UNIVERSITY OF CALOOCAN CITY

Congressional Campus
COLLEGE OF EDUCATION
Bachelor of Secondary Education Major in Science
SCIENCE DEPARTMENT

DETAILED LESSON PLAN

TEACHER Angylene D. Cabasag GRADE LEVEL Grade 9

TEACHING DATE November 25, 2022 LEARNING DOMAIN Matter

TIME 12:50 pm-1:30 pm QUARTER 2nd Quarter

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
a. the development of atomic models that led to
the description of the behavior of electrons
within atoms;
b. how atoms combine with other atoms by
transferring or sharing electrons;
c. forces that hold metals together.

B. Performance Standards The learners should be able to:

● to show the process of losing and gaining of
electrons to form ions using the Lewis Electron
Dot Symbols (LEDS).

C. Learning Competencies and Objectives Most Essential Learning Competencies

The learners should be able to:
● Explain how ions are formed. (S9MT-IIe-f-16)

Specific Learning Objectives

At the end of the 40-minutes discussion, the Grade 9
learners should be able to:
a. describe how the atoms lose and gain electrons
to form ions;
b. demonstrate how the metal elements
transferred their electrons to non-metal
elements;
c. cite the importance of knowing the valence
electron of each element that plays a crucial role
in chemical bonding.

II. CONTENT FORMATION OF IONS USING LEWIS DOT SYMBOLS

(LEDS)
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages Pages 114-115

2. Learner’s Material Pages Pages 3-12

3. Textbook Pages a. Ferriols-Pavico, J. M., Morales-Ramos, A. C.,

Bayquen, A. V., & Silverio A. A. Exploring Life
Through Science Series: The New Grade 9, pages
148-157
b. Ebbing, D. D. & Gammon, S. D. (2017). General
Chemistry (11th Edition), pages 49-50
c. Myers, R. T., Oldham, K. B., & Tocci, S. (2004).
Holt Chemistry, pages 160–165
 4. Additional Materials from Learning Resource a. Lewis Electron Dot Diagrams:
Portal. https://courses.lumenlearning.com/suny-mcc-int
roductorychemistry/chapter/lewis-electron-dot-
diagrams/?fbclid=IwAR0A-HPbZMWlCTf05hdMZ
EmwMooeVbHRc7HD0G0x2-DENPWMUIETZVD9
9Ac
b. Ion Formation:
https://chem.libretexts.org/Courses/University?f
bclid=IwAR1AhUCFPFPy35Uk5yTWjnaWWbEvsp
00fKeq3JTp_Gri5lMGBGuvMYt3DKE
B. Other Learning Resources ● Visual aids
● Powerpoint presentation
● Worksheets
IV. PROCEDURES
TEACHER’S RESPONSE STUDENTS’ RESPONSE

Preliminary activities
1. Prayer
“President, kindly lead the prayer.” “Our heavenly father, we thank thee for all the blessings
that you have given us each day. We ask thee for thy
continuous guidance and protection. Shower us with
love and kindness to everyone. Grant us always peace in
our hearts and enrich us with knowledge so that we will
become a good example to others.
In Jesus' name we pray, Amen.”

2. Greetings
“Good Afternoon, Ma’am Angylene.”
"Good afternoon, everyone!"

Before you take your seats, pick up the pieces of

trash/papers and align your chairs.

I hope everyone is doing well. Oh! By the way, I’m with

Minion Dave. Dave wants to ask you, class, if you are fine.
I have lyrics here on the presentation, and all we have to
do is sing while passing Dave.

When the song and Dave stop, the student with minion
Dave will share about their day.
Let us sing. “Kumusta ka, Kumusta ka, Ikaw ba’y
masaya?”
(The whole class will sing while continuously passing the
minion)
“Kumusta ka, kumusta ka, Ikaw ba’y masaya?”

(minion Dave stopped)

“How are you hijo/hija?” “I’m doing fine, ma’am. I hope you do too!”
“That’s good to hear.”
 3. Attendance Checking
“Class secretary, is anyone absent today?” “I’m glad to tell you, ma’am, that no one is absent today.”

4. Classroom rules
● First: listen carefully and be attentive.
● Second: avoid unnecessary movements to also
avoid the distraction during the class.
● Third: kindly raise your hand if you want to
answer and ask questions.
“Yes, ma’am.”
“Do I make myself clear?” (raised hands)
“May I see the hands of the students who are ready to
listen and learn?”

5. Review “Valence electron”

“Let us play 4 pics 1 word.”

“Valence electrons are the electrons found at the

“Okay! Can anyone define what a valence electron is?” outermost shell of an atom.”
“The valence electrons are the electrons that can be
transferred or shared. These electrons are involved in
the chemical bonding.”

“The number of valence electrons is equal to the atom's

“Very good! By using a periodic table of elements, how main group number. For example, Na (Sodium) can be
will you find the valence electron of each element?” found at group 1. Therefore, Na (Sodium) has 1 valence
electron too.”

“Exactly!”
ENGAGE (5 minutes)
TEACHER’S RESPONSE STUDENTS’ RESPONSE
“Can someone recall what ionic bonding is?” “Ionic bonding is a bond between atoms where electrons
are (mostly) transferred from one atom to another.”

“Ionic bond happens between a metal, which acts as an

“What are the types of elements involved in ionic electron benefactor, and a metal, which acts as an
bonding?” electron acceptor.”

“Me, ma’am”
“Since the class already mentioned that there is a “Me too, ma’am”
transfer of electrons between metal and nonmetal
elements, may I have two representatives from the class?
1 boy and 1 girl”

Okay, Student 1 represents the metal element. Let’s say

for example she is a Na (Sodium).
“One”
How many valence electrons does sodium have?
Very good! And the Student 2 represents the nonmetal
element. Let’s say for example, he is element Cl
(Chlorine),
“Seven, ma’am”
“How many valence electrons does chlorine have?”
“The Na (sodium), ma’am.”
“Okay, who do you think will transfer its electrons to
another?”
“Because sodium has only 1 valence electron. Therefore,
“Why do you think so?” it will be easier for it to transfer one electron than to
gain 7 electrons from chlorine.”

Exactly! The Atoms of the elements with fewer than 4

valence electrons tend to lose these electrons to become
cations (positive). Elements with greater than 4 valence
electrons tend to gain more electrons for a total of eight
becoming anions (negative).

For atoms, it will be easier for them to give their few

extra electrons than to receive more electrons than
itself.”
“Yes, ma’am”
“Do you understand?”
EXPLORE (5 minutes)
TEACHER’S RESPONSE STUDENTS’ RESPONSE
“For our exploration part, we will play a very exciting and “Yeeees, ma’am!”
intense game! Are you all excited?”

It seems everyone is all ready and excited. Without

further ado, let’s start!

Here are the mechanics of the game: I will choose three

students to pick their lucky number from numbers 1 to
10. If you pick a lucky number with a lucky card, you have
to shout "UWU!" before you get the two chips.

If you pick a lucky number with a question, you have to

answer it before you can get your prize with chips.

“Okay! The first player is… (Student 1) Choose your lucky

“I choose number 8”
number, nak.”

“You know what to do…”

 “UWU!”
“For our next player, may I call on… (Student 2)”
“I choose number 6, ma’am.”

“What is the answer?”

“8 electrons, ma’am”

Let us see if his/her answer is correct.

Okay, very good! Here is your prize.

According to the octet rule, atoms must have eight

valence electrons to be stable. That is why, in chemical
bonding, electrons are shared or transferred to achieve a
total of eight valence electrons. The noble gases are said
to be noble because they already have 8 valence
electrons, and there is no need for them to bond or share
with other atoms.

“Do I make myself clear?”

“Yes, ma’am.”
“Okay, for the last student who will play the game, may I
call on… (Student no.3)” “Ma’am, I choose number 4.”

“How will you describe the image?”

“The atom 1, or metal element, transfers its electron to
the atom 2, or nonmetal element. After transferring
electrons, the ion or the atoms that transferred electrons
become positive in charge, while the atom or the
element that received an electron becomes negative in
charge.”
Nice observation! As I discussed last time, the metal
elements are the one who donates or gives their
electrons to nonmetal elements. While nonmetal
elements are the receiver or the acceptor of the extra
electrons to have 8 valence electrons in total.

“The metal elements are the ones who give, therefore

they will have a charge of positive ions. Positive ions are
also called, what?” “Cation”

And the atoms or the element that receives electrons will “Anion”
become negative charge ions or…?”

“Do you have any questions?” “None”

EXPLAIN (20 minutes)
TEACHER’S RESPONSE STUDENTS’ RESPONSE
When atoms lose or gain their electrons it becomes ions.

So for us to know how ions are formed, let us study the

Lewis-Electron Dot Diagram that was formulated by
Gilbert N. Lewis. This diagram shows the bonding
between atoms and how the electrons transfer from one
atom to another.

“Again, what is the diagram that can help us easily

understand the formation of ions or the transferring of “Lewis Electron dot symbol”
electrons?”

“Very good! For you to easily remember that, just

remember the word LEDS.” “ L for Lewis, E for Electron, D for dots and S for
symbols.”
Okay, take a look at this picture.

“What element is this?”

“Chlorine”
“Chlorine belongs to what type of element?”
“Nonmetals”
“Chlorine can be found in what group in your periodic
“Group 7, ma’am.”
table?”

“Therefore, how many valence electrons does chlorine

“7 valence electron, ma’am”
have?”

“Okay, very good! Obviously, the letters inside represent

“Elements or atomic symbol”
the… what?”
“Dots around the atomic symbol represent… what?”
“Valence electrons”
“Yes, exactly!”

Okay let’s have an example of an ionic compound.

LiF (Lithium fluoride)
“How many valence electrons does lithium have?”
“Plus Fluorine. How many valence electrons does “One, because lithium can be found in group 1.”
fluorine have?” “It can be found in the 7th group, therefore it also has 7
valence electrons.”
“Okay, very good. Since numbers of valence electrons can
be represented by dots in the Lewis Electron Dot Symbol,
let us draw the structure.”

Can someone draw on the board the LEDS of LiF?

“Me, ma’am”

Since the valence electrons of atoms are already

represented by dots, let us show how those valence
electrons from metals will be transferred to nonmetals.

We can use/draw arrows to show the transfer of

electrons.

After we transfer the electrons from lithium to fluorine,

we can now show the charges of the ions from the
reaction.

"How many valence electrons are left in lithium after

transferring?"

“None.”
Therefore, we can write inside the bracket/parenthesis
the Lithium (Li) atomic symbol without dots since it has
already transferred its electron to fluorine.

"What can you notice about the charge of an ion outside

of the brackets or parenthesis?"
"It becomes positive after the ionic bonding since lithium
is a metal element, and whoever donates its electron, it
becomes positive in charge or cation."
“Okay, very good! How about fluorine? How will we write
the fluorine atomic symbol inside of the brackets or
“open bracket, an atomic symbol that has eight dots
parenthesis?”
around it because the valence electron becomes eight
after transferring, then a closed bracket.”

Why do you think that fluorine becomes negative in

charge?”
“Fluorine is the one who receives or accepts the donated
electron, therefore its charge will become a negative ion
or anion.”

“Do you understand now how to use the lewis electron

dot symbols?”

“Yes, ma’am”
Let us have another example. CaO
(The teacher will explain the same process)
ELABORATE (5 minutes)
TEACHER’S RESPONSE STUDENTS’ RESPONSE

For you to easily remember how ionic bonding happens,

just remember the formula:

Metal + Nonmetals = Ionic compound

"Donate or transfer to non-metals."
"What do metals do to their valence electrons?"
"It attracts or receives the metal element’s valence
"What do nonmetals do in ionic bonding?"
electron to be stable."

"If the metals are the benefactors, therefore, they can “positive ion”
have what charge of ions?"

"Positive ions are also called what?" “cation”

"On the other hand, if the nonmetals are the electron “negative ion”
acceptor or receiver, they can have what charge of ions?"

"Negative ions are also called what?"

“anion”
EVALUATE (5 minutes)
TEACHER’S RESPONSE STUDENTS’ RESPONSE
For your Output no.10, I will give you a worksheet. All
you have to do is answer it then paste in your ISN.

Title of the Activity: Electron-ically yours!

Objective: Show formation of ions using the Lewis

Electron Dot symbols (LEDS)
Materials: Periodic Table of Elements, pen
Procedures:
1. For each pair of elements below draw an atomic
diagram showing the valence
electrons around each atom.
2. Draw the arrows to show where the outer electrons
will go during a chemical
reaction, and then draw the resulting compound.
3. Finally, fill-in the table below each reaction. Refer to
the sample given.
Guide Questions:
1. Which type of element usually gives electrons?
2. What happens to the charge of an element that
receives the electron?
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 this work?

F. What difficulties did I encounter that my

principal or supervisor can help me solve?

G. What innovation or localized materials did I use

or discover that I wish to share with other
teachers?

Prepared by: Checked by:

ANGYLENE D. CABASAG WENALYN R. ARGUELLES

Student Teacher Coordinating Teacher