GRADE9 - LessonPlan K12

Lesson Plan in Science 9
June 2, 2014 (Monday)

I. Objectives:
1. Get to know with each other and new classmates (transferees)
2. State the rules and regulations of the school
3. Establish good descipline inside the classroom by discussing classroom rules
II. Topic: Opening of Classes (class advisory meeting)
School Rules and Regulations
Election of Class Officers
Classroom rules (as stated by the Class officers)
III. Strategy:
Paper and pen for data information
Small to big group sharing
IV. Assessment: N/A
V. Assignment:

June 3, 2014 (Tuesday)
I. Objectives:
1. Get to know with each other and new classmates (transferees)
2. State the rules and regulations of the school
3. Give the expectations in Science 9
II. Topic: Second Day (meeting the students by section)
School Rules and Regulations
Subject Requirements
II. Strategy:
Paper and pen for data information
Small to big group sharing
III. Assessment: N/A
IV. Assignment: Bring cattleya notebook to be used as quiz notebook

June 4, 2014 (Wednesday)
I. Objectives:
1. Enumerate the topics discussed in Science 8 (different areas such as, Earth Science, Biology, Chemistry
and Physics
2. Discuss the lessons learned in Biology especially the organ systems
II. Topic: Review of the topics discussed in Science 8 especially Biology
Organ Systems such as, Digestive, Respiratory, Circulatory and Excretory systems
III. Strategy:
Small group sharing
IV. Assessment: Recitation
V. Assignment: review the parts or organs of digestive system and their functions

June 5, 2014 (Thursday)
I. Objectives:
1. Enumerate the parts of the digestive system and the functions of each part
2. Explain the process of digestion
II. Topic: Digestive System (Parts and Functions)
III. Strategy: Interpreting the illustration of the digestive system
(the students will describe the process of digestion based on the illustration on the board)
V. Assignment: review the parts or organs of circulatory system and their functions

June 6, 2014 (Friday)
I. Objectives:
1. Enumerate the parts of the circulatory system and the functions of each part
2. Explain how blood circulates in the body
II. Topic: Circulatory System (Parts and Functions)
III. Strategy: Interpreting the illustration of the circulatory system
(the students will describe the circulatory system based on the illustration on the board)
V. Assignment: review the parts or organs of excretory system and their functions

I. Objectives:
1. Enumerate the parts of the excretory system and the functions of each part
2. Explain how the different wastes of the body are excreted
II. Topic: Excretory System (Parts and Functions)
III. Strategy: small group shring to big group sharing
(the students will be grouped into 5, each group will draw the excretory sytem
in a manila paper, showing the movements of the different wastes of the body)
IV. Assessment: Recitation/Reporting
V. Assignment: Draw the parts or organs of respiratory system and give their functions

I. Objectives:
1. Diagnose what the students know about Science 9
II. Topic: DIAGNOSTIC TEST
III. Strategy: paper and pen
IV. Assessment: N/A
V. Assignment: N/A

I. Objectives:
1. Determine the learning styles of the students as to visual, auditory and kinesthetic
2. Group the students according to their learning style
II. Topic: LEARNING STYLE INVENTORY
III. Strategy: paper and pen
IV. Assessment: N/A
V. Assignment: N/A
HOLIDAY (Independence Day)
Checking of Test Papers

For Sections 5 and 9 only: Reporting about excretory system (Morning only)
I. Objectives:
1. Enumerate the parts of the excretory system and the functions of each part
2. Explain how the different wastes of the body are excreted
II. Topic: Excretory System (Parts and Functions)
III. Strategy: small group shring to big group sharing
(the students will be grouped into 5, each group will draw the excretory sytem
in a manila paper, showing the movements of the different wastes of the body)
IV. Assessment: Reporting
V. Assignment: Draw the parts or organs of respiratory system and give their functions
1:00 PM
Homeroom PTA meeting
3:00 PM Program/Distribution of School Supplies

I. Objectives:
1. Identify the key parts of the respiratory system
2. Enumerate the parts of the respiratory system and the functions of each part
II. Topic: Respiratory System (Parts and Functions)
III. Strategy: Performing the activity 1 -What a bunch of Grapes
(Materials: grapes, activity sheet)
IV. Assessment: Performance of the activity
V. Assignment: what are the ways of prevention, detection and treatment of diseases affecting the
respiratory system
I. Objectives:
Activity 1: What a bunch of grapes (Answers to the activity)
III. Strategy: Question and answer
Guide Questions:
Q1. What does each part of the "Bunch of grapes" model represent in relation to the breathing
system?
Q2.
2. How
of oxyHow
will youwill
describe
you describe
the pathway
the pathway
of oxygen in the breathing system?
Q3. What will happen if one part of the system fails to carry out its function properly?
V. Assignment: bring the following materials: 1 pc 2-L plastic bottle; straws; 3 balloons (1 big, 2 small)
rubber bands
I. Objectives:
1. Explain how the lungs work?
2. Describe how the movement of the diaphragm helps the air go in and out of the lungs?
Activity 2: Bottled Balloons (materials:1 pc 2-L plastic bottle; straws; 3 balloon; rubber bands
III. Strategy: Demonstrating how to use the constructed model of the human chest cavity
IV. Assessment: Performance of the activity
Guide questions:
Q4. What does each part of the constructed lung model represent?
Q5. What happens as you pull down the balloon at the bottom of the model?
Q6. What happens as you push up the balloon?

Q7. How does the movement of the diaphragm cause the air to go in and out of the lungs?
Q8.
5. What
what might
might happen
happenififyou
youprick
prickthe
theballoon?
balloon?
V. Assignment: Study the guide questions given for the discussion tomorrow
June 20, 2014 (Friday) Please refer to lesson plan dated June 19, 2014, the lesson was
not carried out due to the distribution of school supplies to the grade 9
students

I. Objectives:
Activity 2: Bottled Balloons (materials:1 pc 2-L plastic bottle; straws; 3 balloon; rubber bands
III. Strategy: Discussion of the answers to the activity using the human chest cavity model
IV. Assessment:
Guide Questions:
Q4. What does each part of the constructed lung model represent?
Q5. What happens as you pull down the balloon at the bottom of the model?
Q6. What happens as you push up the balloon?
Q7.. How does the movement of the diaphragm cause the air to go in and out of the lungs?
Q8. What might happen if you prick the balloon?
V. Assignment:
pls. bring the following materials:
strips of paper
marking pen
rope or ribbon
chalk

I. Objectives:
1. Describe blood flow and gas exchange within the heart, circulatory system and lungs.
2. Explain the mechanism of how the respiratory and circulatory systems work together.
II. Topic: Activity 3: Just go with the Flow!
Materials: paper strips, marking pen, rope or ribbon, chalk
III. Strategy: Performance of the activity:
IV. Assessment:
Guide Questions:
Q9. How do the heart and the lungs work together?
Q10. What takes place when you inhale and exhale?
Q11. What does blood deliver to every part of the body?
Q12. Why is oxygen important to your body?
Q13. How will you describe the sequence of oxygen, carbon dioxide and
blood flow in your own words?
V. Assignment:
In the given framework of the human body, illustrate the blood flow and gas exchange in the
respiratory and circulatory systems using diagrams and arrows. Color your work to show the distinction
of oxygen and carbon dioxide carried in the blood.

I. Objectives:
2. Demonstrate how blood flows in the body by role playing /game.
III. Strategy: Group Game/Role Playing
IV. Assessment:
Performance of the activity/critiquing by group/question and answer based on the
presentation of the group
V. Assignment:
Remediation: for sections 5 and 9 - (after viewing the best group presentation)
Q: Describe blood flow and gas exchange within the heart, circulatory system and lungs

I. Objectives:
III. Strategy: Performance of the activity:
IV. Assessment:
Guide Questions:
V. Assignment:
Enrichment Activity:
In the given framework of the human body, illustrate the blood flow and gas exchange in the
respiratory and circulatory systems using diagrams and arrows. Color your work to show the distinction
of oxygen and carbon dioxide carried in the blood.
ABSENT

I. Objectives:
III. Strategy: Discussion (Question and Answer)
IV. Assessment:
Guide Questions:
V. Assignment:
Prepare the following materials for the activity on Tuesday
flexible straws
balloon
empty used bottle
adhesive tape

July 1, 2014 (Tuesday)
I. Objectives:
1. Identify the components of the circulatory system.
2. Explain the different types of circulation.
II. Topic: Activity 4: Let's organize!
Materials: graphic organizer
III. Strategy: Performance of the activity: Fill in the missing parts, description and functions to complete
the entire concept.
IV. Assessment:
Guide Questions:
Q14. Explain how the heart works.
Q15. Evaluate how the heart can be compared to a mechanical pump.
V. Assignment:
Bring the following materials
flexible straws
balloon
empty used bottle
adhesive tape
July 2, 2014 (Wednesday)
PASIG DAY

July 3, 2014 (Thursday)
I. Objectives:
1. Describe how the heart functions.
2. Explain how blood is pumped by the heart.
II. Topic: Activity 5: PUMP IT!
Materials: flexible straws, balloon, empty used bottle, adhesive tape
III. Strategy: Performance of the activity: The student will prepare the heart pump model by group
IV. Assessment:
- Inspection of the heart pump model by testing each output of the students.
- The students will demonstrate how to use the heart pump model
V. Assignment:
Remediation: Use arrow to illustrate the flow of blood flow involving the heart, lungs and body organs
heart
lungs
body
organs

July 4, 2014 (Friday)
I. Objectives:
III. Strategy:Performance of the activity/Answering the guide questions
IV. Assessment:
Q16. What does the water inside the jar represent?
Q17. How will you compare the heart pump model and the human heart?
Q18. How does the heart function as a pump?
Q19. Will the heart model be able to function properly if the straw is blocked? Explain your answer.
V. Assignment:
Reinforcement:
Draw the human heart in your notebook label each part and give the function of each part.

July 7, 2014 (Monday)
I. Objectives:
III. Strategy:Discussion (Question and Answer)
IV. Assessment:
Q16. What does the water inside the jar represent?
Q17. How will you compare the heart pump model and the human heart?
Q18. How does the heart function as a pump?
Q19. Will the heart model be able to function properly if the straw is blocked? Explain your answer.
V. Assignment:
Prepare for a quiz
Part 1: QUIZ / Checking of the quiz
Part 2:
I. Objectives:
1. Measure and describe your pulse (heart rate) after several different activities
2. Explain how to use different time intervals to measure your heart rate
II. Topic: Activity 6: RHYTHM OF MY HEART
Materials: Stopwatch / timer Data Logbook
III. Strategy: Discussion of the procedure/Introduction to activity 6
IV. Assessment: N/A
V. Assignment: (Question: What is the normal heart rate?)

I. Objectives:
1. Measure and describe your pulse (heart rate) after several different activities
2. Explain how to use different time intervals to measure your heart rate
II. Topic: Activity 6: RHYTHM OF MY HEART
Materials: Stopwatch / timer Data Logbook
III. Strategy: Individual activity: Pulse beat counting/Simple exercise
IV. Assessment:
GUIDE QUESTIONS:
Q20. What was your calculated resting pulse?
Q21. What was your pulse after exercising?
Q23. What is the advantage of timing for a full minute to find your pulse?
Q24. What is the advantage of timing over a shorter period of time, especially when you have
just finished exercising?
Q25. According to statistics, the maximum heart rate should be 220 minus a person's age.
How would you interpret your highest heart rate in relation to that given number?
V. Assignment: Bring the following materials by group
meta cards, pentel pen, adhesive tape

I. Objectives:
1. Explain the negative effects of cigarette smoking on the circulatory and respiratory systems
II. Topic: Activity 7: Cigarette Smoking Is Dangerous to Your Health
Materials: meta cards, pentel pen, adhesive tape
III. Strategy: Perform the activity 7 (Brainstorming)
IV. Assessment:
Procedure/Guide:
1. Look at the picture of the smokers body below, and take note of the illnesses that might
develop due to cigarette smoking.
2. Within your group, brainstorm ideas about the effects of cigarette smoking on a persons respiratory
and circulatory systems using the meta plan strategy.
3. Choose a group member who will act as moderator to solicit all the ideas of the members about
the negative effects of cigarette smoking on the circulatory and respiratory systems.
4. Each participant must give at least three negative effects of cigarette smoking on both circulatory
and respiratory systems. Answers must be written on the blank cards.
5. The moderator collects the meta cards and reads each one of them while showing the cards to the
whole group so that everyone can read them.
6. After discussing the ideas within the group, stick and organize all the responses on the
blackboard to categorize which answer falls under the respiratory and circulatory systems.
7. Group the cards with identical or similar statements together into clusters, allowing multiple
statements to emerge clearly.
8. Choose a representative to explain the work of the group.
V. Assignment:REINFORCEMENT: Research on the different diseases ivoolved in respiratory and
circulatory systems

I. Objectives:
Materials: meta cards, pentel pen, adhesive tape, picture of smoker's body
III. Strategy: Perform the activity 7 (REPORTING/PRESENTATION by group)
IV. Assessment:
Procedure/Guide:
V. Assignment:
Answer these questions:
1. Give different ways of detecting and preventing diseases in the respiratory and circulatory systems.
2. Give the importance of a healthy lifestyle in avoiding such diseases.

I. Objectives:
Materials: meta cards, pentel pen, adhesive tape, picture of smoker's body
III. Strategy: Perform the activity 7 (REPORTING/PRESENTATION by group)
IV. Assessment:
Procedure/Guide:
V. Assignment:
Answer these questions:
1. Give different ways of detecting and preventing diseases in the respiratory and circulatory systems.
2. Give the importance of a healthy lifestyle in avoiding such diseases.
July 15-16, 2014 (Tuesday-Wednesday)
Classes suspended due to typhoon

July 17-18, 2014 (Thursday) for sections 5 and 9 (July 17, 2014, Thursday)
(the test was rescheduled to July 18, Friday for sections 1 and 2)
SUMMATIVE TEST
I. Objectives:
1. Answer varied type of questions correctly about Unit 1, Module 1
II. Test Proper (Please see attached sheet)
III. Assignment: Enrichment- Define the following terms:

1. phenotype
4. DNA
2. genotype
5. gamete
3. allelle
6. Punnett Square

I. Objectives:
1. Explain incomplete dominance pattern of inheritance
2. Illustrate by means of Punnett square a cross involving incomplete dominance pattern of inheritance
II. Topic: Module 2, Activity 1: Phenotypes and Genotypes in Incomplete Dominance
Materials: Activity sheets Manila paper, Marking pen
III. Strategy: Perform the activity 1 by group)
IV. Assessment:
Procedure/Guide:
1. Read the given problem: Show the possible outcome of the cross between two pink flowered
four oclock plants by using the Punnett square.
2. Now, another cross was made involving a red flowered four oclock plant and a pink flowered four oclock plant.
3. Using the Punnett square again, show the possible outcome.
4. Show your Punnett square for problems 1 and 2 using a Manila paper.
5. Present and discuss your answers.
V. Assignment:
Remediation: Refer to the Punnett square below as reference for activity 1, in preparation for your
group report tomorrow.

I. Objectives:
1. Explain incomplete dominance pattern of inheritance
2. Illustrate by means of Punnett square a cross involving incomplete dominance pattern of inheritance
II. Topic: Module 2, Activity 1: Phenotypes and Genotypes in Incomplete Dominance
III. Strategy: Reporting by group
IV. Assessment:
GUIDE QUESTIONS:
Q1. How many types of gametes will each parent produce in problem no. 1?In problem no. 2?
Q2. What is the phenotype of a heterozygous four oclock flower?__________
Q3. What are the possible phenotypes of the offspring from the cross of the parental plants
in problem no. 1? In problem no. 2?
Q4. What are the possible genotypes of the offspring from the cross of the parental plants
in problem no. 1? In problem no. 2?
V. Assignment:
Remediation: Define the ff terms:
bull, incomplete dominance, heterozygous, genotypes and phenotypes
Enrichment:
Prepare a punnet square and show how phenotypic percentages are computed.

Objectives:
1. List the genotypes of the bull and cow in the given problem
2. Diagram and complete a Punnett square
3. Give phenotypic percentages of the offspring
II. Topic: Module 2, Activity 2: Mystery bull
III. Strategy: Brainstorming
Perform the activity 2 by group (5 members each group)
IV. Assessment:
Procedure:
1. Read the given problem:
Mang Marcelino owns purebred red cows. In his farm he noticed that after a typhoon several months
ago, all of the fences that separate his cattle from his neighbors cattle were destroyed. During the time
that the fences were down, three bulls, one from each neighbor, mingled with his cows. For awhile, he
thought that none of the bulls found his cows, but over the months, he noticed that all of his cows are
pregnant. He suspected that one of the bulls is the father. Which bull is it? Help Mang Marcelino look for
the father by solving the given problem.
Determine the possible traits of the calves if :

A. a red (RR) bull is mated with a red (RR) cow 1
B.a red (RR) bull is mated with a white (WW) cow 2
C.a roan (RW) is mated with a red (RR) cow 3
2. Illustrate your answers using a Punnett square.
3. Write your answers on the Manila paper.
4. Present and discuss your answers.
V. Assignment:
Remediation: Differentiate incomplete dominance and codominance
Enrichment: read from the given link:
Link: http://www.wikidoc.org/index.php/Autosomal_recessive

Objectives:
III. Strategy: Reporting by group
IV. Assessment:
Q5. Will you be able to trace the father of the calves?__________

Q6.
Q7.
Q8.
Q9.
What are the possible phenotypes of the calves for each cow?________
Do you think you will make Mang Marcelino happy about the result of your investigation? ____
How are you going to explain it to him? ____
How wold you apply what you have learned to improve the breeds of livestock in your area?
What possible suggestions can you give to animal breeders in your area? ___________________
V. Assignment:
Enrichment:
Explain why solving problems involving non-Mendelian inheritance makes you realize that
there are no absolutes in real life

Objectives:
III. Strategy: Discussion of the answers to Module 2, activity 2
IV. Assessment:
The following questions will discussed:
Q5. Will you be able to trace the father of the calves?__________
Q6.
Q7.
Q8.
Q9.
What are the possible phenotypes of the calves for each cow?________
Do you think you will make Mang Marcelino happy about the result of your investigation? ____
How are you going to explain it to him? ____
How wold you apply what you have learned to improve the breeds of livestock in your area?
What possible suggestions can you give to animal breeders in your area? ___________________
V. Assignment:
know your blood types if the blood type is unknown, just select any blood type you want
record of the different blood types of the group members and prepare a tally using the given table.

Objectives:
1. Infer the unknown phenotypes of individuals on the basis of the known phenotypes of their family
members
II. Topic: Module 2, Activity 3: What is your blood type?
Materials: paper pencil
III. Strategy: Performing the activity
IV. Assessment:
V. Assignment:
Determine all possible combinations of genes for a blood type that a person might have and predict
gene combinations expected in offspring based on the genes carried in male and female gametes.
HOLIDAY

Objectives:
members
III. Strategy: Reporting and discussion of the answers to the activity
IV. Assessment:
The following questions will discussed:
Q10. What blood type (or types) can be found in an offspring if a mother has type A blood and
the father has type B blood?________________________________
Q11. What blood type (or types) can be found in an offspring if a mother has type AB blood and
the father has type B blood?________________________________
Q12. What blood type (or types) can be found in an offspring if a mother has type O blood and
the father has type B blood?_________________________________
V. Assignment:
How does blood donation process work?
What you should do after donating blood?

Objectives:
1. Discuss how sex in humans is determined
II. Topic: Module 2, Activity 4: Boy or Girl?
Materials: Activity sheets Pen paper
IV. Assessment:
1. Draw a Punnett square which shows the inheritance of the sex chromosomes.
Represent the female sex chromosomes with XX and the male sex chromosomes with XY.
V. Assignment:
Determine the probability of having male or female gender by illustrating the prediction
using a Punnett square.
ock plant.

August 1, 2014 (Friday)
Objectives:
members
IV. Assessment:
The following questions will be discussed:
Q 13. What will be the sex of a child produced when an egg is fertilized by a sperm that has a
Y chromosome?
Q 14. What type of sperm must fertilize an egg to result in a female child?
Q 15. Based on this Punnett Square, what percent of children would you expect to be male?
Q 16. Which sex chromosome is present in both male and female?
Q 17. Infer which sex chromosomes determines a persons sex.
Q 18. What are the other factors that may influence the expression of human sexuality?
V. Assignment:
Enrichment:
Draw or illustrate the 44 autosomes and sex chromosomes

August 4, 2014 (Monday)
Objectives:
1. Identify the components of a DNA molecule
2. Construct a model of a molecule of DNA
II. Topic: Module 2, Activity 6: DNA Modeling
Materials: Cutouts of basic subunits of DNA; Crayons; Scissors; Tape or glue
IV. Assessment:
The students will perform the activity by following the procedure:
1. Cut out all of the units needed to make the nucleotides from the handout provided at the end of the module.
2. Color code the nitrogenous bases, phosphorus, and sugars according to the teacher's directions.
Adenine = yellow,
Guanine = green,
Thymine = blue,
Cytosine = red,
Phosphate = brown,
and Deoxyribose = . black
3. Using the small squares and stars as guides, line up the bases, phosphates and sugars.
4. Now glue the appropriate parts together forming nucleotides. Construct DNA model.
5. Let this arrangement represent the left half of your DNA molecule.
Thymine Adenine Cytosine Guanine Adenine Cytosine
6. Complete the right side of the ladder by adding the complementary bases. You will have to turn them
upside down in order to make them fit.
V. Assignment:
Enrichment:
1. Of what material are genes made?
2. How does the genetic material produce the characteristics of an organism?

3. How is the genetic code passed from parents to offspring? Scientists now know that the genetic material
is DNA (Deoxyribonucleic acid).

August 5, 2014 (Tuesday)
Objectives:
1. Identify the components of a DNA molecule
2. Construct a model of a molecule of DNA
II. Topic: Module 2, Activity 6: DNA Modeling
Materials: Cutouts of basic subunits of DNA; Crayons; Scissors; Tape or glue
III. Strategy: Reporting / Discussion
IV. Assessment:
The following questions will be discussed:
Q33. What are the common parts of a nucleotide?________________________
Q34. What is the one part of the nucleotide that differs among the other different nucleotides?
Q35. List the different kinds of nitrogen bases___________________________
Q36. Is there always going to be an equal number of adenine and thymine nucleotides in molecule? Why?
Q37. Is there always going to be an equal number of guanine and cytosine nucleotides in a molecule? Why?
V. Assignment:
Research / Explain this equation
Carbon Dioxide + Water
-->
(CO2)
Glucose
(H2O)
Oxygen
(C6H12O6)
(O2)

August 6, 2014 (Wednesday)
Objectives:
1. Identify the raw materials and products of photosynthesis.
2. Explain the process of photosynthesis
II. Topic: Photosynthesis
Materials: laptop, video clips of photosynthesis
III. Strategy: Viewing some videos about photosynthesis
IV. Assessment: (Discussion/Recitation)
(For each video the students will learn a specific concept on photosynthesis such as
identifying the cell structures involved in photosynthesis, describing the process of food making
done by plants, identifying the raw materials and products of photosynthesis.)
Questions:
1. identify the cell structures involved in photosynthesis
2. Describe the process of food making done by plants
3. Identify the raw materials and products of photosynthesis
V. Assignment:
Review / Prepare for the Exam
August 7-8, 2014 (Thursday andFriday)

First Periodical Test
Checking of test papers

UNIT TEST
Objectives:
Evaluate the students on what they learned from the following topics (Unit I):
Module 1: Respiratory and Circulatory Systems
Module 2: Genetics- Incomplete Dominance/Codominance/ DNA model
Module 3: Photosynthesis
II. Topic: Unit 1, Modules 1 to 3
Materials: Quiz Notebook
III. Strategy: Paper and Pencil/ballpen Test
IV. Assessment: Test proper (Please see attached sheet)
V. Assignment:
Illustrate/draw the different atomic models prposed by the following Scientists:
John Dalton, J.J. Thomson, Ernest Rutherford, Niels Bohr, Erwin Schrodinger etc
August 14, 2014 (Thursday)
UP Open Laboratory
Absent
Checking of papers (Unit Test)

Remediation

Objectives:
1. Determine the characteristic colors that metal salts emit; and
2. Relate the colors emitted by metal salts to the structure of the atom.
II. Topic: Activity 1: FLAME TEST
Materials: laptop, video showing Flame Test
III. Strategy: Viewing some videos about Flame Test
What are the colors emitted by the following elements (based on the video)
Lithium
Li
Calcium
Ca
Sodium
Na
Strontium
Sr
Potassium
K
Barium
Ba
Copper
Cu
Questions:
Q1. Why do you think are there different colors emitted?
Q2. What particles in the heated compounds are responsible for the production of the colored light?
Q3. How did the scientists explain the relationship between the colors observed and the
structure of the atom?
V. Assignment:
Enrichment:
Why do certain elements give off light of specific color when heat is applied?

Objectives:
1. Describe how it is likely to find the electron in an atom by probability.
II. Topic: Activity 2: Predicting the Probable Location of an Electron
Materials: One sheet of short bond paper or half of a short folder
pencil or colored marker with small tip
compass ; graphing paper ; one-foot ruler
What are the colors emitted by the following elements (based on the video)
Lithium
Li
Calcium
Ca
Sodium
Na
Strontium
Sr
Potassium
K
Barium
Ba
Copper
Cu
Questions:
Q1. Why do you think are there different colors emitted?
Q2. What particles in the heated compounds are responsible for the production of the colored light?
Q3. How did the scientists explain the relationship between the colors observed and the
structure of the atom?
V. Assignment:
Enrichment:
Why do certain elements give off light of specific color when heat is applied?

August 20, 2014 (Wednesday) (same LP dated Aug. 19, 2014)
- the lesson was not carried out due to disruption of classes
Objectives:
1. Describe how it is likely to find the electron in an atom by probability.
II. Topic: Activity 2: Predicting the Probable Location of an Electron
Materials: One sheet of short bond paper or half of a short folder
pencil or colored marker with small tip; compass ; graphing paper ;one-foot ruler
Q1. What happens to the number of dots per unit area as the distance of the dots go farther from the center?
Q2. Determine the percent probability of finding a dot in each of the circle drawn on the target by
multiplying No. of dots /cm2 (column D) by the total number of dots (100).
For example: In circle 1(A)
Percent probability = No. of dots /cm2 X 100
= [0.1920 / 100 ] X 100 = 19.20%
Q3. Based on your graph, what is the distance with the highest probability of finding a dot?
Show this in your graph.
Q4. How many dots are found in the area where there is highest probability of finding dots?
Q5.How are your results similar to the distribution of electrons in an atom?
V. Assignment:
Enrichment:
Activity 1 is an analogy to show you that it is not possible to know the exact position of the electron.
So, Bohrs idea that electrons are found in definite orbits around the nucleus was rejected.
Three physicists led the development of a better model of the atom. These were Louie de Broglie,
Erwin Schrodinger, and Werner Karl Heisenberg.

Question: Describe or explain the atomic model proposed by Louie de Broglie, Erwin Schrodinger
and Werner Karl Heisenberg.
August 21, 2014 (Thursday)
HOLIDAY

Objectives:
1. Describe the different atomic models
II. Topic: Atomic Models
III. Strategy: Discussion/ Viewing of Constec Video about atom
IV. Assessment: Discussion of the ff. models
a. Dalton's model
d. Bohr's model
b. Thomson's model
e. Electron Cloud Model
c. Rutherford's model
Questions:
1. Atoms are the smallest particle of matter. Through the models we were able to understand
and even imagine the structure of an atom, but how will you describe each model? Which model
is more acceptable?
2. How does model help in the study of atom?
V. Assignment:
Remeadiation
1. What are the sub-atomic particles?
2. How will you describe the structure of the atom?
Enrichment:
Define or describe the following terms:
1. Main energy levels, Orbitals, Sublevels, Electron Configuration
HOLIDAY

Objectives:
1. Write the electron configuration of the elements in the third period;
2. Determine the pattern of filling the orbitals based on the given distribution for the first 10 elements; and
3. Devise rules in filling up the orbitals.
II. Topic: Activity 3: Electron Configurations
Materials: Pen and paper
Periodic table
Manila Paper
Pentel pen
-August 26, 2014
IV. Assessment: (Discussion/Recitation) -August 27, 2014

Q1. Do you see patterns in the distribution of their electrons?
Q2. What are these patterns you observe?
Q3. What do you think are some rules that apply in filling up the orbitals for the elements from
atomic number 1 to 18?
V. Assignment:
Explain the concepts stated in each principle:
1. Aufbau Principle
2. Hund's Rule of Multiplicity
3. Pauli Exclusion Principle

Objectives:
1. Write the electron configuration of the elements in the third period;
2. Determine the pattern of filling the orbitals based on the given distribution for the first 10 elements; and
3. Devise rules in filling up the orbitals.
II. Topic: Activity 3: Electron Configurations
Periodic table
Manila Paper
-August 26, 2014
IV. Assessment: (Discussion/Recitation) -August 27, 2014

Q1. Do you see patterns in the distribution of their electrons?
Q2. What are these patterns you observe?
Pentel pen
Q3. What do you think are some rules that apply in filling up the orbitals for the elements from
atomic number 1 to 18?
V. Assignment:
Enrichment:
1. Aufbau Principle
2. Hund's Rule of Multiplicity
3. Pauli Exclusion Principle

UNIT TEST
Objectives:
Evaluate the students on what they learned from the following topics (Unit 2):
Module 1: Electronic Structure of Matter
Activity 1: The Flame Test
Activity 2: Predicting the probable location of an electron
Activity 3: Electron Configurations
II. Topic: Unit 2, Module 1, activity 1 to 3
Materials: Quiz Notebook
III. Strategy: Paper and Pencil/ballpen Test
IV. Assessment: Test proper (Please see attached sheet)
V. Assignment:
Questions:
1. How are ionic and covalent compounds formed?
2. Whys is an ionic compound different from a covalent compound?
3. How is a metallic compound formed?
September 1, 2014 (Monday)
Please refer to lesson plan dated August 29, 2014

the lesson was not carried out due to disruption of classes

September 2, 2014 (Tuesday)
ABSENT

September 3, 2014 (Wednesday)
Objectives:
1. Identify the number of valence electrons of atoms.
2. Compare the electronegativity values of metals and non-metals.
II. Topic: Pre-Assessment:
Materials: quiz notebook
IV. Assessment: Pls. see attached sheet
V. Assignment:
Define the following terms:
electron dot
valence electron
ionic bond
covalent bond

September 4, 2014 (Thursday)
Objectives:
II. Topic: Activity 1: Mapping the Periodic Table
Materials: Periodic Table Crayons
III. Strategy: performing the activity
Analyzingtheb periodic table
IV. Assessment:
Q1. Where can you find metals, non-metals and noble gases in the periodic table of elements?
Q2. Which number tells you the number of valence electrons?
Q3. What do you notice in the number of valence electrons of metals, non-metals and noble gases?
Q4. What kind of element has:
a. less than 4 valence electrons?
b. more than 4 valence electrons?
c. low electronegativity?
d. high electronegativity?
e. low ionization energy?
f. high ionization energy?
V. Assignment:
Illustrate the LEDSof the of the representative elements
September 5, 2014 (Friday)
Refer to lesson plan dated September 4, 2014 for the

discussion of the answers to the activity

Objectives:
1. Write the Lewis Symbol of some elements.
2. Identify the number of valence electrons.
II. Topic: LEDS
Periodic table of elements
III. Strategy: Guided Inquiry/Exercises
IV. Assessment:
Determine the number of valence electrons and illustrate the LEDS of the ff elements:a. Mn - 25
c. Ga - 31
e. Sc - 21
g. Co -27
i. Ag - 47
b. Cs - 55
d. Y - 39
f. Fe - 26
h. Br - 35
j. Sr -38
V. Assignment:
Remediation: Illustrate the LEDS of the transition metals.

Objectives:
1. Write the Lewis Symbol of the representative elements.
2. Show the relationship among the number of valence electrons, electronegativity and ionization energy.
II. Topic: Activity 2: Lewis Symbol
Guided Inquiry
IV. Assessment:
Q1. Arrange these elements in increasing:
a. valence electrons
b. electronegativity values.
c. Ionization energy.
Q2. What do you notice with the number of valence electrons, electronegativity values and
ionization energies of the elements?
Q3. What kind of element has the greatest tendency to attract electrons? Why?
Examine the periodic table below. Does it verify your answers in Q1 and Q2?
V. Assignment:
Enrichment: What is the difference between ionization energy and electronegativity?
Objectives:
III. Strategy: Discussion
IV. Assessment:
V. Assignment:
Enrichment:
Types of Chemical Bonds
1. ionic bond
2. Covalent bond
3. metallic bond
Please refer to lesson plan dated September 10, 2014

Objectives:
II. Topic: ELECTRONEGATIVITY
III. Strategy: Performing Activity/Guided Inquiry
IV. Assessment: Seat work (Exercises)
COMPOUND
FORMULA
ELECTRONEGATIVITY
DIFFERENCE
1. lithium fluoride
2. oxygen molecules
3. water
4. methane
5. potassium oxide
6. hydrogen chloride
7. magnesium oxide
8. carbon dioxide
9. aluminum oxide
10. sulfur dioxide
V. Assignment:
Enrichment:
1. ionic bond
2. Covalent bond
3. metallic bond
September 15, 2014
( Monday) NO CLASSES
TYPE OF
CHEMICAL BOND

Objectives:
1. Name the compounds given their formulas.
2. Derive rules of nomenclature.
II. Topic: NAMING COMPOUNDS
III. Strategy: Guided Inquiry
IV. Assessment:
Stating the rules in naming the following compounds:
1. binary ionic compounds (metal and nonmetal)
2. binary ionic compounds containing metals with variable oxidation numbers
3. binary molecular compounds containing two nonmetals
4. binary acids
5. ternary acids
6. ternary ionic compounds (metals with polyatomic ions)
V. Assignment:
Enrichment:
A. Name the following compounds:
1. CuO
2. PbO
3. Mg(OH)2
4. CaCl2
5. FeSO4
B. Compounds with polyatomic Ions. Fill up the table,writing the formulas of compounds formed by one
element in each of the families below (see the PT) with the given polyatomic ions.
Element (Family)
NO3 -1
SO4 -2
PO4 -3
Na (IA)
NaNO3
Ca (IIA)
Al (IIIA)
Cu (IB)
Zn (IIB)

Objectives:
II. Topic: FORMULA WRITING
IV. Assessment:
1. Stating the rules in writing formulas
2. Presentation of the sample problems
3. Writing formulas of: binary ionic compounds, binary molecular compounds, ternary compounds,
binary acids, ternary acids and compounds containing polyatomic ions.
V. Assignment:
Enrichment:
Write the chemical formulas of the ff. by using the Greek prefixes
1. Carbon tetrahydride
2. Sulfur dioxide
3. Carbon dioxide
4. Dinitrogen oxide
5. Diphosphorus pentoxide

Objectives:
1. Illustrate how an ionic bond is formed.
2. Show how ions are formed.
II. Topic: Activity 3: Bonding by the transfer of electrons
III. Strategy: Guided Inquiry, performing activity
IV. Assessment: (Procedure)
1. Select a metallic and a non-metallic element. Write the Lewis Symbol and
electronegativity value of both elements.
2. 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
*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.
Choose 5 combinations that will result to ionic bonding.
V. Assignment:
No Classes due to typhoon Mario
Barangay Fiesta

Objectives:
IV. Assessment:
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?
V. Assignment:
1. Explain how covalent bonding takes place.
2. Illustrate the sharing of electrons.

Objectives:
II. Topic: Activity 4: Bonding by Sharing of Elecrons
III. Strategy: Guided Inquiry/Performing the activity
IV. Assessment: Perform the ff Exercises
Show how the sharing of electrons form covalent bond in the following compounds:
a. ammonia (NH3)
d. nitrogen gas (N2)
g. hydrogen gas (H2)
b. water (H2O)
c. hydrogen chloride (HCl)
e. oxygen gas (O2)

f. methane (CH4)
h. phosphine (PH3)
i. sulfur dioxide (SO2)
V. Assignment:
Enrichment:
What have you learned about covalent bonds?
Q2. What kind of elements usually forms covalent bond? Is it possible for metals and
non-metals to form nonpolar covalent? Why? How about polar covalent bond? Why?
Q3. Why is it that diatomic molecules always form nonpolar covalent bond?
Q4. Differentiate polar covalent bond from nonpolar covalent bond.
V. Assignment:
Is it possible that metals form bonds with one another? Can you visualize how it will be?

Objectives:
III. Strategy: Guided Inquiry/Performing the activity/Discussion
IV. Assessment:
Q1. How do covalent bonds form between atoms?
V. Assignment:

October 1, 2014 (Wednesday)
Objectives:
1. Make a model of a metallic bond.
2. Relate the properties of metals to the kind of bond they are made of.
II. Topic: Activity 4: Bonding among metals
III. Strategy: Guided Inquiry/Performing the activity/
IV. Assessment:
1. Recall from Activity 3 how metals behave to attain stability.
2. Visualize what will happen to a group of metallic atoms.
3. Prepare a model that will represent metallic bond. You may draw it.
V. Assignment:
Prepare for the long test (summative test)

Objectives:
1. Evaluate the students on what they learned from the following topics Unit 2, Module 2
II. Topics: SUMMATIVE TEST
Lewis symbol
Bonding by transfer of electrons
Bonding by sharing of electrons
Metallic bond
Materials: Pen and paper ; Quiz Notebook
III. Strategy: SUMMATIVE TEST
IV. Assessment:
(Please see attached sheet)
V. Assignment:
October 3, 2014 (Friday)
Teacher's day Celebration

ABSENT

Objectives:
II. Topic: Pre-Assessment:
Materials: quiz notebook
IV. Assessment: Pls. see attached sheet
V. Assignment:
Define the following terms:
electron dot
valence electron
ionic bond
covalent bond

Objectives:
II. Topic: Activity 1: Mapping the Periodic Table
Materials: Periodic Table Crayons
III. Strategy: performing the activity
Analyzingtheb periodic table
IV. Assessment:
Q1. Where can you find metals, non-metals and noble gases in the periodic table of elements?
Q2. Which number tells you the number of valence electrons?
Q3. What do you notice in the number of valence electrons of metals, non-metals and noble gases?
Q4. What kind of element has:
a. less than 4 valence electrons?
b. more than 4 valence electrons?
c. low electronegativity?
d. high electronegativity?
e. low ionization energy?
f. high ionization energy?
V. Assignment:
Illustrate the LEDSof the of the representative elements
Refer to lesson plan dated September 4, 2014 for the

discussion of the answers to the activity

Objectives:
1. Write the Lewis Symbol of some elements.
2. Identify the number of valence electrons.
II. Topic: LEDS
III. Strategy: Guided Inquiry/Exercises
IV. Assessment:
Determine the number of valence electrons and illustrate the LEDS of the ff elements:a. Mn - 25
c. Ga - 31
e. Sc - 21
g. Co -27
i. Ag - 47
b. Cs - 55
d. Y - 39
f. Fe - 26
h. Br - 35
j. Sr -38
V. Assignment:
Remediation: Illustrate the LEDS of the transition metals.

Objectives:
Guided Inquiry
IV. Assessment:
V. Assignment:
Enrichment: What is the difference between ionization energy and electronegativity?
Objectives:
IV. Assessment:
V. Assignment:
Enrichment:
1. ionic bond
2. Covalent bond
3. metallic bond

Objectives:
II. Topic: ELECTRONEGATIVITY
III. Strategy: Performing Activity/Guided Inquiry
IV. Assessment: Seat work (Exercises)
COMPOUND
FORMULA
ELECTRONEGATIVITY
DIFFERENCE
1. lithium fluoride
2. oxygen molecules
3. water
4. methane
5. potassium oxide
6. hydrogen chloride
7. magnesium oxide
8. carbon dioxide
9. aluminum oxide
10. sulfur dioxide
V. Assignment:
Enrichment:
1. ionic bond
2. Covalent bond
3. metallic bond
September 15, 2014
( Monday) NO CLASSES
TYPE OF
CHEMICAL BOND

Objectives:
II. Topic: NAMING COMPOUNDS
IV. Assessment:
Stating the rules in naming the following compounds:
1. binary ionic compounds (metal and nonmetal)
2. binary ionic compounds containing metals with variable oxidation numbers
3. binary molecular compounds containing two nonmetals
4. binary acids
5. ternary acids
6. ternary ionic compounds (metals with polyatomic ions)
V. Assignment:
Enrichment:
A. Name the following compounds:
1. CuO
2. PbO
3. Mg(OH)2
4. CaCl2
5. FeSO4
B. Compounds with polyatomic Ions. Fill up the table,writing the formulas of compounds formed by one
element in each of the families below (see the PT) with the given polyatomic ions.
Element (Family)
NO3 -1
SO4 -2
PO4 -3
Na (IA)
NaNO3
Ca (IIA)
Al (IIIA)
Cu (IB)
Zn (IIB)

Objectives:
II. Topic: FORMULA WRITING
IV. Assessment:
1. Stating the rules in writing formulas
2. Presentation of the sample problems
3. Writing formulas of: binary ionic compounds, binary molecular compounds, ternary compounds,
binary acids, ternary acids and compounds containing polyatomic ions.
V. Assignment:
Enrichment:
Write the chemical formulas of the ff. by using the Greek prefixes
1. Carbon tetrahydride
2. Sulfur dioxide
3. Carbon dioxide
4. Dinitrogen oxide
5. Diphosphorus pentoxide

Objectives:
III. Strategy: Guided Inquiry, performing activity
IV. Assessment: (Procedure)
1. Select a metallic and a non-metallic element. Write the Lewis Symbol and
electronegativity value of both elements.
2. 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
*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.
Choose 5 combinations that will result to ionic bonding.
V. Assignment:
No Classes due to typhoon Mario
Barangay Fiesta

Objectives:
IV. Assessment:
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?
V. Assignment:

Objectives:
IV. Assessment: Perform the ff Exercises
Show how the sharing of electrons form covalent bond in the following compounds:
a. ammonia (NH3)
d. nitrogen gas (N2)
g. hydrogen gas (H2)
b. water (H2O)
e. oxygen gas (O2)
c. hydrogen chloride (HCl)
f. methane (CH4)
h. phosphine (PH3)
i. sulfur dioxide (SO2)
V. Assignment:
Enrichment:
What have you learned about covalent bonds?
Is it now clear to you that covalent bonds result from the sharing of electrons? Explain.

Objectives:
IV. Assessment:
V. Assignment:

Objectives:
IV. Assessment:
V. Assignment:

Objectives:
1. Make a model of a metallic bond.
2. Relate the properties of metals to the kind of bond they are made of.
II. Topic: Activity 4: Bonding among metals
IV. Assessment:
1. Recall from Activity 3 how metals behave to attain stability.
2. Visualize what will happen to a group of metallic atoms.
3. Prepare a model that will represent metallic bond. You may draw it.
V. Assignment:
Prepare for the long test (summative test)

Objectives:
1. Evaluate the students on what they learned from the following topics Unit 2, Module 2
II. Topics: SUMMATIVE TEST
Lewis symbol
Bonding by transfer of electrons
Bonding by sharing of electrons
Metallic bond
Materials: Pen and paper ; Quiz Notebook
III. Strategy: SUMMATIVE TEST
IV. Assessment:
(Please see attached sheet)
V. Assignment:
October 3, 2014 (Friday)
Teacher's day Celebration
October 6, 2014
(Monday)
HOLIDAY

October 7, 2014 (Tuesday)
PART 1: Checking of Papers (Summative Test)
PART 2: Pre Assessment: Please see attached sheet
for Module 3: The Carbon Compounds
V. Assignment:
Please bring pictures of the following hydrocarbons
Labels or Pictures of the following products: gasoline; acetone; kerosene; acetic acid; LPG ; ethanol
Objectives:
1. Recognize the uses of common organic compounds.
II. Topic: Activity 1: Organic Compounds, Are They Useful?
Materials: paper and pen pentel pen manila paper
Labels or Pictures of the following products: gasoline acetone kerosene acetic acid LPG ethanol
IV. Assessment: (Performing the activity)
Q1. What do you think are the characteristics of the materials, Give their uses.
V. Assignment:

October 9, 2014 (Thursday)
Objectives:
1. Recognize common kinds of alkanes, alkenes, and alkynes and their uses.
2. Identify the types of bonds formed in alkanes, alkenes, and alkynes.
3. Relate the structures of alkanes, alkenes and alkynes to their properties.
II. Topic: Activity 3: TheHydrocarbons
IV. Assessment:
QUESTIONS:
Q1. What are the types of bonds present in the following: alkanes, alkenes, and alkynes?
Q2. Using Tables 1 to 3, what pattern do you observe in terms of the phase, number of carbon atoms,
structure and boiling point of the alkanes, alkenes, and alkynes? Explain the patterns you observe.
Q3. What do you think will be the boiling point of the next alkane, alkene, and alkyne?
Will the boiling point of each hydrocarbon be higher or lower? Explain your answer.
Q4. Why do you think some hydrocarbons are gases and others are liquids?
Q5. Why do you think there are many hydrocarbon compounds?
Q6. What hydrocarbon compounds are gases and liquids? What are the uses of gaseous
hydrocarbon compounds and liquid hydrocarbon compounds?
V. Assignment:
What is acetylene? Give the application of acetylene.
October 10, 2014
(Friday)
Absent

October 13, 2014 (Monday)
Objectives:
III. Strategy: Discussion of the answers to the activity
IV. Assessment:
QUESTIONS:
V. Assignment:

October 14, 2014 (Tuesday)
Objectives:
II. Topic: FORMU

IV. Assessment:
QUESTIONS:
V. Assignment:

October 13, 2014 (Monday)
Objectives:
IV. Assessment:
QUESTIONS:
V. Assignment:
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Lesson Plan in Science 9

June 2, 2014 (Monday)

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

June 12, 2014 (Thursday)

HOLIDAY (Independence Day)

June 13, 2014 (Friday)

Checking of Test Papers

Lesson Plan in Science 9

Homeroom PTA meeting

3:00 PM Program/Distribution of School Supplies

Lesson Plan in Science 9

Q6. What happens as you push up the balloon?

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

June 27, 2014 (Friday)

Lesson Plan in Science 9

Lesson Plan in Science 9

July 2, 2014 (Wednesday)

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

July 15-16, 2014 (Tuesday-Wednesday)

Classes suspended due to typhoon

Lesson Plan in Science 9

III. Assignment: Enrichment- Define the following terms:

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

Determine the possible traits of the calves if :

Lesson Plan in Science 9

Q5. Will you be able to trace the father of the calves?__________

there are no absolutes in real life

Lesson Plan in Science 9

Lesson Plan in Science 9

July 29, 2014 (Tuesday)

Lesson Plan in Science 9

July 30, 2014 (Wednesday)

Lesson Plan in Science 9

Lesson Plan in Science 9

Lesson Plan in Science 9

2. How does the genetic material produce the characteristics of an organism?

is DNA (Deoxyribonucleic acid).

Lesson Plan in Science 9

Lesson Plan in Science 9

August 7-8, 2014 (Thursday andFriday)

First Periodical Test

Checking of test papers

Lesson Plan in Science 9

August 13, 2014 (Wednesday)

August 14, 2014 (Thursday)

August 15, 2014 (Friday)