LEARNING PLAN

SCIENCE 9

SECOND QUARTER : Matter

CONTENT : Chemical Bonding

A. Ionic and Covalent Bonding

CONTENT STANDARD : The learners demonstrate an understanding of how atoms combine with other atoms
by transfering or by sharing electrons.

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 composition.

FORMATION STANDARD: The learners shall be able to manifest the value of cooperation with other individuals
which is evident in the concept atomic bonds.

LEARNING COMPETENCIES: The learners should be able to :

a. Explain how ions are formed
b. Explain the formation of ionic and covalent bonds
c. Recognize the different types of compounds (ionic or covalent) based on their proper-
ties such as melting point, hardness, polarity, and electrical and thermal conductivity.

SPECIFIC LEARNING OUTCOMES: The learners should be able to:

a. Explain the formation of ionic and covalent compounds.
b. Explain how ions are formed.
c. Recognize the properties of ionic and covalent compounds based on their properties
such as melting point, hardness, polarity, and electrical and thermal conductivity.

TIME ALLOTMENT: 6 days DATE:

MATERIALS: Books, illustrations, periodic table, computer

RESOURCES:
Science Links 9
Rex Book Store,Inc.
By: A. Madriaga et al
Science and Technology 9
Vibal Publishing, Inc.
By: M. J. Alumaga et al
PROCEDURE
A. IONIC BOND (3 days)
INTRODUCTION
1. Introduce the learning objectives and competencies of the day’s lesson.
2. Review of the previous lesson.

MOTIVATION
1. K-W-L. Have the students write on their chart the things that they already read about the topic, and
The things they want to know about the topic.
2. Introduce the topic chemical bonding. Discuss with the students what they already know about
electron configuration in atoms and the properties of noble gases.

INSTRUCTION/DELIVERY
1. Double Entry Journal.
Term How Do You Understand The Term
Chemical bond
Ionic bond
Ionic compound
Ion
Cation
Anion
2. Discuss and show how to get the charge of: Na and Cl.
3. Draw atoms on the board and ask students about their electron configurations.
4. Explain noble gases, their characteristic property ,and their stability because of octet rule.
5. Explain the formation of ionic compounds.
6. Discuss: Chemical Formula and Name of ionic Compounds.
7. Have students do some practice/exercises on the board.
8. Think-Pair-Share. Have the students get a piece of bond paper and write/illustrate the formation of
ionic compound. Let them choose 1 ionic compound. Then, get a partner and explain to her/him.
9. Discuss how to write the chemical formula of binary and ternary compounds.
10. Have students do some practice on their seat/board.

PRACTICE
1. Have students do the exercises on the worktext. Discuss the answer that follow.
2. Practice Exercises. Writing chemical formula and naming compounds.
3. Simile. Complete the sentence by using simile.
a. Ionic bonding is like . . .

ENRICHMENT
1. Research
Make a collection of some important ions and their functions to the body and their other uses.
2. K-W-L-H. Give back the chart to the class and have them answer the L and the H column.
3. Values integration:
a. What specific values have you learned from our lesson?
b. How can you apply it to your day to day activities?

EVALUATION
Board work , short quiz
PROCEDURE
2.Covalent Bond (3 days)
INTRODUCTION
1. Introduce learning objectives of the day’s lesson.
2. Quick review of the previous lesson.

MOTIVATION
1. Anticipation Guide. Have the students answer the column A of the guide below by writing Agree or
Disagree.
Before the lesson CONCEPT After the lesson
Covalent bond transfer electrons through gaining or
losing them.
Covalent bonding happens to 2 non-metals.

Molecular geometry gives the general shape of the

molecules.
NaCl is an example of covalent bond.

Covalent and ionic bond are similar in melting point,

hardness, and electrical conductivity
Covalent compounds are usually solid at room
temperature.

 Read Lesson 3: Covalent Bond to confirm your answers.

2. Guided by input and suggestions from the students, the teacher will draw Lewis structure for ionic
compounds and for more complicated covalent compounds, including simple carbon chains and
polyatomic ions.
3. Discuss covalent bonding.
4. Demonstrate/illustrate covalent bonding of compounds. Ex. NH3 , N2 , H2O
Ask some students to try illustrating covalent bonding of some covalent compounds.
5. Show table of prefixes for naming covalent compounds. Discuss naming covalent compounds.
Ask students to practice naming of compounds.
6. Discuss molecular geometry.
7. Have the students read the difference between ionic and covalent bond .

PRACTICE
1. Draw the covalent bonds formed in the following molecules: CCl4 , NF3 , O2 , NO
2. Group the class. Give manila paper to each group and have them write all chemical compounds they
know that use any prefixes from the table.
3. Name the following covalent compounds: N2O , NBr3 , As2O5 , CH4

ENRICHMENT
 Have the students go to their groupings. In a manila paper, each group will have to give
examples of covalent bonding and illustrate them using molecular geometry. Remind the class
to refrain using the examples given in the book already.
 Anticipation Guide. Give back the anticipation guide. Have them answer the final column.
 Values integration.

EVALUATION
Short quiz on covalent bonding.
 LEARNING PLAN
SCIENCE 9

SECOND QUARTER : Matter

CONTENT : Chemical Bonding

B. Metallic Bonding

CONTENT STANDARD: The learners demonstrate an understanding of forces that hold metals together.

PERFORMANCE STANDARD: The learners shall be able to analyze the percentage compositon of different
brands of two food products and decide on the products’ appropriate percentage composition.

FORMATION STANDARDS: The learners shall be able to manifest the value of cooperation with other
individual which is evident in the concept atomic bonds.

LEARNINGCOMPETENCIES: The learners should be able to explain properties of metals in terms of their
structure.

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to:
1. Explain the formation of metallic bonds.
2. Explain properties of metals in terms of their structure.

TIME ALLOTMENT: 2 days DATE:

MATERIALS: Books, manila paper, pentel pen, periodic table

RESOURCES:
Science Links 9
Rex Book Store, Inc.
By: E. Madriaga et al
Science and Technology 9
Vibal Publishing House, Inc.
By: M. J. Alumaga et al
PROCEDURE
INTRODUCTION
1. Introduce the learning objectives of the day’s lesson.
2. Quick review of the previous lesson.

MOTIVATION
1. Perform. Try this inquiry lab: What metallic properties do materials have? Page 138 of worktext
2. Graphic Organizer. Write as many metals as you can remember from the periodic table.

INSTRUCTION/DELIVERY
1. Two-Column Chart. Ask the students to read about the metallic properties in as discussed in the work-
text. As they read, have them fill in the two column chart.

Properties of Metals
Properties Description
1.
2.
3.
4.
5.

2. Complete the phrases below by using simile. Connect the phrases to unre;ated objects and write the
Reson. Example is “ Solving equation is like eating oranges because . . .”
a. Bonding is . . .
b. Ionic bonding is . . .
c. Covalent bonding is . . .
d. Metallic bonding is . . .
3. Discuss potassium deficiency.

PRACTICE
Have students answer the following:
3 things I learned about this lesson
2 things I can do about this in real life
1 question I still have

ENRICHMENT
Discuss Life Lesson.
Create a 10-page scrapbook showing the different malleable and ductile metals.

EVALUATION
Answer the KPUP Summative Test
 LEARNING PLAN
SCIENCE 9

SECOND QUARTER : Matter

CONTENT : The Variety of Carbon Compounds

A. Carbon Atoms
B. Organic Compounds

CONTENT STANDARDS : the learners demonstrate an understading of the type of bonds that carbon forms
that result in the diversity of carbon compounds.

PERFORMANCE STANDARDS : The learners should be able to analyze the percentage composition of
different brands of two food products and decide on the products’ appropriate percentage composition.

FORMATION STANDARDS : The learnrs shall be able to manifest the value of friendliness which is evident in
the concept atomic bonds.

LEARNING COMPETENCIES: The learners should be able to :

1. Explain how the structure of the carbon atom affects the type of bonds it forms
2. Recognize the general classes and uses of organic compounds

SPECIFIC LEARNING OUTCOMES: At the end of the lesson, the learners will be able to :
1. Explain how the structure of the carbon atom affects the type of bonds it forms.
2. Recognize the general classes and uses of organic compounds.
3. Explain the different classes of hydrocarbons and their structure.

TIME ALLOTMENT: 3 DATE:

MATERIALS: Books, manila paper, pentel pen, periodic table, textbook

RESOURCES:
Science Links 9
Rex Book Store, Inc.
By: E. A. Madriaga et al
Science and Technology 9
Vibal Publishing House, Inc.
By: M. J. Alumaga et al
PROCEDURE
A. Carbon Atoms
INTRODUCTION
1. Present the learning objectives and competencies for the day’s lesson.
2. Review the previous lesson.

MOTIVATION
1. Recall the chemical properties of carbon based on the information the students can get from the
periodic table of elements.
2. Description Chart. Let the students read the importance of carbon and have them fill in the
description as they read.

INSTRUCTION/DELIVERY
1. Cooperative learning.
Group students with 5 members each. Set up 5 stations and post 5 important characteristics of
carbon and organic molecules. Send each member to these stations and have them study the
contents for 5 to 10 minutes. After the alloted time, ask them to return to their group and share
what they have learned from thestation they have visited. Again, give them 5 to 10 minutes to
evaluate the activity.
Note: teacher will prepare the concepts found on the 5 stations.
2. Research Work. Have students go to the library and look for other allotropes of carbon. Have them
look at their properties and structure and their biological and economic importance.
3. Venn Diagram. Discuss the differences between organic and inorganic compounds while students
are filling in their Venn Diagram.
4. Discuss the importance of organic compounds.

PRACTICE
1. Name some organic compounds and their uses.
2. Name and describe some allotropes of carbon
3. Have students classify some given compounds whether organic or inorganic.

ENRICHMENT
Answer the following guide questions.
1. Why is the study of organic compounds important to our lives?
2. What specific values did you gain from our lesson?
3. How will you apply it to your day to day activities?

EVALUATION
Quick quiz on carbon and carbon compounds.

HOMEWORK: Read about Hydrocarbons.

PROCEDURE
B. Organic Compounds ( Hydrocarbons)

INTRODUCTION
1. Introduce the learning objectives of the day’s lesson.
2. Review of the previous lesson.

MOTIVATION
Prepare KWHL Chart. Have the class accomplish the first two columns (K and W) of the graphic organizer
for hydrocarbons.

INSTRUCTION/DELIVERY
1. Double Entry Journal. Discuss isomerism and the different ways carbon compounds bond. Use the
Double entry journal below.
Ways How do you understand the term
Molecular formula
Expanded structural formula
Condensed structural formula

2. Discuss the types of hydrocarbons ( alkanes, alkenes, alkynes). Tell students to go to their readiness
grouping. Ask them to explain and interpret the organizational chart on hydrocarbons from the
worktext.
3. Research work . have students find out how gas is produced out of waste. Let them make a schematic
diagram or cycle diagram to show the procedure. Remind the students that the outputwill be checked
according to its accuracy.
4. Discuss the uses and effects of hydrocarbons.

PRACTICE
Give drills of illustrating each type of hydrocarbon through molecular formula and structural formula.

ENRICHMENT
1. Ask students to complete the sentence:
Hydrocarbons are important in today’s society because ________________________________.
2. KWHL
Have students complete the graphic organizer by filling in the H and L columns.
3. Values integration
 What specific values have you gained from our lesson?
 How are you going to apply it in your day to day activities?

EVALUATION
Quick Quiz: Have the students answer this: “Are hydrocarbons helpful or harmful? Why?”

LEARNING PLANS
 SCIENCE 9

SECOND QUARTER : Matter

CONTENT : Mole Concept

A. Mass
B. Mole
C. Percentage composition of a compound

CONTENT STANDARDS: The learners demonstrate an understanding of the unit, mole, that quantitatively
measures the number of very small particles of matter.

PERFORMANCE STANDARD: The learners should be able to analize the percentage composition of different
brands of two food products and decide on the products’ appropriate percentage composition.

FORMATION STANDARDS: the learners manifest the value of giving importance to every individual in the
community which is evident in the mole concept.

LEARNING COMPETENCY: The learners should be able to:

A. Use the mole conccept to express mass of substances.
B. Determine the percentage composition of a compound given its chemical formula and
vice versa.

SPECIFIC LEARNING OUTCOMES: the learners should be able to:

A. Use the mole concept to express mass of substances ( molecular mass and formula mass).
B. Determine the percentage composition of a compound given its chemical formula and
vice versa.

TIME ALLOTMENT : 7 sessions DATE:

MATERIALS: Books, periodic table, coins

RESOURCES :
Science Links 9
Rex Book Store, Inc.
By: E. Madriage et al.
Science and Technology 9
Vibal Publishing House, Inc.
By: M. J. Alumaga et al.

PROCEDURE
A. Mass
B. Mole
INTRODUCTION
1. Overview of the learning objectives of the day’s lesson.
2. Quick review of the previous lesson.

MOTIVATION
1. Have the students do the loop: Who Am I?
2. Discuss the summary of this unit (see Summary).
3. Give an overview of the Unit Task

INSTRUCTION/DELIVERY
1. Brainstorming Activity:
Have the students imagine how to count molecules and atoms.
2. Investigate Activity.
- Have the students identify and demonstrate the proper use of the following laboratory materials:
Platform balance or triple beam balance.
- Have the students do Investigate activity on the worktext.
- Have the students discuss their analysis and conclusion with their learning buddies.
3. Class Discussion
 Recall the following concepts: molar mass, formula mass, and molecular.
 What is the avogadros number and what is its importance to chemistry?
4. Have the students describe how to convert moles to: amount of substance in grams and Number of
particles.
5. Discuss sample problems.
6. Have the students solve problems involving
- Mole to mass relationship
- Mole to mole relationship
- Mass to mass relationship
- Mass to number of particles
- Mole to number of particles

PRACTICE
Give drills to students on solving formula mass and molar mass.

ENRICHMENT
1. Have the students complete the sentence by making similes.
a. Moles are like . . .
b. Mass is like . . .
c. Moles and Mass are like . . .
2. Have students go to their MI group. Using their MI profile, have them produce wats of teaching Mole
Relationship to other chemistry students.
3. Values Integration
 What specific values have you gain from our lesson?
 How are you going to apply it to your day to day activities?

EVALUATION Quick quiz.

PROCEDURE
C. Percentage- by- Mass Composition of a Compound

INTRODUCTION
1. Introduce the learning objectives of the day’s lesson.
2. Quick review of the previous lesson.

MOTIVATION
Have students do the Try This Inquiry Lab : Share-A-Coin

INSTRUCTION/DELIVERY
1. Ask the role of Antoine Laurent Lavoisier in science.
2. Discuss percentage composition
3. Do sample problems.
4. Give some practice exercises.
5. Discuss empirical formula. Give sample problems.
6. Have students do practice exercises.
7. Discuss molecular formula. Give sample problems.

PRACTICE
 Do the Practice Exercises. Page 199
 Simile. Complete the sentence by using simile.
Finding percentage composition is like. . .

ENRICHMENT
 Discuss Life Lessons.
 Values Integration.
What specific values you gain from our lesson today?
How can you apply it to your day to day activities?

EVALUATION
Summative Test. (teacher-prepared)
 PROCEDURE

INTRODUCTION

MOTIVATION

INSTRUCTION/DELIVERY

PRACTICE

ENRICHMENT

EVALUATION
 UNDERSTANDING BY DESIGN UNIT PLANS
Subject : SCIENCE 9

First Quarter: Earth SCINCE

Unit Code: S11
Unit: 1
Duration: 20 weeks
STAGE I – DESIRED RESULTS
Standards TRANSFER
Transfer Goal(s)
Content Standard
Goal: To launch a campaign that is focused on creating awareness and prepared-
The learners demonstrate ness during geological events.
an understanding of: Role: You can either be a:
 The history of the a. Film maker
Earth through geo- b. Web designer
logic time; c. Visual artist
 The Earth structure, Audience: Audience for this activity shall be composed of the high school
composition,and students particularly the owoo Grade 9.
processes; Situation: In 2013, a total of 1193 earthquakes with a magnitude ranging from
 Issues, concerns,and 5-9.9 were recorded in the world history. The quake in Bohol,
problems pertaining which occurred on Oct. 15 on the year, ranked 2nd place in terms
to natural hazards of death toll
MEANING-Making
Enduring Understanding (EU) Essential Questions (EQ)

Learners will understand that How are quadratic equations,

Performance Standard quadratic equations and inequalities inequalities and functions useful in
and functions can be used to solve solving real-life problems?
The learners shall be able real-life problems.
to conduct a survey to
assess the possible geologic
hazards that your commu-
nity may experience.

Formation Standard

The learners manifest the

value of appreciation on ACQUISITION
the things in nature and Knowledge (K) Skills (S)
use science to prevent The learners will: The learners will be skilled in:
disaster through prepa-  State the different hypotheses
redness during earth- explaining the origin of the 1. Solving quadratic equations
quakes, volcanic erupt- universe and the solar system 2. Solving equations
ions, and other natural  Recognize the uniqufness transformable to quadratic
calamities. 1. Illustrate quadratic equation equations
2. Describe the relationship 3. Solving problems involving
between the coefficients and quadratic equations
roots of a quadratic equation 4. Solving quadratic inequalities
3. Characterize the roots of a 5. Modelling real-life situations
 quadratic equation using the using quadratic functions
discriminant 6. Analizing the effects of
4. Illustrate quadratic inequalities changing the values of a, h and
5. Determine the equation of a k in the equation y = a(x-h)2 + k
quadratic function of a quadratic function on its
6. Graph a quadratic function: graph
a) Domain b) Range c) 7. Solving problems involving
intercepts d) axis of quadratic functions.
symmetry e) vertex f)
direction of the opening of
the parabola.

STAGE II – EVIDENCES OF LEARNING

EVALUATIVE CRITERIA ASSESSMENT EVIDENCES
Transfer or Performance Task (T)

1. Form the class in group of five. Let them give examples of word
problems leading to quadratic equations during the ancient times.
Compare these with present word problems.
 2. Solve some ancient word problems using the methods discussed.

Evidence at the Level of Other Evidences of Learning

Understanding
Formative Assessment Tools and Strategies

1. Seatwork
2. Board work
3. Quiz
4. Games
5. Puzzle

Other summative assessment

1. Monthly test
2. Periodical test

STAGE III – LEARNING PLANS

Topic: Quadratic Equations and Functions Time Allotment: 9sessions
Objectives:
During and at the end of the lessons, students are expected to:
1. Illustrate quadratic equation
2. Solve quadratic equation by a) extracting square roots b) factoring c) completing the square d) using
the quadratic formula

Day 1: _______________

 Definition of a quadratic equation

 Discussion on how to solve quadratic equation by extracting square roots
 In pair, let them discuss sample problem 2 on pp 84 of Emath 9 book.
Pick one pair to discuss the solution of the problem
 Seatwork
Day 2: ________________

Continuation of day 1.
 Board work.
 Formative test

Day 3: ________________

Topic : Solving quadtratic equation by factoring

 Review on factoring trinomials
 Discuss sample problem #3, pp 86 of Emath 9
 Formulate steps to solve quadratic equation by factoring

Day 4 : ________________

Continuation of day 3
 Seatwork/board work
 Formative test

Day 5 : _______________

Topic : Solving quadratic equation by completing the square

 Refer to exploration of Emath 9, pp 107
 Discuss sample problem #1
 Pick one to discuss the solution of the problem

Day 6 : ________________

Continuation of day 5
 Formulate steps in solving quadratic equation by completing the square
 More drills
 Formative test

Day 7 : _______________

Topic : Solving quadratic equation by using quadratic formula

 Refer to exploration of Emath 9, pp 121
 Derivation of quadratic formula
 Discussion and formulating of steps in solving quadratic eq using quadratic formula

Day 8 : _______________
Continuation of day 7
 Seatwork
 Boardwork
 Formative test

Day 9 : ______________

 Summative test (long quiz)