UNDERSTANDING BY DESIGN

Unit 2 Countless and Active Particles of Matter

No. of Meetings
Second Quarter

Established Goals

Chemical Bonding
Ionic and Covalent Bonding
Metallic Bonding
Content Standards

how atoms combine with other

atoms by transferring or by sharing
electrons
forces that hold metals together
Performance Standard

present an analysis of the data

gathered on diseases resulting from
excessive intake or deficiency of
important ions in the body

STAGE I DESIRED RESULTS

TRANSFER

Students will be able to independently use their learning to.

Practice ways to regulate, conserve and maintain the biologically important elements and ions in the body
and in the environment

MAKE MEANING

Enduring Understandings

Essential Questions

Students will understand that

Students will keep considering

1. Elements combine to with each other to form

millions of compounds that have various
applications
2. When elements form compounds, they either
lose, gain, or share electrons in their outermost
shell. This allows them to achieve stable
configurations similar to those of the noble
gases.
3. The products of chemical bonding, even if we
are not familiar with them, have actually been
involved in our day-to-day proceedings.
4. Metals have properties which determine their
uses to industry and society

1. Why do elements combine to form

compounds?
2. How do atoms bind to make molecules and
compounds?
3. How do products of chemical bonding
(chemical compounds) become useful to
human life and environment?
4. What properties make metals unique?

Students will know

ACQUISITION OF KNOWLEDGE

AND SKILLS

Students will be skilled at

1. how atoms combine with other atoms by

transferring or by sharing electrons
2. forces that hold metals together

1. explain the formation of ionic and covalent

bonds
2. recognize different types of compounds
(ionic or covalent) based on their properties
such as melting point, hardness, polarity,
and electrical and thermal conductivity
3. explain properties of metals in terms of
their structure
4. explain how ions are formed

STAGE 2: EVIDENCES
Code

Evaluative Criteria
Pre-Assessment is evaluated

PERFORMANCE TASK

according to

DIFFERENTIATED ACTIVITY

Number of correct
answer

A. Level of Understanding
- Accuracy/Correctness
- Completeness
B. Level of Product
- Engaging
- Skillful

Goal- You are to display understanding of different types of chemical bonding, how they
happen, and how their products (chemical compounds) become useful to human life and
environment
Role- You can be a researcher, web designer or photographer
Audience- High school students
Situation- The Association of Chemistry Teachers of the Philippines is sponsoring an
event that will highlight the different chemical compounds. They have invited
researchers, web designers and photographers to submit entries of their favorite
chemical compounds. The entries of the participants will be displayed in the gallery for
viewing by high school students.
Product/Performance:
Researcher:
1. Interview fellow students about their understanding of chemical bonding or

reaction. Interview at least six people. Include also a list of chemical compounds
that they know and how they are being used. Summarize the results of your
interviews. Design a 3-5 minute presentation regarding the results
Web Designer
2. Create an informative media project (video presentation, comic strip, powtoon,
etc.) about chemical bonding and chemical compounds. Explain the topic, how/where
they are commonly used and how they are important for everyone to understand
Photographer
3. Make a photo album of chemical compounds. Include a caption for each. It must
include the history, formation, significance and products produced from these
compounds through the years as well as the possible things that can still be
developed from them.
Standards- your product will be assessed based on the following criteria: accuracy of the
information gathered, organization of idea, clarity of the message and engaging to the
audience

OTHER EVIDENCES
Teaching Strategies:
Think pair share
Graphic organizer
Experiments
Collaborative activity
Assessment strategies:
Say something cards
Phrase completion
Graphic organizer

Quiz
Summative Test
Performance task

STAGE 3: LEARNING PLAN

Code

ORIGINAL PLAN

REMODELED PLAN

Day 1

Day 1

Introduction of Performance Task, EUs and EQs

Topic: Chemical Bonding

Pre-assessment:

Graduate Attributes: Steward of Gods creation, Physically

Fitted individual

description
related
vocabulary
structure/mode
l

ATOM

Subject Integration: CLE, TLE

Multiple Intelligence: Visual, Intrapersonal and
Interpersonal

EUs:

1. Elements combine to with each other to form millions of

compounds that have various applications
2. When elements form compounds, they either lose, gain, or
share electrons in their outermost shell. This allows them to
achieve stable configurations similar to those of the noble
gases.
3. The products of chemical bonding, even if we are not familiar
with them, have actually been involved in our day-to-day
proceedings.

EQs

Day 2-3
Topics:

21st Century Literacy: Communication, Collaboration

Revisit: Electron Configuration and

Periodic Properties
Graduate Attributes: Academically Competent

1. Why do elements combine to form compounds?

2. How do atoms bind to make molecules and compounds?
3. How do products of chemical bonding (chemical compounds)
become useful to human life and environment?
Values Integration: Integrity, Excellence, Obedience

REMARKS

Learner
Skills:
1. Use the periodic table to locate members of a
given group or period
2. Relate the valence electrons of an element to
its position in the periodic table
3. Predict the properties of the elements as
arranged in the periodic table
21st century Literacy: Socio-emotional Literacy
Subject Integration: English
Motivation: Pinoy Genyo
Select a representative from each group. Let the
students guess the element using the clues or
description given by the members of their respective
groups.
Discussion:
Let the students examine the electron distribution
mnemonic.

Processing Questions:
1. What are the orbitals shown in the mnemonics?
2. What are the shapes of the different types of
orbital?
3. What is the maximum number of electrons for
each orbital?
4. How will you describe the location of the
different orbitals in the periodic table?
5. How important are these orbitals in the

Reference (Technology): Phoenix, You and the Natural World

Science 9, Vibal, Science and Technology, Rex, Science Links,
Diwa, Discover Science

Daily Routine:

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

HOOK
1. If you will be an element what element will you be
and why?
2. Why is it necessary to arrange the elements
logically in the periodic table
Introduction of Performance Task, EUs and EQs
Pre-assessment:
1. Which of the properties of atoms is the most suitable
reference for the kind of bond that will take place
between/among them?
a. atomic size b. electronegativity
c. ionization energy d. electron affinity
2. What kind of particle is produced after covalent
bonding?
a. atom b. molecule
c. ion d. electron
3. How does ionic bonding take place?
a. Two non-metallic elements of different kinds form
strong forces of attraction.

development of the periodic table of elements?

b. Two non-metallic element of the same kind form strong

forces of attraction.
c. A non-metallic element like fluorine is attracted to a
Explain the procedures in writing the electron configuration metallic element like sodium.
d. A metallic element like sodium transfers an electron to
of an element.
a non-metallic element
like fluorine.
Chemistry Menu Planner
4. What kind of chemical bond will form between two
oxygen atoms?
Menu: Electron Configuration
a. ionic bond b. metallic bond
polar
bondbe
d. accomplished
nonpolar covalent
bond
Due: All items in the main dish and the specified numberc.of
sidecovalent
dishes must
in the
5. Which and
of the
type
have the
allotted time. You may select among the side dishes as indicated,
youfollowing
may decide
toof
dobonds
some will
of the
highest electrical and thermal
dessert items as well.
conductivity?
a. ionic bond b. metallic bond
Main Dish: (complete all)
c. polar covalent bond d. nonpolar covalent bond
6. Why can metals be hammered without breaking?
Write the electron configuration of the following elements:
a. They are ductile.
b. They are not brittle.
1. Potassium
c. They are malleable.
d. Its particles are strong.
2. Nickel
7. When does covalent bonding take place?
a. It takes place when atoms share electrons with one
3. Aluminum
another.
b. It takes place when the attraction between atoms is
4. Xenon
strong.
c. It takes place when atoms collide with one another.
5. Tin
d. It takes place when atoms attain stability.
8. Nitrogen (N) belongs to family 5A and it is diatomic.
How many nonpolar covalent bonds will there be in N2
molecule?
Side Dish: (select only 3)
a. 1 b. 2 c. 3 d. 4

9. Which of the following will have the highest melting

Identify the elements using the given electron configuration
below:
temperature?
1.
2.
3.
4.
5.

1s 2s 2p 3s 3p 4s
1s2 2s2 2p6 3s2 3p1
1s2 2s2 2p6 3s2 3p6 4s2 3d10
(Xe) 6s2 5d1 4f10
(Ne) 3s2 3p6 4s2
2

Dessert: optional

a. sodium chloride (salt) b. paraffin wax (candle wax)

c. sucrose (table sugar) d. lead wire
10. Which among the following shows that an atom is
stable?
a. having 2 valence electrons b. having 4 valence electrons
c. having 6 valence electrons d. having 8 valence electrons
Day 2

Topic: Chemical Bonding

Express the electron configuration of Calcium using the Noble Gases.
Graduate Attributes: Steward of Gods creation, Physically
Fitted individual

21st Century Literacy: Communication, Collaboration

Day 4
Topics:

Revisit: Electron Configuration and

Periodic Properties
Graduate Attributes: Academically Competent
Learner
Skills:
1. Use the periodic table to locate members of a
given group or period
2. Relate the valence electrons of an element to
its position in the periodic table
3. Predict the properties of the elements as
arranged in the periodic table
21 century Literacy: Socio-emotional Literacy
st

Subject Integration: English

Subject Integration: CLE, TLE

Multiple Intelligence: Visual, Intrapersonal and
Interpersonal

EUs:

1. Elements combine to with each other to form millions of

compounds that have various applications
2. When elements form compounds, they either lose, gain, or
share electrons in their outermost shell. This allows them to
achieve stable configurations similar to those of the noble
gases.
3. The products of chemical bonding, even if we are not familiar
with them, have actually been involved in our day-to-day
proceedings.

EQs

1. Why do elements combine to form compounds?

2. How do atoms bind to make molecules and compounds?
3. How do products of chemical bonding (chemical compounds)
become useful to human life and environment?

Motivation: Converging Arrows

Learning Competency: At the end of the lesson, the

learner will be skilled at

1. explaining how ions are formed

Magn
et

Atom

Let the students show ideas or concepts about an atom and

a magnet that converge to a central point.
What do you think are the properties of an atom of a given
element that are similar to a magnet?
Discuss the different properties of the periodic table:

1.
2.
3.
4.
5.
6.
7.

Electron negativity
Ionization Energy
Electron Affinity
Atomic Size
Ionic Size
Metallic Property
Nonmetallic Property

Processing Questions:

1. What are the trends of each periodic property?

2. How does each property changes as you move
across a period or from top to bottom in a
group?
3. How does each property describe the behavior
of the atom of an element?
Group Task: Arrange the following elements according to

Values Integration: Integrity, Excellence, Obedience

Reference (Technology): Phoenix, You and the Natural World
Science 9, Vibal, Science and Technology, Rex, Science Links,
Diwa, Discover Science

Daily Routine:

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:
1. Create the Lewis electron dot structures of
compounds
2. Write chemical formulas of compounds
3. Use formal charges in choosing the stable structure
of a compound
Motivation: Hirap Espellengin
Students will be grouped into 6
Representatives from each group will be asked to spell a
word alternately
The group that will be able to spell the word correctly will
earn a point
Word List:
Compound

Chlorine

Sodium

Helium

Molecule

what is ask on the given boxes below:

increasing atomic size : Li Na Ca Ba
decreasing ionic radius: Mg

+2

Na

+1

Cl

-1

Electron

Chemical

Cation

Ionic bond Structure

Stability

Anion

Valence

Outermost

Aluminum

Positive

Element

Symbol

Sulfur

Gaining

Ar

increasing metallic property: Sn I Ag Pd

decreasing nonmetallic property: Al B Tl In

Running Score/Number Heads Together

The leader will assign a number for each member of
his/her group. As the teacher discusses the concept of
chemical bonding, valence electrons, Lewis Electron Dot

increasing ionization energy: O S P N

Structure, octet rule/oxidation number and writing

decreasing electron affinity: Na Si Ar Xe

students. Points will be earned by the group for each

chemical formula, drills/exercises will be given to the

correct answer. The group with the highest total number

increasing electronegativity: F Br I Cl

of points will be declared the winner.

Drill:
Valence Electrons:

Synthesis: What have you learned today?

Day 5
Topic: Bohrs Model
Graduate Attributes: Academically Competent
Learner
Skills:
1. Write the Bohrs model structure for the
electrons of a given element
2. Identify the elements group and period number
using the Bohrs Model

1. How many valence electrons does an atom of iodine

have?
2. Which of the following atoms contain three valence
electrons?
a. Neon b. Nitrogen
c. Sulfur d. Aluminum
LEDS
1. Show the LEDS of phosphorus.
2. Which of the following elements should have 6 dots
around its Lewis structure?
a. O b. N c. C d. F
Octet rule:

21 century Literacy: Socio-emotional Literacy

st

Subject Integration: Mathematics

Discuss the important points in writing the Bohrs model

structure of an element.

Group Task:
Write the Bohrs Model structure of the following
elements. Choose on the given options below. Your goal
is to earn 10 points.

1. How many electron/s will a magnesium atom gives or

transfer to oxygen to become stable?
2. What will be the oxidation number of sulfur if it
reacts with a metal to become stable?
Writing Chemical Formula
1. Write the correct formula when aluminum reacts
with chlorine.
2. What compound is produced when calcium reacts
with sulfur?
Reflection:
Ephesians 4:2-3
Be completely humble and gentle; be patient, bearing with one
another in love. Make every effort to keep the unity of the
Spirit through the bond of peace.

1. How can we live a life worthy to the calling of the

Lord?
2. How can you describe the bond of peace that you
have with your neighbors?
Evaluation: Menu Planner
Menu: Chemical bonding
Appetizer: Identify the valence electron and draw the
Electron Dot Structure of the given elements. Please answer
all items.
ELEMENTS
Oxygen

Day 6
Topics: Lewis Electron Dot Structure (LEDS) and

Chlorine

VALENCE NO.

LEDS

Covalent and Ionic Bond

Barium

Graduate Attributes: Academically Competent

Learner
Skills:
1. Illustrate ionic and covalent bond formation
2. Write the Lewis electron dot structures of the
elements
21 century Literacy: Socio-emotional Literacy
st

Subject Integration: English

Iodine
Tin

Main Dish: Determine the oxidation number and write the

formula of the following pair of elements. Please answer only
three items.
Elements
Barium and

Oxidation No.

Formula

Fluorine
Calcium and
Phosphorus
Aluminum
Learning Stations:
Prepare 5 learning stations which has different task about
Lewis electron dot structures. Let each group send
representatives on each station.

Task 1: Write
the LEDS of
elements on
group 2A.

Task 2: Write
the LEDS of the
elements on
period 3

Task 3: Show
the LEDS of the
given
Compounds:
(ionic bond)
CaO, KCl, Zn3N2,
MgBr

and Nitrogen
Potassium
and Sulfur
Lithium and
Oxygen

Task 4: Show
the LEDS of the
given
compounds:
(covalent bond)
HF, N2, CH4, Cl2,
C2H4

Task 5: Show
the LEDS of the
following
polyatomic
compounds:
HBrO3,
NaNO2,H3PO4

Dessert: Indicate what is wrong on the following formula.

Replace the formula which you consider wrong with a more
acceptable one. Please answer only one item.
Given Formula
Ca3S2

Right or Wrong?

Acceptable

Why?

Formula

Al3P3

Day 7
Topics: Polar and Non Polar Covalent Bond

KN2

Graduate Attributes: Academically Competent

Learner
Skills:
1. Compare and contrast polar and nonpolar
covalent bond
2. Predict the solubility of a compound
21st century Literacy: Socio-emotional Literacy
Subject Integration: Arts
Motivation: Think pair share

Why is oil immiscible in water?

What is meant by like dissolves like?

Discuss the difference between ionic, polar and nonpolar

covalent bond.
Explain the use of the electronegativity in determining the
type of bond that exists between the atoms of a compound.
Seatwork:
Calculate the difference in electronegativity between the
following pair of elements and predict the type of bond
that exist between them.

1. Carbon and Chlorine

Day 3-4
Topic: Chemical Bonding: ionic bond
Graduate Attributes: Steward of Gods creation, Physically
Fitted individual

21st Century Literacy: Communication, Collaboration

Subject Integration: CLE, TLE
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal

EUs:

1. Elements combine to with each other to form millions of

compounds that have various applications
2. When elements form compounds, they either lose, gain, or
share electrons in their outermost shell. This allows them to
achieve stable configurations similar to those of the noble
gases.
3. The products of chemical bonding, even if we are not familiar
with them, have actually been involved in our day-to-day
proceedings.

EQs

1. Why do elements combine to form compounds?

2. How do atoms bind to make molecules and compounds?
3. How do products of chemical bonding (chemical compounds)
become useful to human life and environment?

Learning Competencies: At the end of the lesson, the

2.
3.
4.
5.

learner will be skilled at

Fluorine gas
Oxygen and Fluorine
Magnesium and Chlorine
Sodium and Oxygen

Synthesis: Make a bumper sticker representing what

you have learned today.

1. explain the formation of ionic and covalent bonds

2. recognize different types of compounds (ionic or
covalent) based on their properties such as melting
point, hardness, polarity, and electrical and thermal
conductivity
3. explain how ions are formed
Values Integration: Integrity, Excellence, Obedience
Reference (Technology): Phoenix, You and the Natural World

Day 8-9
Performance Task
In August 2007, the Phoenix Mission blasted

Science 9, Vibal, Science and Technology, Rex, Science Links,

Diwa, Discover Science

off from Earth. Seven months later, it safely arrived Daily Routine:
on Mars. During 5 days of exploring soil samples, the
rover found a never before described element.

As

NASAs primary geological team, it is up to your group

to identify this element with one of the rewards being
able to name this element.

this element and placing it properly on the current

You are preparing to go before the

Mendeleevs Union of Applied Chemistry to have your

element approved.

You will need to include the following options below:

Menu: ATOM

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Your teams goal is to

describe its physical and chemical properties, naming

periodic table.

Objectives:
1. Recognize the different types of elements that
combine to form specific types of compounds
2. Explain the formation of ionic compounds in terms
of ionization energy and electronegativity
3. Create a Lewis electron dot structure of ionic
compounds
Motivation: Fill-up the table below
Elements

Group
No.

LEDS

Electrone Ionizatio
gativity

n Energy

Value
(kJ/mol)
Due: All items in the main dish and the specified number of
side dishes must
be accomplished
in0.98
the allotted
Lithium
1
Li
520
time. You may select among the side dishes as indicated, and
you may decide to do some of the dessert items
Fluorine
Sulfur
as well.
Calcium
Main Dish: (all group)
Nitrogen
Aluminum
1. Create a 3 dimensional atomic structure of your element that shows the correct number of protons,
electrons, and neutrons
Side Dish: (select only 1)

Guide Questions:
1. Arrange these elements in increasing:
a. Valence electrons:___________________

b. Electronegativity
values:______________
To elaborate the details of your element use the following
options:
c. Ionization energy:___________________
1. Power point presentation
2. What do you notice with the number of valence
2. Information Brochure
3. Poster board presentation
4. Song adaptation
5. Print advertisement
Dessert: optional
Cite the biological important of the element
Goal: Describe the properties of the never before
found element, give its name and identify its proper
position in the present periodic table

electrons, electronegativity values and ionization energies

of the elements?
3. What kind of element has the greatest tendency to
attract electrons? Why?
4. What kind of element requires high energy to remove
its valence electrons? Why?
Bonding by Transfer of Electrons
Procedure:
1. Select a metallic and a non-metallic element. Write the Lewis
Symbol of the selected elements. Take note of the
electronegativity value of both elements.
Subtract the electronegativity value of the metallic element
from the non-metallic element.
..

Role: You are a member of NASAs primary geological

Na . EN = 0.90 :Cl: EN = 3.0

team

Audience: Mendeleevs Union of Applied Chemistry

Committee
Situation: A never before described element was
found from the soil sample from Mars
Purpose: Give the identity of the never before found
element
Standards: Your report should convince the audience
that your product in effective and economical. Your
advertisement must be appealing to your audience

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+ClAfter ionic bonding, sodium (Na) became isoelectronic with neon
(Ne) while chlorine became isoelectronic with argon (Ar), thus
both sodium and chlorine attained stability.
Isoelectronic means sodium (Na) attained the same electron
configuration and number of valence electron with neon (Ne)
and in the case of chlorine (Cl) it acquired the same electron
configuration and number of valence electron with that of argon
(Ar). Thus, both of them become stable.
4. Make 5 combinations that will result to ionic bonding by
following steps 1-3.
Pair of

Electroneg

Elements

ativity
Difference
(greater
than 1.9)

Sodium

Cation
and Anion
(Formula)

LEDS

Isoelectro
nic with

and

2.1

Na+ Cl-

Chlorine

Na.
NaCl

..

Na+ = Ne

.Cl:

Cl- = Ar

..

Discussion:
1. What kind of element forms cation after ionic bonding? Why?
2. What kind of element forms anion after ionic bonding? Why?
3. Did the atoms attain stability after ionic bonding? Explain
you answer.
4. How can you determine that ionic bonding takes place through
electronegativity value?
5. Will all combinations of metals and non-metals form ionic
bond? Why?
6. Explain how ionic bonding takes place.

Reflection:
Matthew 5:29-30
If your right eye causes you to sin, gouge it out and throw it
away. It is better for you to lose one part of your body than
your whole body to be thrown in hell. And if your right hand
causes you to sin, cut it out and throw it away. It is better to
lose one part of your body than your whole body to go into hell.

1. What important value does bible verse reminded us

about stability?
2. What personal experience that taught you a moral
lesson, can you share about losing or gaining
something?
Synthesis: Bumper Sticker
Make a bumper sticker that will represent ionic bond formation.

Day 4
Topic: Chemical Bonding: covalent bond
Graduate Attributes: Steward of Gods creation, Physically
Fitted individual

21st Century Literacy: Communication, Collaboration

Subject Integration: CLE, TLE
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal

EUs:

1. Elements combine to with each other to form millions of

compounds that have various applications
2. When elements form compounds, they either lose, gain, or
share electrons in their outermost shell. This allows them to
achieve stable configurations similar to those of the noble
gases.

3. The products of chemical bonding, even if we are not familiar

with them, have actually been involved in our day-to-day
proceedings.

EQs

1. Why do elements combine to form compounds?

2. How do atoms bind to make molecules and compounds?
3. How do products of chemical bonding (chemical compounds)
become useful to human life and environment?

Learning Competencies: At the end of the lesson, the

learner will be skilled at

1. explain the formation of ionic and covalent bonds
2. recognize different types of compounds (ionic or
covalent) based on their properties such as melting
point, hardness, polarity, and electrical and thermal
conductivity
3. explain how ions are formed
Values Integration: Integrity, Excellence, Obedience
Reference (Technology): Phoenix, You and the Natural World
Science 9, Vibal, Science and Technology, Rex, Science Links,
Diwa, Discover Science

Daily Routine:

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:
1. Explain the formation of covalent compounds
2. Differentiate the two types of covalent bond

3. Create a Lewis electron dot structure of covalent

compounds
Motivation: Will aluminum and chlorine form ionic bond?
Explain your answer.
Discussion:
There are two types of covalent bond: the polar covalent bond
and the nonpolar covalent bond. If the electronegativity
difference is equal to 0.4 or less, it results to a nonpolar
covalent bond. If the electronegativity difference is less than
1.9 and more than 0.4, polar covalent bond is formed.
Bonding by Sharing of Electrons
Show how the sharing of electrons form covalent bond in the
following compounds:
a. ammonia (NH3)
b. water (H2O)
c. hydrogen chloride (HCl)
d. nitrogen gas (N2)
e. oxygen gas (O2)
f. methane (CH4)
g. hydrogen gas (H2)
h. phosphine (PH3)
i. sulfur dioxide (SO2)
j. chlorine gas(Cl2)
Compound

Electronegativi

Types of bond

ty Difference

(polar covalent
or nonpolar

LEDS

covalent)

a. ammonia
(NH3)
b. water
(H2O)
c. hydrogen
chloride
(HCl)
d. nitrogen
gas (N2)
e. oxygen
gas (O2)
f. methane
(CH4)
g. hydrogen
gas (H2)
h. phosphine
(PH3)
i. sulfur
dioxide
(SO2)
j. chlorine
gas(Cl2)
Discussion:
1. How do covalent bonds form between atoms?
2. What kind of element usually forms covalent bond? Is it
possible for metals and non-metals to form nonpolar covalent
bond? Why? How about polar covalent bond?

Why?
3. Why is it that diatomic molecules always form nonpolar
covalent bonds?
4. Differentiate polar covalent bond from nonpolar covalent
bond.
Reflection: Proverbs 22:9
A generous man will himself be blessed, for he shares his food
with the poor.

1. Are you a generous person?

2. In what way can we show generosity to our
neighbors?
Synthesis: Exit card
Write 3 things that you learned, 2 things that you ought to
know and one thing that you will never forget about the topic

Day 4
Topic: Chemical Bonding: metallic bond
Graduate Attributes: Steward of Gods creation, Physically
Fitted individual

21st Century Literacy: Communication, Collaboration

Subject Integration: CLE, TLE
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal

EUs:

1. Elements combine to with each other to form millions of

compounds that have various applications
2. When elements form compounds, they either lose, gain, or
share electrons in their outermost shell. This allows them to

achieve stable configurations similar to those of the noble

gases.
3. The products of chemical bonding, even if we are not familiar
with them, have actually been involved in our day-to-day
proceedings.

EQs

1. Why do elements combine to form compounds?

2. How do atoms bind to make molecules and compounds?
3. How do products of chemical bonding (chemical compounds)
become useful to human life and environment?

Learning Competency: At the end of the lesson, the

learner will be skilled at

1. explaining properties of metals in terms of their
structure
Values Integration: Integrity, Excellence, Obedience
Reference (Technology): Phoenix, You and the Natural World
Science 9, Vibal, Science and Technology, Rex, Science Links,
Diwa, Discover Science

Daily Routine:

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:
1. Make a model of a metallic bond
2. Relate the properties of metals to the kind of bond
they are made of
3. Explain the uses of metals in our daily lives
Motivation:

Visualize what will happen to a group of metallic atoms.

Prepare a model that will represent a metallic bond. Ask
the students to draw their model.
Discussion on how metallic bond occur
Illustrate metallic bond through electron sea model

RESEARCH WORK: Please proceed to the library

Metallic Property
Luster

Explanation
Metals are lustrous because
when light strikes the
surface of the metal, the
free valence electrons
reflect the light giving the
metal a shiny appearance

Uses of Metals

Metal

Uses

Copper

Electrical wiring, metal

sculpture, and component of
jewelry

Have a Gallery Walk for each group to report their output.

Reflection:

1. How important are metals in our daily lives?

2. How can you compare yourself to a metal?
Synthesis: Force Connection
Metal is like a _______________.
Evaluation: Types of Chemical Bonds
Materials

BH3 (borane)
CaF2 (calcium fluoride)
KCl (potassium
chloride)
Al (aluminium foil)
I2(iodine gas)
CO (carbon monoxide)
Day 4

Type of Bond
Polar covalent bond

Topic: Chemical Bonding

Graduate Attributes: Steward of Gods creation, Physically
Fitted individual

21st Century Literacy: Communication, Collaboration

Subject Integration: CLE, TLE
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal

EUs:

1. Elements combine to with each other to form millions of

compounds that have various applications
2. When elements form compounds, they either lose, gain, or
share electrons in their outermost shell. This allows them to
achieve stable configurations similar to those of the noble
gases.
3. The products of chemical bonding, even if we are not familiar
with them, have actually been involved in our day-to-day
proceedings.

EQs

1. Why do elements combine to form compounds?

2. How do atoms bind to make molecules and compounds?
3. How do products of chemical bonding (chemical compounds)
become useful to human life and environment?

Learning Competencies: At the end of the lesson, the

learner will be skilled at

1. explain the formation of ionic and covalent bonds
Values Integration: Integrity, Excellence, Obedience
Reference (Technology): Phoenix, You and the Natural World
Science 9, Vibal, Science and Technology, Rex, Science Links,
Diwa, Discover Science

Daily Routine:

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:

1. Recognize the different types of elements that

combine to form specific types of compounds
2. Create a LEWIS electron dot structure of ionic and
covalent compounds
Motivation: Number Heads Together
Draw the LEDS of the following pair of elements:

1. HCl
2. CH4
3. KF
4. Br2
5. MgCl2
6. OF
7. H2O
8. PCl3
9. NF3
10.
LiO
Please refer to your activity manual BOND with a FRIEND

1. Form a group consisting of four members. Each

group may choose four atoms (metal and a nonmetal)
2. Each student will represent an atom. Create a card
of your chosen atom. Make a necklace with the card
as pendant.
3. Walk around the classroom and find atom you can

bond with. If that bond is possible, write its

formula on the card
After the activity ask the students to answer Report Sheet
6.1
Discussion:

1. How many friends did you bond with?

2. Who are the friends you bonded with by sharing? by
transfer of electrons?
Synthesis:

Think at right angle

List the facts that you have learned in the lesson in column
A and write what you learned about them in column B.

FACTS:

WHAT YOU
LEARNED ABOUT
THE GIVEN FACTS?

Day 5-6
Topic: Chemical Bonding
Graduate Attributes: Steward of Gods creation, Physically

Fitted individual

21st Century Literacy: Communication, Collaboration

Subject Integration: CLE, TLE
Multiple Intelligence: Visual, Intrapersonal and
Interpersonal

EUs:

1. Elements combine to with each other to form millions of

compounds that have various applications
2. When elements form compounds, they either lose, gain, or
share electrons in their outermost shell. This allows them to
achieve stable configurations similar to those of the noble
gases.
3. The products of chemical bonding, even if we are not familiar
with them, have actually been involved in our day-to-day
proceedings.

EQs

1. Why do elements combine to form compounds?

2. How do atoms bind to make molecules and compounds?
3. How do products of chemical bonding (chemical compounds)
become useful to human life and environment?

Learning Competency: At the end of the lesson, the

learner will be skilled at

1. recognize different types of compounds (ionic or
covalent) based on their properties such as melting
point, hardness, polarity, and electrical and thermal
conductivity
Values Integration: Integrity, Excellence, Obedience
Reference (Technology): Phoenix, You and the Natural World
Science 9, Vibal, Science and Technology, Rex, Science Links,
Diwa, Discover Science

Daily Routine:

Opening prayer
Checking of attendance
Putting the room in order
Review of the previous lesson

Objectives:

1. Compare and contrast the properties of ionic

compounds and covalent compounds
2. recognize different types of compounds (ionic or
covalent) based on their properties such as melting
point, hardness, polarity, and electrical and thermal
conductivity
Laboratory Experiment
Materials:
improvised electrical conductivity apparatus
distilled water
alcohol burner
metal spoon
sugar (sucrose)
grated paraffin wax (candle wax)
salt (sodium chloride)
vetsin (monosodium glutamate)
vials or very small bottles
medicine dropper

Procedure:
1. Get a pinch of salt, place it in a spoon, and heat it with the
use of an alcohol burner in 1 minute. Do the same with vetsin,

sugar, and grated candle wax.

Record what you observe in column 1 of Table 6.
2. Place a pinch of salt, vetsin, sugar, and grated candle wax on a
clean dry sheet of paper. Label each sample. Let the electrodes
of the electrical conductivity apparatus touch each of the solid
sample. Be sure you clean the electrodes before transferring to
the sample. Record your observations in column 2a of
Table 6.
3. Transfer each sample to individual vial. Add approximately 3
mL of distilled water in each vial and label. Observe the
solubility of each sample in the distilled water. Record your
observations in column 3 of Table 6. Test the conductivity of
the compound with distilled water. Record your observations in
column 2b of
Table 6. Fill out the table below.
Table 6. Properties of some compound

Guide Questions:
1. What type of compound:
a. dissolves easily in water?
b. conducts electricity in solution?
c. melts easily?
2. Explain why salt and vetsin can conduct electricity in
solution?
3. Make a general statement about the properties of ionic and
covalent compounds.
4. What common properties did you observe in this activity?
Reflection:

1. To which type of compound can you compare

yourself? Why?
2. What are the uses of these compounds in our daily
lives?
Synthesis: Concept Connect
Let the students list down the significant terms that they had
learned from the discussion. Let them connect the terms by
using them in a sentence.
Evaluation:
Write the letter of the best answer.
1. Element X belongs to Group 1. Which of the following best
describes element X?
a. high electronegativity
b. high ionization energy
c. low electronegativity
d. a non-metallic element

2. What will most likely happen to a non-metallic atom after

ionic bonding?
I. It forms a cation
II. It forms an anion
III. It becomes stable
IV. It becomes unstable
a. I & II b. II & III c. III & IV d. I & IV
3. What kind of bond will result when two identical non-metallic
atoms combine?
a. ionic bond c. polar covalent bond
b. metallic bond d. nonpolar covalent bond
4. Choose 2 elements that would likely form an ionic bond among
the following elements: Li, Si, F, Ne
a. Li and Si b. Si and F c. Ne and Si d. Li and F
5. How is the bond in Br2 different from the bond in MgF2?
a. The bond in Br2 is metallic while the bond in MgF2 is covalent.
b. The bond in Br2 is ionic while the bond in MgF2 is covalent.
c. The bond in Br2 is covalent while the bond in MgF 2 is ionic.
d. There is no bond difference between the two.
6. Why do atoms react with one another to form chemical
bonds?
a. to attain stability b. to form compounds
c. to form molecules d. to produce ions
7. What kind of force is present in ionic bond?
a. repulsive force b. electrostatic force
c. neutral force d. retentive force
8. Which of the following substances when dissolve in water will
conduct electricity?
a. glucose b. oil c. gasoline d. monosodium glutamate
9. What bond holds the atoms of the elements in Groups 1and 2

of the Periodic Table?

a. nonpolar covalent bond b. polar covalent bond
c. metallic bond d. ionic bond
10. Which of the following sets of samples has metallic bond,
covalent bond and ionic bonding in this order?
a. bronze, paraffin wax, and salt
b. alloy, vetsin, and water
c. gold ring, baking soda, and starch
d. coins, salt, and carbon dioxide

Day 7-8
PERFORMANCE TASK
DIFFERENTIATED ACTIVITY
Goal- You are to display understanding of different types
of chemical bonding, how they happen, and how their
products (chemical compounds) become useful to human
life and environment
Role- You can be a researcher, web designer or
photographer
Audience- High school students
Situation- The Association of Chemistry Teachers of the
Philippines is sponsoring an event that will highlight the
different chemical compounds. They have invited
researchers, web designers and photographers to submit
entries of their favorite chemical compounds. The entries
of the participants will be displayed in the gallery for
viewing by high school students.
Product/Performance:

Researcher:
1. Interview fellow students about their understanding
of chemical bonding or reaction. Interview at least
six people. Include also a list of chemical compounds
that they know and how they are being used.
Summarize the results of your interviews. Design a
3-5 minute presentation regarding the results
Web Designer
2. Create an informative media project (video
presentation, comic strip, powtoon, etc.) about
chemical bonding and chemical compounds. Explain
the topic, how/where they are commonly used and
how they are important for everyone to understand
Photographer
3. Make a photo album of chemical compounds. Include
a caption for each. It must include the history,
formation, significance and products produced from
these compounds through the years as well as the
possible things that can still be developed from
them.
Standards- your product will be assessed based on the
following criteria: accuracy of the information gathered,
organization of idea, clarity of the message and engaging
to the audience