DAILY LESSON PLAN IN SCIENCE 6

First Quarter
Section and Time
Felicity: 8:20 - 9:10 A.M.
Fortitude: 9:11 - 10:00 A.M.
Fidelity: 10:01 – 10:51 P.M.
Faithful: 1:31 - 2:20 P.M.

I. OBJECTIVES:
A. Content Standards:
The learners demonstrate understanding of different techniques to separate mixtures.
B. Performance Standard:
The learners should be able to separate desired materials from common and local products.
C. Learning Competencies/Objectives:
Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet,
sieving, filtering, and evaporation.
Differentiate Distillation and Crystallization of Separating Mixture
Write the LC code
S6MT-Id-f-2
II. CONTENT: Distillation and Crystallization of Separating Mixture

III. LEARNING RESOURCES:

A. Reference
1. Teacher’s Guide: GRADE 6 SCIENCE ACTIVITIES page
2. Learner’s Materials pages:
3. Textbook Pages:
4. Additional Materials from Learning Resources (LR) portal
a. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009.
pp. 5-7.
b. EASE Science II. Chemistry Module 4. Lesson 2.
c. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
d. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources
TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1
(accessed May52007)
Multimedia Presentation, Pictures, and Materials for the Activity

IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson.
Jumbled word:
Show students jumbled words about methods of separating mixtures. Students must be able to
arrange the letters correctly and explain the method.
Using Magnets Winnow Sieve Decantion Filtration Evaporation
Handpicking
B. Establishing a purpose for the lesson..
The teacher shows bottle of distilled water and ask how to purify water of this kind

C. Presenting examples/instances of the new lesson.

Present other method of separating mixtures.
Another process of separating components in a mixture is called distillation. Distallation is applied
for liquid-liquid or liquid-solid mixtures.
Distillation is the process of separating the components or substances from a liquid mixture by
selective boiling and condensation. Distillation may result in essentially complete separation (nearly
pure components), or it may be a partial separation that increases the concentration of selected
components of the mixture.

In either case the process exploits differences in the volatility of the mixture's components.
In industrial chemistry, distillation is a unit operation of practically universal importance, but it is a
physical separation process and not a chemical reaction.

For example, distillation can be used to purify water. After distillation, all of the contamination or
components added to water including essential minerals are separated, thus producing purified
drinking water.

To do this water is boiled producing water vapor that is eventually condensed. Droplets of water is
formed and collected. Distillation is a simulation of the water cycle.

Crystallization is the (natural or artificial) process by which a solid forms, where the atoms or
molecules are highly organized into a structure known as a crystal. Some of the ways by which
crystals form are precipitating from a solution, freezing, or more rarely depositiondirectly from
a gas.

Attributes of the resulting crystal depend largely on factors such as temperature, air pressure, and
in the case of liquid crystals, time of fluid evaporation.
 D. Discussing new concepts and practicing new skills # 1.

E. Discussing new concepts and practicing new skills # 2

Let the students watch video on simple Distillation and Crystallization and ask questions.
https://www.youtube.com /watch?v=nztV4w0DtOo
F. Developing mastery (leads to Formative Assessment 3)
Discuss the similarities and differences of distillation and crystallization.
G. Finding practical applications of concepts and skills in daily living.
Discuss about fractional distillation of crude oil into various products.

H. Making generalizations and abstraction about the lessons.

I. Evaluating Learning
Ask the students to write down the similarities and differences of the three methods of
separating mixtures presented.
J. Additional activities for applications or remediation.

K. REMARKS:

L. REFLECTION:
M. No. of learners who earned 80% in the evaluation

N. No. of learners who require additional activities for remediation

O. Did the remedial lessons work? No. of learners who continue to require remediation.

P. No. of learners who continue to require remediation.

Q. Which of my teaching worked well? Why did these work?

R. What difficulties did I encounter which my principal or supervisor can help me solve.

S. What innovation or localized materials did I use/discover which I wish to share with other teachers?

DAILY LESSON PLAN IN SCIENCE 6

First Quarter
Week 9 Day 4
August 2, 2018
Section and Time
Felicity: 8:20 - 9:10 A.M.
Fortitude: 9:11 - 10:00 A.M.
Fidelity: 10:01 – 10:51 P.M.
Faithful: 1:31 - 2:20 P.M.

I. OBJECTIVES:
A. Content Standards:
The learners demonstrate understanding of different techniques to separate mixtures.
 B. Performance Standard:
The learners should be able to separate desired materials from common and local products.
C. Learning Competencies/Objectives:
Demonstrate how simple mixture of fine and coarse particles of solid materials are separated.
Write the LC code
S6MT-Id-f-2
II. CONTENT: Separating Mixtures

III. LEARNING RESOURCES:

A. Reference
1. Teacher’s Guide: GRADE 6 SCIENCE ACTIVITIES page
2. Learner’s Materials pages:
3. Textbook Pages:
4. Additional Materials from Learning Resources (LR) portal
b. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July
2009. pp. 5-7.
c. EASE Science II. Chemistry Module 4. Lesson 2.
d. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
e. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources
TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1
(accessed May52007)
Multimedia Presentation, Pictures, and Materials for the Activity

IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson.
Venn Diagram:
The teacher asks the students to compare and contrast distillation and crystallization

B. Establishing a purpose for the lesson.

The teacher shows picture puzzle of polluted water and asks the cause of it after.

C. Presenting examples/instances of the new lesson.

The teacher asks on how to clean polluted water

D. Discussing new concepts and practicing new skills # 1.

Do Activity 6.2 Go and Separate.
Teacher gives initial instructions about the activity.

GO AND SEPARATE!
Activity 6.2
Day 3-4

In this lesson, students explore how knowledge of the properties of objects (mainly size) can be
useful in separating mixtures. Students cooperate as engineers to solve a real world problem. Given a
container filled with water mixed with soil, Styrofoam, pebbles, and leaves, students use a variety of
filtering tools to create a cleaner water sample.

MATERIALS:

Bins or boxes for catching filtered materials

Broom and dustpan for spills
Cheese cloth
Coffee filters
Container of dried beans
Container of sand
Containers of “polluted water” (with Styrofoam, soil, leaves, and pebbles)
Cotton
Empty container for mixing dried beans and sand
Funnels
Mesh screens with safe edges
 Objects good for sorting by size (e.g. buttons, beans, or blocks)
Spoons and other scoopers
Strainers

PROCEDURES:

1. Listen to the teacher as he/she gives ideas about the activity. He/She will show a container filled
with “polluted” water which is a mixture of soil, pebbles, leaves, and Styrofoam.

Scientists use knowledge about separating mixtures to solve real world problems. Humans
and other animals need clean water to survive. Sometimes, water can get polluted from litter, oil
spills, soil erosion, etc. When water is polluted, often scientists look for ways to clean the water.

2. Get the different filtering materials (strainers, mesh screens with safe edges, cheese cloth, coffee
filter, funnel, cotton, spoons, etc.). You are tasked to find a way to separate the components of the
mixture to obtain the cleanest water sample you can using the materials provided. After your group
has created a plan, you need to sketch the plan, carry out the plan, and record the results.

3. Share the results of your investigations with the rest of the class.

Worksheet:

Name: Section: Date:

Go and Separate! Worksheet No. 1
Engineers use technology to solve problems. Work as a team to solve the problem
below:

Problem:
Help! Some water has become polluted with extra soil, trash, and other materials. Find
a way to clean up the water sample you have been given using materials provided by
your teacher.
1. PLAN
Draw a sketch of your plan for cleaning the water in the space below. Be sure to label
your sketch.
TEST
2. RESULTS
Use words and/or pictures to describe what happened after testing out your plan.
Guide Questions:

1. Which strategies and materials obtained the best results? Why?

2. How did the properties of the objects affect how the mixture could be separated?
3. What other kind of filter are you familiar with? Why is it use for specific
materials/mixture?
4. Is there any part of the plan you would have changed? Explain.

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living.

H. Making generalizations and abstraction about the lessons.

The students should be able to submit the output of the activity.

I. Evaluating Learning
Can you give industries in your locality that apply different methods of separating mixtures to manufacture
their products?

J. Additional activities for applications or remediation.

B. REMARKS:

C. REFLECTION:
A. No. of learners who earned 80% in the evaluation
 B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who continue to require remediation.

D. No. of learners who continue to require remediation.

E. Which of my teaching worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve.

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

DAILY LESSON PLAN IN SCIENCE 6

First Quarter
Week 9 Day 5
August 3, 2018
Section and Time
Felicity: 8:20 - 9:10 A.M.
Fortitude: 9:11 - 10:00 A.M.
Fidelity: 10:01 – 10:51 P.M.
Faithful: 1:31 - 2:20 P.M.

I. OBJECTIVES:
A. Content Standards:
The learners demonstrate understanding of different techniques to separate mixtures.
B. Performance Standard:
The learners should be able to separate desired materials from common and local products.
C. Learning Competencies/Objectives:
Summative Test
D. Write the LC code for each
S6MT-Id-f-2

II. CONTENT: Various Methods of Separating Mixture

III. LEARNING RESOURCES:

A. Reference
1. Teacher’s Guide:
2. Learner’s Materials pages:
3. Textbook Pages:
4. Additional Materials from Learning Resources (LR) portal
BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009.
pp. 5-7.
EASE Science II. Chemistry Module 4. Lesson 2.
Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resource
TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1
(accessed May52007)
Multimedia Presentation, Pictures, and Materials for the Activity

IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson.
The teacher gives a 30 items unit test and a concept mapping activity of all the methods of
separating mixtures discussed.
B. Establishing a purpose for the lesson.

C. Presenting examples/instances of the new lesson.

D. Discussing new concepts and practicing new skills # 1.

E. Discussing new concepts and practicing new skills # 2

F. Developing mastery (leads to Formative Assessment 3)

G. Finding practical applications of concepts and skills in daily living.

H. Making generalizations and abstraction about the lessons.

I. Evaluating Learning
I. Describe how the following mixtures can be separated, through picking or not. Put X to the line
before the number if the mixture can be separated by picking if it can’t be don’t put any answer
to the number.
_____ 1. nails and stones
_____ 2. lemon juice
_____ 3. chocolates and marshmallows
_____ 4. pepper seeds and mongo seeds
_____ 5. corn and palay grains

II. Identify what is being describes in each number. Choose the appropriate term from the box.
Write your answer on the space provided.

Sifter dry mixtures sifting vegetable salad small particle

____________ 1. It’s a good food for dieting.
____________ 2. Combinations of dry substance.
____________ 3. A device used in sifting.
____________ 4. It a technique used in separate smaller solid particles from larger solid particles.
____________ 5. A particle that pass through the sieve.

III. Describe how mixtures mentioned below are separated.

Picking Sieving Winnowing
_______________ 1. sugar and salt
_______________ 2. flour and rice
_______________ 3. rice grain and rice husk
_______________ 4. marbles and stones
_______________ 5. powdered milk and sugar

IV. Check the statements that describe the process of separating mixture through funnel.
_____ 1. Immiscible liquids can be separated through the use of the separating funnel.
_____ 2. Liquids that do not dissolve very well in each other can be separated through funnel.
_____ 3. liquids
_____ 4. Separating funnel is used in separating immiscible liquids.
_____ 5. Mixture

V. Choose which of the following are magnetic. Put (√) in the blank if magnetic and (X) if not.
______ 1. Zipper ______ 6. Iron paper clip
______ 2. Thumbtacks ______ 7. Gold ring
______ 3. Nails ______ 8. paper
______ 4. Stainless steel knife ______ 9. Comb
______ 5. Pencil ______10. Plastic glass

VI. Choose the answer in the word bank below.

1. It is a separating technique that separates insoluble substances to a solvent? ______________
2. A combination of two or more substances is called ____________.
3. A machine that helps us save our time and effort during laundering. ______________
4. It is a kind of sedimentation process which involves letting the heavier insoluble substance to
settle at the bottom of the liquid. _____________
5. A substance that will not dissolve in a solvent is called _________
 Washing machine decanting insoluble substances chalk sedimentation
mixtures
J. Additional activities for applications or remediation.

V. REMARKS:
VI. REFLECTION:
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons work? No. of learners who continue to require remediation.

D. No. of learners who continue to require remediation.

E. Which of my teaching worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve.

G. What innovation or localized materials did I use/discover which I wish to share with other
teachers?