GRADE9_LessonPlan K12

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Lesson Plan in Science 9 June 2, 2014 (Monday)

I. Objectives:

1. Get to know with each other and new classmates (transferees) 2. State the rules and regulations of the school

3. Establish good descipline inside the classroom by discussing classroom rules II. Topic: Opening of Classes (class advisory meeting)

School Rules and Regulations Election of Class Officers

Classroom rules (as stated by the Class officers) III. Strategy:

Paper and pen for data information Small to big group sharing

IV. Assessment: N/A

V. Assignment:

Lesson Plan in Science 9 June 3, 2014 (Tuesday)

I. Objectives:

1. Get to know with each other and new classmates (transferees) 2. State the rules and regulations of the school

3. Give the expectations in Science 9

II. Topic: Second Day (meeting the students by section) School Rules and Regulations

Subject Requirements II. Strategy:

Paper and pen for data information Small to big group sharing

III. Assessment: N/A

IV. Assignment: Bring cattleya notebook to be used as quiz notebook

Lesson Plan in Science 9 June 4, 2014 (Wednesday)

I. Objectives:

1. Enumerate the topics discussed in Science 8 (different areas such as, Earth Science, Biology, Chemistry and Physics

2. Discuss the lessons learned in Biology especially the organ systems II. Topic: Review of the topics discussed in Science 8 especially Biology

Organ Systems such as, Digestive, Respiratory, Circulatory and Excretory systems III. Strategy:

Small group sharing IV. Assessment: Recitation

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Lesson Plan in Science 9 June 5, 2014 (Thursday)

I. Objectives:

1. Enumerate the parts of the digestive system and the functions of each part 2. Explain the process of digestion

II. Topic: Digestive System (Parts and Functions)

III. Strategy: Interpreting the illustration of the digestive system

(the students will describe the process of digestion based on the illustration on the board) IV. Assessment: Recitation

V. Assignment: review the parts or organs of circulatory system and their functions

Lesson Plan in Science 9 June 6, 2014 (Friday)

I. Objectives:

1. Enumerate the parts of the circulatory system and the functions of each part 2. Explain how blood circulates in the body

II. Topic: Circulatory System (Parts and Functions)

III. Strategy: Interpreting the illustration of the circulatory system

(the students will describe the circulatory system based on the illustration on the board) IV. Assessment: Recitation

V. Assignment: review the parts or organs of excretory system and their functions

I. Objectives:

1. Enumerate the parts of the excretory system and the functions of each part 2. Explain how the different wastes of the body are excreted

II. Topic: Excretory System (Parts and Functions) III. Strategy: small group shring to big group sharing

(the students will be grouped into 5, each group will draw the excretory sytem in a manila paper, showing the movements of the different wastes of the body) IV. Assessment: Recitation/Reporting

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I. Objectives:

1. Diagnose what the students know about Science 9 II. Topic: DIAGNOSTIC TEST

III. Strategy: paper and pen IV. Assessment: N/A

V. Assignment: N/A

I. Objectives:

1. Determine the learning styles of the students as to visual, auditory and kinesthetic 2. Group the students according to their learning style

II. Topic: LEARNING STYLE INVENTORY III. Strategy: paper and pen

IV. Assessment: N/A

V. Assignment: N/A

June 12, 2014 (Thursday) HOLIDAY (Independence Day)

June 13, 2014 (Friday) Checking of Test Papers

For Sections 5 and 9 only: Reporting about excretory system (Morning only)

I. Objectives:

1. Enumerate the parts of the excretory system and the functions of each part 2. Explain how the different wastes of the body are excreted

II. Topic: Excretory System (Parts and Functions) III. Strategy: small group shring to big group sharing

(the students will be grouped into 5, each group will draw the excretory sytem in a manila paper, showing the movements of the different wastes of the body) IV. Assessment: Reporting

V. Assignment: Draw the parts or organs of respiratory system and give their functions June 16, 2014 (Monday) 1:00 PM Homeroom PTA meeting

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I. Objectives:

1. Identify the key parts of the respiratory system

2. Enumerate the parts of the respiratory system and the functions of each part II. Topic: Respiratory System (Parts and Functions)

III. Strategy: Performing the activity 1 -What a bunch of Grapes (Materials: grapes, activity sheet)

IV. Assessment: Performance of the activity

V. Assignment: what are the ways of prevention, detection and treatment of diseases affecting the respiratory system

I. Objectives:

Activity 1: What a bunch of grapes (Answers to the activity) III. Strategy: Question and answer

IV. Assessment: Recitation

Guide Questions:

Q1. What does each part of the "Bunch of grapes" model represent in relation to the breathing system?

2. of oxyHow will you describe the pathway

Q2. How will you describe the pathway of oxygen in the breathing system?

Q3. What will happen if one part of the system fails to carry out its function properly?

V. Assignment: bring the following materials: 1 pc 2-L plastic bottle; straws; 3 balloons (1 big, 2 small) rubber bands

I. Objectives:

1. Explain how the lungs work?

2. Describe how the movement of the diaphragm helps the air go in and out of the lungs? II. Topic: Respiratory System (Parts and Functions)

Activity 2: Bottled Balloons (materials:1 pc 2-L plastic bottle; straws; 3 balloon; rubber bands III. Strategy: Demonstrating how to use the constructed model of the human chest cavity

IV. Assessment: Performance of the activity

Guide questions:

Q4. What does each part of the constructed lung model represent?

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Q6. What happens as you push up the balloon?

Q7. How does the movement of the diaphragm cause the air to go in and out of the lungs?

5. what might happen if you prick the balloon?

Q8. What might happen if you prick the balloon?

V. Assignment: Study the guide questions given for the discussion tomorrow

June 20, 2014 (Friday) Please refer to lesson plan dated June 19, 2014, the lesson was not carried out due to the distribution of school supplies to the grade 9 students

I. Objectives:

Activity 2: Bottled Balloons (materials:1 pc 2-L plastic bottle; straws; 3 balloon; rubber bands III. Strategy: Discussion of the answers to the activity using the human chest cavity model

IV. Assessment: Guide Questions:

Q4. What does each part of the constructed lung model represent?

Q5. What happens as you pull down the balloon at the bottom of the model? Q6. What happens as you push up the balloon?

Q7.. How does the movement of the diaphragm cause the air to go in and out of the lungs? Q8. What might happen if you prick the balloon?

V. Assignment:

pls. bring the following materials: strips of paper

marking pen rope or ribbon chalk

I. Objectives:

1. Describe blood flow and gas exchange within the heart, circulatory system and lungs. 2. Explain the mechanism of how the respiratory and circulatory systems work together. II. Topic: Activity 3: Just go with the Flow!

Materials: paper strips, marking pen, rope or ribbon, chalk III. Strategy: Performance of the activity:

Q9. How do the heart and the lungs work together? Q10. What takes place when you inhale and exhale? Q11. What does blood deliver to every part of the body? Q12. Why is oxygen important to your body?

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Q13. How will you describe the sequence of oxygen, carbon dioxide and blood flow in your own words?

V. Assignment:

In the given framework of the human body, illustrate the blood flow and gas exchange in the

respiratory and circulatory systems using diagrams and arrows. Color your work to show the distinction of oxygen and carbon dioxide carried in the blood.

I. Objectives:

1. Describe blood flow and gas exchange within the heart, circulatory system and lungs. 2. Demonstrate how blood flows in the body by role playing /game.

II. Topic: Activity 3: Just go with the Flow!

Materials: paper strips, marking pen, rope or ribbon, chalk III. Strategy: Group Game/Role Playing

IV. Assessment:

Performance of the activity/critiquing by group/question and answer based on the presentation of the group

V. Assignment:

Remediation: for sections 5 and 9 - (after viewing the best group presentation)

Q: Describe blood flow and gas exchange within the heart, circulatory system and lungs

I. Objectives:

Materials: paper strips, marking pen, rope or ribbon, chalk III. Strategy: Performance of the activity:

V. Assignment: Enrichment Activity:

In the given framework of the human body, illustrate the blood flow and gas exchange in the

respiratory and circulatory systems using diagrams and arrows. Color your work to show the distinction of oxygen and carbon dioxide carried in the blood.

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June 27, 2014 (Friday) ABSENT

I. Objectives:

Materials: paper strips, marking pen, rope or ribbon, chalk III. Strategy: Discussion (Question and Answer)

V. Assignment:

Prepare the following materials for the activity on Tuesday flexible straws

balloon

empty used bottle adhesive tape

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Lesson Plan in Science 9 July 1, 2014 (Tuesday)

I. Objectives:

1. Identify the components of the circulatory system. 2. Explain the different types of circulation.

II. Topic: Activity 4: Let's organize! Materials: graphic organizer

III. Strategy: Performance of the activity: Fill in the missing parts, description and functions to complete the entire concept.

Q14. Explain how the heart works.

Q15. Evaluate how the heart can be compared to a mechanical pump. V. Assignment:

Bring the following materials flexible straws

balloon

empty used bottle adhesive tape

July 2, 2014 (Wednesday) PASIG DAY

Lesson Plan in Science 9 July 3, 2014 (Thursday)

I. Objectives:

1. Describe how the heart functions.

2. Explain how blood is pumped by the heart. II. Topic: Activity 5: PUMP IT!

Materials: flexible straws, balloon, empty used bottle, adhesive tape

III. Strategy: Performance of the activity: The student will prepare the heart pump model by group IV. Assessment:

- Inspection of the heart pump model by testing each output of the students. - The students will demonstrate how to use the heart pump model

V. Assignment:

Remediation: Use arrow to illustrate the flow of blood flow involving the heart, lungs and body organs

heart

lungs

body

organs

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Lesson Plan in Science 9 July 4, 2014 (Friday)

I. Objectives:

Materials: flexible straws, balloon, empty used bottle, adhesive tape III. Strategy:Performance of the activity/Answering the guide questions IV. Assessment:

Q16. What does the water inside the jar represent?

Q17. How will you compare the heart pump model and the human heart? Q18. How does the heart function as a pump?

Q19. Will the heart model be able to function properly if the straw is blocked? Explain your answer. V. Assignment:

Reinforcement:

Draw the human heart in your notebook label each part and give the function of each part.

Lesson Plan in Science 9 July 7, 2014 (Monday)

I. Objectives:

Materials: flexible straws, balloon, empty used bottle, adhesive tape III. Strategy:Discussion (Question and Answer)

IV. Assessment:

Q16. What does the water inside the jar represent?

Q17. How will you compare the heart pump model and the human heart? Q18. How does the heart function as a pump?

Q19. Will the heart model be able to function properly if the straw is blocked? Explain your answer. V. Assignment:

Prepare for a quiz

Part 1: QUIZ / Checking of the quiz Part 2:

I. Objectives:

1. Measure and describe your pulse (heart rate) after several different activities 2. Explain how to use different time intervals to measure your heart rate II. Topic: Activity 6: RHYTHM OF MY HEART

Materials: Stopwatch / timer Data Logbook

III. Strategy: Discussion of the procedure/Introduction to activity 6 IV. Assessment: N/A

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Lesson Plan in Science 9 July 9, 2014 (Wednesday)

I. Objectives:

1. Measure and describe your pulse (heart rate) after several different activities 2. Explain how to use different time intervals to measure your heart rate II. Topic: Activity 6: RHYTHM OF MY HEART

Materials: Stopwatch / timer Data Logbook

III. Strategy: Individual activity: Pulse beat counting/Simple exercise IV. Assessment:

GUIDE QUESTIONS:

Q20. What was your calculated resting pulse? Q21. What was your pulse after exercising?

Q23. What is the advantage of timing for a full minute to find your pulse?

Q24. What is the advantage of timing over a shorter period of time, especially when you have just finished exercising?

Q25. According to statistics, the maximum heart rate should be 220 minus a person's age. How would you interpret your highest heart rate in relation to that given number? V. Assignment: Bring the following materials by group

meta cards, pentel pen, adhesive tape

I. Objectives:

1. Explain the negative effects of cigarette smoking on the circulatory and respiratory systems II. Topic: Activity 7: Cigarette Smoking Is Dangerous to Your Health

Materials: meta cards, pentel pen, adhesive tape III. Strategy: Perform the activity 7 (Brainstorming) IV. Assessment:

Procedure/Guide:

1. Look at the picture of the smoker’s body below, and take note of the illnesses that might develop due to cigarette smoking.

2. Within your group, brainstorm ideas about the effects of cigarette smoking on a person’s respiratory and circulatory systems using the meta plan strategy.

3. Choose a group member who will act as moderator to solicit all the ideas of the members about the negative effects of cigarette smoking on the circulatory and respiratory systems.

4. Each participant must give at least three negative effects of cigarette smoking on both circulatory and respiratory systems. Answers must be written on the blank cards.

5. The moderator collects the meta cards and reads each one of them while showing the cards to the whole group so that everyone can read them.

6. After discussing the ideas within the group, stick and organize all the responses on the blackboard to categorize which answer falls under the respiratory and circulatory systems. 7. Group the cards with identical or similar statements together into clusters, allowing multiple statements to emerge clearly.

8. Choose a representative to explain the work of the group.

V. Assignment:REINFORCEMENT: Research on the different diseases ivoolved in respiratory and circulatory systems

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I. Objectives:

1. Explain the negative effects of cigarette smoking on the circulatory and respiratory systems II. Topic: Activity 7: Cigarette Smoking Is Dangerous to Your Health

Materials: meta cards, pentel pen, adhesive tape, picture of smoker's body III. Strategy: Perform the activity 7 (REPORTING/PRESENTATION by group)

IV. Assessment: Procedure/Guide:

8. Choose a representative to explain the work of the group. V. Assignment:

Answer these questions:

1. Give different ways of detecting and preventing diseases in the respiratory and circulatory systems. 2. Give the importance of a healthy lifestyle in avoiding such diseases.

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I. Objectives:

1. Explain the negative effects of cigarette smoking on the circulatory and respiratory systems II. Topic: Activity 7: Cigarette Smoking Is Dangerous to Your Health

Materials: meta cards, pentel pen, adhesive tape, picture of smoker's body III. Strategy: Perform the activity 7 (REPORTING/PRESENTATION by group)

8. Choose a representative to explain the work of the group. V. Assignment:

Answer these questions:

1. Give different ways of detecting and preventing diseases in the respiratory and circulatory systems. 2. Give the importance of a healthy lifestyle in avoiding such diseases.

July 15-16, 2014 (Tuesday-Wednesday) Classes suspended due to typhoon

Lesson Plan in Science 9

July 17-18, 2014 (Thursday) for sections 5 and 9 (July 17, 2014, Thursday)

(the test was rescheduled to July 18, Friday for sections 1 and 2)

SUMMATIVE TEST

I. Objectives:

1. Answer varied type of questions correctly about Unit 1, Module 1 II. Test Proper (Please see attached sheet)

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III. Assignment: Enrichment- Define the following terms: 1. phenotype 4. DNA

2. genotype 5. gamete

3. allelle 6. Punnett Square

I. Objectives:

1. Explain incomplete dominance pattern of inheritance

2. Illustrate by means of Punnett square a cross involving incomplete dominance pattern of inheritance II. Topic: Module 2, Activity 1: Phenotypes and Genotypes in Incomplete Dominance

Materials: Activity sheets Manila paper, Marking pen III. Strategy: Perform the activity 1 by group)

1. Read the given problem: Show the possible outcome of the cross between two pink flowered four o’clock plants by using the Punnett square.

2. Now, another cross was made involving a red flowered four o’clock plant and a pink flowered four o’clock plant. 3. Using the Punnett square again, show the possible outcome.

4. Show your Punnett square for problems 1 and 2 using a Manila paper. 5. Present and discuss your answers.

V. Assignment:

Remediation: Refer to the Punnett square below as reference for activity 1, in preparation for your group report tomorrow.

I. Objectives:

1. Explain incomplete dominance pattern of inheritance

2. Illustrate by means of Punnett square a cross involving incomplete dominance pattern of inheritance II. Topic: Module 2, Activity 1: Phenotypes and Genotypes in Incomplete Dominance

Materials: Activity sheets Manila paper, Marking pen III. Strategy: Reporting by group

IV. Assessment: GUIDE QUESTIONS:

Q1. How many types of gametes will each parent produce in problem no. 1?In problem no. 2? Q2. What is the phenotype of a heterozygous four o’clock flower?__________

Q3. What are the possible phenotypes of the offspring from the cross of the parental plants in problem no. 1? In problem no. 2?

Q4. What are the possible genotypes of the offspring from the cross of the parental plants in problem no. 1? In problem no. 2?

V. Assignment:

Remediation: Define the ff terms:

bull, incomplete dominance, heterozygous, genotypes and phenotypes Enrichment:

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Prepare a punnet square and show how phenotypic percentages are computed.

Lesson Plan in Science 9 July 23, 2014 (Wednesday)

Objectives:

1. List the genotypes of the bull and cow in the given problem 2. Diagram and complete a Punnett square

3. Give phenotypic percentages of the offspring II. Topic: Module 2, Activity 2: Mystery bull

Materials: Activity sheets Manila paper, Marking pen III. Strategy: Brainstorming

Perform the activity 2 by group (5 members each group) IV. Assessment:

Procedure:

1. Read the given problem:

Determine the possible traits of the calves if : A. a red (RR) bull is mated with a red (RR) cow 1 B.a red (RR) bull is mated with a white (WW) cow 2

C.a roan (RW) is mated with a red (RR) cow 3 2. Illustrate your answers using a Punnett square.

3. Write your answers on the Manila paper. 4. Present and discuss your answers. V. Assignment:

Remediation: Differentiate incomplete dominance and codominance Enrichment: read from the given link:

Link: http://www.wikidoc.org/index.php/Autosomal_recessive

Objectives:

Materials: Activity sheets Manila paper, Marking pen III. Strategy: Reporting by group

IV. Assessment:

Mang Marcelino owns purebred red cows. In his farm he noticed that after a typhoon several months ago, all of the fences that separate his cattle from his neighbor’s cattle were destroyed. During the time that the fences were down, three bulls, one from each neighbor, mingled with his cows. For awhile, he thought that none of the bulls found his cows, but over the months, he noticed that all of his cows are pregnant. He suspected that one of the bulls is the father. Which bull is it? Help Mang Marcelino look for the father by solving the given problem.

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Q5. Will you be able to trace the father of the calves?__________

What are the possible phenotypes of the calves for each cow?________

Q6. Do you think you will make Mang Marcelino happy about the result of your investigation? ____ Q7. How are you going to explain it to him? ____

Q8. How wold you apply what you have learned to improve the breeds of livestock in your area? Q9. What possible suggestions can you give to animal breeders in your area? ___________________

V. Assignment: Enrichment:

Explain why solving problems involving non-Mendelian inheritance makes you realize that

there are no absolutes in real life

Objectives:

Materials: Activity sheets Manila paper, Marking pen III. Strategy: Discussion of the answers to Module 2, activity 2 IV. Assessment:

The following questions will discussed:

Q5. Will you be able to trace the father of the calves?__________

What are the possible phenotypes of the calves for each cow?________

Q6. Do you think you will make Mang Marcelino happy about the result of your investigation? ____ Q7. How are you going to explain it to him? ____

Q8. How wold you apply what you have learned to improve the breeds of livestock in your area? Q9. What possible suggestions can you give to animal breeders in your area? ___________________

V. Assignment:

know your blood types if the blood type is unknown, just select any blood type you want

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Objectives:

1. Infer the unknown phenotypes of individuals on the basis of the known phenotypes of their family members

II. Topic: Module 2, Activity 3: What is your blood type? Materials: paper pencil

III. Strategy: Performing the activity IV. Assessment:

V. Assignment:

Determine all possible combinations of genes for a blood type that a person might have and predict gene combinations expected in offspring based on the genes carried in male and female gametes.

July 29, 2014 (Tuesday) HOLIDAY

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July 30, 2014 (Wednesday)

Objectives:

III. Strategy: Reporting and discussion of the answers to the activity IV. Assessment:

The following questions will discussed:

Q10. What blood type (or types) can be found in an offspring if a mother has type A blood and the father has type B blood?________________________________

Q11. What blood type (or types) can be found in an offspring if a mother has type AB blood and the father has type B blood?________________________________

Q12. What blood type (or types) can be found in an offspring if a mother has type O blood and the father has type B blood?_________________________________

V. Assignment:

How does blood donation process work? What you should do after donating blood?

Objectives:

1. Discuss how sex in humans is determined II. Topic: Module 2, Activity 4: Boy or Girl? Materials: Activity sheets Pen paper III. Strategy: Performing the activity

IV. Assessment:

1. Draw a Punnett square which shows the inheritance of the sex chromosomes.

Represent the female sex chromosomes with XX and the male sex chromosomes with XY.

V. Assignment:

Determine the probability of having male or female gender by illustrating the prediction using a Punnett square.

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2. Now, another cross was made involving a red flowered four o’clock plant and a pink flowered four o’clock plant.

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Lesson Plan in Science 9 August 1, 2014 (Friday)

Objectives:

III. Strategy: Performing the activity IV. Assessment:

The following questions will be discussed:

Q 13. What will be the sex of a child produced when an egg is fertilized by a sperm that has a Y chromosome?

Q 14. What type of sperm must fertilize an egg to result in a female child?

Q 15. Based on this Punnett Square, what percent of children would you expect to be male? Q 16. Which sex chromosome is present in both male and female?

Q 17. Infer which sex chromosomes determines a person’s sex.

Q 18. What are the other factors that may influence the expression of human sexuality?

Draw or illustrate the 44 autosomes and sex chromosomes

Lesson Plan in Science 9 August 4, 2014 (Monday)

Objectives:

1. Identify the components of a DNA molecule 2. Construct a model of a molecule of DNA II. Topic: Module 2, Activity 6: DNA Modeling

Materials: Cutouts of basic subunits of DNA; Crayons; Scissors; Tape or glue III. Strategy: Performing the activity

IV. Assessment:

The students will perform the activity by following the procedure:

1. Cut out all of the units needed to make the nucleotides from the handout provided at the end of the module. 2. Color code the nitrogenous bases, phosphorus, and sugars according to the teacher's directions.

Adenine = yellow, Guanine = green, Thymine = blue, Cytosine = red, Phosphate = brown, and Deoxyribose = . black

3. Using the small squares and stars as guides, line up the bases, phosphates and sugars. 4. Now glue the appropriate parts together forming nucleotides. Construct DNA model. 5. Let this arrangement represent the left half of your DNA molecule.

Thymine Adenine Cytosine Guanine Adenine Cytosine

6. Complete the right side of the ladder by adding the complementary bases. You will have to turn them upside down in order to make them fit.

1. Of what material are genes made?

2. How does the genetic material produce the characteristics of an organism?

3. How is the genetic code passed from parents to offspring? Scientists now know that the genetic material

is DNA (Deoxyribonucleic acid).

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Lesson Plan in Science 9 August 5, 2014 (Tuesday)

Objectives:

1. Identify the components of a DNA molecule 2. Construct a model of a molecule of DNA II. Topic: Module 2, Activity 6: DNA Modeling

Materials: Cutouts of basic subunits of DNA; Crayons; Scissors; Tape or glue III. Strategy: Reporting / Discussion

IV. Assessment:

The following questions will be discussed:

Q33. What are the common parts of a nucleotide?________________________

Q34. What is the one part of the nucleotide that differs among the other different nucleotides? Q35. List the different kinds of nitrogen bases___________________________

Q36. Is there always going to be an equal number of adenine and thymine nucleotides in molecule? Why? Q37. Is there always going to be an equal number of guanine and cytosine nucleotides in a molecule? Why? V. Assignment:

Research / Explain this equation

Carbon Dioxide + Water --> Glucose + Oxygen

(CO

2

) (H

2

O) (C

6

H

12

O

6

) (O

2

)

Lesson Plan in Science 9 August 6, 2014 (Wednesday)

Objectives:

1. Identify the raw materials and products of photosynthesis. 2. Explain the process of photosynthesis

II. Topic: Photosynthesis

Materials: laptop, video clips of photosynthesis III. Strategy: Viewing some videos about photosynthesis IV. Assessment: (Discussion/Recitation)

(For each video the students will learn a specific concept on photosynthesis such as

identifying the cell structures involved in photosynthesis, describing the process of food making done by plants, identifying the raw materials and products of photosynthesis.)

Questions:

1. identify the cell structures involved in photosynthesis 2. Describe the process of food making done by plants 3. Identify the raw materials and products of photosynthesis V. Assignment:

Review / Prepare for the Exam

August 7-8, 2014 (Thursday andFriday) First Periodical Test

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UNIT TEST Objectives:

Evaluate the students on what they learned from the following topics (Unit I): Module 1: Respiratory and Circulatory Systems

Module 2: Genetics- Incomplete Dominance/Codominance/ DNA model Module 3: Photosynthesis

II. Topic: Unit 1, Modules 1 to 3 Materials: Quiz Notebook

III. Strategy: Paper and Pencil/ballpen Test

IV. Assessment: Test proper (Please see attached sheet)

V. Assignment:

Illustrate/draw the different atomic models prposed by the following Scientists: John Dalton, J.J. Thomson, Ernest Rutherford, Niels Bohr, Erwin Schrodinger etc

August 13, 2014 (Wednesday) UP Open Laboratory

August 14, 2014 (Thursday) Absent

August 15, 2014 (Friday) Checking of papers (Unit Test) Remediation

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Lesson Plan in Science 9 August 18, 2014 (Monday)

Objectives:

1. Determine the characteristic colors that metal salts emit; and 2. Relate the colors emitted by metal salts to the structure of the atom. II. Topic: Activity 1: FLAME TEST

Materials: laptop, video showing Flame Test III. Strategy: Viewing some videos about Flame Test IV. Assessment: (Discussion/Recitation)

What are the colors emitted by the following elements (based on the video) Lithium Li Calcium Ca

Sodium Na Strontium Sr Potassium K Barium Ba Copper Cu

Questions:

Q1. Why do you think are there different colors emitted?

Q2. What particles in the heated compounds are responsible for the production of the colored light? Q3. How did the scientists explain the relationship between the colors observed and the

structure of the atom? V. Assignment:

Enrichment:

Why do certain elements give off light of specific color when heat is applied?

Objectives:

1. Describe how it is likely to find the electron in an atom by probability. II. Topic: Activity 2: Predicting the Probable Location of an Electron

Materials: One sheet of short bond paper or half of a short folder pencil or colored marker with small tip

compass ; graphing paper ; one-foot ruler III. Strategy: Performing the activity

IV. Assessment: (Discussion/Recitation)

What are the colors emitted by the following elements (based on the video) Lithium Li Calcium Ca

Sodium Na Strontium Sr Potassium K Barium Ba Copper Cu

Questions:

Q1. Why do you think are there different colors emitted?

Q2. What particles in the heated compounds are responsible for the production of the colored light? Q3. How did the scientists explain the relationship between the colors observed and the

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Why do certain elements give off light of specific color when heat is applied?

August 20, 2014 (Wednesday) (same LP dated Aug. 19, 2014)

- the lesson was not carried out due to disruption of classes Objectives:

1. Describe how it is likely to find the electron in an atom by probability. II. Topic: Activity 2: Predicting the Probable Location of an Electron

Materials: One sheet of short bond paper or half of a short folder

pencil or colored marker with small tip; compass ; graphing paper ;one-foot ruler III. Strategy: Performing the activity

IV. Assessment: (Discussion/Recitation)

Q1. What happens to the number of dots per unit area as the distance of the dots go farther from the center? Q2. Determine the percent probability of finding a dot in each of the circle drawn on the target by

multiplying No. of dots /cm2 (column D) by the total number of dots (100). For example: In circle 1(A)

Percent probability = No. of dots /cm2 X 100 = [0.1920 / 100 ] X 100 = 19.20%

Q3. Based on your graph, what is the distance with the highest probability of finding a dot? Show this in your graph.

Q4. How many dots are found in the area where there is highest probability of finding dots? Q5.How are your results similar to the distribution of electrons in an atom?

Activity 1 is an analogy to show you that it is not possible to know the exact position of the electron. So, Bohr’s idea that electrons are found in definite orbits around the nucleus was rejected.

Three physicists led the development of a better model of the atom. These were Louie de Broglie,

Erwin Schrodinger, and Werner Karl Heisenberg.

Question: Describe or explain the atomic model proposed by Louie de Broglie, Erwin Schrodinger and Werner Karl Heisenberg.

August 21, 2014 (Thursday) HOLIDAY

Objectives:

1. Describe the different atomic models II. Topic: Atomic Models

III. Strategy: Discussion/ Viewing of Constec Video about atom IV. Assessment: Discussion of the ff. models

a. Dalton's model d. Bohr's model

b. Thomson's model e. Electron Cloud Model c. Rutherford's model

Questions:

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and even imagine the structure of an atom, but how will you describe each model? Which model is more acceptable?

2. How does model help in the study of atom? V. Assignment:

Remeadiation

1. What are the sub-atomic particles?

2. How will you describe the structure of the atom? Enrichment:

Define or describe the following terms:

1. Main energy levels, Orbitals, Sublevels, Electron Configuration

August 25, 2014 (Monday) HOLIDAY

Objectives:

1. Write the electron configuration of the elements in the third period;

2. Determine the pattern of filling the orbitals based on the given distribution for the first 10 elements; and 3. Devise rules in filling up the orbitals.

II. Topic: Activity 3: Electron Configurations

Materials: Pen and paper Periodic table Manila Paper Pentel pen III. Strategy: Performing the activity -August 26, 2014

IV. Assessment: (Discussion/Recitation) -August 27, 2014

Q1. Do you see patterns in the distribution of their electrons? Q2. What are these patterns you observe?

Q3. What do you think are some rules that apply in filling up the orbitals for the elements from atomic number 1 to 18?

V. Assignment:

Explain the concepts stated in each principle: 1. Aufbau Principle

2. Hund's Rule of Multiplicity 3. Pauli Exclusion Principle

Lesson Plan in Science 9 August 27, 2014 (Wednesday)

Objectives:

1. Write the electron configuration of the elements in the third period;

2. Determine the pattern of filling the orbitals based on the given distribution for the first 10 elements; and 3. Devise rules in filling up the orbitals.

II. Topic: Activity 3: Electron Configurations

Materials: Pen and paper Periodic table Manila Paper Pentel pen III. Strategy: Performing the activity -August 26, 2014

IV. Assessment: (Discussion/Recitation) -August 27, 2014

Q1. Do you see patterns in the distribution of their electrons? Q2. What are these patterns you observe?

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Q3. What do you think are some rules that apply in filling up the orbitals for the elements from atomic number 1 to 18?

V. Assignment:

Explain the concepts stated in each principle: Enrichment:

1. Aufbau Principle

2. Hund's Rule of Multiplicity 3. Pauli Exclusion Principle

UNIT TEST Objectives:

Evaluate the students on what they learned from the following topics (Unit 2): Module 1: Electronic Structure of Matter

Activity 1: The Flame Test

Activity 2: Predicting the probable location of an electron Activity 3: Electron Configurations

II. Topic: Unit 2, Module 1, activity 1 to 3 Materials: Quiz Notebook

III. Strategy: Paper and Pencil/ballpen Test

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V. Assignment: Questions:

1. How are ionic and covalent compounds formed?

2. Whys is an ionic compound different from a covalent compound? 3. How is a metallic compound formed?

September 1, 2014 (Monday) Please refer to lesson plan dated August 29, 2014 the lesson was not carried out due to disruption of classes

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September 2, 2014 (Tuesday) ABSENT

September 3, 2014 (Wednesday)

Objectives:

1. Identify the number of valence electrons of atoms.

2. Compare the electronegativity values of metals and non-metals. II. Topic: Pre-Assessment:

Materials: quiz notebook IV. Assessment: Pls. see attached sheet

V. Assignment:

Define the following terms: electron dot

valence electron ionic bond covalent bond

September 4, 2014 (Thursday)

Objectives:

2. Compare the electronegativity values of metals and non-metals. II. Topic: Activity 1: Mapping the Periodic Table

Materials: Periodic Table Crayons III. Strategy: performing the activity

Analyzingtheb periodic table IV. Assessment:

Q1. Where can you find metals, non-metals and noble gases in the periodic table of elements? Q2. Which number tells you the number of valence electrons?

Q3. What do you notice in the number of valence electrons of metals, non-metals and noble gases? Q4. What kind of element has:

a. less than 4 valence electrons? b. more than 4 valence electrons? c. low electronegativity?

d. high electronegativity? e. low ionization energy? f. high ionization energy? V. Assignment:

Explain the concepts stated in each principle:

Illustrate the LEDSof the of the representative elements

September 5, 2014 (Friday) Refer to lesson plan dated September 4, 2014 for the discussion of the answers to the activity

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Lesson Plan in Science 9 September 8, 2014 (Monday)

Objectives:

1. Write the Lewis Symbol of some elements. 2. Identify the number of valence electrons. II. Topic: LEDS

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry/Exercises

IV. Assessment:

Determine the number of valence electrons and illustrate the LEDS of the ff elements:- a. Mn - 25 c. Ga - 31 e. Sc - 21 g. Co -27 i. Ag - 47 b. Cs - 55 d. Y - 39 f. Fe - 26 h. Br - 35 j. Sr -38 V. Assignment:

Remediation: Illustrate the LEDS of the transition metals.

Lesson Plan in Science 9 September 9, 2014 (Tuesday)

Objectives:

1. Write the Lewis Symbol of the representative elements.

2. Show the relationship among the number of valence electrons, electronegativity and ionization energy. II. Topic: Activity 2: Lewis Symbol

Materials: Pen and paper Periodic table of elements III. Strategy: Performing the activity

Guided Inquiry IV. Assessment:

Q1. Arrange these elements in increasing:

a. valence electrons b. electronegativity values. c. Ionization energy. Q2. What do you notice with the number of valence electrons, electronegativity values and ionization energies of the elements?

Q3. What kind of element has the greatest tendency to attract electrons? Why? Examine the periodic table below. Does it verify your answers in Q1 and Q2? V. Assignment:

Enrichment: What is the difference between ionization energy and electronegativity? Lesson Plan in Science 9

Objectives:

Materials: Pen and paper Periodic table of elements III. Strategy: Discussion

IV. Assessment:

Q3. What kind of element has the greatest tendency to attract electrons? Why? Examine the periodic table below. Does it verify your answers in Q1 and Q2? V. Assignment:

Enrichment:

Types of Chemical Bonds 1. ionic bond

2. Covalent bond 3. metallic bond

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September 11, 2014 (Thursday) Please refer to lesson plan dated September 10, 2014

Lesson Plan in Science 9 September 12, 2014 (Friday)

Objectives:

2. Show the relationship among the number of valence electrons, electronegativity and ionization energy. II. Topic: ELECTRONEGATIVITY

Materials: Pen and paper Periodic table of elements III. Strategy: Performing Activity/Guided Inquiry

IV. Assessment: Seat work (Exercises)

COMPOUND FORMULA ELECTRONEGATIVITY TYPE OF DIFFERENCE CHEMICAL BOND 1. lithium fluoride 2. oxygen molecules 3. water 4. methane 5. potassium oxide 6. hydrogen chloride 7. magnesium oxide 8. carbon dioxide 9. aluminum oxide 10. sulfur dioxide V. Assignment: Enrichment:

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Objectives:

1. Name the compounds given their formulas. 2. Derive rules of nomenclature.

II. Topic: NAMING COMPOUNDS

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry

IV. Assessment:

Stating the rules in naming the following compounds: 1. binary ionic compounds (metal and nonmetal)

2. binary ionic compounds containing metals with variable oxidation numbers 3. binary molecular compounds containing two nonmetals

4. binary acids 5. ternary acids

6. ternary ionic compounds (metals with polyatomic ions) V. Assignment:

Enrichment:

A. Name the following compounds: 1. CuO

2. PbO 3. Mg(OH)2 4. CaCl2 5. FeSO4

B. Compounds with polyatomic Ions. Fill up the table,writing the formulas of compounds formed by one element in each of the families below (see the PT) with the given polyatomic ions.

Element (Family) NO3 -1 SO4 -2 PO4 -3 Na (IA) NaNO3

Ca (IIA) Al (IIIA) Cu (IB) Zn (IIB)

Objectives:

II. Topic: FORMULA WRITING

IV. Assessment:

1. Stating the rules in writing formulas 2. Presentation of the sample problems

3. Writing formulas of: binary ionic compounds, binary molecular compounds, ternary compounds, binary acids, ternary acids and compounds containing polyatomic ions.

V. Assignment: Enrichment:

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Write the chemical formulas of the ff. by using the Greek prefixes… 1. Carbon tetrahydride 2. Sulfur dioxide 3. Carbon dioxide 4. Dinitrogen oxide 5. Diphosphorus pentoxide

Lesson Plan in Science 9 September 18, 2014 (Thursday)

Objectives:

1. Illustrate how an ionic bond is formed. 2. Show how ions are formed.

II. Topic: Activity 3: Bonding by the transfer of electrons Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry, performing activity

IV. Assessment: (Procedure)

1. Select a metallic and a non-metallic element. Write the Lewis Symbol and electronegativity value of both elements.

2. Subtract the electronegativity value of the metallic element from the non-metallic element. Na . EN = 0.90 :Cl: EN = 3.0 . Thus: 2.0 – 0.90 = 2.1

*If the difference is greater than 1.9, complete transfer of electron/s is possible. 2. With the use of an arrow, show the complete transfer of electrons. .. Na . :Cl:

3. Indicate the formation of cation and anion. Na+ Cl- After ionic bonding, sodium (Na) became isoelectronic with neon (Ne) while chlorine became isoelectronic with argon (Ar),

thus both sodium and chlorine attained stability. Choose 5 combinations that will result to ionic bonding. V. Assignment:

September 17, 2014 (Friday) No Classes due to typhoon Mario

September 22, 2014 (Monday) Barangay Fiesta

Objectives:

II. Topic: Activity 3: Bonding by the transfer of electrons Materials: Pen and paper Periodic table of elements III. Strategy: Discussion

IV. Assessment:

Q1. What kind of element forms cation after ionic bonding? Q2. What kind of element forms anion after ionic bonding? Q3. Why do ions form after ionic bonding?

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Q4. Did the atoms attain stability after ionic bonding? Explain you answer.

Q5. How can you tell that ionic bonding will take place between metals and non- metals? Q6. Will all combinations of metals and non-metals form ionic bond? Why?

V. Assignment:

1. Explain how covalent bonding takes place.

2. Illustrate the sharing of electrons.

September 24, 2014 (Wednesday) Please refer to lesson plan dated September 23, 2014

Objectives:

2. Illustrate the sharing of electrons. II. Topic: Activity 4: Bonding by Sharing of Elecrons

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry/Performing the activity

IV. Assessment: Perform the ff Exercises

Show how the sharing of electrons form covalent bond in the following compounds: a. ammonia (NH3) d. nitrogen gas (N2) g. hydrogen gas (H2) b. water (H2O) e. oxygen gas (O2) h. phosphine (PH3) c. hydrogen chloride (HCl) f. methane (CH4) i. sulfur dioxide (SO2) V. Assignment:

Enrichment:

What have you learned about covalent bonds?

Q2. What kind of elements usually forms covalent bond? Is it possible for metals and non-metals to form nonpolar covalent? Why? How about polar covalent bond? Why? Q3. Why is it that diatomic molecules always form nonpolar covalent bond?

Q4. Differentiate polar covalent bond from nonpolar covalent bond. V. Assignment:

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Lesson Plan in Science 9 September 30, 2014 (Tuesday) Objectives:

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry/Performing the activity/Discussion IV. Assessment:

Q1. How do covalent bonds form between atoms?

Is it possible that metals form bonds with one another? Can you visualize how it will be?

Lesson Plan in Science 9 October 1, 2014 (Wednesday)

Objectives:

1. Make a model of a metallic bond.

2. Relate the properties of metals to the kind of bond they are made of. II. Topic: Activity 4: Bonding among metals

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry/Performing the activity/

IV. Assessment:

1. Recall from Activity 3 how metals behave to attain stability. 2. Visualize what will happen to a group of metallic atoms.

3. Prepare a model that will represent metallic bond. You may draw it. V. Assignment:

Prepare for the long test (summative test) Lesson Plan in Science 9

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October 1, 2014 (Wednesday) Objectives:

1. Evaluate the students on what they learned from the following topics Unit 2, Module 2 II. Topics: SUMMATIVE TEST

Lewis symbol

Bonding by transfer of electrons Bonding by sharing of electrons Metallic bond

Materials: Pen and paper ; Quiz Notebook III. Strategy: SUMMATIVE TEST

IV. Assessment:

(Please see attached sheet) V. Assignment:

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September 2, 2014 (Tuesday) ABSENT

Objectives:

2. Compare the electronegativity values of metals and non-metals. II. Topic: Pre-Assessment:

Materials: quiz notebook IV. Assessment: Pls. see attached sheet

V. Assignment:

Define the following terms: electron dot

valence electron ionic bond covalent bond

September 4, 2014 (Thursday)

Objectives:

2. Compare the electronegativity values of metals and non-metals. II. Topic: Activity 1: Mapping the Periodic Table

Materials: Periodic Table Crayons III. Strategy: performing the activity

Analyzingtheb periodic table IV. Assessment:

Q1. Where can you find metals, non-metals and noble gases in the periodic table of elements? Q2. Which number tells you the number of valence electrons?

Q3. What do you notice in the number of valence electrons of metals, non-metals and noble gases? Q4. What kind of element has:

a. less than 4 valence electrons? b. more than 4 valence electrons? c. low electronegativity?

d. high electronegativity? e. low ionization energy? f. high ionization energy? V. Assignment:

Explain the concepts stated in each principle:

Illustrate the LEDSof the of the representative elements

September 5, 2014 (Friday) Refer to lesson plan dated September 4, 2014 for the discussion of the answers to the activity

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Lesson Plan in Science 9 September 8, 2014 (Monday)

Objectives:

1. Write the Lewis Symbol of some elements. 2. Identify the number of valence electrons. II. Topic: LEDS

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry/Exercises

IV. Assessment:

Determine the number of valence electrons and illustrate the LEDS of the ff elements:- a. Mn - 25 c. Ga - 31 e. Sc - 21 g. Co -27 i. Ag - 47 b. Cs - 55 d. Y - 39 f. Fe - 26 h. Br - 35 j. Sr -38 V. Assignment:

Remediation: Illustrate the LEDS of the transition metals.

Objectives:

Materials: Pen and paper Periodic table of elements III. Strategy: Performing the activity

Guided Inquiry IV. Assessment:

Q3. What kind of element has the greatest tendency to attract electrons? Why? Examine the periodic table below. Does it verify your answers in Q1 and Q2? V. Assignment:

Enrichment: What is the difference between ionization energy and electronegativity? Lesson Plan in Science 9

Objectives:

Materials: Pen and paper Periodic table of elements III. Strategy: Discussion

IV. Assessment:

Q3. What kind of element has the greatest tendency to attract electrons? Why? Examine the periodic table below. Does it verify your answers in Q1 and Q2? V. Assignment:

Enrichment:

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September 11, 2014 (Thursday) Please refer to lesson plan dated September 10, 2014

Lesson Plan in Science 9 September 12, 2014 (Friday)

Objectives:

2. Show the relationship among the number of valence electrons, electronegativity and ionization energy. II. Topic: ELECTRONEGATIVITY

Materials: Pen and paper Periodic table of elements III. Strategy: Performing Activity/Guided Inquiry

IV. Assessment: Seat work (Exercises)

COMPOUND FORMULA ELECTRONEGATIVITY TYPE OF DIFFERENCE CHEMICAL BOND 1. lithium fluoride 2. oxygen molecules 3. water 4. methane 5. potassium oxide 6. hydrogen chloride 7. magnesium oxide 8. carbon dioxide 9. aluminum oxide 10. sulfur dioxide V. Assignment: Enrichment:

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Objectives:

II. Topic: NAMING COMPOUNDS

IV. Assessment:

Stating the rules in naming the following compounds: 1. binary ionic compounds (metal and nonmetal)

2. binary ionic compounds containing metals with variable oxidation numbers 3. binary molecular compounds containing two nonmetals

4. binary acids 5. ternary acids

6. ternary ionic compounds (metals with polyatomic ions) V. Assignment:

Enrichment:

A. Name the following compounds: 1. CuO

2. PbO 3. Mg(OH)2 4. CaCl2 5. FeSO4

B. Compounds with polyatomic Ions. Fill up the table,writing the formulas of compounds formed by one element in each of the families below (see the PT) with the given polyatomic ions.

Element (Family) NO3 -1 SO4 -2 PO4 -3 Na (IA) NaNO3

Ca (IIA) Al (IIIA) Cu (IB) Zn (IIB)

Objectives:

II. Topic: FORMULA WRITING

IV. Assessment:

1. Stating the rules in writing formulas 2. Presentation of the sample problems

3. Writing formulas of: binary ionic compounds, binary molecular compounds, ternary compounds, binary acids, ternary acids and compounds containing polyatomic ions.

V. Assignment: Enrichment:

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Write the chemical formulas of the ff. by using the Greek prefixes… 1. Carbon tetrahydride 2. Sulfur dioxide 3. Carbon dioxide 4. Dinitrogen oxide 5. Diphosphorus pentoxide

Objectives:

II. Topic: Activity 3: Bonding by the transfer of electrons Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry, performing activity

IV. Assessment: (Procedure)

1. Select a metallic and a non-metallic element. Write the Lewis Symbol and electronegativity value of both elements.

2. Subtract the electronegativity value of the metallic element from the non-metallic element. Na . EN = 0.90 :Cl: EN = 3.0 . Thus: 2.0 – 0.90 = 2.1

*If the difference is greater than 1.9, complete transfer of electron/s is possible. 2. With the use of an arrow, show the complete transfer of electrons. .. Na . :Cl:

3. Indicate the formation of cation and anion. Na+ Cl- After ionic bonding, sodium (Na) became isoelectronic with neon (Ne) while chlorine became isoelectronic with argon (Ar),

thus both sodium and chlorine attained stability. Choose 5 combinations that will result to ionic bonding. V. Assignment:

September 17, 2014 (Friday) No Classes due to typhoon Mario

September 22, 2014 (Monday) Barangay Fiesta

Objectives:

II. Topic: Activity 3: Bonding by the transfer of electrons Materials: Pen and paper Periodic table of elements III. Strategy: Discussion

IV. Assessment:

Q1. What kind of element forms cation after ionic bonding? Q2. What kind of element forms anion after ionic bonding? Q3. Why do ions form after ionic bonding?

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Q4. Did the atoms attain stability after ionic bonding? Explain you answer.

Q5. How can you tell that ionic bonding will take place between metals and non- metals? Q6. Will all combinations of metals and non-metals form ionic bond? Why?

V. Assignment:

2. Illustrate the sharing of electrons.

September 24, 2014 (Wednesday) Please refer to lesson plan dated September 23, 2014

Objectives:

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry/Performing the activity

IV. Assessment: Perform the ff Exercises

Show how the sharing of electrons form covalent bond in the following compounds: a. ammonia (NH3) d. nitrogen gas (N2) g. hydrogen gas (H2) b. water (H2O) e. oxygen gas (O2) h. phosphine (PH3) c. hydrogen chloride (HCl) f. methane (CH4) i. sulfur dioxide (SO2) V. Assignment:

Enrichment:

What have you learned about covalent bonds?

Is it now clear to you that covalent bonds result from the sharing of electrons? Explain.

September 26, 2014 (Friday)

Objectives:

Materials: Pen and paper Periodic table of elements III. Strategy: Guided Inquiry/Performing the activity/Discussion IV. Assessment:

Q1. How do covalent bonds form between atoms?