DAILY School: GAPAN SOUTH CENTRAL SCHOOL

LESSON Teacher: KRIZZEL E. ABELARDO

PLAN
Grade Level VI
( DLP )

Subject SCIENCE
Date and Time July 30, 2024
10:30–11:15 am (VI-Rizal) 11:15–12:00 am (VI-Aguinaldo)
 1:45–2:30 pm (VI-Jacinto)  2:30–3:15 pm (VI-Del Pilar)
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different types
of mixtures and their characteristics
B. Performance The learners should be able to prepare beneficial and useful
Standards mixtures such as drinks, food, and herbal medicines
C. Learning Describe the appearance and uses of homogeneous and
Competencies heterogenous mixtures (S6MT-Ia-c-1)
 Explain what matter is.
 Demonstrate and describe the arrangement and
movement of molecules in each state of matter.
 Give examples of each state of matter.
II. SUBJECT MATTER
A. Content Matter
B. References Science Links LM, page 36-44
YouTube – Miacademy Learning Channel
https://www.youtube.com/watch?v=Bo82bLWMwVc
C. Instructional PowerPoint presentation, TV, laptop, Google picture,
materials pebbles, containers, cup, plastic bag
III. PROCEDURE
A. Engage
 Motivation What do you think a snorkel, maple syrup, and you
classmate’s toes could all possibly have in common?

They seem totally different, but they have one important

thing in common. They all made of matter.
B. Explore Have you ever tried to pound a stone or rock? Forming fine
sand?
Can you further grind the sand into the smallest particle?
Sand is matter.
Matter is made up of the smallest particle called molecule.
A molecule is made up a particle called atom. Molecules are
arranged and behave differently in solid, liquid and gas.

- Group the learners into five.

- Learners set norms to follow during group activity.
- Distribute activity sheets to each group and let them
execute the activity.
- Supervise and instruct the learners on how to do the
activity.

Arrangement and Movement of Molecules in Matter

Problem: How do molecules in solid, liquid, and gas differ?

What you need:
- pebbles that can fill a glass jar - plastic cup
- glass jar with lid - clear plastic bag

What you need to do:

1. Fill the glass with pebbles up to the brim. Cover the jar
tightly. Move the jar horizontally. Observe the
 movement of the pebbles. Record your observation in
the observation table.
2. Place some pebbles beans in the plastic cup. Move the
pebbles by tilting the cup sideways. Then, observe the
movement of the pebbles. Transfer the pebbles in
another container. Observe the movement of pebbles
as you transfer them to another container. The
movement of pebbles could be compared to the
movement of molecules in liquid.
3. Inflate a clear plastic bag. Place some pebbles in a clear
plastic bag. Shake the inflated plastic bag with pebbles
on it. Observe how pebbles move inside the plastic bag.
The movement of pebbles in the plastic bag could be
compared with the movement of molecules in gas.
Record your observation.

Questions:
1. How are molecules in solid, liquid, and gas arranged?
2. How do molecules in solid, liquid, and gas move?

Arrangemen Movement State of

t of pebbles of pebbles Matter
pebbles in
the jar
pebbles in
the plastic
bottle
pebbles in
the plastic
bag
C. Explain When we say matter, it is anything that occupies space and
has mass.
There are three states of matter namely solid, liquid, and
gas.
Again, matter is made of molecules and those are arrange
and move in each state of matter. Each of the state of
matter also have their own characteristics.

Some solids are hard, brittle, malleable, ductile, and elastic.

Liquids have the ability to flow, change into gas, and
change into solid and resist to flow. Gas can produce
pressure and has the ability to spread or diffuse and be
compressed.

The first activity that we did shows how molecules behave in

solids. The second activity shows how molecules behave in
liquids and the last activity shows how molecules behave in
gas.

- Group the students into 5.

- Let each group share their answers on the activity done
and have a brainstorming.
- Let them answer this question:
Based the activity, how can you describe the states of
matter?
D. Elaborate Science Concept:
Molecules in solids are packed closely together. They
seem to move or vibrate back and forth in only one fixed
position. The force the holds the molecules of solid is very
strong. Their movement is very limited, or they only vibrate
back and forth, which is why solid have definite shape and
volume.
 In liquids, molecules are loosely packed and have
spaces in between. So, the molecules can roll, glide, and
take the shape of the container. The molecules of liquid are
slightly apart from each other, so they flow freely. The forces
in molecules of liquid are not as strong as the solid.
Molecules of gases are far from each other. They
constantly move in all directions. They fill the shape of the
container. The force between the molecules of gas is weak.
This explains that gases have neither definite volume nor
shape.

Group the learners into two by making two lines.

The first line is for those who love to eat sweets and the
second is for the savory food eaters. Tell learners to fall in
line to their preferred food.

 Guided/ The same group tell them to illustrate the molecules of solid,
Independent liquid, and gas in a cartolina or manila paper and below each
Practice illustration they will write the characteristics of each state of
matter.
E. Generalization Ask:
- What is matter?
- What are molecules?
- Describe the three states of matter.
IV. EVALUATION Identify if the statement describes solid, liquid, and gas.
Write your answers before each number.
_______________1. Matter has no definite shape but has
definite volume.
_______________2. Molecules are very close to each other.
_______________3. Molecules move freely in all directions.
_______________4. Molecules are slightly far apart.
_______________5. Molecules of matter have no definite
volume.
Identify and explain as to what kind of matter the situation is
similar of the arrangements of the people.
a. People in a crowded assembly concert
_____________________________________________________________
_____________________________________________________________
V. ASSIGNMENT b. People in a marketplace
_____________________________________________________________
_____________________________________________________________
c. Football players in a field
_____________________________________________________________
_____________________________________________________________

VI. REMARKS

VII. REFLECTION
A. No. of learners who ______ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ______ of Learners who require additional activities for
require additional remediation
activities for
remediation
C. Did the remedial ______Yes ______No
lessons work?
No. of learners who ______ of Learners who caught up the lesson
have caught up with
the lesson
D. No. of learners who ______ of Learners who continue to require remediation
 continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___Metacognitive Development: Examples: Self
well? Why did this assessments, note taking and studying techniques, and
work? vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: Compare and contrast,
jigsaw learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives,
repetition, and local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly,
modeling the language you want students to use, and
providing samples of student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their
tasks
___ Audio Visual Presentation of the lesson
F. What difficulties did __ Bullying among pupils
my principal or __ Pupils’ behavior/attitude
supervisor can help __ Colorful IMs
me solve? __ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials __Contextualized/Localized and Indigenized IM’s
did I use/discover __ Localized Videos
which I wish to share __ Making big books from views of the locality
with other teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
 DAILY School: GAPAN SOUTH CENTRAL SCHOOL
LESSON Teacher: KRIZZEL E. ABELARDO
PLAN
Grade Level VI
( DLP )

Subject SCIENCE
Date and Time July 31, 2024
10:30–11:15 am (VI-Rizal) 11:15–12:00 am (VI-Aguinaldo)
 1:45–2:30 pm (VI-Jacinto)  2:30–3:15 pm (VI-Del Pilar)
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different types
of mixtures and their characteristics
B. Performance The learners should be able to prepare beneficial and useful
Standards mixtures such as drinks, food, and herbal medicines
C. Learning Describe the appearance and uses of homogeneous and
Competencies heterogenous mixtures (S6MT-Ia-c-1)
 Describe mixture.
 Distinguish the different forms of mixtures.
 Infer the importance of mixture in our life.
II. SUBJECT MATTER
A. Content
B. References https://www.ducksters.com/science/chemistry/
solutions_and_diss olving.php
https://www.school-for-
champions.com/chemistry/mixture_types.htm#.XMkPGI4zbIX
https://www.school-for-
champions.com/chemistry/mixtures.htm#.XMkPQo4zbIW
C. Instructional PowerPoint presentation, TV, laptop, cookie, milk, salt,
materials sugar, coffee, rice grains, water, cups, spoons, pictures
III. PROCEDURE
A. Engage
 Review What is matter?

Show these pictures.

In what phases of matter in the balloon? milk? cookie?

Who likes to eat a burger.

 Motivation Ask:
- What do you notice about its appearance?
- What phase of matter is the burger?

Show a milk.
Drinking milk every day is good for your health.

Ask:
- Who amongst you drink milk every day or every night?
- When you mix the milk powder with water what changes
do you observe?
- What phase of matter is the powdered milk? Water?
B. Explore - Group the learners into four.
- Learners set norms to follow during group activity.
- Check the materials assigned for each group.
- Distribute activity sheets to each group and let them
execute the activity.
- Supervise and instruct the learners on how to do the
activity.

Note: Observe safety/precautionary measures in

conducting the experiment.

Activity 1 (Group 1 )
Mix Us! (Solid/solid mixture)
Mixture of sugar and coffee
 After performing activity 1, let them observe their work and
have a group analysis.

Guide Questions:
1. What do you observe in the finished product?
2. Does the phase of matter change when you mixed all the
substances together?
3. Do the size and color of each substance change?

Activity 2 (Group 2)
imMIXcable (Solid/liquid mixture)
Mixture of salt and water

After performing activity 2, let them observe their work and

have a group analysis.

Guide Questions:
1. What do you observe in the finished product?
2. Does the phase of matter change when you mixed all the
substances together?
3. Do the size and color of each substance change?

Activity 3 (Group 3)
Mix it a Healthy Living! (Solid/liquid mixture)
Mixture of rice grains and water

After performing activity 3, let them observe their work and

have a group analysis.

Guide Questions:
1. What do you observe in the finished product?
2. Does the phase of matter change when you mixed all the
substances together?
3. Do the size and color of each substance change?

Activity 4 (Group 4)
Layered Mixtures! (Liquid/liquid mixture)
Mixture of oil and water

After performing activity 4, let them observe their work and

have a group analysis.

Guide Questions:
1. What do you observe in the finished product?
2. Does the phase of matter change when you mixed all the
substances together?
3. Do the size and color of each substance change

C. Explain Let each group discuss and present the output of their
experiment in class. (The group will be graded according to
the given rubrics)

Rubric for Activity Presentation

CATEGORY 4 3 2 1
 Completenes All questions 1 or 2 3 to 5 7 to 12
s and were answered, questions were questions were questions
Accuracy all answers not not were not
are correct with answered, answered, have answered,
no have 2 3 to 6 has 7 to
grammatical incorrect incorrect 2 incorrect
errors. answers and answers and answers
have 2 has 3 to 6 and has
grammatical grammatical more than
errors. errors. 7
grammatic
al errors.
Timeliness Activity was Activity was Activity was Activity was
finish on time. finish 5 finish 10
minutes late. minutes finish 20
late. minutes
late.
Presentati The activity The activity The activity The activity
was presented was presented was presented was
on comprehensivel comprehensivel comprehensive presented
y, orderly and y, orderly and ly but not poorly and
does not but exceeds for orderly and consumes
exceed for 6 more than 10 exceeds for too much
minutes. minutes. more than 10
of time.
minutes.
Collabora All members One member Two Only the
tion of the group of the group members of leader of
participated is not the group is the group
actively participating. not performs
during participating. the
the activity. activity.
Cleanliness All the group All the group Two of the The leader
members wear members wear group is the only
the proper the proper members one
outfit in doing outfit in doing does not wear wearing
the activity the activity the proper the proper
and the and the outfit in doing laboratory
workplace was workplace was the activity, outfit, the
clean and in clean but the the workplace workplace
order after the materials were is not clean is mess
activity. not put in and the and the
order after the materials are materials
activity. not put in used were
order after in chaos.
the activity.

Give feedback and discuss the answer of each group in the

activity sheets.
D. Elaborate Science Concept:
Mixture is a combination of two or more substances
that are chemically combined. A mixture can come in any
form. It may be solid, liquid, or in gaseous form.

Activity 1 – combination of two solid substances. When two

or more solid substances are being mixed the result will
always be in a solid form.
Activity 2 – mixture of salt and water. Salt dissolves in
water because it has small particles that are weak enough to
be broken by water. It does not change the color of a
mixture. In some situations, when we combined solid to
liquid substance it will form to a single phase of matter,
particularly, liquid.
Activity 3 – combination of rice grains and water. The rice
grains do not dissolve in water rather they settled to the
bottom of the container.

Ask:
- What food do you like to eat?
- What do you prefer, sweet or savory food?
- Imagine the world without mixture. What will happen to us
 Guided/ or what would be out situation?
Independent Group the learners into two by making two lines.
Practice The first line is for those who love to eat sweets and the
 second is for the savory food eaters. Tell learners to fall in
line to their preferred food.

Learners set norms to follow during group activity.

Group 1 - Give at least one name of sweet food that is

made of two or more solid substances. Describe the
appearance of this food in not more than one sentence.
Group 2 - Give at least one name of savory food that is
made of solid and liquid substances. Describe the
appearance of this food in not more than one sentence.
E. Generalization Ask:
- What is mixture?
- Are the mixtures the same?
- How do they differ from one another?
- Why is it important to know and familiarize the different
characteristics of each mixture?
- How would you describe the appearance of solid & solid
mixture and solid & liquid mixture?
IV. EVALUATION I. Copy the letter that perfectly describes the mixture
below. Two answers per number are applicable.
A. Its color changes because of the mixtures.
B. It appeared as one substance.
C. You can still distinguish one component from the
other.
D. Its color does not change.

1. Noodles in a bowl 2. Glass of iced tea juice

3. Cup of coffee 4. Sand with water mixed

5. Hotdog bun

II. List down five mixtures that you can see around the
school or home.
1. 2. 3. 4. 5. ______
Assign each group to bring the materials for the next
activity:
V. ASSIGNMENT
- 2 empty bottles - ½ cup of vinegar
- ½ cup of oil - cup of water

VI. REMARKS

VII. REFLECTION
A. No. of learners who ______ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ______ of Learners who require additional activities for remediation
require additional
activities for
remediation
C. Did the remedial ______Yes ______No
lessons work?
No. of learners who ______ of Learners who caught up the lesson
have caught up with
the lesson
D. No. of learners who ______ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___Metacognitive Development: Examples: Self assessments,
Why did this work? note taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling
the language you want students to use, and providing samples of
student work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson
F. What difficulties did my __ Bullying among pupils
principal or supervisor __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials did I __Contextualized/Localized and Indigenized IM’s
use/discover which I __ Localized Videos
wish to share with __ Making big books from views of the locality
other teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
 DAILY School: GAPAN SOUTH CENTRAL SCHOOL
LESSON Teacher: KRIZZEL E. ABELARDO
PLAN
Grade Level VI
( DLP )

Subject SCIENCE
Date and Time August 1, 2024
10:30–11:15 am (VI-Rizal) 11:15–12:00 am (VI-Aguinaldo)
 1:45–2:30 pm (VI-Jacinto)  2:30–3:15 pm (VI-Del Pilar)
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different types
of mixtures and their characteristics
B. Performance The learners should be able to prepare beneficial and useful
Standards mixtures such as drinks, food, and herbal medicines
C. Learning Describe the appearance and uses of homogeneous and
Competencies heterogenous mixtures (S6MT-Ia-c-1)
II. SUBJECT MATTER
A. Content Mixture and Their Characteristics
B. References https://www.quora.com/Does-water-and-alcohol-mix

https://www.scribd.com/doc/18523973/LIQUID-LIQUID-
MIXTURES-Examples-Alcoholic-Beverages-They-Are-a-
Mixture-Of
C. Instructional PowerPoint presentation, TV, laptop, cookie, milk, salt,
materials sugar, coffee, rice grains, water, cups, spoons, pictures
III. PROCEDURE
A. Engage
 Review Show these pictures.

Picture A Picture B Picture C

Ask:
1. What does picture A show? Picture B? Picture C?
2. What are the substances used in picture A? Picture B?
Picture C?
3. Describe the appearance shown in picture A, B and C.
4. How do their appearances differ from one another?

Let learners share their experiences and learning about

yesterday’s discussion

 Motivation Give scenarios to the learners and encourage them to

answer on how they will handle the given situations.

Scenario 1: You ordered orange juice in a restaurant and

you found it to be too sweet, what should you do?

Scenario 2: Your mother cooked chicken adobo for your

lunch and it looks watery. What ingredients or condiments
must be used to make it savory?

Accumulate the learners’ response for the discussion later.

B. Explore Group the learners into two.
Learners set norms to follow during group activity.
Check the materials assigned for each group.
Distribute activity sheets to each group and let them
execute the activity.
Supervise and instruct the learners on how to do the activity.
Observe safety/precautionary measures in conducting the
experiment.
 Activity 1 - imMIXcible
(Liquid/liquid mixture)
After performing the activity, let them observe their work
and have a group analysis.

Guide Questions:
1. What do you observe in the finished product? Describe
it.
2. Does the phase of matter change when you mixed all
the substances together?
3. Do the amount and color of each substance change?

Activity 2 - MIXcible
(Liquid/liquid mixture)
After performing the activity, let them observe their work
and have a group analysis.

Guide Questions:
1. What do you observe in the finished product? Describe
it.
2. Does the phase of matter change when you mixed all
the substances together?
Do the amount and color of each substance change?
C. Explain Let each group discuss and present the output of their
experiment in class. (The group will be graded according to
the given rubrics)

Give feedback.
Discuss the answer of each group in the activity sheets.
D. Elaborate Science Concept:

Mixture can be in a form of liquid too.

Liquid and liquid mixtures - happen when two or more

liquid substances are being mixed.

Activity 1 – mixture of oil and water substance. When oil is

mixed with water their molecular particles still separate. It is
because oil is less dense than water that makes it always
float to the top. Their components can still be distinguished
from one another. The color of oil and water do not change.

Activity 2 – combination of vinegar and water. Vinegar can

be mixed with water.

Liquid and liquid mixture appearances may be different

from one another; they can be mixed perfectly or separated
evenly.

Ask:
1. Who among you here likes to drink coffee? Cocoa?
2. Do you like to drink creamier coffee? Creamier cocoa?
3. How are you going to make the coffee and cocoa
creamier?
4. When you add liquid milk to liquid coffee and cocoa,
what are the changes you observe?

Individual’s response will not be published yet. These

responses will only be shared after the group activity.
 Guided/
Independent Group the learners into two by making two lines.
Practice
 The first line is for those who love to drink creamy coffee
and the second is for those creamy cocoa drinkers. Tell
learners to fall in line to their preferred beverages.

Learners set norms to follow during group activity.

E. Generalization Ask:
1. What is liquid and liquid mixture?
2. How do the first and second experiments differ from one
another?
3. Why is it important to know and be familiarized with the
different characteristics of each mixture?
4. How would you describe the appearance of liquid
& liquid mixture?
IV. EVALUATION I. Describe the appearance of the mixtures below:

1. Vinegar and soy sauce 2. Lemon juice and

vinegar

3. Water and vinegar

II. List down five liquid and liquid mixtures that you can
make inside the school or home. Describe the
appearances of those mixtures in not more than three
sentences.
1. 2. 3. 4. 5. ______
At home, make at least 2 mixtures of liquid and liquid. Write
V. ASSIGNMENT
your observation about it in your notebook.

VI. REMARKS

VII. REFLECTION
A. No. of learners who ______ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ______ of Learners who require additional activities for
require additional remediation
activities for
remediation
C. Did the remedial ______Yes ______No
lessons work?
No. of learners who ______ of Learners who caught up the lesson
have caught up with
the lesson
D. No. of learners who ______ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked ___Metacognitive Development: Examples: Self
well? Why did this assessments, note taking and studying techniques, and
work? vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
 ___Schema-Building: Examples: Compare and contrast,
jigsaw learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives,
repetition, and local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly,
modeling the language you want students to use, and
providing samples of student work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their
tasks
___ Audio Visual Presentation of the lesson
F. What difficulties did __ Bullying among pupils
my principal or __ Pupils’ behavior/attitude
supervisor can help __ Colorful IMs
me solve? __ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials __Contextualized/Localized and Indigenized IM’s
did I use/discover __ Localized Videos
which I wish to share __ Making big books from views of the locality
with other teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked by:

KRIZZEL E. ABELARDO MICHELL B. CANOSA

Teacher III Master Teacher II

Noted:

MARY ANN O. CALISON

Principal IV
 DAILY School: GAPAN SOUTH CENTRAL SCHOOL
LESSON Teacher: KRIZZEL E. ABELARDO
PLAN
Grade Level VI
( DLP )

Subject SCIENCE
Date and Time August 2, 2024
10:30–11:15 am (VI-Rizal) 11:15–12:00 am (VI-Aguinaldo)  1:45–
2:30 pm (VI-Jacinto)  2:30–3:15 pm (VI-Del Pilar)
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different types of
mixtures and their characteristics
B. Performance Standards The learners should be able to prepare beneficial and useful mixtures
such as drinks, food, and herbal medicines
C. Learning Competencies Describe the appearance and uses of homogeneous and
heterogenous mixtures (S6MT-Ia-c-1)
II. SUBJECT MATTER
A. Content/Topic Matter and Mixture (RECITATION)
B. References
C. Instructional materials Interactive PowerPoint
III. PROCEDURE
A. Preliminary Activities
 Review Review the following.
1. Matter
2. Three states of matter
3. Characteristics of each state of matter
4. How molecules in each state of matter arranged.
5. How molecules in each state of matter moved.
6. Mixture
B. Lesson Proper Remind the students the rules while doing a group recitation.
C. Developmental Explain the mechanics of the recitation using a claw machine.
Activities Mechanics
 Group the students.
 Each group will have a turn to answer a question.
 The question will depend on the number they will choose.
 Two members will help each other to answer the question.
 If they answer the question correctly, they will choose a color to
determine the corresponding points. But they must decide if they
will take the point of giving it away.
 The points can be plus or minus.
 If the question was not answered another group will answer.

Ask:
Is everybody ready?
D. Application
E. Generalization
IV. EVALUATION 1. What is matter?
2. How does matter form?
3. Atom came from the Greek word “atomos”. What does “atomos”
mean?
4. How do molecules in solid move?
5. How do molecules in liquid arrange?
6. How do molecules in gas move?
7. How do molecules in solid arrange?
8. How do molecules in liquid move?
9. How do molecules in gas arrange?
10. What is mixture?
Study about the two types of mixture.
V. ASSIGNMENT 1. Homogeneous mixture
2. Heterogeneous mixture
VI. REMARKS

VII. REFLECTION
A. No. of learners who ______ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ______ of Learners who require additional activities for remediation
require additional
activities for
remediation
C. Did the remedial ______Yes ______No
lessons work?
No. of learners who ______ of Learners who caught up the lesson
have caught up with
the lesson
D. No. of learners who ______ of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___Metacognitive Development: Examples: Self assessments,
Why did this work? note taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student
work.
Other Techniques and Strategies used:
___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson
F. What difficulties did my __ Bullying among pupils
principal or supervisor __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs
__ Unavailable Technology Equipment (AVR/LCD)
__ Science/ Computer/ Internet Lab
__ Additional Clerical works
G. What innovation or Planned Innovations:
localized materials did I __Contextualized/Localized and Indigenized IM’s
use/discover which I __ Localized Videos
wish to share with __ Making big books from views of the locality
other teachers? __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition