DETAILED SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 2nd Quarter Chemistry WEEK 2, Day 1 1

I. OBJECTIVES
Recognize different types of compounds (ionic or covalent) based
on their properties such as melting point, hardness, polarity, and
A. Content Standards
electrical and thermal conductivity; (S9MT-IIb-14)

B. Performance
Standards
The activities in this lesson the learners should be able to:
C. Learning 1. differentiate ionic compounds from covalent compounds
Competencies/ 2. apply the rules for naming ions
Objectives 3. apply the rules for naming ionic and covalent compounds
(Write the LC 4. write the formula of the ionic and covalent compounds
code) 5. appreciate the importance of ionic and covalent bonds
S9LT-Ia-b-26
Lesson I: Ionic Bond
II. CONTENT
Lesson II: Covalent Bonding
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Science 9 Quarter 2 – Module 2: Formation of an Ionic Bond and Covalent
Materials from
Bond SLM (ADM Module)
Learning Resource
(LR) portal
B. Other Learning Powerpoint Presentation: Naming Ionic and Covalent Compounds
Resources
IV. PROCEDURES
A. Reviewing ELICIT (3 min)
previous lesson or Unscramble letters to form a name of a product we use commonly at home.
presenting the Toothpaste - Softdrinks - Water - detergent - salt - cleaning liquids
new lesson
B. Establishing a ENGAGE (5min)
purpose for the We usually encounter thousands of compounds in our day - to - day
lesson activities. Many of these substances look different while others look the same.
C. Presenting But do not be fooled by their physical appearance. Using chemical and other
examples/instance physical characteristics, you will find out they are actually different substances.
s of the new Consider sugar and salt as our example. If you throw or accidentally dropped
lesson few grains of sugar into a flame or hot surfaces, it melts with a distinct odor,
turns brown and eventually becomes a black substance.
On the other hand, if this happened to a few grains of salt, the salt
produced somewhat a cracking sound and you could even see it jumping on
the hot surface or above the flame and give a distinct odor and color.
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 2nd Quarter Chemistry WEEK 2, Day 1 1

This could be best explained by looking at how the particles of these

substances are linked together. The nature of how the component elements
are bonded together will give support to the observations mentioned
previously. These characteristics will be discussed separately.
Good. Let’s begin.
D. Discussing new EXPLORE (10 min)
concepts and  Play a song about ionic and covalent bond.
practicing new
Ionic Compounds
skills #1
-These ions are atoms that gain or lose electrons, giving them a net positive or
negative charge.
Rules for Naming Ions
 When metals lose electrons they become ions, but their name does not change.
 When nonmetals gain electrons they become ions, and their name does change.
 The names of metals do not change.
 Changing the name of nonmetals:

Activity:
Write the name of each of the ions on your notes.

E. Discussing new
concepts and
practicing new
skills #2
Steps for Naming Ionic Compounds

Activity:

F. Developing EXPLAIN (10 min)

mastery (leads to Covalent Compounds
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 2nd Quarter Chemistry WEEK 2, Day 1 1

-is usually composed of two or more nonmetal elements.

Naming Binary Covalent Compounds

Activity:
Name the binary covalent compounds that are found on the PPT.

Formative
Assessment 3) Writing the Chemical Formula of Covalent Compound

Activity:

G. Finding practical ELABORATE (10 min)

applications of Introduce an activity called:
concepts and skills Bonding in the Virtual Classroom: My Name is Bond, Covalent Bond
in daily living
H. Making  Students are given a card with a metal on one side and a non-metal on the
generalizations other side.
and abstractions  Before they move around the classroom, they look up information about
about the lesson their two elements.
 When the teacher gives the signal, using an app Name of Wheel, choose
the partner that would allow them to make covalent and ionic compounds
with other students.
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 2nd Quarter Chemistry WEEK 2, Day 1 1

 Students then use it to name a compound and write a chemical formula.

 Allow them to identify the use of their compound.
 Let them realize that these compounds are used in our day-to-day
activities.
EVALUATE (10 min)

Let’s See What You Have Learned

Ionic & Covalent Compound Naming Race

First, identify whether these compounds are ionic or covalent. Then, use the
correct formula writing rules to write the correct chemical formulas for each
compound.

I. Evaluating
learning

First, identify whether these compounds are ionic or covalent. Then, use the
correct naming rules to write the correct names for each compound.

EXTEND (10 min)

1. How are ionic compounds and covalent compounds important in everyday

living?
Ionic bonds are important because they allow the synthesis of specific
organic compounds. Scientist can manipulate ionic properties and these
interactions in order to form desired products. Covalent compounds are
especially important since most carbon molecules interact primarily
J. Additional through covalent bonding.
activities for
application or Example.
remediation

Sodium Flouride Carbon dioxide Hydrogen monoxide

 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
9 2nd Quarter Chemistry WEEK 2, Day 1 1

Nitrogen Hydride Sodium Chloride Sodium Sulfate

Covalent Ionic Ionic
Use: Used in cleaning Use: used in salt Use: used in soaps and
liquids detergents

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?

Prepared by:

ROSALLY A. ALCOSER
Teacher II

Noted:

MYRA VENSYL J. ABINA

Master Teacher II