LESSON EXEMPLAR IN GRADE 9 SCIENCE

SECOND QUARTER
COUNTLESS AND ACTIVE PARTICLES OF MATTER
MODULE 3
THE CARBON COMPOUNDS

Content
Recognize the general classes and uses of organic compounds.
Content Standards
Demonstrates understanding of the type of bond that carbon forms resulting to the diversity of
carbon compounds
Performance Standard:
Perform guided experiments in determining the properties of common organic
compounds.

Learning Competencies Code: S9MT-IIh-18

Day 1 ________________

I. Objective:
a. Recognize common kinds of organic substances and their uses.
b. Appreciate the importance of organic substances.

II. Subject Matter:

a. Topic: ORGANIC COMPOUNDS - Hydrocarbons
b. Concept:
 . Organic substances like fuel, sugar, fat, protein and alcohol played a great
role in human lives. These substances which are commonly harvested from
(dead) living organisms and/or synthetically produced exist in different form
and provide helpful link to scientist studying their uses/function.
c. Materials:
Learner’s Manual, pen and paper, photos of common organic substances.
d. Reference:
 Printed: S9 LM pp. 42-43 (2nd Quarter Module 3)
e. Process Skills: Recognize, identify, evaluate
f. Values: Safety first (focus on the use of fossil fuel). Learning precautionary
measures in using substances.

III. Learning Task: Collaborative, Inquiry-based approach

a. Engagement:
Daily Routine: greetings, checking of attendance
Priming: If your sibling/parent is sick how will help them in choosing the
right medicine to take?
b. Explore:
Refer to Activity #1 – Organic Compounds, are they useful?
c. Explanation:
Describe the uses of the given samples/substances?
Where do you think these substances come from?
What do you think are the characteristics of the materials, which gave
their uses?
d. Elaboration:
Organic compounds are substances that commonly came from living
organisms (fossil fuel, alcohols, sugar). Some common
e. Evaluation:
Reflective Reasoning:
How can you help in preventing war in Syria and Turkey (disputed oil
reserve)?
In Philippines sugar is created/made from sugar canes. The products vary
in form, some are granulated fine white sugar, sometimes brow
granulated sugar, sometimes fine as powdered sugar or as nutritious like
Muscuvado sugar (slightly raw). Why is it more safe to eat brown sugar
compared to white refined sugar?

IV. Agreement/Assignment:
Teacher may give varied instruction.

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Learning Competencies Code: S9MT-IIh-18

Day 2 _______________

I. Objective:
a. Identify the types of bonds formed in alkanes, alkenes, and alkynes.
b. Relate the structures of alkanes, alkenes and alkynes to their properties.

II. Subject Matter:

a. Topic: Hydrocarbons
b. Concept:
 Hydrocarbons are organic compounds that contain carbon and hydrogen
atoms only.
 Hydrocarbons such as methane, ethane and butane are components of
natural gas. Hydrocarbons are grouped into families namely, alkanes,
alkenes and alkynes.
 The compounds in each group have certain structures that make their
properties different from the other
c. Materials: Learner’s Manual, pen and paper
d. Reference: S9 LM page 47- 48
e. Process Skills: Identify, Explain, Recognize
f. Values: Realize the importance of reading labels.

III. Learning Task: Collaborative approach

a. Engagement:
Daily Routine: greetings, report of attendance
Recall: Why is it important to know the properties of some common organic
compounds
b. Explore:
Refer to Learner’s Manual – “The Hydrocarbons”
c. Explanation:
1. What are the types of bonds present in alkanes, alkenes, and alkynes?
2. What hydrocarbon compounds are gases and liquids?
3. Why do you think some hydrocarbons are gases and others are liquids?
4. How will you identify hydrocarbons based on the substance’ name?
d. Elaboration:
Hydrocarbons are specific group of organic compounds which contain carbon
and hydrogen only.
e. Evaluation:
Classify the following hydrocarbons as ALKANES, ALKENES or ALKYNES
1. ethane 6. Propyne
2. pentyne 7. Octane
3. hexane 8. Pentene
4. ethane 9. Butane
5. ethyne 10. Methane

IV. Assignment
Teacher may give varied instruction.

** Allow students write a report on Activity # 4, Which banana will ripen faster?
(Performance Task)
Grading Parameters:
1. Written Report (Scientific Method Format)
2. Final output/Proof of conduct of activity

Rubric:
Written Output: 40% (Content)
Proof (pictures/product): 40%
Presentation: 20%

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Learning Competencies Code: S9MT-IIh-18

Day 3 ___________________

I. Objective:
a. Identify similarities in the structure of different kinds of alcohols.
b. Differentiate alcohols in terms of its use or properties.

II. Subject Matter:

a. Topic: Carbon Compounds - Alcohol
b. Concept:
Alcohols are carbon containing compounds containing –OH group
in their chemical structure.
c. Material: S9 Learner’s manual, pen and paper, photo of common alcohols
d. Reference: S9 LM page 57- 58
e. Process Skills: Identify, Recognize, Evaluate, Explain
f. Values: Ensure food safety principles and standards within school.

III. Learning Task: Inquiry-based approach, integrative approach

a. Engagement:
Daily Routine: greetings, report of attendance
Recall: Why do you call a substances that is formed from covalent bond
between a carbon atom and another element?

b. Explore:
Refer to S9 LM page 57-58 – “Alochols and their Uses”

c. Explanation:
What are the common products that contain alcohol?
Why are these alcohols important?

d. Elaborate:
Alcohols are another form of organic compound. Some alcohols are used
as antiseptics or disentfectanct, some are used as cleraning agent, some
are components of liquor, and some are used as source of energy such as
fuel,

e. Evaluate:
Two bottles of 70% alcohol are present in the grocery. Which one
are you going to buy, isoprophyl or ethyl, and why?

IV. Agreement/Assignment:
Teacher may provide varied instruction.

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 4 __________________

Learning Competencies Code: S9MT-IIh-18

I. Objective/s
1. Give the common uses of acetone and formalin
2. Relate the structures of acetone, and formalin to the carboxyl compounds where they
belong.

II. Subject Matter

A. Topic: Carbon Compounds

B. Concept:
Acetone and formalin are examples of simple carboxyl containing compounds which
have common uses. Carboxyl containing compounds are organic comounds that
contain carboxyl functional group, which is composed of a carbon atom double-bonded
to an oxygen atom: C=O.
C. Learning Materials: Learners Manual
D. Reference: LM Module 3 (pp. 140 )
E. Process Skills: identifying
F. Values: awareness

III. Learning Task ( )

A. Engagement
a. Daily Routine: greetings, report of attendance
b. recall the previous lesson

B. Exploration
a. Activity: What is common between Acetone and Formalin?

C. Explanation
a. What are the common uses of acetone and formalin?
b. What types of bonds do the common compounds have in their ?
c. Formalin and acetone are common carbonyl containing compounds. Why do
you think they both belong in the group carbonyl containing compounds

D. Elaboration
Carbonyl compounds like acetone and formaldehyde have a carbonyl functional
group, C=O, which is chemically bonded to a carbon atom in the compound.
These common carbonyl compounds also have important uses: acetone is used
as cleaning agent like a nail polish, remover and formaldehyde is used in
preserving organic materials like an animal specimen. This is also the compound
used in embalming human cadavers.

E. Evaluation
Give at least 2-3 uses of acetone and formalin aside fro those mention above.

IV. Assignment

Cite some other uses of “kalburo” aside from hasten the ripening of fruits.

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 5 ____________________

Learning Competencies Code: S9MT-IIh-18

I. Objective/s
Evaluate the things learned in Module 3 by answering the questions properly.

II. Subject Matter

A. Topic: Carbon Compounds
B. Process Skills: classifying, identifying
C. Values: show honesty in taking the summative test

III. Learning Task ( reflective )

A. Engagement
a. Daily Routine: greetings, report of attendance

B. Exploration
a. Activity: Summative Test

C. Evaluation
I. Classify the following hydrocarbons as ALKANES, ALKENES or ALKYNES
______ 1. Ethane ______ 6. Propyne
______ 2. Pentyne ______ 7. Octane
______ 3. Hexane ______ 8. Pentene
______ 4. Ethane ______ 9. Butane
______ 5. Ethyne ______ 10. Methane

II. Write the structural formula and molecular formula of the following hydrocarbons

1. 2- Butyne 4. Heptane
2. 1 – Butene 5. Pentane
3. Propene

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
 LESSON EXEMPLAR IN GRADE 9 SCIENCE
SECOND QUARTER
COUNTLESS AND ACTIVE PARTICLES OF MATTER
MODULE 4
MOLE

Content Standard:
The unit mole that quantitatively measures the number of very small particles
of matter

Performance Standard: analyze the percentage composition of different brand of two products
and decide on products on appropriate percentage composition

Learning Competency Code: S9MT-IIi19

Day 1 ___________________

I. Objective/s

Measure the mass of an object

II. Subject Matter

A. Topic: What’s in a Mole

Subtopic: Counting by Mass
B. Concept:mole SI unit to express the amount of a substance.
C. Learning Materials: Learners Manual/25 pieces paper clips of the same size and kind
Platform balance (preferably with 0.01
precision)
D. Reference: LM Module 4 (pp. 65-66)
E. Process Skills: expressing, identifying, counting
F. Values:

III. Learning Task ( collaborative )

A. Engagement
a. Daily Routine: greetings, report of attendance
b. Pre assessment ( Module 4)

B. Exploration
a. Activity: Counting by Getting the mass of an Object

C. Explanation
Mole is a mathematical value or unit of measurement that allows scientist to
quantify/measure atomic particles (unseen by naked eye).

D. Elaboration

The Avogadro’s number is the number of particles in one mole of a substance. It

is very large number equal to 6.02 x 10 24 particles. So, a mole ( mol ) of a
substance is 6.02 x 10 23 representative particles of that substance. The
representative particles can be atoms, molecules or formula unit.

* Having an experience in counting by getting the mass, give some ways in

which you can aply this procedure in daily life situations.

E. Evaluation

a. How many mongo seeds are equal to 3.50 moles of mongo seeds?
b. How many bananas are equal to 7.50 moles of bananas?
c. How many moles of rice grains are equal to 1.807 x 104 grains of rice?
d. How many moles of tomatoes are in 3.01 x 1023?

IV. Assignment

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 2 ______________________

Learning Competency Code: S9MT-IIi19

I. Objective/s
1. Measure the mass of a given number of objects.
2. Record the mass with the correct number of significant figures.
3. Convert the number of items to its equivalent mass in grams or vice versa using the
equivalents taken from the result of the activity.

II. Subject Matter

A. Topic: What’s in a Mole

Subtopic: Total Count vs. Mass

B. Concept: Different kinds of materials with the same number of particles have different
masses.
C. Learning Materials: Learners Manual/activity sheet
D. Reference: LM Module 4 (pp. 65-66)
E. Process Skills: converting, recording, measuring
F. Values: awareness

III. Learning Task ( collaborative )

A. Engagement

a. Daily Routine: greetings, report of attendance

b. Do substances with the same mass have the same number of particles?

B. Exploration

a. Activity: Total Count vs. Mass

C. Explanation

a. Do different materials have the same mass?

D. Elaboration

You have observed from this explore that although you have the same number of
items, different objects will have different masses. In the same way, one mole of
different substances always contain 6.02 x 1023 particles but each of these
substances has a different mass.
.

E. Evaluation
Students will be evaluated based on the activity presented.

IV. Assignment

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 3 ________________

Learning Competency Code: S9MT-IIi19

I. Objective/s

1. Compute for the molar mass of common substances

2. Show honesty in computing for the molar mass of a common substances

II. Subject Matter

A. Topic: What’s in a Mole

Subtopic: Molar Mass
B. Concept: One mole contains the Avogadro’s number of particles equal to 6.02 x 1023.
C. Learning Materials: Learners Manual/activity sheet
D. Reference: LM Module 4 (pp. 69-70)
E. Process Skills: computing
F. Values: honesty

III. Learning Task ( integrative/inquiry )

A. Engagement
a. Daily Routine: greetings, report of attendance
b. What do you observe about the atomic mass if hydrogen, oxygen, carbon,
potassium and sulfur?

B. Exploration
a. Activity: The Mass of One Mole of a Substance

C. Explanation
a. Do you think that one mole of the different substances have the same
amount?

D. Elaboration
Molar mass is the mass of one mole of a substance expressed in grams.
.

E. Evaluation
Find the molar mass of the following.

1. argon gas ( Ar ) 4. carbon dioxide ( CO2 )

2. sodium chloride ( Na Cl ) 5. potassium hydroxide ( KHO )
3. hydrogen gas ( H2 )

IV. Assignment

Would 1.50 moles of water ( H 2O) have the same number of particles as 1.50 moles of
any substance?

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 4 _______________

Learning Competency Code: S9MT-IIi19

I. Objective/s
Apply the mole concept in completing a given set of data.

II. Subject Matter

A. Topic: What’s in a Mole
Subtopic: Molar Mass
B. Concept: Molar mass is the mass of one mole of a substance expressed in grams.
C. Learning Materials: Learners Manual/activity sheet
D. Reference: LM Module 4 (pp. 72-73)
E. Process Skills: applying
F. Values: awareness

III. Learning Task ( inquiry )

A. Engagement
a. Daily Routine: greetings, report of attendance
b. How do you describe the relationship between mass, and number of moles
better?

B. Exploration
a. Activity: The Chemist’s Mole

C. Explanation
a. When is a particles classified as an atom, a molecule or a formula unit?

D. Elaboration
Molar mass is the mass of one mole of a substance expressed in grams

 Applying the mole concept can be useful quantitative tool in daily life.
Understanding this concept gives you an idea of how many molecules of
vitamins and or medicines are introduced inside our body.

E. Evaluation

A cancer patient needs to increase his ascorbic acid ( C 6H12O6 ) intake to fight
cancer cells.
a. How many moles of ascorbic aciddoes he need to complete the
doctor’s prescription of 13.00 g of intravenous
ascorbic acid everyday for one month?
b. How many molecules of ascorbic acid does he need everyday to fight
the cancer?

IV. Assignment

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 5 ______________

Learning Competency Code: S9MT-IIi19

I. Objective/s
Prepare a concept map on the mole concept

II. Subject Matter

A. Topic: What’s in a Mole

Subtopic: Molar Concept
B. Concept:
C. Learning Materials: Learners Manual/activity sheet
D. Reference: LM Module 4 (pp. 74)
E. Process Skills: applying
F. Values: awareness

III. Learning Task ( constructive )

A. Engagement

a. Daily Routine: greetings, report of attendance

b. How do you apply mole concepts in your daily activities?

B. Exploration

a. Activity: Mole Map

C. Explanation

a. Complete the concept map given in the activity sheet.

D. Elaboration

Molar mass is the mass of one mole of a substance expressed in grams

 Applying the mole concept can be useful quantitative tool in daily life.
Understanding this concept gives you an idea of how many molecules of
vitamins and or medicines are introduced inside our body.

E. Evaluation

Aspartame ( C14H18N2O5) is synthetic table sugar substitute in food and drinks. If

a food product needs 0.25 g of C14H18N2O5 to sweeten the chemitra cupcake,
and you ate this food product, how many molecules of aspartame have you
eaten?

IV. Assignment

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 6 and 7 ____________________

Learning Competency Code: S9MT-IIi19

I. Objective/s

1. Apply the concept of percentage composition in choosing grocery items.

2. realize the amount of substance intake can be monitored with the use of
percentage composition.

II. Subject Matter

A. Topic: What’s in a Mole
Subtopic: Percentage Composition
B. Concept: percentage composition the percentage by mass of each element in a
compound
C. Learning Materials: Learners Manual/activity sheet
D. Reference: LM Module 4 (pp. 76-77 ))
E. Process Skills: applying, computing, realizing
F. Values:

III. Learning Task ( collaborative )

A. Engagement
a. Daily Routine: greetings, report of attendance
b. In what ways can you use percentage composition of a compound in your
everyday life?

B. Exploration
a. Activity: It’s Grocery Time

C. Explanation
a. Based on this Explore, what food do you regularly consume which give your
body a lot of carbon ( C ) atoms and sodium ( Na ) ions?
b. Are these good for your body? Why? Research on how much of these types
of food are recommended for your age group.

D. Elaboration
Percentage composition of a compound tells you the percentage of the mass
made up by each element in a compound.
b. Knowledge about percentage composition is useful in choosing the best
fertilizer, help us to be wise consumer because it is a good basis of choosing the
food product. In terms of product development, percentage composition will
indicate the correct amount of substance needed in order to produce the
expected product.

* in what other ways can you make use of the concept on percentage
composition?

E. Evaluation
1. Soil that is already depleted with nutrients needs fertilizer. One of the nutrients
needed to replenish the soil is nitrogen. If you are an agricultural technician
helping a farmer, which among these fertilizers are you going to use. Show your
computations to convince the farmer of your choice.
a. ammonia (NH3)
b. ammonium sulfate (NH4)2SO4
c. ammonium nitrate, NH4NO3

2. Glucose (C6H12O6) is a six-carbon sugar (hexose)which is also known as the

blood sugar. It is an energy source that fuels our body. How many percent of
carbon is present in glucose?

IV. Assignment
The “fuel value” of the hydrogen-containing fuels depends on the mass percentage of hydrogen
(H). Rank the following compounds in terms of their “fuel value” with 1 as the highest fuel value
and 3 as the one with the lowest value:
a. ethane (C2H6) b. propane (C3H8) c. ethanol (C2H5OH)

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School
Day 8 ____________________

Learning Competency Code: S9MT-IIi19

I. Objective/s
1. Apply the concepts learned in answering the questions.
2. Show honesty in answering the test.

II. Subject Matter

A. Topic: What’s in a Mole
B. Concept: Percentage composition of a compound tells you the percentage of the
mass made up by each element in a compound
C. Learning Materials: Leaning Manual
D. Reference: LM Module 4 (pp. )
E. Process Skills: applying,

III. Learning Task ( reflective )

A. Engagement
a. Daily Routine: greetings, report of attendance

B. Exploration
a. Activity: Summative Test
Students will chose 3 sets of questions to answer.
1.Ammonium nitrate (NH4NO3Molar Mass = 80.06g/mole) is a substance
use to produce dinitrogen monoxide (N2O), a dental anesthetic.
Determine the mass percent of N in ammonium nitrate?

2. People usually use hydrogen peroxide (H2O2Molar Mass = 34.02

g/mole) to clean their wounds. If Cheska used 1.0 g of
H2O2to clean her wound, how many mole of H2O2did she use?

3. In cold areas, many fish and insects, including the common housefly
produce large amounts of glycerol (C3H8O3Molar Mass = 92.11 g/mole) to
lower the freezing point of their blood. How many percent of oxygen is
present in glycerol?

4. Ethyl butanoate (C3H7COOC2H5) is the substance responsible for the

aroma of pineapple. What is the molar mass of ethyl butanoate?

5. Calcium carbonate (CaCO3Molar Mass = 100.09 g/mole ) is an antacid

used to neutralize extra acid in the stomach. Lorie is prescribed by the
doctor to take 250mg-tablet of CaCO3three times a day. How many moles
of CaCO3will Lorie consume for 3 days?

C. Explanation:
Discuss the process of answering the given set of problem.

D. Elaboration:
Allow students to cite rules to be followed in answering their chosen problem.

E. Evaluation:
Students will be evaluated based on the result of their work.

Rizalito Licos, SST – 1

Francisco E. Barzaga National High School