Mary Help of Christians School (Cebu), Inc.

Minglanilla, Cebu

UNIT PLAN

CHEMISTRY 9
2019 - 2020

SECOND QUARTER
Teacher: Ms. Mary Joy S. Larayos

Unit 2: Chemical Bonding

Unit Title: Chemistry 9 The Variety of Carbon Compounds
Mole Concept
Unit Description:
Composition and formation of different type of bonds, variety of carbon compounds and figure out the mole concept.
STAGE 1: DESIRED RESULTS
Established Goals: Transfer Goal:

Content Standard: Create an infomercial encouraging the use of the product which turned out to be best in the
 Demonstrate an understanding of how atoms combine with other atoms by transferring or experiment of analyzing the percentage composition of different brands of two food products.
by sharing electrons.
 Demonstrate an understanding of forces that hold metals together.
 Demonstrate an understanding of the type of bonds that carbon forms that result in the
diversity of carbon compounds.
 Demonstrate an understanding of the unit, mole that quantitatively measures the number of
very small particles of matter.

Performance Standard:
 Analyze the percentage composition of different brands of two food products and decide on
the products’ appropriate percentage composition.

Formation Standard:
A BMH is a critical thinker and an effective communicator.
Enduring Understandings: Essential Questions:

The students will understand that… The students will be able to answer the following questions:
 Material object are composed of atoms and molecules of elements and compounds  What is the octet rule?
 Ionic bond is formed when a nonmetal is combined with a metal.  What happens to the electrons when metal and non-metal combines?
 Covalent bonding occurs primarily between non-metals however, it can also be observed  What happens to the electrons when both non-metals combine?
between non-metals and metals.  What makes bonding among metals possible?
 Elements gain or lose electrons in order to have a full outer shell of eight electrons.  How do ions form?
 Metallic bonding is the strong attraction between closely packed positive metal ions and a  What holds the particle in a metal together?
sea of delocalized electrons.  What are the properties of metals?
  The particles in a metal are held together by metallic bonds.  What are the uses of organic compounds?
 Metals are widely used because their properties: strength, ductility, high melting, thermal and  What are the classes of organic compounds?
electrical conductivity and toughness.  Are the mass of the object and the number of pieces per item related?
 Metal atoms form positive ions (cations) while non-metals atoms form negative ions (anions).
 Organic compounds are used in various industries including foods, pharmaceuticals, fuels
and construction.
 The classes of organic compounds are hydrocarbons, alcohols, ketone and aldehyde
 The mass of the object and the number of pieces per item are related.
 The mole is the amount of substance (chemical amount) as the gram is to mass.

Knowledge: Skills: Disposition:

The learners will know… Students will be able to… Students will develop the value of…
 Ionic Bonding  Recognize different types of compounds (ionic or covalent) Honesty, open-mindedness, creativity,
 Covalent Bonding based on their properties such as melting point, hardness, accuracy, perseverance, carefulness,
polarity, and electrical and thermal conductivity. teamwork, generosity, conservation,
 Metallic Bonding
 Recognize the general classes and uses of organic resourcefulness, patience, and
 Carbon Atoms gratefulness
compounds.
 Organic Compounds
 Explain the formation of ionic and covalent bonds.
 Mass
 Explain properties of metals in terms of their structure.
 Moles
 Explain how ions are formed.
 Percentage Composition of a Compounds
 Explain how the structure of the carbon atom affects the type
of bonds it forms.
 Use the mole concept to express mass of substances.
 Determine the percentage composition of a compound given
its chemical formula and vice versa.
 STAGE 2: ASSESSMENT EVIDENCE
Differentiated Performance Task: Other Evidences:
The purpose of this performance task is for you to create a 10-minute educational video about o formative test
assigned topics in Grade 9 Matter namely Chemical Bonding, The Variety of Carbon Compounds o quizzes/ unit test
and Mole Concept. o lab. experiments
o journal writing
Option 1: Scientist o performance task
The students will portray the role of being a scientist in their educational video, conducting
experiments that will elaborate their assigned topic.

Option 2: Teacher
The students will portray the role of being a teacher in their educational video, conducting lectures
that would elaborate their assigned topic.
 STAGE 3 LEARNING PLAN

Timeframe LEARNING COMPETENCIES/ Learning Activities Modifications Remarks

SOURCES/ MATERIALS

Week 1 CONTENT: EXPLORE:

Day 1-4 Chemical Bonding Classroom Routine
Motivational Activity
COMPETENCY:
● Explain how ions are formed. Teacher will read a story about the Sodium princess and Chlorine Prince.
● Explain and illustrate the formation of
ionic, covalent, and metallic bonds. Process questions:
● Identify pairs of elements that form ionic 1. Who are the characters in the story? Tell me about them.
bonds. 2. Why they are both attracted to each other?
● Write formulas for covalent and ionic 3. How NaCl are being formed?
compounds. 4. What Science concept is the story about?

After the activity, the objectives will then be presented:

SCIENCE AND ENGINEERING  Identify the formation of ions, ionic, covalent and metallic bonds and
PRACTICES: the formulas for covalent and ionic compounds.
 Explain and demonstrate how ions are formed and the formation of
Ask questions
Analyze data ionic, covalent, and metallic bonds.
Communicate information  Illustrate the formation of ionic, covalent, and metallic bonds.
Construct explanation FIRM UP
The teacher will let the students answer the two activities:
VALUING:
Studying the importance of the formation Activity 1: Bonding by Transfer of Electrons
of ions and the formation of ionic,
covalent, metallic bonds. Objectives:
• Illustrate how an ionic bond is formed.
SOURCES: • Show how ions are formed.

●Josefina Ma. Ferriols-Pavico, Anna Materials:

Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through Science
Grade 9 Textbook. Quezon City: Phoenix
Publishing House Inc., 2018. Print
● DepED Learner’s Material
MATERIALS:
Paper, pen, board, periodic table and
Periodic Table of Elements
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.
.. Na . EN = 0.90 :Cl: EN = 3.0 . Thus: 2.0 – 0.90 = 2.1
powerpoint.
*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. Isoelectronic means sodium (Na) attain the same electronic
configuration with neon (Ne) and in the case of chlorine it acquired the same
configuration 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.

Questions:
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?
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?

Conclusion:
 What are the importance of electronegativity, ionization energy and
electron affinity in the formation of bond?

Activity #2:
Mary Help of Christians School (Cebu), Inc.
Minglanilla, Cebu
Science Department
SY 2019 – 2020
Chemistry 9

Activity 2 – Bonding by Sharing of Electrons

Name: _________________ Section: ______________ Date: ___________

I. Objective
- Explain how covalent bonding takes place.
- Illustrate the sharing of electrons.

II. Materials
- Periodic Table of Elements
III. Procedures
1. 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)
2. Write your answer for step 1 in a separate sheet of paper.
3. Supply the Table below with the data obtained in step number
1.
Compound Chemi Lewis Type of Bond
cal Structur (polar covalent/nonpolar
Formul e covalent)
a
ammonia (NH3)

Water (H2O)

Hydrogen
chloride (HCl)
Nitrogen gas
(N2)
Oxygen gas (O2)

Methane (CH4)

Hydrogen gas
(H2)
Phosphine (PH3)

Sulfur dioxide
(SO2)

Chlorine gas
(Cl2)
 IV. Questions

1. How do covalent bonds form between atoms?

2. What kind of element usually forms covalent bond?
3. Is it possible for metals and non-metals to form nonpolar
covalent bond? Why? How about polar covalent bond?Why?
4. Why is it that diatomic molecules always form nonpolar
covalent bonds?
V. Conclusion
Based on the activity, how do you differentiate polar covalent
bond from nonpolar covalent bond?

INTERACTIVE DISCUSSION:
Teacher will give a thorough discussion about how ions are formed and the
formation of ionic, metallic and covalent bonds.

Process questions:
1. What is electronegativity?
2. What is ionization energy?
3. What is electron affinity?
4. What is a valence electron?
5. How to draw a Lewis Electron-Dot structure?
6. How to do an electronic configuration?
7. How are ions formed?
8. What are the factors that will cause the formation of ion?
9. Explain and illustrate the formation of the following:
a. ionic bond
b. covalent bond
c. metallic bond
10. What are the pairs of elements that will form ionic, covalent and
metallic bond?

DEEPEN
Teacher will let the students answer the following:
1. Give 2 elements that will form an ionic, covalent and metallic bond?
2. What bond will form when Mg combines with O2?
3. Metals tend to ____electron to become ________ions.
4. Covalent bond is formed between atoms of____.
5. Identify the following compounds whether ionic or covalent bond.
a. NaCl
b. NaBr
c. NaF
d. KCl
e. KI
f. NH4

Week 1 CONTENT:
Day 5 Chemical Bonding
COMPETENCY:
● Recognize different types of compounds
(ionic or covalent) based on their
properties such as melting point,
hardness, polarity, and electrical and
thermal conductivity
SCIENCE AND ENGINEERING
PRACTICES:
Ask questions
Analyze data
Communicate information
Construct explanation
VALUING:
Studying the importance of recognizing
types of compounds (ionic or covalent)
based on their properties such as melting
point, hardness, polarity, and electrical
and thermal conductivity.
SOURCES:
●Josefina Ma. Ferriols-Pavico, Anna
Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through Science
Grade 9 Textbook. Quezon City: Phoenix
Publishing House Inc., 2018. Print
● DepED Learner’s Material
MATERIALS:
Paper, pen, board and periodic table.
Closure
To wrap up the teacher will ask this question:
What is the importance of determining what kind of bonds present in that
certain compound?
EXPLORE
Classroom Routine
Motivational Activity
The teacher will let the students to take a deep breathe. After that, teacher
will ask the following questions:
1. What are the stuffs that you are breathing in?
2. What kind of elements used in breathing?
3. What Science concept is it related?
Presentation of the objectives
a. Identify the different types of compounds (ionic or covalent) based
on their properties such as melting point, hardness, polarity, and
electrical and thermal conductivity
b. Give the importance of those properties in determining the type of
compound.
FIRM UP
The teacher will allow the students to form groups. Each group will develop
their own cheer about friendship. Tell them to incorporate in the cheer their
answers to the following questions:
1. Why are we friends?
2. What attracted us to each other?
3. What makes our friendship strong?
4. What could break our friendship?
5. How are elements like people when they seek other elements to
bond with?
6. What can break bonds between friends and elements?
INTERACTIVE DISCUSSION
Teacher will give a thorough discussion about the topic:
Process Question:
1. What are the properties of the following:
a. Ionic
b. Covalent
 2. What is the importance of those properties in determining the type of
compound?

DEEPEN
SUPPLEMENTARY ACTIVITY
● Let the students answer the following questions in a ½ sheet of paper.

1. Determine the type of bond present in the following substance

and describe its properties.
a. Salt
b. Sugar
c. Oxygen gas
d. Nitrogen gas
e. Water
CLOSURE:
To wrap up the discussion, let the students answer the question below:
 What did you learn today?
 Why is this relevant
 What will you do with what you learned?
EXPLORE
Week 2 Day CONTENT: Classroom Routine
1 Chemical Bonding Motivational Activity
The teacher will recall about the 9/11 attack in the United States. Teacher
COMPETENCY: will let the students do some sharing about the event. Then teacher will ask
● Explain properties of metals in terms of the following questions:
their structure
1. How such sturdy infrastructures can collapse from a plane crash
impact?
2. Is the heat a reason why certain infrastructures collapse?
SCIENCE AND ENGINEERING 3. What type of substance is the infrastructure made of?
PRACTICES: 4. What is the relationship of metal and heat that made the
infrastructures collapsed?
Ask questions
Analyze data Presentation of the objectives
Communicate information
Construct explanation a. Elaborate the properties of metals in terms of their structure.
b. Demonstrate the properties of metals in terms of their structure.
VALUING:
Studying the importance of knowing the FIRM UP
importance of metals in terms of its Teacher will group the students into groups and give them a metal spoon
structure. each group. Then they are going to guess the properties of metals by
following the instructions below:

SOURCES: a. Bend the metal spoon.

●Josefina Ma. Ferriols-Pavico, Anna b. Subject it to light.
Cherylle Morales-Ramos and Angelina c. Flattened the spoon.
 INTERACTIVE DISCUSSION
Silverio. Exploring Life through Science Teacher will give a thorough discussion about the topic:
Grade 9 Textbook. Quezon City: Phoenix
Publishing House Inc., 2018. Print Process Question:

● DepED Learner’s Material 1. What are the properties of metals?

2. Why do metals exhibit those kinds of properties?
MATERIALS: 3. What is the formation of metallic bond?
Paper, pen, board and metal spoon.
DEEPEN
SUPPLEMENTARY ACTIVITY
● Let the students answer the following questions in a ½ sheet of paper.

- Site the metal things that you used the entire day and
describe its properties.

CLOSURE:
To wrap up the discussion, let the students answer the question below:
 What did you learn today?
 Why is this relevant
 What will you do with what you learned?

Week 2 Day CONTENT: Teacher will let the students answer the first Unit Test.
2 Chemical Bonding

Week 2 Day CONTENT: EXPLORE

3 The Variety of Carbon Compounds Classroom Routine
Motivational Activity
COMPETENCY: Teacher will show a salt and she will then ask the following questions:
● Compare the properties of organic and 1. What is an organic and inorganic compound?
inorganic compounds. 2. Is salt an organic and inorganic compound?
3. Based on the physical characteristics of salt, what do you think
SCIENCE AND ENGINEERING are the properties of inorganic compound?
PRACTICES:
Presentation of the objectives
Ask questions Teacher will the present the objectives of the lesson:
Analyze data a. Identify the properties of organic and inorganic compounds.
Communicate information b. Illustrate the difference of the properties of organic and
Construct explanation inorganic compounds.
c. Elevate your understanding about the properties of organic and
VALUING: inorganic compounds.
Studying the importance of knowing the
properties of organic and inorganic
compounds. FIRM UP
Teacher will show labels or pictures of the following products: kerosene,
SOURCES: lubricating oil, diesel oil and ethyl alcohol. After that, teacher will let the
●Josefina Ma. Ferriols-Pavico, Anna group the students into 5 and then they will answer the table below.
Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through Science Materials Odor Phase Viscosity Volatility Flammabi
Grade 9 Textbook. Quezon City: Phoenix (average (the time lity
Publishing House Inc., 2018. Print time it it takes (average
takes the the liquid time it
● DepED Learner’s Material marble to to takes the
reach the evaporate material
MATERIALS: bottom) to burn
Paper, pen, board, pictures and salt completel
y)
Kerosene
Lubricatin
g oil
Diesel oil
Ethyl
alcohol

INTERACTIVE DISCUSSION
Teacher will give a thorough discussion about the topic:

Process Question:

1. What is the definition of organic and inorganic compound?

2. What are the properties of the following:
a.Organic compound
b.Inorganic compound
3. What are the examples of organic and inorganic
compounds?

DEEPEN
SUPPLEMENTARY ACTIVITY
● Teacher will let the students answer the question below in a ½ sheet of
paper.

- Compound A is NaCl and Compound B naphthalene.

Compound A has a high melting and low boiling point.
Which do you think is the inorganic and organic compound.
Explain.

CLOSURE:
To wrap up the discussion, let the students answer the question below:

LEARNING COMPETENCIES/
Timeframe SOURCES/ MATERIALS
Week 2 CONTENT:
Day 4 The variety of carbon compounds
COMPETENCY:
 Explain how the structure of the carbon
atom affects the type of bond it forms.
 Explain the property of carbon to form
single and multiple bonds in terms of
hybridization.
SCIENCE AND ENGINEERING
PRACTICES:
Ask questions
Analyze data
Communicate information
Construct explanation
VALUING:
To develop an understanding about how
the structure of the carbon atom affects
the type of bond it forms and the property
of carbon to form single and multiple
bonds in terms of hybridization.
SOURCES:
●Josefina Ma. Ferriols-Pavico, Anna
Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through
What did you learn today?
 Why is this relevant
 What will you do with what you learned?
STAGE 3 LEARNING PLAN
Learning Activities Modifications Remarks
EXPLORE:
Classroom Routine
 Prayer
 Recap of what happened last meeting
Motivational Activity
Teacher will show a picture of the element carbon and then teacher will then
ask the following questions.
1. What is the valence electron of Carbon?
2. How many valence electrons does the Carbon need to obtain the
octet rule?
3. If one carbon atom will be bonded to the four atoms of Hydrogen,
what type of bond it will form?
After the activity, the objectives will then be presented:
 Identify how the structure of carbon atom affects the type of bond it
forms and the property of carbon to form single and multiple bonds
in terms of hybridization.
 Learners execute an understanding about how the structure of
carbon atom affects the type of bond it form and property of carbon
to form single and multiple bonds in terms of hybridization.
 Learners elevate their understanding about how the structure of
carbon atom affects the type of bond it forms and property of carbon
to form single and multiple bonds in terms of hybridization.
FIRM UP
Teacher will group the students into 5 and they will report to the class the
properties of carbon that will answer the question “Why is carbon capable of
 Science Grade 9 Textbook. Quezon
City: Phoenix Publishing House Inc.,
2018. Print
● DepED Learner’s Material
MATERIALS:
- Paper, pen, board
a long carbon-to-carbon chain?”
INTERACTIVE DISCUSSION:
Process Questions:
1. What makes the carbon capable in forming single and multiple
bonds?
2. What is the process for sp3 Hybridization that will result into
alkane?
3. What is the process for sp2 Hybridization that will result into
alkene?
4. What is the process for sp Hybridization that will result into
alkyne?

DEEPEN
 Let the students answer the following questions in a ½ sheet of paper:
- What are the properties of Carbon?
- Why is it capable of forming long carbon-to- carbon chain?
- What will happen in the following hybridization process?
a. Sp3
b. Sp2
c. Sp

Closure
To wrap up the discussion, let the students answer the question below:
 What did you learn today?
 Why is this relevant?
 What will you do with what you learned?

Week 2 CONTENT: EXPLORE

Day 5 The variety of carbon compounds Classroom Routine
 Prayer
COMPETENCY:  Recap of what happened last meeting
- Recognize the general classes
and uses of organic compounds.
Motivational Activity
- Describe the organic compounds
Teacher will show a series of pictures and labels of the following products:
present in body- regulating foods.
- Butane
- Ethyl alcohol
SCIENCE AND ENGINEERING
- Ammonia
PRACTICES:
After that Teacher will then ask the following questions:
1. Are the following products organic or inorganic?
Ask questions
2. Look at the label of butane, what are the elements composing
Analyze data
butane?
Communicate information
3. Look at the label of ethyl alcohol, what are the elements composing
Construct explanation
the alcohol?
4. Look at the label of ammonia, what are the elements composing
VALUING:
ammonia?
 Unfold the importance of understanding
the general classes and uses of organic
compounds and the description of the
organic compounds present in body-
regulating foods.
SOURCES:
●Josefina Ma. Ferriols-Pavico, Anna
Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through
Science Grade 9 Textbook. Quezon
City: Phoenix Publishing House Inc.,
2018. Print
● DepED Learner’s Material
MATERIALS:
Paper, pen, board and pictures or labels.
5. How many classifications does an organic compound have?
6. What are those?
Presentation of the objectives:
 Identify the general classes and uses of organic compounds.
 Execute an understanding about the organic compounds present in
the body-regulating foods.
 Elevate their understanding about the general classes and uses of
organic compounds and the description of organic compounds
present in the body-regulating foods.
FIRM UP
Teacher will let the students do the activity.
Mary Help of Christians School (Cebu), Inc.
Minglanilla, Cebu
Science Department
SY 2019 – 2020
Chemistry 9
Activity 4 – Which bananas will ripen faster?
Name: _____________________________________________________
Section: ______________ Date: ___________
VI. Objective – Investigate how a common organic compound
namely ethyne can ripen fruits faster than the
natural way.
VII. Materials
- Calcium Carbide (CaCl2) or kalburo
- Newspapers
- 12 unripe, green bananas of same variety
- 2 empty shoe or fruit juice boxes
- Hand gloves
- Face masks
- Small plastic cups
- Packaging tape
VIII. Procedures
1. Use a sheet of newspaper, wrap ¼ kilo (250g) of
crushed calcium carbide (kalburo). Make sure
 that the wrapped calcium carbide will just be enough
to fit the area of the bottom of one shoe box.
2. Put the wrapped calcium carbide at the bottom of the
shoe box and cover it with another piece of
newspaper.
3. Place 3 unripe (nearing maturity) bananas of the
same kind inside the first box with calcium carbide.
This will be Group A.
4. Do not put wrapped calcium carbide in the other shoe
box.
5. Place another set of 3 green, unripe bananas of the
same kind in the second box. This will be Group B.
6. After putting all the bananas in each box A and box
B, cover both boxes.
7. Leave the shoe boxes for 48 hours.
8. Answer the questions below.
9. After 2 or 3 days, put on your face masks and
observe what happened to the bananas.
10. Write you observation in the table.

Observations

Number of Ripe Bananas and their Appearance

Group

A
(with
calcium
carbide)

B
(without
calcium
carbide)

IX. Questions
1. What are you going to find out or investigate in the
experiment?
2. What is the independent variable?
3. What is the dependent variable of the experiment?
4. What is your hypothesis or prediction about what might
happen in the experiment?
5. How many bananas ripened in Group A and in Group
B?
6. Which group has fully ripened bananas?
 X. Conclusion
What are the properties of ethyne and explain how it can
introduce ripening of fruits?

Interactive Discussion

The teacher will give a thorough discussion about the general classes and
uses of organic compounds and the description of organic compounds
present in body-regulating foods.

Process Questions:
1. What are organic compounds?
2. What are the 3 classifications of organic compounds?
3. What is hydrocarbon?
4. What are the classifications of hydrocarbons?
5. What are the compounds containing oxygen?
6. What are the compounds containing nitrogen?
7. What are the uses of those organic compounds?
8. What are the organic compounds present in body-regulating foods?

DEEPEN
Let the students answer the following question in a ½ sheet of paper:

1. How do you define Hydrocarbons?

2. What are the classifications of Hydrocarbons and its uses?
3.
CLOSURE:
To wrap up the discussion, let the students answer the question below:
 What did you learn today?
 Why is this relevant?
 What will you do with what you learned?

Week 3 day CONTENT: EXPLORE

1-4 Hydrocarbons Classroom Routine
 Prayer
COMPETENCY:  Recap of what happened last meeting
 Name hydrocarbon molecules given the
formula or write the formula given the Motivational activity
IUPAC. Teacher will show a picture of butane used in cooking. After that Teacher
will answer the following questions:
SCIENCE AND ENGINEERING 1. What is butane?
PRACTICES: 2. What is the use of butane?
3. What is the chemical formula of butane?
Ask questions
Analyze data
Communicate information
Construct explanation
VALUING:
Develop the importance of naming
hydrocarbon molecules given the formula
or write the formula given IUPAC.
SOURCES:
●Josefina Ma. Ferriols-Pavico, Anna
Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through
Science Grade 9 Textbook. Quezon
City: Phoenix Publishing House Inc.,
2018. Print
● DepED Learner’s Material
MATERIALS:
Paper, pen, board,
4. What kind of hydrocarbon a butane is?
OBJECTIVE:
At the end of the lesson, students are expected to accurately:
 Identify the name of a certain hydrocarbon or write the formula.
 Illustrate the naming system of hydrocarbon molecules given the formula
or write the formula given IUPAC.
FIRM UP
Teacher will let the students write down the hydrocarbons found on their
home and then they will write look for the chemical formula of those.
Interactive Discussion:
Teacher will give a thorough discussion about name and writing the formula
of hydrocarbons.
Process questions:
1. What are hydrocarbons?
2. What are the organic compounds under hydrocarbons?
3. What are the naming system of the following:
a. Alkane
b. Alkene
c. Alkyne
d. Cycloalkane
e. Aromatic hydrocarbon
f. Alkyl halide
DEEPEN
Let the student answer the following problems.
1. Write the formula of pentane.
2. Write the formula of 2 pentene.
3. What is the general formula of alkane?
4. What is the name of this compound “CH3CH2CH2Cl”?
Closure:
To wrap up the discussion, let the students answer the question below:
 What did you learn today?
 Why is this relevant?
 What will you do with what you learned?
 STAGE 3 LEARNING PLAN

LEARNING COMPETENCIES/ SOURCES/

Timeframe MATERIALS Learning Activities Modifications Remarks

Week 3 CONTENT: EXPLORE:

Day 5 Mole Concept
COMPETENCY:
 State and explain the basic concepts of a
mole.
 Use the mole concept to express mass of
substances.
SCIENCE AND ENGINEERING PRACTICES:
Ask questions
Analyze data
Communicate information
Construct explanation
VALUING:
To develop an understanding about the basic
concept of mole and the usage of mole concept
to express mass of substances.
SOURCES:
●Josefina Ma. Ferriols-Pavico, Anna
Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through Science
Grade 9 Textbook. Quezon City: Phoenix
Publishing House Inc., 2018. Print
● DepED Learner’s Material
Classroom Routine
 Prayer
 Recap of what happened last meeting
Motivational Activity
Teacher will show a series of pictures about one pair of slippers and
one tray of egg. After that, Teacher will ask the following:
1. What are the terms used in counting those things?
2. What is the term used in counting minute particles in
chemistry?
3. What is the fundamental counting unit in Chemistry?
After the activity, the objectives will then be presented:
 Identify the basic concept of mole and use the mole concept to
express mass of substances.
 Elaborate the basic concept of mole and use the mole concept
to express mass of substances.
 Learners elevate their understanding about the basic concept
of mole and use the mole concept to express mass of
substances.
FIRM UP
Teacher will emphasize that one mole = 6.02 x1023 of anything. Then
Teacher will let the students answer the following:
1. How many eggs are there in one mole of eggs?
2. How many mongo beans are there in one mole of mongo
beans?
3. How many sodium atoms are there in 1 mole of Na atoms?

MATERIALS: INTERACTIVE DISCUSSION:

- Paper, pen, board and pictures.
Process Questions:
1. What is a mole?
2. What is the equivalence of mole?
3. What is Avogadro’s number?
4. Is a mole equivalent to the Avogadro’s number?
 DEEPEN
 Let the students answer the following questions in a ½ sheet of paper:
1. How many atoms does the one mole of element has?
2. How many ions does the one mole of cation or anion have?

Closure
To wrap up the discussion, let the students answer the question below:
 What did you learn today?
 Why is this relevant?
 What will you do with what you learned?

Week 4 CONTENT: EXPLORE

Day 1-2 Mole Concept Classroom Routine
 Prayer
COMPETENCY:  Recap of what happened last meeting
 Convert mass to the number of particles
(atoms, ions or molecules) and vice versa. Motivational Activity
Teacher will show a picture of the conversion table of mole. After that,
SCIENCE AND ENGINEERING PRACTICES: Teacher will ask the following:
1. Based on the picture, how would you convert mass to mole?
Ask questions 2. What will be your technique in converting number of particles to
Analyze data mass?
Communicate information
Construct explanation Presentation of the objectives:
 Identify the way to convert mass to the number of particles and
VALUING:
To know the conversion of mass to the number vice versa.
of particles (atoms, ions and molecules) and  Illustrate how to convert mass to the number of particles
vice versa. (atoms, ions or molecules) and vice versa.

SOURCES: FIRM UP
●Josefina Ma. Ferriols-Pavico, Anna Teacher will let the students fill up the table by following the conversion
Cherylle Morales-Ramos and Angelina table of mole.
Silverio. Exploring Life through Science
Grade 9 Textbook. Quezon City: Phoenix
Publishing House Inc., 2018. Print Materials Mass(g) Mass (g) Mass (g) Number of
5 pieces 1 piece 15 pieces pieces in
● DepED Learner’s Material 25.00 g
Plastic
MATERIALS: bottle cap
Soft drink
Paper, pen, board and pictures or labels. crown
10- centavo
coin
 Interactive Discussion

The teacher will give a thorough discussion about conversion of mass

to the number of particles (atoms, ions or molecules) and vice versa.

Process Questions:
1. What is a molar mass?
2. How to convert mass to moles?
3. How to convert moles to mass?
4. How convert number of mole to number of particles and vice
versa?
5. How to convert mass to the number of particles and vice versa?
6.
DEEPEN
Let the students answer the following question in a ½ sheet of paper:
- What is the mass of 3.00 mole of Carbon?
- What is the mass of 1.806 x 1024 atoms of C?
- How many moles are present in 25.6 g of C?

CLOSURE:
To wrap up the discussion, Teacher will ask the question below.
 Is the conversion table of mole useful in concerting mass to the
number of particles (atoms, ions or molecules) and vice versa?

Week 4 CONTENT: EXPLORE

day 3 to Mole Concept Classroom Routine
Week 5  Prayer
day 1 COMPETENCY:  Recap of what happened last meeting
 Determine the percentage composition of a
compound given its chemical formula and vice Motivational activity
versa. Teacher will relate the topic to the classroom situation. So the teacher
 Determine the percentage composition of a will ask the following:
compound. 1. How many of you would like to proceed medicine, engineering
 Convert the percentage composition to an and education?
actual mass. 2. What is the percentage of those students that will proceed
 Determine the empirical and molecular formula those fields?
of a given compound from its composition by 3. Based on that situation, what do you think is our topic?
mass.
 Derive the molecular formula from an empirical OBJECTIVE:
formula. At the end of the lesson, students are expected to accurately:

 Adjudge the percentage composition of a compound given its

chemical formula and vice versa, percentage composition of a
compound, empirical and molecular formula of a given compound from
its composition by mass, convert the percentage composition to an
SCIENCE AND ENGINEERING PRACTICES: actual mass and derive the molecular from an empirical formula.

Ask questions
Analyze data
Communicate information
Construct explanation
VALUING:
Develop an understanding about determining
the percentage composition of a compound
given its chemical formula and vice versa, the
percentage composition of a compound,
converting the percentage composition to an
actual mass, determining the empirical and
molecular formula of a given compound from its
composition by mass and deriving the molecular
formula from an empirical formula.
SOURCES:
●Josefina Ma. Ferriols-Pavico, Anna
Cherylle Morales-Ramos and Angelina
Silverio. Exploring Life through Science
Grade 9 Textbook. Quezon City: Phoenix
Publishing House Inc., 2018. Print
● DepED Learner’s Material
MATERIALS:
Paper, pen and board.
 Solve the percentage composition of a compound given its chemical
formula and vice versa, percentage composition of a compound,
empirical and molecular formula of a given compound from its
composition by mass, convert the percentage composition to an actual
mass and derive the molecular from an empirical formula
FIRM UP
Activity 7: It’s Grocery Time!
Objectives:
- Apply the concept of percentage composition in choosing
grocery items.
- Realize that the amount of substance intake can be monitored
with the use of percentage composition.
Materials:
Grocery item containers or packages (food wrappers, can, bottles etc)
Procedure:
1. Get 3 samples of containers or packages of grocery items such as
canned goods, snacks, and beverages.
2. List the substances written as contents/ingredients on the label.
Choose two (2) substances from each type of grocery item.
3. Research from a chemistry book or from the internet the chemical
formula of the substances on your list.
4. Compute for the percentage composition of the substances you have
listed.
Questions:
Q1. Based on this activity, what food do you regularly consume which
gives your body a lot of carbon (C) atoms and sodium (Na) ions?
Q2. Are these good for your body? Why? Research on how much of
these types of food are recommended for your age group.
Q3. In what other ways can you make use of the concept on
percentage composition?
Interactive Discussion:
Teacher will give a thorough discussion about the topics.
Process questions:
1. What is percentage composition?
2. How to calculate the percentage composition based on its
chemical formulas?
3. How to calculate the percentage composition of compound?
 4. How to convert percentage composition to an actual mass?
5. How to solve and derive the empirical and molecular formula
based on the percentage composition?

DEEPEN
Let the student answer the following problems.
1. Water has a chemical formula of H2O. Calculate and determine
the percentage composition of Hydrogen and Oxygen.
2. CO2 contains 45.13% C and 55.87% O. What is the actual
mass of Carbon and Oxygen?
3. What is the empirical and molecular formula of ascorbic acid
which is 40.91% C, 4.57% H, and 54.50% that has a molar
mass of 176.12 g/mol?

Closure:
To wrap up the discussion, let the students answer the question below:
 What did you learn today?
 Why is this relevant?
 What will you do with what you learned?