Detailed Lesson Plan in Science 9

I. Objectives:
A. Content Standards:
The learners demonstrate understanding of the unit, mole, that quantitatively
measures the number of very small particles of matter
B. Performance Standards:
The learners should be able to analyze the percentage composition of different brands
of two food products and decide on the products’ appropriate percentage composition.
C. Learning Competency:
7. use the mole concept to express mass of substances; and; S9MT-IIi19
 Measure the mass of an objects.
 Record the mass with the correct number of significant figures.
 Relate the mass of the object to the number of pieces per item.

II. Content: MOLE CONCEPT

III. Learning Resources:

A. Teacher’s Guide pages: 117-119
B. Learner’s Materials pages: 145-149
C. Other Learning Resource: https://www.youtube.com/watch?v=13i3xbuaCqI

IV. Procedures:
A. Reviewing previous lesson or presenting the new lesson:
-The teacher will post picture of particles of different elements and compounds.
-Ask students how scientists count very small particles such as atoms, ions and
molecules.
B. Establishing a purpose for the lesson:
Ask students the equivalence of the following counting units:
A pair of shoes = ____
A dozen of eggs = _____
A case of coke = ______
A ream of paper = _____
-Ask them the advantage of using these units in counting too many objects
compared to counting them one by one.
-Ask them what other ways to make counting too many objects easier and faster.
C. Presenting examples/Instances of the new lesson:
Mang Juan is constructing his bahay kubo and he needs to buy a lot of iron nails.
-How is iron nails bought from hardware store, by number or by mass?
-Why are they usually sold by mass? What instruments is used for getting the
mass of objects like iron nails? Is it possible to determine the exact number of
iron nails he bought for his bahay-kubo using a weighing scale? How?
D. Discussing new concepts and practicing new skills # 1
Perform Activity 1: “Counting by getting the mass of an object”
-before they work in group orient the learners the proper decorum during the
activity and since this is the first time they use the triple beam balance the teacher
should demonstrate first on how it works.
E. Discussing new concepts and practicing new skills # 2
Every group will present their output to the class and the teacher will evaluate
their output
F. Developing mastery (leads to Formative Assessment 3)
-Discussion on the results of the activity.
 -Ask what counting unit is used by chemists in counting tiny particles such as
atoms and molecules and its equivalent number.
-Emphasize that scientists are able to count very small particles by means of a
platform balance and the periodic table. Listed on the periodic table the mass of 1
mole of an element.
-Ask why the equivalent number is called Avogadro’s number.
-The teacher will play a video clip about mole and Avogadro’s number.
-present and discuss the sample problem in the module on page 149.
G. Finding practical application of concepts and skills in daily living:
-Ask the learners what can be a convenient way of counting large quantities of
objects.
-In what ways in your daily life can you apply this procedure?
H. Making generalizations and abstractions about the lesson:
-Ask if they think scientists do the same way (in the activity) when counting the
number of very small particles such as atoms and molecules and what are the
instruments used. (periodic table and weighing balance)
I. Evaluating learning:
Solve the problems on page 149 of the LM.
V. Remarks:

VI. Reflection:

Prepared by:
JOVAN M. CALAGOS
SST-II