DAILY LESSON LOG School Teacher Teaching Dates and Time MONDAY I. Grade Level Learning Area Quarter TUESDAY WEDNESDAY 9 SCIENCE SECOND QUARTER THURSDAY FRIDAY OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/Objectives II. CONTENT III. LEARNING RESOURCES References Teacher’s Guide pages Learner’s Materials pages Textbook pages Additional Materials from Learning Resource A. 1. 2. 3. 4. The learners demonstrate understanding of How atoms combine with other atoms by transferring or by sharing electrons Forces that holds metals together The learners should be able to Explain the formation of ionic and covalent bonds Recognize different types of compounds (ionic or covalent) based on their properties such as melting point, hardness, polarity and electrical and thermal conductivity Explain how ions are formed S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16 Identify the Write the Lewis Illustrate Explain Make a number of Symbol of the how an ionic bond how covalent model of a metallic valence electrons common metals formed bonding takes bond of atoms and non-metals place Show how Relate the Compare the Show the Illustrate ions are formed properties of metals electronegativity relationship the sharing of to the kind of bond and ionization among the electrons they are made of energy values of number of valence metals and nonelectrons, metals electronegativity, and ionization energy MAPPING THE LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND PERIODIC TABLE pp. 90-92 pp. 113-115 pp. 92 pp. 115-117 pp. 93 pp. 118-119 pp. 93-96 pp. 118-119 pp. 96-97 pp. 121-123 Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry 5. (LR)portal Module 14 Chemical Bonds Module 14 Chemical Bonds https://www.youtube.com /watch?v=Sk7W2VgbhO g Module 14 Chemical Bonds https://www.youtube.com/ watch?v=DEdRcfyYnSQ Module 14 Chemical Bonds https://www.youtube.com /watch?v=LkAykOv1foc Module 14 Chemical Bonds https://www.youtube.com/ watch?v=eVv3TpaQ2-A A. Reviewing previous lesson or presenting the new lesson Review the Bohr model of the atom and point out where the valence electrons are. What are valence electrons? Which type of element tends to loose electron/s? Gain electron/s? How ionic bond takes place? What type of bond will be formed from a metal and non-metal? What type of bond will be formed from two nonmetals? B. Establishing a purpose for the lesson Show a periodic table.Ask the students, how are the elements arranged in the periodic table?. Operationally define electronegativity and ionization energy. Discuss Lewis structure. Watch video about covalent bond What type of bond will be formed by two metals? C. Presenting examples/Instances of the new lesson Ask the students,Why atoms bond with other atoms? Show how to write the Lewis Structure of an element. Get the electronegativity difference between Carbon and Oxygen. Explain how metallic bond happens. D. Discussing new concepts and practicing new skills # 1 Do Activity 1 Do Activity 2 Ask students, if you have two sandwiches and you see your classmate don’t have anything to eat, what would you do? Get the difference of the electronegativities of sodium and chlorine and show the transfer of electrons . Do Activity 3 Show how to construct the Lewis structure of CO2 . Do Activity 5 Fill in tables 3 and 4 E. Discussing new concepts and practicing new skills # 2 Discuss Guide questions. Discuss Guide questions. Discuss Guide questions. Do Activity 4 Discuss Guide questions. F. Developing mastery Where are the metals and non-metals in the periodic table? Discuss the Octet Rule. When do covalent bond takes place? What are some properties of metals? What are some common uses of metals? G. Finding practical application of concepts and skills in daily living Show a picture of sodiuma very reactive metal, and chlorine -a very poisonous Elements wants to become stable by having 8 valence electrons. What should be the difference in the electronegativity of two elements for it to become ionic? Relate the saying, Its better to give than to receive to the topic. Ask students, if you have a book and your Why do we use gold in making jewelry? B. Other Learning Resource IV. PROCEDURES Ask students, do you have your own goal? H. Making generalizations and abstractions about the lesson gas. Point out that when these elements bond, salt will be formed. What type of elements has low ionization energy? High electronegativity? I. Short quiz Short quiz What element forms cation? Anion? What happens after a cation and anion are produced? Short quiz Watch video about Lewis structure Watch video about ionic bonding Evaluating learning J. Additional activities for application or remediation V. REMARKS VI. REFLECTION 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 to share with other teachers? How do electronegativity and ionization energy plays an important role in chemical bonding? seatmate don’t have, what would you do? Why do we use iron in making grills? Differentiate polar from non-polar covalent bond Metals are malleable, lustrous, ductile, and are good conductor of heat and electricity. Make a HUGOT line about covalent bond. Fill in table 5 Watch video about metallic bond GRADE 1 to 12 DAILY LESSON LOG School Teacher Teaching Dates and Time MONDAY Grade Level Learning Area Quarter TUESDAY WEDNESDAY 9 SCIENCE SECOND QUARTER THURSDAY FRIDAY I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competency/Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 3. Textbook pages 4. Additional Materials from Learning Resource 5. (LR)portal The learners demonstrate understanding of How atoms combine with other atoms by transferring or by sharing electrons Forces that holds metals together The learners should be able to Explain the formation of ionic and covalent bonds Recognize different types of compounds(ionic or covalent) based on their properties such as melting point, hardness, polarity and electrical and thermal conductivity Explain how ions are formed S9MT-IIe-f-16 Recognize ionic and covalent compound based on their physical properties pp. 98-102 pp. 123-124 Project Ease, Chemistry Module 14 Chemical Bonds B. Other Learning Resource https://www.youtube.com/ watch?v=SMBA7E6ZZjg IV. PROCEDURES A. Reviewing previous lesson or presenting the new lesson B. Establishing a purpose for the lesson C. Presenting examples/Instances of the new lesson D. Discussing new concepts and practicing new skills # 1 E. Discussing new concepts and practicing new skills # 2 F. Developing mastery G. Finding practical application of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. J. Evaluating learning Additional activities for application or remediation VII. REMARKS VIII. REFLECTION Differentiate ionic from covalent bond based on how they form. Is there a way to distinguish ionic from covalent compounds aside from how they were formed? Show how construct the improvised conductivity apparatus . Do Activity 6 Discuss findings through group reporting. Watch video about the difference of ionic and covalent compounds Explain why it is dangerous to walk in floodwater after a typhoon. How can we distinguish ionic compounds from covalent compounds base on physical properties? Summative Test 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 to share with other teachers?
