LESSON EXEMPLAR IN SCIENCE

School Buug National High School Grade Level Grade 9

Teacher Christy P. Betita Learning Area Science
Teaching Date and March 2023 Quarter Third
Time Allotment 1 hour

I. STANDARDS, COMPETENCIES, AND OBJECTIVES

A. Content Standards The learners demonstrate an understanding of how the uses of different
materials are related to their properties and structures.
B. Performance Standards The learners shall be able to explain how the uses of different materials
are related to their properties and structures.
C. Learning Competencies Determine if a molecule is polar or non-polar given its structure
(S11/12PS-IIIc-15)
D. Objectives Within the forty-five minutes discussion the Grade 11 are expected to
do the following at 80% level of accuracy:
a. define polar molecule and non-polar molecule;
b. determine whether the bond between atoms is polar, non-polar,
or ionic based on electronegativity difference; and
c. develop an appreciation for the significance of polar and
nonpolar molecules in daily lives.
II. DESCRIPTION OF CONTEXTUALIZATION
Localization/ Indigenization Students can explore examples of polar and non-polar substances in
everyday life, such as local cooking oils, water, and cleaning solutions.
You can use vinegar and oil to show polarity and non-polarity.
Making connections:  Polarity in food preparation: Mixing oil and vinegar in salad
dressings (why do they separate?).
 Polarity in cleaning: How water (polar) interacts with soap
(amphipathic) to clean non-polar grease.
III. LEARNING WITHIN AND ACROSS CURRICULUM TEACHING AREAS
This lesson can connect with chemistry (bonding), physics (electronegativity), and biology (the role of water
in cellular processes).
IV. LEARNING RESOURCES
A. References Follow the chemistry curriculum guidelines on molecular bonding and
1. Teacher’s Guide electronegativity.
2. Learner’s Materials: Worksheets, PPT presentation, Smart TV, disposable plastic cups,
water, vinegar, and oil
3. Additional Materials from Personal Development Alternative Delivery Mode Quarter 1 – Module
the Learning Resource (LR) 3: Polarity of Molecules First Edition, 2020. Bayani T. Vicencio,
portal: Valeria Amor C. Rosita, Bayani T. Vicencio. Published by the
Department of Education. Region 4A CALABARZON
B. Other Learning Resources https://lrmds.deped.gov.ph
Book(s):
V. LEARNING
ACTIVITIES
PRELIMINARY (Classroom Management Setting): 10 minutes
Begin with a routine:
A. Prayer
Good morning, class!

After the prayer and greetings, the learners will be instructed to arrange their chairs properly and to pick
up pieces of papers under their chairs if there is any. If none, they may take their seats.

B. Checking of Attendance
Students shall be reminded of the school rules and policies that they need to follow specifically when they
are not present in the class. (Students must submit an excuse letter or inform the class adviser if he/she is
absent from the class.)

C. Collecting & Checking of Assignment

Students’ assignment shall be collected and checked. The results of the assignment shall be given to them
right after checking.
Assignment:
. Each group will have two (2) minutes to present.

Criteria:
D. Rules and Regulations Inside the Class

The students shall be reminded on the basic rules and regulations that they need to follow in the whole
duration of the class by watching the short video clip found in this link. (https://www.youtube.com/watch?
v=Bv_xGpchUzk)

E. Reviewing Previous Lesson

To check students understanding of the lesson last meeting, they will perform:

Task 1: GUESS THE GIBBERISH WITH A TWIST!

Identify the hidden words behind the given pictures below.

1. + + +
= HYDROGEN BONDING

2. + +
= METALLIC BONDING

3. + +

= IONIC BOND

4. + +

= CHEMICAL BOND

5. + + +

= COVALENT BONDING
A: ENGAGE (Get the students’ minds focused on the topic): 5 minutes
Teaching Strategy Picture Analysis and Socratic Method
Instructional Materials TV, laptop, pointer, PPT presentation, bond paper, pentel pen
Presenting examples/Instance of the new lesson

Task 2. You Wanna Play

Guide Questions:
1. What is the game being shown in the pictures?
2. Have you tried playing this game with your friends or classmates?
3. Can you describe each team?
4. Who is the team going to win?
B. EXPLORE (Provide students with a shared experience): 10 minutes
Teaching Strategy Differentiated Instruction and Cooperative Learning
In this task, the teacher will give different activities for each group, and the students
will work as a group to do and complete their tasks.
Instructional White cartolina, crayons, speaker, cellphone, rubric, bond paper, pen
Materials
Task 3: Polarity Experiment
- The teacher will group the students into three.
- Each group of learners will be given activity sheets, Manila paper and pens for their outputs.
- Each group will choose a representative to present their outputs. The presentation of outputs will be
graded through the rubrics.

Category 3 2 1
Mastery and The group demonstrate The group The group demonstrate
correctness of knowledge of some content of demonstrate total knowledge of
information their assigned topics. knowledge of contents of their assigned
important contents of topic.
their assigned topic.
Delivery and The group delivers their ideas The group delivers a The group delivers a very
presentation of orally and with visual materials creative presentation creative presentation of
topic of the topic the topic.
Cooperation and Three or four members of the One or two members All the members of the
other preparation group are inactive in the of the group are group are active in the
preparation and presentation of inactive in the preparation and
the topic. preparation and presentation of the topic.
presentation of the
topic.

Materials:
o Water
o Vinegar
o Vegetables oil
o Test tubes or graduated cylinder
o Stirring rod

Procedure:
- Mix the following the following samples well with a spoon and observe their reactions.

a. Water + vinegar
b. Water + oil
c. Oil + vinegar

- Stir the mixture. Remember to wash and dry the stirring rod after each use.

(The teacher will also present videos to help the students grasp the idea/concept given with guide questions.)

Guide Questions:
1. What did you feel while doing the activity?
2. When you mixed water and vinegar, what did you observed?
3. When you mixed water and oil, what did you observed
4. When you mixed oil and vinegar, what did you observed
5. What did you learn about the activity?

The teacher will let the learners hypothesize why certain combinations mix better than others.

The teacher will let the learners group the samples together according to well they mix.

They should recall simple chores they do at home such as washing out oil from pans and dishes.

These substances can be classified as polar and non-polar substances. The polarity explains why certain
combinations mix and not others.

C. EXPLAIN (Teach the concept. Should include an interaction between teacher and students): 10 minutes
Teaching Strategy Group Presentation
In this task, the students will present their output to the class.
Instructional cartolina, marker, masking tape, Rubric, scoreboard, stopwatch, visual aids
Materials
Task 4 - Learning Together
• The teacher will let the students present, discuss, and explain their task in front of the class.
Each group will be given 2 minutes to present their output.
• The teacher will list the misconceptions of the students during their output presentation to be
addressed later during the elaborate part.
• The teacher will rate the performances of each group and allow each group to rate other
groups.
• Remind the students that they will be graded using the rubric presented.
D. ELABORATE (Students apply the information): 15 minutes
Teaching Strategy TELA (Technology Enhanced Learning Approach
In this phase, the teacher will use the integration of technology in the teaching and
learning process to enhance educational outcomes. The teacher will also use the output
of the students for discussion.
Instructional TV, laptop, video
Materials
Task 5 - Deepening Knowledge

• The teacher will discuss/emphasize the misconceptions of the students during the output
presentation.

The two bonding atoms with electronegativity values will result to have a bond polarity. When molecules
become more complex will result to have a molecular polarity.

What is molecule?
- A group of two or more atoms held together by attractive forces known as chemical bonds.

Molecular polarity
- refers to the total of the bond polarity of bonded molecules.

In this case, first we must have to determine if the molecule is a POLAR or NON-POLAR

 A non-polar molecule is symmetric.

 If a molecule is symmetric meaning all electrons are equally shared or bonded.
 Methane has a chemical formula of (CH4). It is a tetrahedral molecule and an example of non-polar
bond.

CH4 is a non-polar
Total no. of Ve= 4+1(4) =8

4 is the Ve- for C

4 is the total Ve- for H (H has 1 Ve- since there are 4 atoms of H therefore, the total Ve- for H is 4)

8-8= 0
8 is the total Ve-
8 is the total electrons bonded (4 H are bonded with 2 electrons each)

0 means all electrons are bonded

Polar molecules
 The polar molecule is asymmetric, meaning the distribution of electrons in a covalent bond is not
equal.
 It also contains lone pairs of electrons on the central atom or atom is bonded with different
electronegativity values.
 Polarity is a result of uneven distribution of charges of atoms in a molecules
 Covalent bond produces partial charges either partial positive () and partial negative () among atoms is
called polar covalent bond.
 An arrow () indicates direction of shared electrons are pulled
 Example, ammonia (NH3) is a polar bond and has a molecular shape or trigonal pyramid.

NH3 is polar

Total no. of Ve- = 5+1(3) =8

5 is the Ve- for N
3 is the total Ve- for H (H has 1 Ve- since, there are 3 atoms of hydrogen therefore, the total Ve- for H is 3)

8-6= 2

8 is the total Ve-

6 is the total electrons bonded (3 H are bonded with 2 electrons each)

2 is the lone pair

Hydrobromic acid (HBr) is polar, since bromine (Br) has electronegativity value of 2.8 while hydrogen has
2.1 electronegativity. Hence, Br is more electronegative than H. Therefore, the arrow is directed to Br.

H−−−Br
δ +δ −¿ ¿

The diatomic molecules such as Br2, o2, N2 and H2, are all non-polar. No atoms are more electronegative
than the other, the bonding electrons are evenly distributed.

The polar bond and non-polar bond can also be determined through electronegativity difference between
molecules. The electronegativity difference can be calculated by getting the electronegativity value of the
given molecules in the periodic table of elements.
Type of Bond Value of electronegativity Difference
Non-polar 0-0.4
Polar Less than 1.7
Ionic 1.7 or more

Molecule Electronegativity Electronegativity Type of Bond

Value Difference
O2 O=3.5 0 Non-polar
O=3.5
HCl H=2.1 0.9 Polar
Cl=3.0

NaCl Na=0.9 2.1 Ionic

Cl=3.0
Summary
1. In polar bond, there is an unequal sharing of electrons between and among atoms.
2. In non-polar, there is an equal sharing of electrons between and among atoms.
3. The electronegativity is the ability of an atom in a molecule to attract electrons. As electronegativity
increases, the attraction of the atom for electrons increases.
4. The polarity is a result of uneven distribution of charges of atoms in a molecule.
5. The non-bonding electrons are called lone pairs. The bonded electrons are called bonding pairs.
6. In chemistry this has a meaning: δ-, partially negative and δ+, partially positive.
E. EVALUATE (Checking Students’ Understanding): 10 minutes
Read and analyze each question. Write the letter that corresponds to your answer in ¼ sheet of paper.

1. If the molecule has a value of 1.6 electronegativity difference, this molecule is best described
as__________.
a. Ionic b. Polar c. Non-polar d. Covalent
2. If a molecule has this symbol δ+, it means _________.
a. Charge b. Positive c. Negative d. Cancel out
3. If a molecule has this symbol δ-, it means __________.
a. Charge b. Positive c. Negative d. Cancel out
4. Which statement is true about the non-polar molecules?
a. They are symmetric.
b. They are asymmetric
c. They have lone pair on the central atom.
d. They have charges.
5. Which molecule has an ionic bond?
a. H-F b. Na-F c. F-F d. Cl-F
F. EXTEND (Additional activities for application or remediation)
ASSIGNMENT
In ½ sheet of paper answer the following. Using the periodic table of elements, give and arrange the
increasing electronegativity value of each element.
1. F 6. H
2. Cl 7. S
3. K 8. Na
4. Li 9. B
5. Si 10. Sc
REFLECTION
Mean Percentage Score (MPS):______ Achievement Level: □ Mastered (96-100%)
□ Closely Approximating Mastery (86-95%) □ Moving Towards Mastery (66-85%) □ Average
(35-65%) □ Very Low (15-34%) Absolutely □ No Mastery (0-14%)
A. No. of Learners Who Earned 80% In The Evaluation
B. No. of Learners Who Required Additional For Remediation
Who Scored Below 80%
C. Did The Remedial Lessons Work? No. of Learners Who Have
Caught Up With The Lesson.
D. No. of Learners Who Continue To Require Remediation
E. Which of My Strategies Worked?
F. What Difficulties Did I Encounter Which My Principal Or
Supervisor Helped Me Solved
G. What Innovation or Localized Materials Did I Use/Discover
Which I Wish To Share With Other Teachers?

Prepared by:
CHRISTY P. BETITA, LPT
Teacher

Approved:

MATTHEW SABASALES
Instructor