Lesson-Guide-G9 - Q2 M2 Chemistry On Template

Lesson Guide in Science Grade 9
Module 2
Quarter 2 Module 2 Matter 27

Lesson 6
Competency:
 Predict the number of valence electrons of an atom

(Learning Competency is given in the Teacher’s Guide but not
specified in the Curriculum guide)
I. Objectives:
1. Find out the number of valence electrons from the given electron
configuration;
2. Relate the valence electrons to the group number of elements in
the periodic table.
II. Topic: Chemical Bonding

a. Sub-topic: Valence Electrons
III. Materials/ Resources Needed:

Activity sheets
Periodic table of elements
IV. References:
a. Teacher’s guide:
b. Learner’s guide:
c. Internet references:
d. Other references: Periodic table of elements
Science and Technology books (K to 12 Series)
Grade 9 pp. 115-116
Chemistry in the New Millennium pp. 106-109
V. Preliminary Activity/Priming:
Look at the table and illustration below then answer the following
questions.
Atom Atomic Number # of electrons

Sodium 11 11
Energy level Subshell # of electrons
1, 2, 3, … s, p, d or f
1 s 2
2 s 2
2 p 6
3 s 1
Electron Configuration:
1s2 2s2 2p63s1

1. What is the outermost energy level occupied by the electron

of sodium (Na)?
( 3rd energy level/shell)
2. How many electrons are there in the outermost level/shell?
(1 valence electron)
3. What do you call this electron in the outermost level/shell?
(Valence electron)
Now, let’s do the next activity and find out more about this electron
found in the outermost energy level/shell.
VI. Activity:
Title: Count Me! Find Me!
Reference: Not found on LG and TG (Proposed Activity)
Procedure:
A. Given the electron configuration of the elements, find out
the number of electrons in the outermost level.
1.
17 Cl– 1s2 2s2 2p6 3s2 3p5
Ans. 7 valence electrons in the 3 rd energy level/shell
2. 2 2 6 2 6 2
20 Ca – 1s 2s 2p 3s 3p 4s
Ans. 2 valence electrons in the 4 th energy level/shell
3. 2 2 4
8 O – 1s 2s 2p
Ans. 6 valence electrons in the 2 nd energy level/shell
4. 2 2 6 2 1
13Al – 1s 2s 2p 3s 3p
Ans. 3 valence electrons in the 3 rd energy level/shell
5. 2 2 6 2 6 2 10 6
36Kr – 1s 2s 2p 3s 3p 4s 3d 4p
th
Ans. 8 valence electrons in the 4 energy level/shell
B. Observe your answers in Part A; relate the valence

electrons to the group number of these elements in the
periodic table.
(the valence electrons of each element are the same with
the group numbers in the periodic table)
C. Find the group number of the given elements in Part A
using the counted number of valence electrons.
(answers in Part A are the same in Part C; valence
electrons are represented by group numbers in the
periodic table)
VII. Analysis:
Let the students answer the following questions based on the
activity.
1. In what energy level can you find the valence

electrons?
(Outermost/highest energy level called as valence
shell)
2. What is valence electron?

(Electron found on the outermost energy

level/shell)
3. Are these valence electrons can only be found in
the outermost shell? Or can be found out also in
the inner shell?
(They can only found in the outermost energy
level/shell)
4. What is the relationship of the valence electrons to
the group number of elements in the periodic
table?
(The number of the valence electron is the same
with the group number of elements in the periodic
table)
VIII. Abstraction:
The valence electrons (VE) are the electrons in the outer shell of
an atom. For a main group element, a valence electron can only be
in the outermost electron shell. In a transition metal, a valence
electron can also be in an inner shell.
The number of valence electrons of an element can be
determined by the periodic table group (vertical column) in which
the element is categorized.
IX. Application:
Supply the table below with substantial data.
Electron Explanation
Configuration
Carbon 1s22s22p2 Atomic number = 6 the number of the
electrons distributed
is 6
Valence shell = 2 The outermost
energy level/shell is
on the 2nd
Valence electron = Electrons occupying
4 the outermost
energy level/shell is
4
Group number = 4 The number of
valence electron/s is
the same with group

number in the
periodic table
Magnesium Atomic number =
1s22s22p63s2
Valence shell =
Valence electron =
Group number =
Sulfur Atomic number =
1s22s22p63s22p4
Valence shell =
Valence electron =
Group number =
X. Assessment:
Directions: Find out the number of valence electrons from the given
electron configuration.
1. 15P – 1s2 2s2 2p6 3s2 3p3 ans. 5

2 2 6 2 6 2 5
2. 25Mn – 1s 2s 2p 3s 3p 4s 3d ans. 2
2 2 6 2 6
3. 18Ar – 1s 2s 2p 3s 3p ans. 8
2 2 3
4. 7N – 1s 2s 2p ans. 5
XI. Agreement:
Elemental Dice. You may assign your students to construct

elemental dice. Each cube has 6 faces. Let the students draw
lots what element will be assigned to them. Ask them to
construct their elemental dice from an old cardboard or carton.
Assign them to put the following information on the six faces of
the cubes.
- chemical symbol
- atomic number
- electron configuration
- valence electron
- group number
- valence shell
Execution of this elemental dice activity will be tomorrow’s
review of the past lesson.

Lesson 7
Competency:
 Determine the location of metals, non-metals, and metalloids in the
periodic table.
I. Objectives:
1. Locate metals and non-metals in the periodic table;
2. Relate Metallic property of elements to their valence electrons;
3. Describe the trend of metallic property across the period and within
a group in the periodic table of elements

a. Sub-topic: Mapping the Periodic Table

Activity sheets
Blank map of the Philippines
Blank Periodic table
Crayons
Periodic table
IV. References:
Science and Technology III ( by Cerna, Ata,
Plucena, Ronquillo and Romasanta) page134
Let the students locate the following provinces in the given blank
map of the Philippines.
1. Batangas
2. Cagayan de Oro
3. Metro Manila
4. Cavite
5. Palawan
Legend:
Batangas-red dot
Cagayan de Oro- blue dot
Metro Manila- yellow dot
Cavite- green dot
Palawan- bro wn dot

- In locating places we use a map.

- What if we are going to locate elements? What are we going to
use?
( Periodic Table of Elements)
- In the next activity, we will not locate places, but we will find
out the location of the different types of elements (metals, non-
metals and metalloids) in the blank periodic table provided by
the teacher.
VI. Activity:
Title: Mapping the Periodic Table
Procedure:
1. Locate the following in the Periodic Table of Elements.
a. Metals
b. Non-metals
c. metalloids
2. Color the area of the periodic table below with metallic
elements blue; the non-metallic elements red; and the metalloids
green.
3. Observe the atomic number of the elements across the period
and within a group.
VII. Analysis:
1. In which side of the periodic table can we mostly find
a. Metals
(elements found on the left side of the periodic table)
b. Non-metals
(Elements found on the right side of the periodic table)
c. Metalloids
(elements adjacent to the zigzag line)
d. Noble gases
(Family 8 or group 18 of the periodic table)
2. Examine the periodic table. What happens to the metallic

property of elements across the period?

(As we go across the period from left to right of the periodic

table, metallic property of elements decreases)
3. What happens to the metallic property of elements within a
group?
(Within a group from top to bottom, metallic property
increases)
4. You have learned in your previous activity valence electrons
are represented by atomic number in the periodic table.
What can you say about the valence electrons of metals as
compared to the valence electrons of non-metals?
(metals have lower valence electrons as compared to non-
metals)
5. What group of element has:
a. Less than 4 valence electrons?
(Metals have less than 4 valence electrons)
b. More than 4 valence electrons?
(Non-Metals have more than 4 valence electrons)
VIII. Abstraction:
Elements with three or less electrons in the outer energy

level are classified as metals while the non-metals are those
which have five or more electrons in the outer energy level.
Elements adjacent to the zigzag line are the metalloids. These
elements exhibit both properties of metals and non-metals. The
most metallic elements are found on the left side of the periodic
table except the element Hydrogen and the non-metals are on
the other side. Therefore, metallic property going across the
period from left to right is decreasing. Moreover, within a group,
metallic properties increase in going down the group.
IX. Application:
Look at the periodic table below; identify the type of elements

represented by each color.
1. Red- ________________
2. Blue- ________________
3. Green - ______________

In what way is the periodic table of elements important in

identifying the kind of atom we are dealing with?
X. Assessment:
Directions: Given the following sets of elements, arrange them
according to increasing metallic property. You can use Periodic
Table of Elements.
1. Na S Cl Mg P
Ans. Cl, S, P, Mg, Na
2. Li K Cs Rb Na
Ans. Li, Na, K, Rb, Cs
3. C O F N Be
Ans. F, O, N, C, Be
4. Cl Br F I At
Ans. F, Cl, Br, I, At
XI. Agreement:
Bring the following materials for tomorrow’s activity
- Graphing paper
- Pencil

Lesson 8
Competency:
 Explain how ionization energy and electronegativity affects the loss and
gain of electrons in chemical bonding.
I. Objectives:
1. Identify elements with high and low ionization energy;
2. Classify elements with high and low electronegativity;
3. Compare the electronegativity and ionization values of
metals and non-metals.

a. Sub-topic: Ionization Energy and Electronegativity

Graphing paper
Pencil
Activity sheets
IV. References:
d. Other references: FUSE CONSTEC volume 2 pg 179-190
Chemistry in the new millennium pg 110-120
Science links chemistry pg 93-96
What’s in a Name?
Scout the classroom and get as many names of your
classmates and things around you. Find out the significance of their
names to their personalities or characteristics. Gather information through
interview or observation. Two names are given as samples below. (Activity
good for 5 minutes)
Name Personality/Characteristic
1. Permanent Ink Its ink makes markings which are hard to erase
2. Mobile Phone A phone that you can use while you are moving to
different places
Same as the names of your classmates and things that you’ve

listed, elements also have their characteristics. For us to easily determine
those characteristics, we make use of Periodic table of elements. In your
Grade 8 science class, you have learned some of them including the
symbols of the elements, melting point, boiling point, atomic number,

atomic mass etc. Your previous lessons in Grade 9 have transpired
additional characteristics of elements which includes electron
configuration, valence electrons and metallic activity. This time, we are
going to add in the list two more characteristics of elements.
These are Electronegativity value and Ionization Energy!
VI. Activity:
Title: Increasing or Decreasing?
Procedure:
1. Given the following data, plot the graph of Ionization Energy (A),
and graph of Electronegativity (B)
In your graphing paper.
A. Ionization Energy
i.
Elements from left to Values of Ionization

right of the periodic Energy (Y)
table
Li 1087 kJ/mol
Be 1402 kJ/mol
B 1314 kJ/mol
C 520 kJ/mol
ii. N 900 kJ/mol
Elements from top Values of Ionization

to bottom of the Energy (Y)
periodic table
Li 1087 kJ/mol
Na 1402 kJ/mol
K 1314 kJ/mol
Rb 520 kJ/mol
Cs 900 kJ/mol

B. Electronegativity
i.
Elements from top Values of Ionization
to bottom of the Energy (Y)
periodic table
Li 1087 kJ/mol
Na 1402 kJ/mol
K 1314 kJ/mol
Rb 520 kJ/mol
Cs 900 kJ/mol
ii.
Elements from left to Values of Ionization

right of the periodic Energy (Y)
table
Li 1087 kJ/mol
Be 1402 kJ/mol
B 1314 kJ/mol
C 520 kJ/mol
N 900 kJ/mol
VII. Analysis:
Let the students answer the following questions based on the
activity.
1. What happens to the ionization energy of the elements across

the period and within a group?
(The ionization energy of the elements across the period
increases while decreases within a family down a group)
2. What do you notice in the electronegativity of the elements
across the period and within a group?
(Electronegativity increases across a period from left to right of
the periodic table and decreases within a group as you go from
top to bottom.)

3. Classify elements with

a. High ionization energy
(Non-metals)
b. Low ionization energy
(Metals)
c. High electronegativity
(Non-metals)
d. Low electronegativity
(Metals)
VIII. Abstraction:
The ionization energy of the elements across the period

increases while decreases within a family down a group.
However, metals have low electronegativity and non-metals
have high electronegativity. These properties play an important
role in forming compounds. Electronegativity is a measure of the
tendency of an atom to attract electron, the higher its value, the
higher its tendency to attract electron. However, ionization
energy is the energy needed to pull or remove one or more
electrons from a neutral atom. The lower the ionization energy,
the easier it is to remove the valence electrons.
- Ask the following questions. Let the students use their

higher order thinking skills.
1. Why do metals always tend to lose electrons?
(Metals have low electronegativity values.)
2. Why do non-metals always accept electrons?
(Non-metals have high electronegativity values.)
3. Why is it easy to remove an electron among metals?
(Metals have low ionization energy.)
4. Why is it harder to remove an electron of a non-metal?
(Non-metals have high ionization energy)
IX. Application:
- How does the metallic property affects the ionization energy

and electronegativity of an element?
(Metals have valence electrons less than 4. Lesser number of
valence electrons resulted to low electronegativity values and
ionization energy. The attraction between the nucleus and the
electrons around it is less. The lesser the attraction between the
nucleus and the electrons around it, the lesser the tendency of
metals to attract electrons of other atom and the easier it is to
remove its electron. Non-metals on the other hand have valence
electrons more than 4. Greater number of valence electrons
resulted to high electronegativity values and ionization energy. The
attraction between the nucleus and the electrons around it is high.
The higher the attraction between the nucleus and the electrons

surrounding it, the higher the tendency of non- metals to attract

electrons of other atom and the harder to remove it electron.)
X. Assessment:
Direction: Given the following sets of elements, arrange them to the
order being asked. You can use Periodic Table of Elements.
A. Which is more electronegative?

1. O or S
2. K or Mn
3. Mg or Ca
B. Which has higher ionization energy?
1. Rb or Cs
2. Ti or Zn
3. Al or Si
XI. Agreement:
My own Periodic Table of Elements

- On a clean sheet of short bond paper, make a periodic
table of elements showing the increasing and decreasing
properties like Valence Electrons, Metallic property, Ionization
Energy and Electronegativity values of elements.

Lesson 9
Competency:
 Describe the Lewis Electron Dot Structure (LEDS) by relating to the
group number and valence electrons of elements.
I. Objective(s):
1. Write the Lewis Electron Dot Structure of the representative
elements;
2. Show the relationship among the number of valence electrons,
electronegativity and ionization energy.

Sub-topic: Lewis Electron Dot Structure

Data table
IV. References:
a. Teacher’s guide: page 16-17
b. Learner’s guide: page 23-25
c. Internet references: http://www.ausetute.com.au/lewisstr.html
Science and Technology books (K to 12 Series)
Seamless K to 12 SciLinks by Santos page 117-118
a. Picture Puzzle Analysis
The teacher may cut the picture of
Gilbert Newton Lewis to produce puzzle
pieces, then the teacher may ask the
students to arrange the pieces to form a
picture of Gilbert Newton Lewis, then ask the
question,
Who do you think is this man out of

the puzzle pieces you had formed?
If no one arrives at the correct

answer, the teacher may do the next activity.
b. Word Drill
R E B G T L I W T N N E O I W L E S
VI. Activity:

Title: Fill Me Up!

Reference: Learner’s Material: pp. 23-25,Teacher’s Guide:pp 16-17
Procedure:
1. Complete the table below by filling up the family/group
number, valence electron, Lewis dot symbol,
electronegativity value and ionization energy.
2. In column D, draw the Lewis’ Dot Symbol of the given
element.
Note: The number of valence electron is the same
number of dots around the chemical symbol of elements.
3. Use periodic table as your reference.
Chemical Family/Group Valence Lewis Electronegativity Ionization

Symbol Number Electron Dot value Energy
(C) Symbol (kJ/mol)
(A) (B) (E) (F)
(D)
Li
F
S
Ca
N
Al
VII. Analysis:
Answer the following questions.
1. How do you draw the Lewis Electron Dot Structure?
2. What do you notice with the valence electron and the
number of dots surrounded in the chemical symbol of
elements?
3. What is the relationship among the valence electrons,
ionization energy and the electronegativity value of the
elements?
4. Arrange the elements in the order of increasing:
Valence electrons
Electronegativity values
Ionization energy
5. What type of element has the tendency to give off electrons?
To accept electrons? Why?

VIII. Abstraction:
1. The following instructions will guide you on how to draw the
Lewis Electron Dot Structure (LEDS):
a. Write the chemical symbol of the atom.
b. Determine the column or group where an atom belongs
in the periodic table or write down its electron
configuration to find out the atom’s number of valence
electrons. For representative elements, the number of
valence electron is the same as the atom’s group number
or column.
c. Draw the dots that correspond to the number of the
atom’s valence electrons. Distribute the dots evenly, may
be above or below and/or either side of the chemical
symbol.
2. In the Lewis dot symbol, the valence electrons correspond to
the number of dots surrounded in the chemical symbol of the given
element.
3. As the number of valence electron increases,
electronegativity, and ionization energy also increases.
4. Non-metals have high energy requirement to pull its valence
electrons while metals have low energy requirement so that the
greater the tendency to lose its valence electrons.
5. Non-metals have the greatest tendency to attract electrons
because they have high electronegativity.
IX. Application:
Draw the Lewis Electron Dot Symbol of the following atoms and
describe their electronegativity and ionization energy.
1. Sodium
2. Chlorine
X. Assessment:
Draw the Lewis Electron Dot Symbol (LEDS) of the following atoms.
1. Si
2. C
3. Br
4. I
5. S

XI. Agreement:
- Prepare a graphic organizer that represents relationship of
element’s atomic number, valence electron, metallic activity,
electronegativity value and ionization energy.

Lesson 10
Competency:
 Explain the formation of ionic and covalent bonds S9MT-IIa-13
 Explain how ions are formed S9MT-IIe-f-16
I. Objectives:
1. Illustrate how an ionic bond is formed by means of a Lewis
Electron Dot Structure
2. Show how ions are formed

a. Sub-topic: Ionic Bonding

Paper and pen
IV. References:
a. Teacher’s guide: pg 17-18
b. Learner’s guide: pg 26-27
d. Other references: Science Links Chemistry pg 108-117
Science Links Grade 9 textbook pg 118-125
Chemistry in the New Millennium pg 126-127
Play the Bonding Game
Each student will be given a name of an element.
Students will act like atoms of a metal or a non-metal and are
wanting to form bonds with others since they don’t want to be
alone.
Students will move around the classroom to find atoms
they can bond with for five minutes. Make as many bondings as
possible. While finding your partner, ask the question “Can I
make a bond with you?” If your partner says yes, write down the
combination that you have created in the following table.
Element (1) Element (2) Compound
- This activity tells you that elements combine with other

elements to form compounds.
- Why do elements bond together and form compounds?
Elements bond with other elements to form compounds
and be stable. In order for the atoms of each element be stab le,
they need to achieve the same number of valence electron of
those elements on Family 8 or Noble gases except for Helium
and Hydrogen. Element should follow “Octet rule” stating that

atoms may gain or lose or share electrons in order to achieve
complete 8 valence electrons as that of noble gases. This is
explained by CHEMICAL BONDING.
One type of chemical bond is IONIC BOND.
- What is IONIC BONDING?
VI. Activity:
Title: Bonding by Transfer of Electrons
Reference: Learner’s Material: pg 26-27, Teacher’s Guide:pg 17-18
Procedure:
- Ionic Bond is a bond that exist between the compound Salt
(Sodium chloride)
- You have learned in your past activity “Mapping the Periodic
Table”, the location of metals and non-metals. Let us examine the
compound salt. Salt is made up of Sodium element and Chlorine
element.
- If Ionic bond is a bond that exist between salt compound, what
type of elements composes ionic bond?
(Ionic bond is a bond that exist between Metal and a Non-metal)
This time we are going to Illustrate How Ionic bond exist
between Metal and a Non Metal.
1. Select a metallic and a non-metallic element. Write the Lewis

Symbol and electronegativity value of both elements.
Subtract the electronegativity value of the metallic element
from the non-metallic element. This will give the
electronegativity difference of the compound.
Example:
(Na) EN = 0.90 - (Cl) EN = 3.0
Thus: The Electronegativity difference is 2.0 – 0.90 = 2.1
*If the difference is greater than 1.9, complete transfer of
electron/s is possible.
2. With the use of an arrow, show the complete transfer of

electrons.
3. Indicate the formation of cation and anion.
To attain stability, Sodium will transfer 1 electron to

Chlorine. That will give sodium atom which loses an electron

turns into positively charged ion called as Cation. Chlorine atom

having 7 valence electrons will receive 1 electron from Sodium
to become stable as well. This will turn chlorine into negatively
charged ion called as anion. Both Sodium and Chlorine become
stable after bonding.
4. Follow the given procedures above for the following

combinations: (You may do this as a group activity)
a. Potassium and Bromine
b. Calcium and Chlorine
c. Magnesium and Sulfur
d. Calcium and Oxygen
e. Sodium and Sulfur
VII. Analysis:
1. What kind of element forms cation after ionic bonding?
- Metals
2. What kind of element forms anion after ionic bonding?
- Non metals
3. Why do ions form after ionic bonding?
- Because there is a complete transfer of electrons .
4. Did the atoms attain stability after ionic bonding? Explain
your answer.
- Yes, they have attained the nearest electron configuration of
a noble gas.
5. How can you tell that ionic bonding will take place between
metals and non-metals?
- Ionic bonding will take place between metal and a non-
metal with electronegativity difference greater than 1.9.
6. Will all combinations of metals and non-metals form ionic
bond? Why?
- Not all metal and non-metal combinations will form ionic
bond.
Try Aluminum and Chlorine. Will they form ionic bond?
Al: EN = 1.5 :Cl: EN = 3.0
Based on the difference in the EN values

of Al and Cl, the difference is only 1.5
Aluminum and Chlorine will not form Ionic bond but will form
another type called as Covalent bond.
VIII. Abstraction:
Ionic Bonding is a type of bond that exists between metal and

non-metal atoms with electronegativity difference greater than 1.9.
This bond involves complete transfer of electrons in order to attain

stability. Metals give off electrons while non-metals tend to receive

electrons. This give and take process will make ionic bond forms
ions. Metals which loses an electron will form positively charge ions
called as cation. Non-metals on the other hand which receives
electron will from negatively charge ions called as anion.
IX. Application:
Illustrate the Lewis Electron Dot Structure of the following
1. Potassium and Iodine
2. Magnesium and Oxygen
X. Assessment:
Directions: Read each question/statement carefully. Choose
the letter of the correct answer.
1. Magnesium belongs to Group IIA while bromine belongs to Group
VIIA. What bond is formed when Mg and Bromine combine?
A. ionic bond C. nonpolar covalent bond
B. metallic bond D. polar covalent bond
2. A way to achieve a stable configuration is by electron transfer.
Which type of bond is it?
A. ionic bond C. covalent bond
B. metallic bond D. non-metallic bond
3. What will most likely happen to a non-metallic atom after ionic
bonding?
I. It forms a cation
II. It forms an anion
III. It becomes stable
IV. It becomes unstable
A. I & II B. II & III C. III & IV D. I & IV
4. Choose 2 elements that would likely form an ionic bond among the
following elements: Li, Si, F, Ne
A. Li and Si B. Si and F C. Ne and Si D. Li and F
XI. Agreement:
List down 10 examples of compounds formed by ionic bonding.

Lesson 11
Competency:
I. Objectives:
1. Explain how covalent bond takes place
2. Illustrate sharing of electrons with the use of Lewis Electron Dot
Structure

b. Sub-topic: Covalent Bonding

Paper and pen
IV. References:
a. Teacher’s guide: pp. 18-19
b. Learner’s guide: pp. 28-29
https:// www.youtube.com/watch?v=ZXNjMWBQB-Y
d. Other references: Chemistry in the New Millennium pp. 127-131
Science links Chemistry pp. 126-131
Science links Grade 9 textbook pp. 110
Video Analysis
Let the students watch a video about an attraction
between an ordinary couple who has now been called by
millions as the king and queen of “aldubnation”.
Videolink:
https://www.youtube.com/watch?v=ZXNjMWBQB-Y
1. The 2-minute video that you’ve watch is a recent Mcdo

commercial of Maine Mendoza and Alden Richards. Which
part of the video shows bonding?
(answers may vary)
2. Same as the lovely couple, atoms are also capable of
bonding. In the video, different types of bond may be
observed. A bond that requires less attraction and a bond
that requires huge attraction. Atoms can be bonded by
different types as well. Ionic bond which we finished
discussing on our previous activity is just one of it. For our
next activity, we are going to deal with another type of
chemical bond which is COVALENT BOND.
- What is COVALENT BOND?
You have learned in your previous activity that
Ionic bonds take place between metals and non-metals
with electronegativity difference greater than 1.9. On the

other hand, Covalent bonds usually exist on two non-
metals bonded together with electronegativity difference
lower than 1.9 and is equal and greater than 0.
- How does covalent bond take place?
Try to perform the activity to get the answer for this
question.
VI. Activity:
Title: Bonding by Sharing of Electrons
Reference: Learner’s Material: pg 28-30
Teacher’s Guide: pg 18-21
Procedure:
A. Picture Analysis
- Look at the picture above. Fluorine (F) is bonded to

another Fluorine(F) atom and formed Fluorine gas (F 2). A
Fluorine atom has 7 valence electrons. In order for each
atom of Fluorine to become stable and achieve a
complete octet, it needs 1 valence electron.
- How can each Fluorine atom get the needed 1 electron?
( Let the students analyze the picture. Some of the
students may say that one fluorine atom can transfer its
electron to the other fluorine atom. If they say so,
stressed out the fact that it will happen true only for ionic
bonding. Since non-metals are involved in the bond, none
of them will lose or gain electrons but instead SHARE
electrons.)
- Looking at the picture, we can see that there are 1
bonding and 6 non-bonding pairs of electrons. Bonding
electrons are electrons belonging to both atoms while
non-bonding electrons are electrons that are not shared
with another atom.
B. Show how the sharing of electrons form covalent bond in

the following compounds.

- Students can best illustrate the sharing of electrons

between atoms with the use of Lewis Symbol that they
have learned in their previous activity. In order to write a
correct Lewis symbol of the bonded atom, students
should know first the number of the bonding and the non-
bonding electrons.
- Instruct the students to detect the bonding and the non-
bonding electrons with the use of the computation based
on the octet rule.
a. Get the total available valence electrons in a
compound.
Ex. H2O ( 2 Hydrogen atom and 1 Oxygen atom )
Hydrogen atom has 1 valence electron
Oxygen atom has 6 valence electrons
Total Available Valence Electron = (2 H atoms x 1 ve) + (1 O

atom x 6 ve)
=2 +6
=8
b. Compute for the Octet rule requirement that

each atom should have 8 valence electrons to
become stable except for Hydrogen and Helium which
follows duet rule requiring 2 valence electrons to
become stable.
Number of Electrons needed based on octet rule = (2 H atom x

2 req) + (1 O atom x 8 req)
=4+8
= 12
c. Subtract a from b. The difference that you will

get is the number of the bonding electrons.
Bonding electrons = b – a
= 12 – 8
=4
d. Subtract c from a. The difference that you will

get is the number of the non-bonding electrons.
Non-bonding electrons = a – c
=8–4
=4
The Lewis symbol for H2 O (Water) is
The line indicates sharing of electrons

between two atoms. In Covalent bonding, line is
used to indicate sharing of electrons while in Ionic
bonding, an arrow is used to indicate transfer of
electrons.
Complete the table below.
Compound Chemical Lewis Symbol

Formula
Ammonia NH3
Water H2O
Hydrogen
HCl
chloride
Oxygen
O2
gas
Methane CH4
Note: Emphasize to the students that there are molecules

and ions which have more than eight (8) valence electrons
around the central atom. These are elements which are non
metals from period 3 of higher, which have d orbitals that are
available for the two extra electrons to occupy. Example is
Sulfur (S) in Sulfur dioxide (SO2) which is surrounded by 10
valence electrons.
VII. Analysis:
Let the students answer the following questions:
1. How do covalent bonds form among atoms?
2. What kind of elements usually forms covalent bond?
3. Is it possible for metals and non-metals to form covalent
bond?

VIII. Abstraction:
- Covalent bonds are formed between non-metals with
electronegativity difference greater than 0 but less than 1.9.
- Non-metal elements usually form covalent bond.
- Covalent bonds were usually formed among non-metals but in
some cases it may occur on metal bonded to non-metal. This type
of covalent bond is what scientist call as polar covalent bond.
IX. Application:
Illustrate the Lewis Electron Dot Structure of the following
combinations
1. Carbon and Oxygen
2. Carbon and Chlorine
X. Assessment:
Direction: Read each question/statement carefully. Choose the
letter of the correct answer.
1. When does covalent bonding take place?
A. It takes place when atoms share electrons with one
another.
B. It takes place when the attraction between atoms is strong.
C. It takes place when atoms collide with one another.
D. It takes place when atoms attain stability.
2. What kind of bond will result when two identical non-metallic
atoms combine?
B. metallic bond D. None of the above
3. What kind of chemical bond will form between hydrogen and

chlorine atoms?
B. metallic bond D. None of the above
4. Which of the following pairs of atoms will form covalent bond?
A. K & O B. Na & O C. S & O D. Mg & O
XI. Agreement:
List down 10 examples of compounds formed by covalent
bonding.

Lesson 12
Competency:
I. Objectives:
1. Differentiate Polar to Non-polar covalent bond
2. Identify Polar and Non-polar covalent bond

a. Sub-topic: Types of Covalent Bonding

Paper and pen
IV. References:
- Picture Analysis
Analyze the pictures below and ask the students
for their observations.
A. B.
Students must be able to observe symmetry and equality in the picture.
VI. Activity:
Title: Polar vs. Non-polar Covalent Bond (Suggested title)
Reference: Learner’s Material: pg 28-30,
Teacher’s Guide: pg 18-21
Procedure:
Let the students review their previous lesson that

covalent bonds were usually formed among non-metals
but in some cases it may occur on metal bonded to non-

metal. This type of covalent bond is what scientist call as

polar covalent bond.
- We do have 2 types of Covalent Bond; Polar covalent
and Non-polar covalent bond. Symmetry and equality
plays a very important role in determining the type of
covalent bond present in the compound.
A. Picture Analysis:
- Let the students analyze the pictures below showing Polar and
Non-polar covalent Bonding.
- Ask the following questions.

1. In the picture of polar covalent bond above, what elements
are involved? Are they the same elements?
( Chlorine and Hydrogen, No they are different elements )
2. What can you say about its structure? Is it Symmetrical or
Not?
( The structure of the polar covalent bond in the picture is not
symmetrical)
3. How about the sharing of electrons, is it equal?
( If we look at the picture, the sharing of electrons between
Chlorine and Hydrogen is not equal. )
4. Now, look at the picture of Non-polar covalent bond. What
elements are involved? Are they the same elements?
( 2 Hydrogen elements bond together )
5. What can you say about it’s structure? Is it Symmetrical or
Not?
(Yes it is because the same element is found on both sides)
6. How about the sharing of electrons, is it equal?
( If we look at the picture, the sharing of electrons between 2
Hydrogen elements is equal. )
Note: Stress out that Non-Polar Covalent bond does not only
happen between two similar elements but with two different
elements as well like CH4 with a structure given below.
But let the students observed that the structure is
symmetrical that makes it bonded by a
Non-polar covalent bond.
B. Table Completion

With the use of the completed table in your previous

activity, classify the compound as to bonded by Polar
covalent or Non-polar covalent bond.
Compound Chemical Lewis Polar/Non-

Formula Symbol polar
Covalent
Bond
Ammonia NH3
Water H2O
Hydrogen
HCl
chloride
Oxygen
O2
gas
Methane CH4
VII. Analysis:
Let the students answer the following questions:
1. Why is it that diatomic molecules (molecules with two same
atoms) like H2 form covalent bonds?
( Diatomic molecules always form non-polar covalent bonds
because of equal sharing of electrons and symmetrical
structure of the molecules )
2. If Non-polar covalent bond occurs between two same
elements, what can you say about its electronegativity
difference?
( the electronegativity difference of non-polar covalent
compounds is equal to zero)
3. Differentiate Polar covalent to Non-polar covalent bond.
( Polar covalent bond involves unequal sharing of electrons
while non-polar covalent bond involves equal sharing of
electrons )
VIII. Abstraction:
- When similar atoms share electrons, their electron clouds are
equally distributed or equally attracted by the bonding nuclei.
This indicates that the electrical charges are uniformly
distributed in the molecule. This kind of bond is known as a non-
polar covalent bond. The shape of the electron cloud of a non-
polar covalent molecule is symmetrical.
- When different atoms share their electrons, the electrical

charges are unevenly distributed in the molecule due to the
difference in the electronegativity values of the atoms of the
different elements. The electron cloud of the polar covalent
molecules is asymmetrical.
IX. Application:
Water will combine with alcohol while kerosene will
combine with oil. Identify which of them illustrate polar covalent
bond and non-polar covalent bond. Justify your answer.
X. Assessment:
Classify the type of covalent bond between the given atoms
below.
1. N– N
2. C–F
3. O– O
4. In – F
5. S – Cl
XI. Agreement:
List down 5 examples of compounds formed by polar covalent
bonding and non-polar covalent bonding.

Lesson 13
Competency:
 Explain properties of metals in terms of their structure; S9MT-IIc-d-15
I. Objective(s):
1. Make a model of a metallic bond
2. Relate the properties of metals to the kind of bond they are
made of
3. Cite uses of metals

a. Sub-topic: Metallic Bond

Drawing Pen
IV. References:
https://www.youtube.com/watch?v=S08qdOTd0w0
1. Recall from Activity 5 (Ionic Bonding) how metals behave to
attain stability.
Note: Students must have their prior knowledge about the
behavior of metals to lose electron to attain stability when
bonded to non-metals.
2. Visualize what will happen to a group of metallic atoms.
3. Prepare a model that will make bonding among metals possible.
Use your drawing pen and any other drawing materials.
4. Let the students check their own model once finished with the
activity for today.
VI. Activity:
Title: Bonding Among Metals
Reference: Learner’s Material: pp. 30-31,
Teacher’s Guide: pp. 21-22
Procedure:
A. Video Analysis
https://www.youtube.com/watch?v=S08qdOTd0w0
- Let the students try to explain those properties in terms

of the way metallic atom are bonded together with the
different activities provided below.
B. “Pool of Words”
- Ask the students to search the prepared pool of words

for 4 metallic properties. Explain this metallic properties with the
use of the informations that they got from watching the video.
Metallic Property Explanation

1.
2.
3.
4.
VII. Analysis:
Metallic Property Explanation

1. LUSTER Metals are lustrous
because when the light
strikes the surface of the
metal, the free moving
valence electrons reflect
the light.
2. MALLEABILITY Metals can be flattened or
can be fromed into thin
sheets when being
hammered because of the
ability of metal atoms to
slide over one another
without breaking the
metallic bond.
3. DUCTILITY Metals can be drawn into

fine wires because of the
free moving electrons
which enable the metal
atoms to slide over each
other.
4. CONDUCTOR Metals are good conductor
of electricity because the
lectrons are free to move
within the metal. Metals are
good conductor of heat
because the positive metal
nuclei are close together
and can easily transfer
heat.
VIII. Abstraction:
- What do you think will make bonding among metals possible?
Metallic bonding exists in metals through the attraction
between the freely moving valence electrons and the positively
charged metal atom. The valence electrons of these metal
atoms are usually called “sea of electrons”.
IX. Application:
Given are some examples of metals, each of them have their
metallic properties. Cite some common uses of these metals.
Metal Uses
Copper
Aluminum
Gold
Iron
Silver
Nickel
X. Assessment:
- Prepare a comic strip or a puppet show that will present the
different properties of metals. Let the students show their
creativity and artistry.
- Presentation of the output will be scheduled by the teacher

XI. Agreement:
- Bring the following materials for tomorrow laboratory activity
1. Improvised electrical conductivity apparatus (Give

the guidelines and procedures in making the
electrical conductivity apparatus)
2. Alcohol burner
3. Spoon
4. Sugar
5. Candle
6. Salt
7. Vetsin
8. Small bottles
9. Dropper
10. Distilled water
11. Stopwatch

Lesson 14
Competency:
 Recognize different types of compounds (ionic or covalent) based on

their properties such as melting point, hardness, polarity, and electrical
and thermal conductivity. S9MT-IIb-14
I. Objective(s):
1. Recognize ionic and covalent compounds based on their physical
properties

a. Sub-topic: Differences between Ionic and Covalent
Compounds

Improvised electrical conductivity apparatus
Alcohol burner, Graduated cylinder, Stopwatch, Dropper
Spoon, Small bottles, Candle, Sugar, Salt, Vetsin
Distilled water
IV. References:
a. Teacher’s guide: pp. 23 - 27
b. Learner’s guide: pp. 31- 33
d. Other references: Science Links Grade 9 pp. 132
Chemistry SEMP 2 pp. 118-119
Review:
Complete the table below.
Material Type of Chemical Bonds

1. BH3 (Borane)
2. CaF2 (Calcium fluoride)
3. KCl (Potassium chloride)
4. Al (Aluminum foil)
5. Cu (Copper wire)
6. I2 (Iodine gas)
7. CO2 (Carbon monoxide)
It’s good that you were able to recall the different types of
chemical bonding. Knowledge about the type of chemical bond
helps you relate the basic properties of the compound. Like what
you have done in your previous activity about metallic bonding,
Ionic and Covalent compounds also have properties which can
show the type of chemical bond the compound has. Do you want to
find out these properties? Go and perform the next activity!

VI. Activity:
Title: Differences between Ionic and Covalent Compounds
Reference: Teacher’s guide: pp. 23-27 ; Learner’s guide: pp. 31-33
Procedure:
- Group the students and check the materials to be used for the
activity
- Distribute activity sheets and clarify procedures (include the safety
procedures to be observed while handling laboratory equipment
and chemicals)
- Provide the students with rubrics in grading their laboratory activity
- Let the students answer the guide questions listed in the activity
and report their laboratory activity in the class
1. Get a pinch of salt, place it in a spoon and heat it with the

use of an alcohol burner. Do the same with vetsin, sugar and
grated candle wax. Record what you observe in column 1 of
Table 6.
2. Place a pinch of salt, vetsin, sugar and grated candle wax in
separate vials. Dip the electrode of the electrical conductivity
apparatus in each vial. Be sure you clean the electrode
before transferring to the next vial. Record your observations
in column 2 of Table 6 and specify that the observation is for
the solid sample.
3. Add approximately 3 mL of water in each vial. Test the
conductivity of the compound with water. Record your
observations in column 2 of Table 6 and specify that the
observation is for the solid sample added with water.
4. Fill out the table below
Properties of Some Compounds
Compound Reaction Electrical Solubility in Type of

to heat conductivity water Compound
(Melted 2 (soluble/not (Ionic/polar/non-
easily/did soluble) polar covalent
not melt 3 compound)
easily) 4
1
Salt
Vetsin
Candle Wax
Sugar
Guide Questions:
1. What type of compound:
a. dissolves easily in water?
b. conducts electricity in solution?
c. melts easily?
2. Explain why salt and vetsin can conduct electricity in

solution?
3. Make a general statement about the properties of ionic
and covalent compound.
VII. Analysis:
Properties of Some Compounds

Compound Reaction Electrical Solubility in Type of
to heat conductivity water Compound
(Melted 2 (soluble/not (Ionic/polar/non-
easily/did soluble) polar covalent
not melt 3 compound)
easily) 4
1
Salt Did not Conducts Soluble Ionic Bond
melt electricity
when
dissolved
in water
Vetsin Did not Conducts Soluble Ionic Bond
melt electricity
when
dissolved
in water
Candle Wax Melted Does not Not soluble Non polar
easily conduct covalent bond
electricity
Sugar Melted Does not Soluble Polar covalent
easily conduct bond
electricity
1. What type of compound:

a. dissolves easily in water?
(polar covalent and ionic compounds)
b. conducts electricity in solution?
(ionic compounds)
c. melts easily?
(covalent compounds have low melting temperature)
2. Explain why salt and vetsin can conduct electricity in solution?
( Ionic compounds like salt and vetsin give off positive (cations) and
negative (anions) ions in a solution that is why they can conduct
electricity.)
3. Make a general statement about the properties of ionic and
covalent compound
(Ionic compounds are water soluble, they have a high melting point
and can conduct electricity in a solution. Covalent compounds have

low melting point. Non-polar covalent compounds are insoluble in

water and poor conductors of heat and electricity)
VIII. Abstraction:
What common properties did you observe in this activity?
You have noticed that ionic compounds conduct
electricity when in a solution but not in a solid phase and they
are generally soluble in water. Covalent compounds are non-
conductors of electricity in solid phase and in solution. Unlike
ionic compounds, they melt easily, so they have low melting
temperature.
IX. Application:
Think of 3 different packed foods that you have
encountered till this morning. List down at least 3
ingredients printed on its wrapper. Determine whether it is
chemical compound or not.
X. Assessment:
Web designer
Create an informative media project (brochure,
Powerpoint presentation etc) about chemical bonding and
chemical compounds. Explain the topic, how they are commonly
used and how they are important for everyone to understand.
XI. Agreement:
Bring the following materials for tomorrow’s activity.

1. Paper and pen
2. Pentel pen
3. Manila paper
4. Labels and pictures of the following products
(conduct research on their uses as well)
a. Gasoline
b. Acetone
c. Kerosene
d. Acetic acid
e. LPG
f. Ethanol

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Lesson Guide in Science Grade 9

Quarter 2 Module 2 Matter 27

 Predict the number of valence electrons of an atom

II. Topic: Chemical Bonding

III. Materials/ Resources Needed:

Atom Atomic Number # of electrons

Quarter 2 Module 2 Matter 28

1. What is the outermost energy level occupied by the electron

B. Observe your answers in Part A; relate the valence

1. In what energy level can you find the valence

Quarter 2 Module 2 Matter 29

(Electron found on the outermost energy

the same with group

1. 15P – 1s2 2s2 2p6 3s2 3p3 ans. 5

Elemental Dice. You may assign your students to construct

Quarter 2 Module 2 Matter 31

II. Topic: Chemical Bonding

III. Materials/ Resources Needed:

Quarter 2 Module 2 Matter 32

- In locating places we use a map.

2. Examine the periodic table. What happens to the metallic

Quarter 2 Module 2 Matter 33

(As we go across the period from left to right of the periodic

Elements with three or less electrons in the outer energy

Look at the periodic table below; identify the type of elements

Quarter 2 Module 2 Matter 34

In what way is the periodic table of elements important in

Quarter 2 Module 2 Matter 35

II. Topic: Chemical Bonding

III. Materials/ Resources Needed:

Same as the names of your classmates and things that you’ve

symbols of the elements, melting point, boiling point, atomic number,

Elements from left to Values of Ionization

ii. N 900 kJ/mol

Elements from top Values of Ionization

Quarter 2 Module 2 Matter 37

Elements from left to Values of Ionization

1. What happens to the ionization energy of the elements across

Quarter 2 Module 2 Matter 38

3. Classify elements with

The ionization energy of the elements across the period

- Ask the following questions. Let the students use their

- How does the metallic property affects the ionization energy

Quarter 2 Module 2 Matter 39

surrounding it, the higher the tendency of non- metals to attract

A. Which is more electronegative?

My own Periodic Table of Elements

Quarter 2 Module 2 Matter 40

II. Topic: Chemical Bonding

III. Materials/ Resources Needed:

Who do you think is this man out of

If no one arrives at the correct

Quarter 2 Module 2 Matter 41

Title: Fill Me Up!

3. Use periodic table as your reference.

Chemical Family/Group Valence Lewis Electronegativity Ionization

Quarter 2 Module 2 Matter 42

Quarter 2 Module 2 Matter 43

Quarter 2 Module 2 Matter 44

II. Topic: Chemical Bonding

III. Materials/ Resources Needed:

Element (1) Element (2) Compound

- This activity tells you that elements combine with other