Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

DETAILED LESSON PLAN (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

1 Science 9 1 60 minutes
Code:
1. LEARNING
Explain the formation of ionic and covalent bonds (S9MT-IIa-13)
COMPETENCY
(S9MT-IIa-13)
Key Concepts/ Atoms of most of the elements on Earth are in combination with other atoms. Only the atoms of the noble
Understanding to be gas do not typically combine with other atoms. Atoms form molecules or ions either by the transfer of electrons
Developed from one atom to another (forming ionic bond), or by sharing of electrons between two atoms (forming
covalent bonds).
The group number of the element in the periodic table gives the number of valence electrons. The valence
electrons are the electrons directly involved in forming bonds to form compounds. It is important to know the
number of valence electrons to illustrate how bonds are formed. The properties like low electronegativity of
metals and high electronegativity of non-metals play an important role in forming compounds.
Determine the number of valence electrons in an atom based on its position in the
Knowledge
periodic table.
Specific Learning Skills Locate the metals, non-metals and noble gases in the Periodic Table.
Objectives Show appreciation of the importance of electrons in identifying one’s similarity and
Attitudes
uniqueness by relating it to the real scenario of the individual in the society.
Values Gratitude to early scientists for the arrangement of elements in the Periodic Table.
2. CONTENT Unit 2- Chemical Bonding, Activity 1 – Mapping the Periodic Table
References Science 9 Learner’s Module, pp. 111 - 114
3. LEARNING
Materials Periodic Table of Elements, table of electronegativity and ionization energy values of
RESOURCES
metals and non-metals.
4. PROCEDURES
A. It is interesting to look back at the lessons you have learned about matter when you were in Grades 7 and 8.
Do you still remember them? One of the important things you have learned is that, the elements are
systematically arranged and grouped in the Periodic Table of Elements. Your knowledge about matter is
continuously growing. Studying this module will certainly increase your understanding about matter.
B. Present to the class a Periodic Table of Elements. Have the class revisit the periodic table of elements and
4.1 Introductory share to the class what they know about the periodic table and significance such as group and period and
Activity valence electron.
Questions:
 Did you notice the vertical arrangement of elements? Notice the number in each group? What
information it gives you?
 What is the significance of a period? A group?
 What are valence electrons?
Perform Activity #1 – Mapping the Periodic Table.
A. A. Locate the metals, non-metals and noble gases in Figure 1. Color the area with metallic elements blue;
B. non-metallic elements yellow, and the noble gases green.
4.2 Activity
C. B. Observe the number that corresponds to the valence electrons, electronegativity and ionization energy of
metals
D. and non-metals using the periodic table.
Guide Questions:
1. Where can you find metals, non-metals and noble gases in the periodic table of elements?
4.3 Analysis 2. Which number will give you an idea on the number of valence electrons?
3. What do you notice in the number of valence electrons of metals, non-metals and noble gases.
4. What do you call the vertical arrangement of the elements? What information it gives you?
 A. Metallic elements are found in the left side of the periodic table. Metals have low electronegativity and
ionization energy, meaning, they tend to transfer or loose electrons. Non-metallic elements are found at the right
side of the periodic table. Non-metals have high electronegativity and ionization energy, meaning they have a
greater tendency to attract electrons towards themselves. The noble gases are found at the rightmost part of the
periodic table. Except for Helium, all of them have 8 valence electrons at the outermost energy level.
4.4 Abstraction
B. The vertical arrangement of elements is called a family or group. The number in each group tells you the
number of valence electrons. Valence electrons give you the number of electrons at the outermost energy level
of the atom which are directly involved in forming bonds to form compounds.

C. The number of valence electrons of metals, non-metals and the noble gases is increasing from left to right.
What kind of element (metal, non-metal, noble gas) has:
a. less than 4 valence electrons? d. high electronegativity?
4.5 Application
b. more than 4 valence electrons? e. low ionization energy
c. low electronegativity? f. high ionization energy?
Multiple Choice: Write only the letter of the correct only.
1. Where can you find the metals in the periodic table?
A. at the right side of the periodic table. C. at the right most part of the periodic table.
B. at the left side of the periodic table. D. at the center of the zigzag line of the Periodic Table
2. The non-metallic elements are found in which part of the periodic table?
A. at the right side of the periodic table. C. at the right most part of the periodic table.
B. at the left side of the periodic table. D. at the center of the zigzag line of the periodic table

3. Where can you find the noble gases in the periodic table?
A. at the right side of the periodic table. C. at the right most part of the periodic table.
B. at the left side of the periodic table. D. at the center of the zigzag line of the PTable
4. Which number will give you the number of valence electrons?
A. atomic number B. period number C. group number D. number of valence electrons
4.6 Assessment 5. Which particles are directly involved when elements combine to form compounds?
A. electrons B. protons C. neutrons D. valence electrons
6. Which is more electronegative? Support your answer.
A. Aluminum, because it is a metal and has a higher tendency to attract electrons to itself.
B. Oxygen, because it is a nonmetal and has a higher tendency to attract electrons to itself.
C. Aluminum, because it is a metal and has a lower tendency to attract electrons to itself.
D. Oxygen, because it is a non- metal and has a lower tendency to attract electrons to itself.
7. Which requires a lesser amount of energy to remove its outermost electrons? Support your answer.
A. Iron, because it is a metal and has a higher electronegativity value.
B. Sulfur , because it is a nonmetal and has a higher ionization energy.
C. Iron, because it is a metal and has a lower ionization energy.
D. Sulfur , because it is a nonmetal and has a lower ionization energy.
8. What kind of element has less than 4 valence electrons? A. metal B. non-metal C. noble gas
9. What kind of element has more than 4 valence electrons? A. metal B. non-metal C. noble gas
10. What kind of element has less than 8 valence electrons? A. metal B. non-metal C. noble gas
Read in advance Activity 2 found on pages 115 -117 of your text book.
4.7 Assignment
Bring your periodic table.
4.8 Concluding
Activity
Indicate below special cases including but not limited to continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of lesson to the following day, in cases of classes suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
6. REFLECTIONS
can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever
is/are appropriate.
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. learners who
continue to require
remediation.
E. Which of my
learning 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?
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

DETAILED LESSON PLAN (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

2 Science 9 1 61 minutes
2. LEARNING Code:
Explain the formation of ionic and covalent bonds (S9MT-IIa-13)
COMPETENCY (S9MT-IIa-13)
Key Concepts/ A Lewis dot structure is a quick and easy diagram that shows the valence electrons in an element. In a Lewis
Understanding structure, the nucleus of the element is represented by its symbol. The valence electrons are represented by
to be Developed dots
placed around the symbol in pairs. Valence electrons are the electrons directly involved in forming bonds to
form
compounds. The Group number of a non-transition metal can be used to find the number of valence electrons
in an
atom of that element.
Determine the number of valence electrons in an atom based on its position in the
Knowledge
periodic table.
Specific Write the Lewis Symbol or electron dot structures of the common metals and non-
Skills
Learning metals.
Objectives Show appreciation of the importance of electrons in identifying one’s similarity and
Attitudes
uniqueness by relating it to the real scenario of the individual in the society.
Values Gratitude to early scientists for the arrangement of elements in the Periodic Table.
2. CONTENT Activity 2 – Lewis Symbol/ Electron Dot Structure
3. LEARNING References Science 9 Learner’s Module, pp. 115-117.
RESOURCES Materials Periodic Table of Elements
4. PROCEDURES
.Have the class revisit the periodic table of elements and share to the class what they know about the periodic
table and significance such as group and period and valence electron.
Questions:
4.1 Introductory  Did you notice the vertical arrangement of elements? Notice the number in each group? What
Activity information it gives you?
 What is the significance of the arrangement of elements in the periodic table? (Groups and periods)
 What are valence electrons?
E. Activity:
F. A. Determine the number of valence electrons , electronegativity values and ionization energies of some
common
G. metals and non-metals. using the periodic table of elements.
4.2 Activity
H. B. Show to the class a diagram of Lewis formula or the electron dot structure of the element then have the
class
I. discuss their observations before presenting to them the steps in drawing the electron dot structure.
C. Fill up Table 1. Lewis Symbols of Some Elements.
A. Guide Questions:
1. Arrange the elements in Table 1 in increasing order of:
a. valence electrons b. electronegativity values c. ionization energy
2. How do you determine the number of valence electrons?
4.3 Analysis 3. Which number will give you an idea on the number of valence electrons?
5. What do you notice in the number of valence electrons of metals, non-metals and noble gases.
6. What do you call the vertical arrangement of the elements? What information it gives you?
7. What is Lewis symbol of an element? How is it written?
8. What is the use of valence electrons in writing the Lewis symbol of an element?
 9. What do you notice with the number of valence electrons, electronegativity values and ionization energies
of the elements?
10. What kind of element has the greatest tendency to attract electrons? Why?
11. What kind of element requires high energy to remove its valence electrons? Why?
B. Checking of the answers to the given guide questions.
 You have just learned the relationship among the number of valence electrons, electronegativity and
ionization energy. You also realized that it is easy to write the Lewis Symbol of the representative element
 1. Valence electrons are the last electrons found in the outermost shell.
 2. The Group number of a non-transition metal can be used to find the number of valence electrons in an atom
of
 that element. The vertical arrangement of elements is called a family or group. The number in each group
tells
 the number of valence electrons. Valence electrons give you the number of electrons at the outermost
energy

4.4 Abstraction level of the atom which are directly involved in forming bonds to form compounds.
3. The number of valence electrons of metals, non-metals and the noble gases is increasing from left to right.
4. The number of electrons in an atom's outermost valence shell governs its bonding behavior. That is
why elements the atoms having the same number of valence electrons are grouped together in the Periodic
Table.
5. A Lewis dot structure is a quick and easy diagram that shows the valence electrons in an element. In a Lewis
structure, the nucleus of the element is represented by its symbol. The valence electrons are represented by
dots placed around the symbol in pairs.

Drill:
A. Determine the number of valence electrons and draw the dot structure of the following elements.
1. N (group 5A)
4.5 Application
2. Br (group 7A)

Using your periodic table, fill in the table with the correct number of valence electron and draw the electron
dot structure
Element Group Number Number of Dot Diagram
4.6 Assessment Valence electron
Mg
Be
F
Cl
A. Journal Reflection- Write an essay on this:
Relate the importance of electrons in identifying the elements to what group do they belong to a real life
scenario of the individual in the society.
4.7 Assignment B. Read and study pages 118-119 of your book.
1. Define the following terms: a. ionic bond b. cation c. anion
2. How do ions form after ionic bonding?
.
4.8 Concluding
Activity
Indicate below special cases including but not limited to continuation of lesson plan to the following day in
case of re-teaching or lack of time, transfer of lesson to the following day, in cases of classes suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
6. works? What else needs to be done to help the students learn? Identify what help your instructional
REFLECTIONS supervisors can provide for you so when you meet them, you can ask them relevant questions. Indicate below
whichever is/are appropriate.
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who
have caught up
with the lesson.
D. No. learners
who continue to
require
remediation.
E. Which of my
learning
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?
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

DETAILED LESSON PLAN (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

3 Science 9 1 62 minutes
3. LEARNING Code:
Explain the formation of ionic and covalent bonds (S9MT-IIa-13)
COMPETENCY (S9MT-IIa-13)
Key Concepts/ 1. Atoms form bonds with one another to become stable and attain the electronic configuration of the noble gas
Understanding to nearest it.
be Developed 2. Metals such as those found in group 1 (alkali) and group2 (alkaline) of the periodic table have low ionization
energies and form cations. Non-metals, except the noble gases, have high affinities for additional electrons and
form anions.
3. Atoms form ions by transfer of electrons from one atom to another forming ionic bonds. New compounds are
formed by rearrangement of atoms of elements. Ions are atoms or group of atoms that are electrically charged. An
ionic bond is the electrostatic attraction that holds together the oppositely charged ions in a compound.
Knowledge Explain the formation of ionic bond.
Skills Illustrate how ionic bond is formed.
Specific Learning
Appreciate the value of sense of balance and order in making a comic strip of ionic
Objectives Attitudes
bonding.
Values Give and take; accuracy and correctness in performing activities.
2. CONTENT Activity 3 – Bonding by Transfer of Electrons
References Science 9, pp. 118-119.
3. LEARNING Materials Periodic Table of Elements, a set of prepared “Chemical Puzzle” cards(See attached
RESOURCES sample sheets. Cut each heart-shaped card along the rugged line. Reproduce enough for
all the groups)
4.
PROCEDURES

1. Introduce the game “Chemical Puzzle” (5-7 minutes).

4.1 Introductory
 Give a set of “Chemical Puzzle” cards and SAS (student activity sheet) to each group. The students may
Activity
use the periodic table to identify the nature of the elements. (metal, non-metal)

 A. 1. Let the students play the game- (Time 20 minutes)

 2. After the game, ask the different groups to present their results to the class.
 3. Based on the combinations of elements made, let the students make a general statement describing ionic
4.2 Activity
bond.
 B. Perform Activity #3, following correctly the given procedures.
 C. Answer the given guide questions below.
Checking of answers to the guide questions.
1. What is a cation? Anion?
2. What kind of element forms cation after ionic bonding?
3. What kind of element forms anion after ionic bonding?
4.3 Analysis
4. Why do ions form after ionic bonding?
5. Did the toms gain stability after ionic bonding? Explain your answer.
6. How can you tell that ionic bonding will take place between metals and non-metals?
7. Will all combinations of metals and non-metals form ionic bond? Why? Why not?
A metal and a non-metal generally combine through transfer of electrons from the metallic atom to the non-
4.4 Abstraction metallic atom. This results in the metallic atom becoming positively charged, called cation, and the non-metallic
atom becoming negatively charged, called anion. The number of charges or oxidation number corresponds to the
 number of electrons lost or gained by the atom. The oppositely charged atoms or ions exert electrostatic attraction
on each other. This attraction constitutes the ionic bond e.g. the attraction between Na + and Cl- in NaCl.
An electronegativity difference of above 1.9 will result to ionic bond.
Complete the table

Elements Lewis Symbol/Dot Electronegativity Illustrate the Cation and Anion

4.5 Application Metal+Non- structure Difference transfer of Formed
metal electron
K+F
Na+O

Directions: For each of the following elements, draw Lewis dot diagrams and arrows to show the transfer of
electrons. Then, write the chemical formula.
4.6 Assessment 1) Sodium + Oxygen
2) Potassium + Iodine
3) Aluminum + Oxygen

Read and study Activity 4, found on page 120-121 of your textbook. Answer the following questions:
1. What is covalent bond? 4. Differentiate polar covalent bond from nonpolar covalent
bond.
4.7 Assignment
2. How do covalent bond forms between atoms? 5. Give at least two examples for each type of covalent bond.
3. What kind of element usually forms covalent bonds?
Use ½ sheet of paper for your answer.

4.8 Concluding
Activity

Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of
re-teaching or lack of time, transfer of lesson to the following day, in cases of classes suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
6. works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
REFLECTIONS can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are
appropriate.
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. learners
who continue to
require
remediation.
E. Which of my
learning strategies
worked well? Why
did these work?
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

DETAILED LESSON PLAN (DLP)

(With inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

4 Science 9 1 63 minutes
4. LEARNING Code:
Explain the formation of ionic and covalent bonds (S9MT-IIa-13)
COMPETENCY (S9MT-IIa-13)
Key Concepts/ Combination of two non-metallic atoms occurs through sharing of electrons. This results in an attractive force
Understanding to between the two atoms sharing electrons. This attractive force constitutes a covalent bond. e.g. the attraction
be Developed between two Cl atoms in Cl2 molecule.
Knowledge Explain the formation of covalent bond
Specific Learning Skills Illustrate the sharing of electrons
Objectives Attitudes Reflect on the importance of sharing and the benefits it can give.
Values Sharing.
2. CONTENT Bonding by Sharing of electrons
3. LEARNING References Science 9, pp. 120-121.
RESOURCES Materials Periodic table of elements.
4. PROCEDURES

1. Introduce the game “Chemical Puzzle” (5-7 minutes).

4.1 Introductory
 Give a set of “Chemical Puzzle” cards and SAS (student activity sheet) to each group. The students may
Activity
use the periodic table to identify the nature of the elements. (metal, non-metal).

 A. 1. Let the students play the game- (Time 20 minutes)

 2. After the game, ask the different groups to present their results to the class.
 3. Based on the combinations of elements made, let the students make a general statement describing ionic
4.2 Activity
bond.
 B. Perform Activity #4, following correctly the given procedures.
J. C. Answer the given guide questions below.
1. What is a covalent bond?
2. How do covalent bonds form between atoms?
3. What kind of element usually forms covalent bond?
4.3 Analysis 4. Is it possible for metals and non-metals form nonpolar covalent bonds? Why or why not?
5. How about polar covalent bond? Why or why not?
6. Why is it that diatomic molecules always form nonpolar covalent bonds?
7. Differentiate polar covalent bond from nonpolar covalent bond.
A. Facilitate the discussion of the answers to the guide questions given.
B. Atoms of non-metallic elements achieve a stable electron configuration by sharing electrons with atoms of
other
non-metallic elements. This chemical combination of non-metallic elements produces covalent bonds.
C. A covalent bond involves the sharing of electrons that results in the formation of covalent compounds whose
representative particle is a molecule. As a whole, a molecule does not carry a charge.
4.4 Abstraction D. Covalent bonds maybe polar or nonpolar. The greater the electronegativity difference, the more ionic
the bond is. Bonds that are partly ionic are called polar covalent bonds. Nonpolar covalent bonds, with equal
sharing of the bond electrons, arise when the electronegativities of the two atoms are equal.
 Electronegativity difference Bond Type
0-0.4 nonpolar covalent
more than 0.4 and less than 1.9 polar covalent bond

Practice Exercise
4.5 Application Have the students draw the covalent bonds formed in the following molecules.
a. H2O b. CCl4 c. NF3

Assessment Complete the table.

Molecule LEDS Type of Bond
4.6 Assessment H2
F2
CF4
Read in advance Activity 5 found on pages 121-122 of your text book.
4.7 Assignment List down the metals and nonmetals found in your home,. What properties of metals do you notice are not found
in the nonmetals?
4.8 Concluding
Activity
Indicate below special cases including but not limited to continuation of lesson plan to the following day in case
of re-teaching or lack of time, transfer of lesson to the following day, in cases of classes suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
6. works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
REFLECTIONS can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are
appropriate.
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. learners
who continue to
require
remediation.
E. Which of my
learning 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?