Bolbok National High

GRADES 1 School School

Grade Level Grade 9
TO 12
Learning
Teacher Lady M. Pauig Science
Area
November 22-25, 2022
DAILY LESSON Teaching Dates 8-9 = Topaz
LOG Quarter Second
and Time 12-1 = Sapphire
1-2 = Sardonyx

The learners demonstrate an understanding of:

1. Content Standards - 2. how atoms combine with other atoms by transferring or by sharing electrons
- 3. forces that hold metals together
The learners shall be able to:
2. Performance Standards - the development of atomic models that led to the description of the behavior of
electrons within atoms
Explain how ions are formed; ---S9MT-IIe-f-16
Objectives:
1. Identify the difference between ionic and covalent bonding based on their
3. Most Essential Learning properties such as melting point, hardness, polarity, and electrical and thermal
Competencies conductivity
2. Demonstrate how to name ionic and covalent compounds
3. Value the importance of information that can be gathered from the electron
configuration of an atom
II. CONTENT Formation of Ion
III. LEARNING RESOURCES
A. References
1. Curriculum Guide pages MELC CG pages 384-387

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
https://sites.google.com/deped.gov.ph/depedgentrigold/other-resources/pivot-modules
Learning Resource (LR) Portal
B. Other Learning Resources Internet, ppt
IV. PROCEDURE
A. ELICIT
B. ENGAGE
Identify each as a CATION, an ANION, or NEITHER. Write your answer on the space
before each number.

Fill in the information that is missing on the chart below. You may use the periodic table
on page 16 as reference for your answer.
 C. EXPLORE
D. EXPLAIN
E. ELABORATE Sodium is also present in our diet. The common table salt we use on our foods is an
ionic sodium compound. Many processed foods also contain significant amounts of
sodium added to them as a variety of ionic compounds. The use of so many sodium
compounds in prepared and processed foods has alarmed some physicians and
nutritionists. They argue that the average person consumes too much sodium from
his or her diet. The average person needs only about 500 mg of sodium every day;
most people consume more than this—up to 10 times as much. Some studies have
implicated increased sodium intake with high blood pressure; newer studies
suggest that the link is questionable.
F. EVALUATE
G. EXTEND
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earn 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learner 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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to
bld.tld@deped.gov.ph

Submitted by: Lady M. Pauig

Teacher I
 Noted by: WILFREDO ANDRIN
Principal I

Bolbok National High

GRADES 1 School School
Grade Level Grade 9
TO 12
Learning
Teacher Lady M. Pauig Science
Area
November 15-18, 2022
DAILY LESSON Teaching Dates 8-9 = Topaz
LOG Quarter Second
and Time 12-1 = Sapphire
1-2 = Sardonyx

1. Content Standards The learners demonstrate an understanding of:

- 2. how atoms combine with other atoms by transferring or by sharing electrons
 - 3. forces that hold metals together
The learners shall be able to:
2. Performance Standards - the development of atomic models that led to the description of the behavior of
electrons within atoms
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
Objectives:
3. Most Essential Learning 1. Identify the difference between ionic and covalent bonding based on their
Competencies properties such as melting point, hardness, polarity, and electrical and thermal
conductivity
2. Demonstrate how to name ionic and covalent compounds
3. Value the importance of information that can be gathered from the electron
configuration of an atom
II. CONTENT Chemical Bonding
III. LEARNING RESOURCES
A. References
1. Curriculum Guide pages MELC CG pages 384-387

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
https://sites.google.com/deped.gov.ph/depedgentrigold/other-resources/pivot-modules
Learning Resource (LR) Portal
B. Other Learning Resources Internet, ppt
IV. PROCEDURE
A. ELICIT
B. ENGAGE
C. EXPLORE
D. EXPLAIN
E. ELABORATE
F. EVALUATE
G. EXTEND
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earn
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learner 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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to
bld.tld@deped.gov.ph

Submitted by: Lady M. Pauig

Teacher I
 Noted by: WILFREDO ANDRIN
Principal I

Bolbok National High

GRADES 1 School School
Grade Level Grade 9
TO 12
Learning
Teacher Lady M. Pauig Science
Area
November 8-11, 2022
DAILY LESSON Teaching Dates 8-9 = Topaz
LOG Quarter Second
and Time 12-1 = Sapphire
1-2 = Sardonyx

The learners demonstrate an understanding of:

1. Content Standards
2. Performance Standards
- the development of atomic models that led to the description of the behavior of
electrons within atoms
The learners shall be able to:
- the development of atomic models that led to the description of the behavior of
electrons within atoms
Explain how the Quantum Mechanical Model of the atom describes the energies and
positions of the electrons

3. Most Essential Learning Objectives:

Competencies 1.
Identify the Quantum Mechanical Model
2.
Demonstrate how to write Electron Configuration
3.
Value the importance of information that can be gathered from the electron
configuration of an atom
II. CONTENT Electronic Structure of Matter
III. LEARNING RESOURCES
A. References
1. Curriculum Guide pages MELC CG pages 384-387

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
https://sites.google.com/deped.gov.ph/depedgentrigold/other-resources/pivot-modules
Learning Resource (LR) Portal
B. Other Learning Resources Internet, ppt
IV. PROCEDURE
A. ELICIT
B. ENGAGE
C. EXPLORE
D. EXPLAIN Fill in the missing data to complete the table below.
 key

E. ELABORATE Determine the word that correctly completes the statement. Write your answer
on a separate sheet of paper.

1. ______________ is the way in which the electrons are distributed in the different
orbitals of an atom.
2. ______________ is the region of space where the electrons are most likely be
found.
3. ______________ formulated a mathematical equation that describes the behavior
of the electron. He used the probability of finding the electrons at a particular
region in space around the nucleus of an atom.
4. ______________ describes the atom as having the nucleus where the electrons are
moving around.
5. ______________ is the region with high probability of finding the negative charge
called electrons.
6. The ______________ requires that the electrons occupy the lowest possible energy
level before filling up the next.
7. ______________ refers to the dumbbell shape of an orbital with three orientations
in space.
8. ______________ refers to the types of quantum number that describes how the
electrons move on its axis.
 9. ______________ is the total number of electrons that will occupy the third energy
level.
10.______________ describes the way on how the electrons move around the nucleus.

Key

F. EVALUATE DIRECTIONS: Write the electron configurations of the following elements:

DIRECTIONS: For each element draw the inner electrons blue & the valence (outer)
electrons red. The circles represent possible electron shells.

G. EXTEND
V. REMARKS
VI. REFLECTIONS
A. No. of learners who earn 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learner 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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to
bld.tld@deped.gov.ph

Submitted by: Lady M. Pauig

Teacher I

Noted by: WILFREDO ANDRIN

Principal I

DIRECTIONS: Write the electron configurations of the following elements:

DIRECTIONS: For each element draw the inner electrons blue & the valence (outer) electrons red. The circles represent possible
electron shells.
1. Which part of the microscope do you look through to see a magnified image?
a. Objective lenses b. Nose piece c. Light source d. Eye piece
2. Which part of the microscope would you use to make small adjustments to the magnified image?
a. Coarse adjustment knob b. Stage c. Mirror d. Fine adjustment
3. If you are looking through an eyepiece with 10x magnification, and the objective lens you are using is 40x
magnification, what is the total magnification of the image?
a. 10x b. 1000x c. 4x d. 400x
4. What is the proper way of carrying the microscope? One holds by the ______.
a. Neck b. Base c. Lens d. Both A and
5. How many objective lenses are there? a. 12 b. 5 c. 3 d. 2
6. This part controls the amount of light passing through the slide.
a. Stage b. Objective lens c. Diaphragm d. Ocular lens
7. Different powers of magnification
a. ocular lens b. objective lenses c. light source d. diaphragm
8. Where you place the slide?
a. stage clip b. ocular lens c. stage d. light
9. The part that turns and holds the objective lenses.
a. coarse adjustment knob b. nose piece c. arm d. body tube
10. What is the magnification of the ocular lens?
a. 100x b. 4x c. 10x d. 40x
 Republic of the Philippines
Department of Education
REGION IV A-CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
BOLBOK NATIONAL HIGH SCHOOL
BOLBOK, TUY, BATANGAS

Weekly Home Learning Plan

Learning Area: Science
Week 7

Grade Level: Grade 7 Teacher: Lady M. Pauig

Quarter: 1 Date: October 20-21, 2022
Day/Time: Thursday/Friday = 9:15 – 10:15 Pearl / 10:15-11:15 Emerald

Learning Learning Tasks Mode of Delivery

Competencies

Express concentrations Answer the learning task no. 4 page 35: The learners will bring/submit
of solutions the answer sheet in their next
quantitatively by Solve the % concentration of solution. in-person class.
preparing different
concentrations of
mixtures according to
uses and availability of
materials
-S7MT-Id-3

Prepared by: Noted by:

LADY M. PAUIG WILFREDO V. ANDRIN

Teacher I Principal 1
 Email Address: bolboknhs301088@gmail.com
Contact Number: 0977-872-0036

NAME: ______________________________________________________________________________________
GRADE: _____SECTION:__________________DATE:__________________
G7 Science--Week 6, Quarter 1, October 6-7, 2022
PART A: Determine which of the following mixtures or pure substance for the first column, in the second one write if its
homogenous or heterogenous/ element or compound
PART B: Fill up the table using the words below by cutting it and pasting it on the table, make sure that what you put in the
mixture is related to separation technique and matches its descriptions.
NAME: ______________________________________________________________________________________
GRADE: _____SECTION:__________________DATE:__________________
G7 Science--Week 2, Quarter 1, September 8-9, 2022
PART 1
 PART 2

Element,
Pure Substance
Compound,
Material or
Homogeneous,
Mixture
Heterogeneous
concrete
sugar + pure water
(C12H22O11 + H2O)
iron filings (Fe)

limestone (CaCO3)
orange juice (w/pulp)
Pacific Ocean
air inside a balloon
aluminum (Al)
magnesium (Mg)

acetylene (C2H2)
tap water in a glass
soil

pure water (H2O)

chromium (Cr)
Chex mix
salt + pure water
(NaCl + H2O)

benzene (C6H6)
muddy water
brass
(Cu mixed with Zn)
baking soda
(NaHCO3)
1.
2. Which of the boxes contains:
a) Molecules of an element?
b) Molecules of a compound?
c) Atoms of an element?
d) Do any of the boxes contain a mixture? Explain your answer

No, a mixture would contain two or more elements or compounds not joined together. Like
in the diagram below, which is a mixture of an element and compound.

c a b

3. Look at the following substances. Circle the elements and underline the compounds
a) Li b) N2 c) CO d)Cl2 e)S8 f)NaCl
4. How many elements make up each compound?
a) HCl 2 (Hydrogen & Chlorine) b) CaCO3 3 (Calcium, Carbon & Oxygen) c) HNO3 3
(Hydrogen, Nitrogen & Oxygen) d) H2SO4 3 (Hydrogen, Sulfur & Oxygen)e) CH3OH 3
(Carbon, Hydrogen & Oxygen, take care Hydrogen appears twice)!

4. How many atoms are there in each of these molecules?

a) N2 2 (both nitrogen) b) CO2 3 (1 carbon and 2 oxygen)

b) c) O3 3 (all oxygen) d) CH4 5 (1 carbon and 4 hydrogen)
c) e) SO2 3 (1 sulfur and 2 oxygen) f) C2H4 6 (2 carbon and 4 hydrogen)