Region XI

SCHOOLS DIVISION OF PANABO CITY

SOUTHERN DAVAO NATIONAL HIGH SCHOOL

Brgy. Southern Davao, Panabo City

LESSON PLAN ON SCIENCE 9

(Quarter 2)

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of how atoms combine
with other atoms by transferring or by sharing electrons.
B. Performance Standards: 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.
C. Learning Competency: S9MT - IIb -14- Recognize different types of compounds
(ionic or covalent) based on their properties such as melting point, hardness, polarity, and
electrical and thermal conductivity.
D. Learning Objectives: At the end of the lesson, the learners shall be able to:
1. Define what is chemical bond;
2. Differentiate the types of chemical bond; and
3. Construct simple compounds using covalent and ionic bond.
E. Learning Content: Chemical Bonding: Ionic Bond and Covalent Bond

II. LEARNING RESOURCES

A. Reference
1. Teacher’s Guide Pages: n/a
2. Learner’s Material Pages: n/a
3. Textbook Pages:
4. Additional Materials from Learning Resource (LR) Portal: n/a
B. Other Learning Resources: internet sources

III. PROCEDURES
Preliminary:
Preliminaries:
1. Prayer
2. Checking of Attendance
3. Class Rules

A. Elicit (presenting the new lesson) 5 minutes

The teacher will present a 3-minute song about Chemical Bonding. The students are
encouraged to sing the song in the tune of Abba’s Dancing Queen. The lyrics of the song
will be projected to the white screen.
 YouTube link: https://www.youtube.com/watch?v=ylb18F-TeIU
After the students are done singing, the teacher will give the following questions:
1. What have you observed in the given song?
2. Where there some words unfamiliar with you? (State some unfamiliar words you
have heard.)
3. What do you think is our lesson all about?
(note: probing questions will differ depending on the student’s answer. The student’s
answer must contain the word ‘Chemical Bonding’)
Context: The teacher will introduce chemical bonding.
The teacher then reveals to the class that their lesson would be about Chemical Bonding:
Ionic and Covalent Bond. Objectives of the lesson would then be showed.
Integration (MAPEH): The teacher asked the students to sing an original piece composed by Mr.
Edmonds about Chemical Bonding in the tune of Abba’s Dancing Queen.

B. Engage (Individual Work: Establishing a purpose for the lesson/ presenting

examples or instances of the new lesson) 10 minutes.
Context: The students will be asked to create a Lewis Electron Dot Structure from the
given Elements.
Instruction:
1. The teacher will present a step by step procedure on how to create Lewis
Electron Dot Structure.
a. Write the chemical symbol of an atom.
Ex. Carbon: C
b. Determine the column or group where an atom belongs in the
periodic table and identify its valence electrons.
Ex. Element: Carbon
Chemical Symbol: C
Group: 4A
Valence electrons: 4
(The number of valence electrons in an atom is reflected by its family on group in
the periodic table of the elements.)

c. Draw the dots that correspond to the number of valence electrons

and distribute it evenly.
Element: Carbon
Valence electrons: 4

C
 2. The student will answer the given activity, “LEDS-go!”

Activity: LEDS- go!

Direction:
In 3 minutes, draw the Lewis dot structures for each of the
following elements:

1. H 3. Mg
2. O 4. Ne
5.Na

After the short activity, the Teacher will introduce Gilbert N. Lewis and the
importance of LEDS in chemical bonding.

C. Explore (Discussing new concepts and practicing new skills) 10 minutes

Activity: “Speed-dating Match”

Context: In one minute, the students will
match the shapes and find the “other half” of
each element to create a compound.
After the students are done matching
all the bonded pairs, the teacher will give the
following questions:
1. What type of elements are present
in the given activity?
2. What were the combinations? Are they all metal? Non-metal? Or maybe
mixed?
3. Why do elements bind with each other?
(note: probing questions will differ depending on the student’s answer. The student’s
answer must contain the word ‘Stability’ or ‘to become stable’.)

D. Explain (Developing mastery: Leads to Formative Assessment) 15 minutes

Context: The teacher will explain that in order for the atoms to become stable, they
have to bind with other atoms. The teacher will now introduce the two types of
chemical bonding, the ionic bond and chemical bond.
After the teacher is done with the discussion, the students will answer the following
questions:
1. How does Ionic bond differ from covalent bond?
 2. Which bond has higher difference of electronegativity?
3. Between the ionic and covalent bond, which bond has a stronger attraction
among their atoms? Why?
E. Elaborate (Finding practical applications of concepts and skills in daily living) 10
minutes
Context: The teacher will give a short story entitled ‘Love or Friendship’ for the
students to read.

Activity: To love is to ‘give’, To love is to ‘share’.

The student will be given 5 minutes to read the short story about the element named
Chlorine. After reading, they will be given another 5 minutes to answer the following
questions:

1. Based on the story, what type of chemical bonding happened during the
exchanging of notes between Rine and Chlo? Is it Ionic or Covalent? How about when
Sodium gave his extra note to Rine? Why?

2. What was the reason of Rine’s attraction towards Sodium’s charisma?

3. Between Sodium and Chlo, whom will Rine choose? Why? (explain your basis.)

Integration (ENGLISH): The teacher asked the students to read and comprehend the given story.

F. Evaluate (Evaluating learning) 5 minutes

I. Create 10 compounds using the given elements and identify its name.

Na Cl N H Li O Mg Co

1. ___________________ 6. ____________________
2. ___________________ 7. ____________________
3. ___________________ 8. ____________________
4. ___________________ 9. ____________________
5. ___________________ 10. ____________________

II. Identify the type of compounds on the following. Write if it is ionic bond or covalent
bond.
1. NaCl 6. H2O
2. Cl2 7. MgO
3. NH3 8. CO2
4. Li2O 9. N2
5. O2 10. CaF2

G. Extend (Additional activities for application or remediation) 5 minutes

The students are tasked to create a Venn diagram to compare and contrast the
ionic and covalent bond. The students will answer the Additional Activity and will
write their answers in their notebook.
IV. REMARKS
___________________________________________________________________________
___________________________________________________________________________

Prepared by:

ANNE CLARENCE B. TAGPUNO

Science 9 Teacher

Evaluated by:

JOANALLE P. PAMA
Science Coordinator
The Chemical Bond Song
(by Mr. Edmonds)
Tune: Abba’s Dancing Queen

Oooh yeah, Ionic bonds … covalent bonds … both of them chemical bonds.
How are they made? What’s the dif-ference? Watch you’ll see!

First we’ll start with ionic bonds,

A metal and nonmetal are involved.
The metal gives over electrons, the nonmetal … it receives.
The atoms become IONS!

The metals might have 1,2 or 3

Electrons for the nonmetal to receive
It all depends on what’s needed, to make the number 8
For the nonmetals’ outer shell.

AND IF IT HAPPENS FOR THEM …

They both become IONS …… CHARGED ATOMS …. They become IONS!
The metal’s positive, the nonmetal’s negative,
They become IONS, oh yeah.
The metal’s plus, the nonmetal minus, and opposites they do attract.
So what you get, when they come together, is an IONIC BOND.

So what about those covalent bonds?

It’s not about loss or gain of electrons.
Valence electrons they are shared, to complete the outer shells
Of the nonmetals set to bond.

IT’S WHEN NONMETALS JOIN … to make covalent bonds

With shared electrons .... they’re covalent bonds.
Not a transfer, instead they share valence electrons, oh yeah!

Ionic bonds … covalent bonds … both of them chemical bonds.

How are they made? What’s the dif-ference? Play the song again !
Ionic bonds, covalent bonds ….. both chemical bonds!

Love or Friendship?
The Untold Story

Hi, I’m Chlorine, you can call me Rine. I am just an average element drifting
passively, not knowing what to do. One day, as I was lazing around, I bumped into a
handsome element named Sodium. Sparks flew like fireworks! Is this the so-called
‘attraction’ that I am feeling right now? There was something in him that kept me wanting
more and it puzzled me.
Oh! Is that a single electron hovering around him? I was mesmerized that I did not
notice my bestfriend, Chlo— she’s also a chlorine, poking my back.
“What are you doing?” Chlo stretched her neck, wanting to look at Sodium who was
walking away.
“ I-it’s nothing.” I could not help but lie. I don’t know why.
Days passed like usual but the memory of Sodium still lingered in my mind. My
seven electrons are tingling me, always urging me to scan the area, looking for a familiar face
whom I couldn’t help but admire.
 My friend, Chlo, suddenly popped up in front of me. “There you are! Here, hold it.
These notes are for our ionic bond lecture which I copied before. Professor Lewis will give a
long quiz later.”
I squealed in delight unaware of the sparkles I exhibited from excitement. “I love you,
Chlo! You are the best! I’ll give you my notes on covalent bond too. Exchanging notes are
the best! We’ll pass the quiz together!”
“You’re welcome! I love you too.” Chlo smiled and gingerly pinched my cheeks.
Few moments later, as I was walking down the stairs, I saw Sodium leaning on the
wall, waiting for someone. Surprisingly, our eyes met. I suddenly wanted to sing the lyrics,
‘Hello. Is it me you’re looking for?’. My sub-atomic particles went haywire when he slowly
approached me!
“Hi. I’m Sodium. We’ve met each other before. I saw you leaving Chemistry room.
Were you attending Professor Lewis’ lecture?” Sodium smiled boyishly.
“Y-yes.” I uttered like a broken clock. Yikes!
“Then, your lesson must be chemical bonding. I have an extra note here. I’ll give it to
you.” Without a warning, Sodium grabbed my hand and placed a thin notebook on it. I froze
when his hand touched mine. A bolt of electricity unexpectedly hit my core.
“Can I send you home?” Before I can even react, Sodium already tugged my hand,
slowly pulling me towards him. However, a sudden force pulled me back. When I turned
around, Chlo was looking at me.
“What are you doing? We’re going home.”, said Chlo.
Uh-oh. What should I do? Who will I pick? Help!!

Questions:
1. Based on the story, what type of chemical bonding happened during the
exchanging of notes between Rine and Chlo? Is it Ionic or Covalent? How about when
Sodium gave his extra note to Rine? Why?

2. What was the reason of Rine’s attraction towards Sodium’s charisma?

3. Between Sodium and Chlo, whom will Rine choose? Why? (explain your basis.)