School Grade Level 9

DAILY LESSON LOG Teacher Learning Area SCIENCE

Teaching Dates and Quarter SECOND QUARTER
Time

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 S9MT-IIb-14 S9MT-IIc-d-15 S9MT-IIe-f-16
Competency/Objectives  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  Show how place  Relate the
 Compare the  Show the ions are formed  Illustrate 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 non- electrons,
metals electronegativity,
and ionization
energy
II. CONTENT MAPPING THE LEWIS SYMBOL IONIC BOND COVALENT BOND METALLIC BOND
PERIODIC TABLE
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 Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry Project Ease, Chemistry
Learning Resource
 5. (LR)portal
B. Other Learning Resource
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
Module 14 Chemical Module 14 Chemical Module 14 Chemical Module 14 Chemical Module 14 Chemical
Bonds Bonds Bonds Bonds Bonds
https://www.youtube.com https://www.youtube.com/ https://www.youtube.com https://www.youtube.com/
/watch?v=Sk7W2VgbhO watch?v=DEdRcfyYnSQ /watch?v=LkAykOv1foc watch?v=eVv3TpaQ2-A
g
Review the Bohr model of What are valence Which type of element How ionic bond takes What type of bond will be
the atom and point out electrons? tends to loose electron/s? place? formed from a metal and
where the valence Gain electron/s? non-metal?
electrons are. What type of bond will be
formed from two non-
metals?
Show a periodic table.Ask Operationally define Ask students, if you have Watch video about What type of bond will be
the students, how are the electronegativity and two sandwiches and you covalent bond formed by two metals?
elements arranged in the ionization energy. see your classmate don’t
periodic table?. Discuss Lewis structure. have anything to eat,
what would you do?
Ask the students,Why Show how to write the Get the difference of the Get the electronegativity Explain how metallic bond
atoms bond with other Lewis Structure of an electronegativities of difference between happens.
atoms? element. sodium and chlorine Carbon and Oxygen.
and show the transfer of
electrons .
Do Activity 1 Do Activity 2 Do Activity 3 Show how to construct Do Activity 5
the Lewis structure of Fill in tables 3 and 4
CO2 .
Discuss Guide questions. Discuss Guide Discuss Guide questions. Do Activity 4 Discuss Guide questions.
questions.
Where are the metals and Discuss the Octet Rule. What should be the When do covalent bond What are some properties
non-metals in the periodic difference in the takes place? of metals?
table? electronegativity of two What are some common
elements for it to become uses of metals?
ionic?
Show a picture of sodium- Elements wants to Relate the saying, Its Ask students, if you have Why do we use gold in
a very reactive metal, and become stable by having better to give than to a book and your making jewelry?
chlorine -a very poisonous 8 valence electrons. receive to the topic.
 gas. Point out that when Ask students, do you seatmate don’t have, Why do we use iron in
these elements bond, salt have your own goal? what would you do? making grills?
will be formed.
H. Making generalizations and What type of elements How do electronegativity What element forms Metals are malleable,
abstractions about the has low ionization energy? and ionization energy cation? Anion? Differentiate polar from lustrous, ductile, and are
lesson High electronegativity? plays an important role in What happens after a non-polar covalent bond good conductor of heat
chemical bonding? cation and anion are and electricity.
produced?
I. Evaluating learning Short quiz Short quiz Short quiz Make a HUGOT line Fill in table 5
about covalent bond.
J. Additional activities for Watch video about Lewis Watch video about ionic Watch video about metallic
application or remediation structure bonding 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?
 GRADE 1 to 12 School Grade Level 9
DAILY LESSON LOG Teacher Learning Area SCIENCE
Teaching Dates and Quarter SECOND QUARTER
Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competency/Objectives
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

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 Project Ease, Chemistry
Learning Resource Module 14 Chemical
5. (LR)portal Bonds
 B. Other Learning Resource
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. Evaluating learning
J. Additional activities for
application or remediation
VII. REMARKS
VIII. REFLECTION
https://www.youtube.com/
watch?v=SMBA7E6ZZjg
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?