COLLEGE OF EDUCATION

Sison, Vryann James L (BSED4A-Biological Science)

A Detailed Lesson Plan in Science 9

I. Objectives
At the end of a 60-minute class, the 75 % of students will be able to:
 compare and contrast ionic and covalent bond
 demonstrate ionic and covalent bond through illustrations and models
 enjoy and participate in the discussions and activities

II. Subject Matter

A. Topic: Ionic and Covalent Bond
B. Reference: Vibal Group Inc., Mixploring Science 9, pages 98 - 107
C. Materials: Visual Aids, White Board Marker, Worksheets
D. Values: participation, respect, cooperation, and collaboration

III. Procedure

Teacher’s Activity Students’ Activity

A. Preliminary Activities

Good Morning Class! Good Morning Sir!

It’s nice seeing you again. Because it’s a nice day,

we should also start our lesson with something
nice too. I will teach you a responsorial clap. (The
teacher will demo the clap.) (The students will follow.)

Now that we are all energized, let me remind you

again of our standards to maintain order in this
class.
1. Listen politely especially when someone is
talking. Why? Because in listening we show
respect.
2. Focus on the lesson. With that, we may be able
to understand well the concepts and principles
to be taught.
3. Cooperate with the activities especially during
group works. We learn by doing, so we must
actively participate to process well the
learnings.
4. If you want to answer, kindly raise your right
hand. If the teacher calls your name, you must
stand up and say your thoughts.
5. Enjoy the whole period.
Shall we proceed with the discussion? Yes sir!

B. Developmental Activities

1. Review

Last meeting we were able to recall the atomic

model that had been discussed to you during your
Grade 8 level, right? Yes sir!

What are the different types of atomic model

again? (One student will answer.)
We have the solid sphere model, plum pudding
model, nuclear model, planetary model, and the
quantum model.
Very good!

By discussing the atomic model, we were also

reminded of the Lewis Dot Diagram. Can you still
remember how it is done? (One student will answer.)
Lewis dot diagram represents the interaction
among particles in an atom specifically the valence
Very good! electrons.

In addition to that, Lewis dot diagram tells us that

the group number of a particular element tells us
how many dots or valence electrons it has. For
example Hydrogen is in group IA. With that, how
many dots does Hydrogen have? (One student will answer.)
It has one sir.
That’s right!

How about Scandium? (One student will answer.)

It has three sir.
How did you say so? Because Scandium is in group IIIB, which means
that it has 3 valence electrons.
Very Good!

It seems that you have fully understood the

concept of Lewis Dot Diagram. This concept is in
connection with our topic for today.

2. Lesson Proper

Kindly bring out your DLA.

Our lesson for today is all about Chemical

Bonding: Ionic vs. Covalent.
What are the things expected of us today?
 compare and contrast ionic and covalent
bond
 demonstrate ionic and covalent bond
through illustrations and models
 enjoy and participate in the discussions
and activities

How do we achieve these objectives? We need to

be aware of the following skills needed.
 Critical Thinking and Problem Solving
 Communication
 Collaboration
 Information, Communications, and
Technology Literacy
 Flexibility and Adaptability
 Initiative and Self-Direction

a. Motivation

To start our lesson for today, we will do a simple

game. I know you are all familiar with the game,
“the boat is sinking”. Is that right? This time, we
will do a little twist with this game. Listen
carefully with the instructions.
1. The game is entitled “Atoms”.
2. Each one of you represents a certain kind
of atom which were written on the cards
you are wearing. You need to wear those
cards on your neck. We all know that each
element has its corresponding number of
valence electrons. We can determine it by
considering its group, right? Hydrogen is
group IA, therefore it has 1 valence
electron.
3. I will say the number of bond that you
need to form. For example: “Atoms
assemble bond yourselves to form 10”
What you need to do is to search for other
atoms that will somehow form you into the
number of bond required. Let’s say for
example you are Hydrogen, in order to
form 10, how many do you need? You need
9. So you can bond with one Manganese
which has 7 valence electron and another
Hydrogen which has 1 valence electron.
Hydrogen + Hydrogen + Manganese form
10 valence electrons.
 4. We will only do five rounds. No one will
be eliminated.

Are you all atoms ready? Yes Sir!

Atoms Assemble, bond yourselves to form 20. (The students will perform the activity.)
Atoms Assemble, bond yourselves to form 10.
Atoms Assemble, bond yourselves to form 15.
Atoms Assemble, bond yourselves to form 30.
Atoms Assemble, bond yourselves to form 8.

Okay, go back to your seats now. Arrange it

properly before you sit down.

From our game, I have a question to stimulate our

ideas. In chemical bonding, can we really have a
bond of 20, 30, 10? Why? (Some students will answer differently.)

It can really happen because of some exceptions.

But, today, we will only focus on the most basic
one. We will follow the octet rule.

b. Unlocking of Difficulties

 Octet Rule – refers to the tendency of atoms to

prefer to have eight electrons in the valence
shell. When atoms have fewer than eight
electrons, they tend to react and form more
stable compounds.
 electron – negatively charged participle
 proton – positively charged particle
 valence – measure of its combining power
with other atoms when it forms chemical
compounds or molecules

c. Presentation of the Lesson

Elements can be categorized into three. We have
metals, nonmetals, and metalloids. Today, we will
only need the two – metals and nonmetals.

I want you to observe this. Let say for example, I

am Sodium (Na). What category of element am I? (All students will answer in chorus.)
A metal element.

This ball that I have in my hand is the number of

valence electrons I have. I need to be paired with
one atom of Chlorine.

Who among the class has a Chlorine card? Please

(One student will come in front.)
come in front. If you are Chlorine, how many I have seven Sir,
valence electrons do you have?

Get the number of balls which will represent your

number of electrons and place it in your pocket.
Then, stand at a distance.

(The teacher will explain to the student some

instruction in private.)

Now, class, observe what will I do. I am Sodium, a

metal element. She is Chlorine a nonmetal
element.
(The teacher will throw the ball.) (The student will catch the ball and put it in his/her
pocket.)

What have you observed? (One student will answer.)

Sir, when you threw the ball you lost it and the
other one gained it.
That’s right! That kind of action is what we call
the Ionic Bonding. If we will draw it, it will be
like this.

Na + Cl → [Na]+ [ Cl ]- = NaCl

sodium chloride (table salt)

In ionic bonding, there is a transfer of electrons

from a metal to nonmetal element. A metal
element loses an electron and the nonmetal gains
it. In our illustration, we can see how electrons
were lost and gained. Sodium loses one electron
through its positive sign, and Chlorine gains one
electron through its negative sign. Together, the
form Sodium Chloride (NaCl) which is also
known as the table salt.

Let us have another example: Reaction between

Na and O.

Na
+ O → [Na]+ [ O ]2- = Na2O
Na

In this case, sodium has one valence electron that

it can lose while oxygen needs two valence
electrons to complete its octet. After one sodium
atom transfers its electron, oxygen needs another
one to complete its valence shell. Therefore,
another atom of sodium transfers its electron to
oxygen, satisfying the octet rule of both sodium
and oxygen. The resulting ionic compound is
Na2O.

How about the reaction between Calcium and

Chlorine? Try bonding them as a practice for 2
minutes. (The students will try the example.)

(After 2 minutes)
Anyone from the class who wants to try to create
an illustration on the board? (One student will try and explain his/her work.)

Cl
Ca + → [Ca]2+ [ Cl ]- = CaCl2
Cl

Calcium has two valence electrons it needs to lose

while Chlorine can accept only one electron in its
valence shell. After one electron has transferred
from Calcium, another Chlorine atom will take the
other extra electron, thus satisfying both the octet
of Calcium and Chlorine. The resulting ionic
compound is CaCl2.

Very Good! Let us give him three claps.

Let us have one last practice for 2 minutes before

we proceed to the next type of bond.

Practice #2: Reaction between Magnesium and

Nitrogen. (The students will try the example.)

(After 2 minutes)
Anyone from the class who wants to try to create
an illustration on the board? (One student will try and explain his/her work.)
Mg
N
Mg + → [Mg]2+ [ N ]3- = Mg3N2
N
Mg

In the reaction above, magnesium has two v.e. it

needs to lose, while nitrogen has three electrons to
complete its valence shell. This is not a 1:1 ratio.
What need to do is this. First, magnesium will
transfer 2 electrons to nitrogen. However, nitrogen
still needs one more electron to complete its
valence shell. Another magnesium atom will then
transfer one of its electrons to nitrogen. Nitrogen
now has a complete octet, but magnesium has one
extra electron. Another nitrogen atom will accept
that electron. Magnesium has transferred its two
electrons but nitrogen needs two more to complete
its valence shell. Finally, another magnesium atom
 will transfer its two v.e, thereby satisfying the octet
of both magnesium and nitrogen; hence, the
transfer is complete. The resulting ionic compound
is Mg3N2.
Very Good!

Now let us proceed to the next type of bond.

If ionic bond is the transfer of electrons from
metals to nonmetals. The next one is quite
different. I want you to observe the difference.

Now imagine I am now Hydrogen. May I request

another Hydrogen atom from the class. What type (One student will come in fornt.)
of element are we? Both of you are nonmetals Sir.

Very well!

Notice what will happen.

(The teacher and the student will stick the balls on
each end of a stick.)

Now we are bonded. This bond is what we call

covalent bond. What are the things you have
observed from this illustration? (One student will answer.)
Sir, instead of transferring the electron, you share
it with the other one.

That’s right! When a nonmetal is paired with

another nonmetal, a sharing of electrons take
place. This share is represented by a line. If we
will draw an illustration of the reaction it will be
like this.

H + H → H H or H—H

This covalent s what we call a single covalent.

Because there is only one electron from each atom
is bonded with another.

Let’s have another example as practice. Do a

single bond between Fluorine and Hydrogen for 2
minutes.

Anybody from the class who can draw an

illustration on the board? (One student will try and explain his/her work.)
H + F → H F or H—F or HF
One electron from hydrogen is bonded with
another electron from Fluorine therefore it resulted
into HF.
Very Good!
As practice again, how about when Sulfur is
doubly bonded with an oxygen atom. And singly
bonded with another oxygen atom. Do it for 2
minutes.

Anybody from the class who can draw an

illustration on the board?
(One student will try and explain his/her work.)
O + S + O→ O═S—O or SO2
Two electrons from oxygen is bonded with two
electron from Sulfur and one electron from Sulfur
again is bonded with one electron from another
oxygen therefore it resulted into SO2.

d. Analysis
Why do we need to study chemical bonding,
specifically the ionic and covalent bond? Do you
have an idea? (Students will answer differently.)
All of your answers are correct! But the most basic
ones are the following:
1. All of us eat. We eat to survive. From the
food we eat, substances such as the
different elements are present. By
understanding how these elements are
formed, we may be able to determine
what’s good and lethal for our body. Or
how can we make something lethal to
edible. Consider table salt or NaCl. Sodium
is a hard metal, and chlorine is a greenish
gas that can be lethal. When sodium and
chlorine bond together, however, they
create table salt, a safe substance that we
eat every day.
2. The air we breathe has chemical
composition. It has nitrogen, oxygen, and
methane and other elements.
3. In industry, chemical bonding is really
important. It allows us to create many
innovations and products that help us to
perform an activity efficiently and
effectively. Yes Sir!
e. Generalization
Now, how is ionic and covalent different from (One student will answer.)
each other? Ionic is transfer of electrons from metals to
nonmetals while covalent is the sharing of
electrons of two nonmetals.
That’s right! To help us remember this concept. I
will teach you an action.
(The teacher will demonstrate the action.)

f. Application
Now, we will be grouped into four. 2 ionic group
and 2 covalent group. Your seating arrangement
will be your group, so kindly arrange your chairs
in circle per group. Your activity is comprised of
two challenges – the normal challenge and extra
challenge. You are expected to be answer the
normal challenge. For those who can answer the
extra challenge will receive a special prize. The
activity will be done only in 5 minutes. After that,
a representative from the group will report the
results. Is that understood? Yes Sir!

Ionic Group
Normal: Magnesium and Iodine
Extra Challenge: Na2CO3

Covalent Group
Normal: Carbon singly bonded with two Hydrogen
and double bonded with Chlorine
Extra Challenge: Na2CO3

(After 5 minutes)
Class go back to your proper places now.

(The teacher will do the clap to gain the attention

of the students.)

Group representatives, kindly post your work on

the board and explain it. (The students will report.)

Can we give ourselves five claps for doing a good

job? (The students will do as they told to.)

Now let us see how many of us understood our

lesson. As an assessment kindly number your
papers 1 to 5. You just have to tell whether the
following items are ionic, covalent, or both.

IV. Evaluation

Tell whether the following is Ionic, Covalent, or Tell whether the following is Ionic, Covalent, or
Both. Both.
(The teacher will do an item analysis afterwards.) (The teacher will do an item analysis afterwards.)
1. LiBr 1. LiBr - Ionic
2. CaCl2 2. CH4 - Covalent
3. BaSO4 3. BaSO4 - Both
4. K2O 4. K2O - Ionic
5. H2O 5. H2O - Covalent
(The behavior will be evaluated also.)

V. Assignment: Answer the SCIxercise on page 107 of your book.

Prepared by:

Vryann James L. Sison

BSED4A-Biological Science