TEACHER
LEARNING AREA: Advance Chemistry
GRADE LEVEL: 9
DATE/TIME: October 11, 2023/ 2:00-3:00 PM
QUARTER: First
I. OBJECTIVES
A. Content Standard
B. Performance
Standard
C. Learning The students are expected to:
Competency/
Objectives 1. Define ionic bond.
2. Illustrate the formation of an ionic bond.
3. Explain how ions formed.
4. Understand some important ions in the
body.
Write the LC code for each.
II. CONTENT Chemical Bonding-Ionic Bond
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages pp.126-127, pp.85-88
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Chemistry for the New Millenium
Resource Chemistry Textbook, Periodic table of elements,
powerpoint presentation, flash cards
IV. PROCEDURES
A. Reviewing previous ELICIT (5 minutes)
lesson or presenting A Lewis Dot Structure Edition activity is to be
the new lesson introduced to the learners to let them determine the
number of dots through picture analysis.
(SOLO Level)
Unistructutal INSTRUCTIONS:
1. The class will be divided into five (5) groups.
(Learning Approach) 2. Each group will be given a flash card written with
Inquiry-Based Fact or Bluff.
3. Pictures of elements in the Lewis Dot structure
will be shown.
4. A timer of 10 seconds to reveal their answer.
5. If the number of dots is wrong, raise your Bluff
flash card and if it is correct raise Fact flash
card.
6. A group with correct answer will be given 2
points.
Guide Questions:
1. What is the electron configuration of Hydrogen?
Fact
2. What is the electron configuration of Oxygen?
Fact
3. What is the electron configuration of Potassium?
Bluff
4. What is the electron configuration of Boron?
Bluff
5. What is the electron configuration of Argon?
Fact
The teacher will explain that in determining the
number of dots in a Lewis Dot structure is based
on the valence electron of the elements. To
further understand the distribution of electrons,
an activity is being introduced.
B. Establishing a ENGAGE (10 minutes)
purpose for the That’s a Dot is an activity in which learners place a dot
lesson around each chemical symbol representing their valence
electron. Each group will be given one minute to
(SOLO Level) complete the task.
Unistructutal, Multi-
Structural
(Learning Approach)
Inquiry-Based
Guide Questions:
1. How many valence electrons does Chlorine have?
2. How many valence electrons does Oxygen have?
3. How many valence electrons does Carbon have?
4. How many valence electrons does Calcium have?
5. How many valence electrons does Sodium have?
6. How to determine their valence electrons?
The teacher will emphasize that the valence
electrons of each element play an important role
in the formation of compounds. This relates to
the concept of electron transfer and sharing in
chemical bonding.
C. Presenting ENGAGE
examples/Instances Lucky box game is to be presented to the learners and
of the new lesson let them select one box from the slide in the
presentation and identify the symbol of the given
(SOLO Level) element and as all boxes are opened, words are being
Extended Abstract revealed and students will then define and describe the
words being revealed or formed.
(Learning Approach)
Metacognitive TERMINOLOGIES:
1. Ionic Bond
2. Metal
3. NonMetal
4. Anion
5. Cation
The teacher elaborates that the formation of ionic
compound is the combination of metal and
nonmetal elements. Upon losing the electrons,
the metals become positively charged. On the
other hand, the nonmetals become negatively
charged upon gaining the electrons.
D. Discussing new EXPLORE (15 minutes)
concepts and
practicing new skills Bond with a classmate is an activity in which the
#1 learners will be given a card with the symbol of an ion
E. Discussing new and its oxidation number. Positive ions are green and
concepts and the negative ions are blue. The learners are instructed
practicing new skills to “bond’ with other ions and keep a record of their
#2 bonds. Learners had to work with their bonding partner
to agree on and write a formula and illustrate the bond
they formed. Once that was done, they could break the
(SOLO Level) bond and find a different ion with which to bond.
Multistructural
The teacher highlighted that the oxidation
(Learning Approach) number becomes the subscript of an element
Collaborative, when it forms an ionic compound. In order to
Metacognitive fully understand ionic bonding, the learners will
need to answer the questions provided by the
teacher.
F. Developing mastery EXPLAIN (5 minutes)
( leads to Formative
Assessment 3) The learners will be asked to answer the following
questions based from their activity.
(SOLO Level) Process Questions:
Extended Abstract 1. What kind of elements involved in ionic bonding?
2. How does ionic bonding occur?
(Learning Approach) 3. What happens to elements after ionic bonding?
Metacognitive
The teacher emphasizes that ionic bonds form
when there is a significant difference in
electronegativity between two atoms, leading to
the transfer of electrons from one atom to
another. It helps achieve greater stability for the
participating atoms.
G. Finding practical ELABORATE (5 minutes)
application of
concepts and skills in The teacher will ask the learners the role of ionic bonds
daily living in daily life.
(SOLO Level)
Extended Abstract
(Learning Approach)
Metacognitive
GUIDE QUESTIONS:
1. What are the roles of ionic bonds in our daily
life?
2. How do ionic compounds like sodium chloride
contribute to food preservation and what are the
potential health implications of excessive sodium
intake in our diets?
The teacher elaborates on the ideas shared by
the learners emphasizing the importance of ions
in our everyday life.
H. Making ELABORATE (5 minutes)
generalizations and
abstractions about Unlocking difficulties using a spin wheel is a method to
the lesson introduce various concepts or properties related to ionic
bonding. Representatives from each group will spin the
wheel, and where the pointer stops, a chosen
(SOLO Level) terminology will be defined from any member of the
Multistructural group.
(Learning Approach) KEY CONCEPTS:
Inquiry-Based
1. Ionic Bond- is a type of chemical bond that
occurs between two atoms with significantly
different electronegativities, resulting in the
transfer of electrons from one atom to another.
2. Metal-is a group of chemical elements that share
certain common properties and characteristics.
3. NonMetal-is a group of elements that found on
the right side of the periodic table that are
generally distinct from those of metals.
4. Anion-is a negatively charged ion.
5. Cation-is a positively charged ion.
I. Evaluating learning EVALUATE (10 minutes)
Directions: In a 1/2 sheet of paper, complete the table.
(SOLO Level) Reactions Atoms Valence Electron Ions
Multistructural Electrons transfer formed
from/to in the
(Learning Approach) each product
Metacognitive atom
1. Li + Li 1 1 +1
Cl Cl 1 1 -1
2. Ca + Ca 2 2 +2
O O 6 2 -2
3. Al + Al 3 3 +3
Cl Cl 1 1 -1
4. Mg + Mg 2 2 +2
F F 7 1 -1
J. Additional activities EXTEND (2 minutes)
for application or
remediation Directions: Write the names of the given ionic
compounds.
(SOLO Level) 1. NaBr
Unistructutal 2. KF
3. K2O
(Learning Approach) 4. NaI
Inquiry-Based 5. Bao
