1. 1
5
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of forces that hold metals together
B. Performance Standard 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.
C. Learning Competency
/Objectives
Write the LC code for each.
S9MT-IIc-d15
1. Explain properties of
metals in terms of
their structure.
S9MT-IIe-f16
1. Explain how ions are
formed.
II. CONTENT
Metallic Bond and the
Properties of Metals
Formation of Ions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
pp. 96- 97 p.93
2. Learner’s Materials
pages
pp. 121- 122 pp. 116- 119
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
GRADE 1 to 12
DAILY LESSON LOG
School Grade Level 9
Teacher Learning
Area
SCIENCE 9
Teaching Dates and Time Quarter SECOND
2. 2
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.
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.
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).
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.
3. 3
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.
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.
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
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
4. 4
answers for the said activity.
Any misunderstanding that
the teacher noted must be
explained thoroughly to the
students until they grasp the
correct idea.
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.)
F. Developing mastery
(leads to Formative
Assessment 3)
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”.
Students will be sharing their
research in the class and
they are expected to discuss
how they find ions useful.
G. Finding practical
application of concepts
and skills in daily living
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)
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.
H. Making generalizations
and abstractions about the
lesson
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.
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.
5. 5
5. What are some of the
uses of ions in our
lives?
I. Evaluating learning The students may answer
Table 5. Types of chemical
bond on page 122 of the LM.
Use an exit paper for the
evaluation. Ask the students
to write what they have
learned about ions.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION 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
