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