School Teacher GRADE 1 to 12 DAILY LESSON LOG Grade Level Learning Area Quarter Teaching Dates and Time 9 SCIENCE 9 SECOND 5 MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency /Objectives Write the LC code for each. II. The learners demonstrate an understanding of forces that hold metals together The learners shall be able to analyze the percentage composition of different brands of two food products and decide on the products’ appropriate percentage composition create. S9MT-IIc-d15 S9MT-IIe-f16 1. Explain properties of 1. Explain how ions are metals in terms of formed. their structure. CONTENT Metallic Bond and the Properties of Metals III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource (LR)portal B. Other Learning Resource IV. Formation of Ions pp. 96- 97 p.93 pp. 121- 122 pp. 116- 119 PROCEDURES 1 A. Reviewing previous lesson or presenting the new lesson Let the students classify some compounds as either ionic compound or covalent compound. Let them recall the definition of ionic and covalent bond based on their answer. Ask the students to differentiate these two types of bond. B. Establishing a purpose for the lesson Post a question on the board that says “If metals can bond with nonmetals and nonmetals can bond to nonmetals, is it possible for metals to bond with metals?” Solicit answers from the students and ask them how it will happen. (Answers must be noted to be used as the lesson progresses). Demonstrate to the students an activity that shows the formation of ions in a solution (ex. Table salt in water can make the water a good conductor of electricity). Ask the students how is this change of electrical conductivity becomes possible. Gather some answers to the students. Let the students recall first how table salt 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. Introduce to the students the process of ionization or the formation of electrically charged atoms or molecules. . Tell to the students that ions can be grouped as positively charged ions or cation and negatively charged ions or anion. Mention also that ions can be an atom or it can be a molecule. 2 Another question to be posted is this “ Is the bond that exists among metals can be the reason for its properties?” Explain to the students that properties of a solution depends on the type of ions that are found on it. C. Presenting examples/Instances of the new lesson Show the students some pictures of metals which display some of its characteristics. Ask them to explain what characteristic of metal is shown on the pictures. ( Make a list of these characteristics on the board) .Post a list of ions on the board as examples. (The list must show the groupings of ions as cation and anion, as well as atoms and molecules). Present to them pictures of some food products or drinks that are sources of ions needed by our body. D. Discussing new concepts and practicing new skills # 1 Divide the class into small groups and ask them to perform Activity # 5 Bonding Among Metals. E. Discussing new concepts and practicing new skills # 2 The students will report their findings on the said activity in the class. ( Note for any misconception that may arise during this procedure) After the students have able to report their work, it is time to explain to them the Ask the students to form 6 small groups for the activity. The students will identify the ions from the food products and drinks that will be assigned to them by their teacher. They also need to group these ions as cation or anion and as an atom or as a molecule. Students must share the result of their investigation in the class. Tell to the students that aside from the presence of ions in foods and drinks that we eat, there are other important uses of ions. Each group will investigate some uses of ions. Some of the possible topics to be assigned to the students are 3 answers for the said activity. Any misunderstanding that the teacher noted must be explained thoroughly to the students until they grasp the correct idea. F. Developing mastery (leads to Formative Assessment 3) G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson Go back with the pictures you have presented as examples for the characteristics of metals, ask the students to explain the pictures based on the concept of metallic bonding and the “sea of electrons”. Ask the students to suggest some ways on how they can use the lesson in their daily living. ( Motivate them by giving additional points for those who can answer correctly) Call for at least three volunteers that may sum up the lesson. The teacher can prepare incomplete statements that will be completed by the students to guide them what to generalize. the following: fluorescent light, neon lights, battery, ionosphere, sickle cell anemia. The students will research on how ions are involved on each topic. ( Assigning of these 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.) Students will be sharing their research in the class and they are expected to discuss how they find ions useful. The class will have an open forum about food supplement, vitamins and energy drinks they used and how these things help them in their daily lives. To generalize the lesson ask the following to the students: 1. What is ion? 2. Define ionization. 3. What are the two types of ions? 4. Give examples of ions as atom and as a molecule. 4 I. Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION The students may answer Table 5. Types of chemical bond on page 122 of the LM. 5. What are some of the uses of ions in our lives? Use an exit paper for the evaluation. Ask the students to write what they have learned about ions. Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. A. No. of learners who earned 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 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 5 to share with other teachers? 6