School Pambujan National High School Grade Level / Section Grade 9 – Proton (STE)

Daily
Teacher Eufemio D. Adarayan, Jr. Learning Area Environmental Science
Lesson Log
Teaching Dates and Time March 10, 2023 Quarter Second

Lesson Tasks Annotations

I. OBJECTIVES
The learners demonstrate understanding of how atoms combine with other atoms by transferring or by
A. Content Standards
sharing electrons
B. Performance
Standards
Science 9
Recognize different types of compounds (ionic or covalent) based on their properties such as melting point,
hardness, polarity, and electrical and thermal conductivity
S9MTIIb-14

English 8, Q4
Develop paragraphs that illustrate each text type (narrative in literature, expository, explanatory, factual and
personal recount, persuasive)

Science 8
Use the periodic table to predict the chemical behavior of an element.
C. Learning S8MTIIIi-j-12
Competencies /
Objectives DRRM
 Identifying hazards due to chemical exposure.
 Establishing safety protocols during laboratory activities.

Inclusive Education

1. Perform a simple experiment to identify the properties of ionic and covalent compounds
2. Distinguish an ionic from a covalent compound based on their properties such as melting point,
polarity, and electrical and thermal conductivity
3. Write a lab report for Ionic vs. Covalent Compound Lab Activity
4. Identify common uses of ionic and covalent compounds at home and in the industry and hazards

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 Lesson Tasks Annotations
associated.
Science Process Skills Observing, Interpreting, Communicating
Habits of Mind Gather data through all senses, Thinking and communicating with clarity and precision, Thinking
interdependently

II. CONTENT
Covalent vs. Ionic Compounds

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal

Buthelezi, Thandi, Laurel Dingrando, Nicholas Hainen, Cheryl Wistrom, Dinah Zike, and
Glencoe/McGraw-Hill, eds. 2013. Chemistry: Matter and Change. New York, N.Y:
B. Other Learning
Glencoe/McGraw-Hill.
Resources
Glencoe Chemistry: Matter and Change Laboratory Manual. 2002. Student ed. New York, NY:
Glencoe/McGraw-Hill.
IV. PROCEDURES
A. Reviewing past (15 minutes)
lesson or presenting The teacher will facilitate a review of the previous lesson on the formation of ionic and covalent compounds. This activity will be done in through a
the new lesson Students will be presented the following pairs of elements and predict the compound they will form by heterogenous pairing to ensure that low-
ELICIT drawing Lewis Structure. performing students are assisted by high-
1. Na and Cl (sodium chloride) performing ones. (COT - Indicator 6)
2. Mg and O (magnesium oxide)

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3. Si and O (silica)
4. C and Cl (carbon tetrachloride)
5. C and O (carbon dioxide)
(2 minutes)
Present the topic: Distinguishing between Ionic and Covalent Compounds
Present the objectives of the lesson:
1. Perform a simple experiment to identify the properties of ionic and covalent compounds
2. Distinguish an ionic from a covalent compound based on their properties such as melting point,
polarity, and electrical and thermal conductivity
3. Write a lab report for Ionic vs. Covalent Compound Lab Activity
4. Identify common uses of ionic and covalent compounds at home and in the industry and hazards
associated.
B. Establishing a (20 minutes)
purpose of the new Pre-Lab Activity. The teacher will divide the class in groups of 5-6. Each group will be given a copy of the lab Heterogeneous grouping of students will be
lesson manual and complete set of chemicals and lab apparatus as indicated. formed to ensure that low-performing students
ENGAGE 1. Discuss lab safety (PPEs, safety in handling chemicals, etc.) are assisted by high-performing ones. (COT –
2. Go through the lab manual and discuss every procedure. Indicators 4 and 6)
3. Perform a demo of steps that might be complex to learners like testing for melting point and
electrical conductivity.
4. Let groups of students present their hypothesis for the activity.
(30 minutes)
Activity Proper
1. The groups of students will perform “Properties of Ionic Compound”. (See attached Lab Manual)
C.Presenting examples/ 2. Each group will be provided a periodic table of elements to be used during the activity.
instances of the 3. Modifications to the lab manual:
new lesson a. NaCl and sucrose will be the only compounds that will be used.
EXPLORE b. For the test for melting point, alcohol lamps will be used instead of Bunsen burners.
c. For electrical conductivity testing, the electrical conductivity tester (DepEd-provided) will be
used.
d. Change term “nonionic” to “covalent.”
D. Discussing new (20 minutes)
concepts and Data and Observations
practicing new skills 1. The teacher will table hop and check on each group’s data and observations. The table-hopping activity of the teacher should
no. 1 2. Probing questions will be given ensure that students are lead to correct interpretation of data. help the learners focus on the task at hand and
EXPLORE pre-empt any distractive or unnecessary

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 Lesson Tasks Annotations
behaviors while providing positive reinforcements
for desirable behaviors. (Objective 5)
E.Discussing new
concepts and
practicing new skills
no. 2
F.Developing Mastery (20 minutes) Each group of student will be given opportunity
(Leads to Formative Presentation of Outputs to present their outputs. This will also be an
Assessment) 1. Ask each group to present their Data and Observations. excellent time for the teacher to correct lingering
EXPLAIN 2. Give feedback on students’ outputs. misconceptions and clarify ambiguities.
(20 minutes) Mini-lessons are a teaching strategy commonly
Mini-lesson used in inquiry-based learning approaches. They
G. Finding Practical Discuss the impact of ionic and covalent compounds on the environment. Engage students in a class are brief, focused lessons that introduce key
Application of discussion about how the properties of ionic and covalent compounds can impact the environment. For concepts or skills to students. Mini-lessons can
concepts and skills example, they can discuss the use of fertilizers in agriculture and their impact on water pollution, or the provide clarity and focus for both students and
in daily living. impact of greenhouse gases on climate change. Have them explore ways to minimize the negative effects of teachers. By breaking down complex ideas or
ELABORATE these compounds on the environment. skills into smaller, more manageable parts,
teachers can ensure that students are able to fully
understand and apply these concepts.
(20 minutes)
Lecture-discussion
Through a question-and-answer, guide the students to come up with the following major concepts.
 Ionic and covalent compounds are two types of chemical compounds with distinct properties.
 Ionic compounds are formed through the transfer of electrons from one atom to another, while
covalent compounds are formed through the sharing of electrons between atoms.
H. Making
 Ionic compounds are typically solids with high melting points, and they conduct electricity when
Generalization and
dissolved in water or melted.
abstraction about
 Covalent compounds can exist in any state (solid, liquid, or gas), have low melting points, and do not
the lesson
conduct electricity.
ELABORATE
 The properties of ionic and covalent compounds can be used to distinguish between the two types of
compounds.
 Chemical properties of compounds, such as polarity, melting point, and conductivity, are closely
related to their molecular structure and composition.
 The scientific method can be applied to conduct experiments to identify the properties of ionic and
covalent compounds.

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 Lesson Tasks Annotations
I. Evaluating learning Have students apply their knowledge of ionic and covalent compounds to write a lab report documenting A lab report as assessment is given to support
EVALUATE their findings from the lab experiment. They can use the information gathered during the lab activity, along students’ literacy skills (Objective 2). Through this
with their research and analysis of common compounds, to write a detailed report that demonstrates their exercise, students are also able to hone their skills
understanding of the properties and characteristics of these types of compounds. in organizing their ideas in informative
The following rubrics for assessing the students’ lab report will be used. paragraphs.

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Introduction The introduction provides a The introduction The introduction provides a The introduction does
and clear and concise provides an adequate vague or incomplete not provide a clear
hypothesis explanation of the purpose explanation of the explanation of the purpose explanation of the
of the experiment and the purpose of the of the experiment and the purpose of the
hypothesis is well developed experiment and the hypothesis is experiment and the
and testable. hypothesis is developed underdeveloped or not hypothesis is missing
but may lack clarity or testable. or unclear.
testability.
Materials and The materials and methods The materials and The materials and methods The materials and
methods are well described and methods are are described but lack methods are poorly
detailed enough to allow for adequately described clarity or detail, making it described or missing
the experiment to be but may lack detail or difficult to replicate the important details,
replicated. clarity. experiment. making it impossible
to replicate the
experiment.
Data collection The data is accurately The data is accurately The data is inaccurate or The data is missing or
and analysis collected and organized in a collected and organized incomplete and the inaccurate and the
clear and concise manner. but may lack clarity or organization is confusing or analysis is missing or
The analysis is thorough and be incomplete. The unclear. The analysis is insufficient.
complete, demonstrating a analysis is adequate but weak or incomplete.
clear understanding of the may lack depth or
data collected. detail.
Results and The results are clearly The results are The results are poorly The results are
conclusions presented and are adequately presented presented or lack clarity, missing or inaccurate
supported by the data but may lack clarity or making it difficult to and the conclusions
collected. The conclusions detail. The conclusions understand the are missing or
are well supported by the are adequate but may conclusions. The insufficient.
results and demonstrate a lack depth or detail. conclusions are weak or
clear understanding of the incomplete.
experiment.
Formatting, The report is well formatted, The report is The report is poorly The report is not
grammar, and free of grammar and spelling adequately formatted formatted or contains formatted properly

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 Lesson Tasks Annotations

spelling errors, and easy to read. and has few grammar several grammar or spelling and contains
or spelling errors. errors, making it difficult to numerous grammar
read. and spelling errors,
making it hard to
read.

Ask students to classify the following pollutants whether ionic or covalent. Then, provide a brief
explanation on the implication of their polarity to their persistence.
J. Additional activities
1. Ammonium nitrate
for application or
2. PCBs
remediation
3. SO2
EXTEND
4. CO

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons

work? No. of learners
have caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of the teaching

strategies worked well?
Why did these work?

F. What difficulties or
challenges which my
principal or supervisor
can help me solve?

G. What innovation or

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localized material did I
use/discover which I wish
to share with other
teachers?

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