Chemical Module 14 Chemical Chemistry Module
Learning Bonds Bonds 14 Chemical Bonds
Resource (LR)
portal
https://www.youtube.c https://www.youtube.c https://www.youtu
B. Other Learning
om/watch? om/watch? be.com/watch?
Resources
v=SMBA7E6ZZjg v=SMBA7E6ZZjg v=SMBA7E6ZZjg
IV. PROCEDURES
A. Reviewing Differentiate ionic from Differentiate ionic from Differentiate ionic Let the students Demonstrate to the
yesterday’s lesson or covalent bond based on covalent bond based on from covalent bond classify some students an activity that
Presenting the new how they form. how they form. based on how they compounds as shows the formation of
lesson form. ions in a solution (ex.
either ionic
Table salt in water can
compound or
make the water a good
covalent conductor of electricity).
compound.
Ask the students how is
Let them recall
this change of electrical
the definition of conductivity becomes
ionic and covalent possible.
bond based on
their answer. Gather some answers to
the students.
Ask the students
to differentiate Let the students recall
these two types of first how table salt
bond. forms.
Students will recall that

table salt ( NaCl) is a
product of ionic bonding
or the transfer of
electron from a metal to
a nonmetal which
causes an electrically
neutral atom of metal to
become positively
charge and an
electrically neutral atom
of nonmetal to be
negatively charge.
B. Establishing a Is there a way to Is there a way to Is there a way to Post a question on Introduce to the
purpose for the lesson distinguish ionic from distinguish ionic from distinguish ionic the board that students the process of
covalent compounds covalent compounds from covalent says “If metals ionization or the
aside from how they aside from how they compounds aside can bond with formation of electrically
were formed? were formed? from how they nonmetals and charged atoms or
were formed? nonmetals can molecules.
bond to
nonmetals, is it Tell to the students that
possible for metals ions can be grouped as
to bond with positively charged ions
metals?” or cation and negatively
charged ions or anion.
Solicit answers
from the students Mention also that ions
and ask them how can be an atom or it can
it will happen. be a molecule.
(Answers must be
noted to be used Explain to the students
as the lesson that properties of a
progresses). solution depends on the
type of ions that are
Another question found on it.
to be posted is
this “ Is the bond
that exists among
metals can be the
reason for its
properties?”
C. Presenting Show how construct the Show how construct Show how Show the students Post a list of ions on the
examples/ instances improvised conductivity the improvised construct the some pictures of board as examples.
of the new lesson apparatus. conductivity apparatus. improvised metals which
display some of its (The list must show the
conductivity
characteristics. groupings of ions as
apparatus. Ask them to cation and anion, as
well as atoms and
explain what molecules).
characteristic of
metal is shown on Present to them pictures
the pictures. of some food products
or drinks that are
( Make a list of sources of ions needed
these by our body.
characteristics on
the board)
Do Activity 6 Do Activity 6 Do Activity 6 Divide the class Ask the students to

into small groups form 6 small groups for
and ask them to the activity. The
perform Activity # students will identify the
5 Bonding Among ions from the food
Metals. products and drinks that
will be assigned to them
D. Discussing new
by their teacher. They
concepts and
also need to group
practicing new skills
these ions as cation or
#1
anion and as an atom or
as a molecule.
Students must share the

result of their
investigation in the
class.
E. Discussing new Discuss findings through Discuss findings Discuss findings The students will Tell to the students that
concepts and group reporting. through group through group report their aside from the presence
practicing new skills reporting. reporting. findings on the of ions in foods and
#2 said activity in the drinks that we eat,
class. (Note for there are other
any misconception important uses of ions.
that may arise
during this Each group will
procedure) After investigate some uses of
the students have ions. Some of the
able to report possible topics to be
their work, it is assigned to the students
time to explain to are the following:
them the answers
fluorescent light, neon
for the said
activity. Any lights, battery,
misunderstanding ionosphere, sickle cell
that the teacher anemia.
noted must be
explained The students will
thoroughly to the research on how ions
students until they are involved on each
grasp the correct topic.(Assigning of these
idea. topics must be done a
day before the lesson so
that the students can
research and bring their
materials in class on the
assigned date.)
F. Developing mastery Watch video about the Watch video about the Watch video about Go back with the Students will be sharing
difference of ionic and difference of ionic and the difference of pictures you have their research in the
covalent compounds covalent compounds ionic and covalent presented as class and they are
compounds expected to discuss how
examples for the
they find ions useful.
characteristics of
metals, ask the
students to
explain the
pictures based on
the concept of
metallic bonding
and the “sea of
electrons”.
G. Finding practical Explain why it is Explain why it is Explain why it is Ask the students The class will have an
applications of dangerous to walk in dangerous to walk in dangerous to walk to suggest some open forum about food
concepts and skills in floodwater after a floodwater after a in floodwater after ways on how they supplement, vitamins
daily living typhoon. typhoon. a typhoon. can use the lesson
and energy drinks they
in their daily
living. (Motivate used and how these
them by giving things help them in their
additional points daily lives.
for those who can
answer correctly)
H. Making How can we distinguish How can we distinguish How can we Call for at least To generalize the lesson
generalizations and ionic compounds from ionic compounds from distinguish ionic three volunteers ask the following to the
abstractions about covalent compounds covalent compounds compounds from that may sum up students:
the lesson base on physical base on physical covalent
the lesson. The
properties? properties? compounds base 1. What is ion?
on physical teacher can
properties? prepare 2. Define ionization.
incomplete 3. What are the two
statements that types of ions?
will be completed
by the students to 4. Give examples of
ions as atom and as
guide them what a molecule.
to generalize.
5. What are some of
the uses of ions in
our lives?
I. Evaluating learning Summative Test Summative Test Summative Test The students may Use an exit paper for
answer Table 5. the evaluation. Ask the
Types of chemical students to write what
bond on page 122
they have learned about
of the LM.
ions.
J. Additional activities
for application or
remediation
V. REFLECTION
A. No. of learners who Acacia (20 learners) Acacia (20 learners) Acacia (20 learners)
Mahogany (24 learners)
earned 80% on the Mahogany (24 learners) Mahogany (24 learners)
Molave (21 learners)
formative assessment Molave (21 learners) Molave (21 learners) Narra (18 learners)
Narra (18 learners) Narra (18 learners) Sycamore (21 learners)
Sycamore (21 learners) Sycamore (21 learners)
B. No. of learners who Acacia (0 learners) Acacia (0 learners) Acacia (0 learners)

Mahogany (1 learners)
require additional Mahogany (1 learners) Mahogany (1 learners) Molave (0 learners)
activities for Molave (0 learners) Molave (0 learners) Narra (3 learners)
Sycamore (1 learners)
Narra (3 learners) Narra (3 learners)
remediation.
Sycamore (1 learners) Sycamore (1
learners)
C. Did the remedial Yes, 4 learners who Yes, 4 learners who Yes, 4 learners
lessons work? No. of have caught up with the have caught up with who have caught
learners who have lesson the lesson up with the lesson
caught up with the
lesson.
D. No. of learners who 2 learners who 2 learners who 2 learners who

continue to require continue to require continue to continue to
remediation remediation require require
remediation remediation
E. Which of my teaching Collaboration is evident Video presentations as The class showed
Students giben Student outputs are
strategies worked well? and effective during the a springboard to excitement in the time to share impressive as they were
Why did these work? delivery of my lesson. teaching are likewise sharing their ideas
their able to connect to the
The students are seen effective. Students to their respective
ideas/learning lesson and create new
to be very cooperative absorb it faster if they groups in a about the activity ideas in relevance to the
in learning process. are looking at a video; BRAINSTORMING enabled my topic discussed.
because most of the activity as evident
students to use
students these days in the academicvivid descriptions
are bodily kinesthetic noise happening in
of things
and visual learners. the classroom. presented; their
vocabulary is
enriched.
F. What difficulties did I Students Attitude during the class is seen as a problem. Dealing with pupils/students in this class is a challenge.
encounter which my
principal or supervisor
can help me solve?
G. What innovation or The prepared power point presentations for all my lessons can be useful to my fellow teachers.
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared by: Checked by:
ROLYNN ANNE L. ALBA NICK B. JAMISOLA

SST 1 School In-charge

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DAILY School MAHAYAG NATIONAL HIGH SCHOOL Grade Level 9

LESSON LOG Teacher ROLYNN ANNE L. ALBA Learning Area SCIENCE

The learners shall be able to:

1. explain the formation of ionic and covalent bonds S9MT-IIa13

Students will recall that

Do Activity 6 Do Activity 6 Do Activity 6 Divide the class Ask the students to

Students must share the

B. No. of learners who Acacia (0 learners) Acacia (0 learners) Acacia (0 learners)

D. No. of learners who 2 learners who 2 learners who 2 learners who

ROLYNN ANNE L. ALBA NICK B. JAMISOLA

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