School: Grade Level: VI

GRADES 1 to 12 Teacher: Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: JUNE 4-8, 2018 (WEEK 1) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of different types of mixtures and their characteristics
A. Content Standards

The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
B. Performance
Standards

C. Learning Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Competencies/
Objectives
Write the LC code for
each
Recall the states of matter Describe the Describe the Describe the Identify more examples of mixtures
appearance of appearance of appearance of formed
mixtures formed mixtures formed mixtures formed
Matter and Mixtures : Mixtures: Mixtures: Heterogeneous and Homogeneous
II. CONTENT Three Physical States of Matter Introduction Experimentation Presentation of Mixtures Examples
Data of the
Experiment

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials BEAM 4. 5 Explain
from Learning what happens after
Resource (LR) portal Mixing Materials.
 Learning Guides. Mix
it Up. July 2009. pp. 5-
7.

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous Teacher’s Instruction Teacher’s Teacher’s Instruction Teacher’s Teacher’s Instruction
lesson or presenting Picture Analysis. The teacher should show three pictures Instruction Classroom Discussion. Instruction Activity 1.4 Mix and Match. The teacher
the new lesson referring to solid, liquid and gas. Activity 1.1 Pinoy The students will Recitation. will use the activity as guide.
Pictures may be: Henyo. The share their reflection The students will
a. wood (solid) teacher will use and insights about the recall the activity Use the terms used from the week’s lesson
b. water in a container (liquid) the activity as previous lesson. from the previous such as solid, liquid , gas, mixtures and
c. smoke (gas) guide. lesson. other related terms.

Guide Questions: Use the terms

1. What can you observe/see in the pictures given? used from the
2. What could be the relationship of the three pictures? previous lesson
such solid, liquid
, gas, matter and
more.
B. Establishing a Question of the day: Question of the Teacher’s Instruction Question of the Question of the day:
purpose for the day: day:
lesson What are the three physical states of matter and what do you The teacher will tell Aside from the examples from the previous
know about the three? What will that they will further What are the lessons, what other examples of mixtures
happen if you investigate mixtures results of your can you identify?
combine solid through experiment
matter to experimentation. yesterday?
another solid
matter, solid
matter to a
liquid matter
and so on?
C. Presenting Teacher’s Instruction Teacher’s Teacher’s Instruction Teacher’s Teacher’s Instruction
examples/instances Instruction Instruction Sing an Action Song:
of the new lesson Solicit ideas of the student’s previous lesson by using the KWL Activity 1.2 Activity 1.3: Mix It Up! Groupwork Song: Fruit Salad
chart on the three physical states of matter. Provide Answer Mystery Use BEAM Mix it up Presentation. “Watermelon, Watermelon
Sheets or let the students copy the format in their notebooks. Combinations. 3.1 only or activity The students will Papaya, Papaya,
Let the students answer the first two columns : What you The teacher may sheet. present their Bananana, Bananananan
KNOW? and What you WANT to know more? provide the outputs. Fruit Salad, Fruit Salad”
answer sheets or The teacher will ask
Student’s Answer Sheet let them write in the students to The Presentation Guide question:
Topic: Three Physical States of Matter their notebooks. prepare the materials. Rubrics will be What type of mixture is Fruit Salad?
What you What What You used. Please see
KNOW? you have Rubrics 1.1.
WANT LEARNED?
to
know
more?
1.Matter
2.State of
matter

D. Discussing new Teacher’s Instruction Teacher’s Teacher’s Instruction Teacher’s Teacher’s Instruction
concepts and Direct Instruction. Instruction Development of Data. Instruction Class Discussion.
practicing new skills Interactive The students will Direct Instruction. The teacher prepares several examples of
#1
Teacher’s Concept: Lecture in prepare the following The teacher points heterogeneous and homogeneous
Classroom information regarding out important mixtures. Examples, smoke, air, smog, halo-
Matter is anything that occupies space and has mass. The three Discussion. The the Activity 1.3. information from halo, orange juice, coffee drink, tea drink
physical states of matter are solid, liquid and gas. Solids have teacher will the experiment and other examples
definite volume and shape. Liquids have definite volume but no discuss the done.
definite shape and takes the shape of the container. Gases have previous activity Heterogeneou Homogeneou
no definite shape and volume. and input lesson s s
through Teacher’s Concept:
recitation.
A mixture forms
when two or more
substances are
combined such
that each
 substance retains
its own chemical
identity. A
homogeneous
mixture has a
single phase and a
heterogeneous
mixture has two or
more phases.

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 Teacher’s Instruction Teacher’s Continuation of the Teacher’s Teacher’s Instruction
generalizations and Concept Webbing. The teacher will ask the students to give Instruction Experiment/Activity Instruction Fill in. The teacher will present the
abstractions about their summary of what they learned from the lesson. Ask the Story Wheel. The 1.3 Concept Hat. The structure that the students will answer.
the lesson
students to attach it on the following diagram. teacher will ask teacher will ask the
the students to students to write Example
give their their final concept The ___________ is an example of
matter
summary of and ideas on the (heterogeneous/homogeneous ) mixture
what they cards/sheet of because it is a combination of ________
solid gas learned from the papers and place it which is (solid, liquid ,gas) and ________
lesson. Spin the on a paper hat. which is (solid, liquid, gas) that is (single
liquid
story wheel. Students share /more than one) phase.
Note: The story their
should be concept/learning
prepared before and wears the hat.
the lesson.
 The story wheel
should contain
important terms.
I. Evaluating learning Teacher’s Instruction Teacher’s Continuation of the Teacher’s Teacher’s Instruction
KWL chart. Let the students answer the last column of the chart Instruction Experiment/Activity Instruction Poster Making. The students create a
or what you have learned? Reflection Log. 1.3 Laboratory Sheet. poster showing examples of mixture.
The students will The students
write their should submit their Use Rubric 1.3 on Poster Making
reflection on the laboratory sheet.
lesson.
The Laboratory
rubric will be used
to grade their
output. Rubric 1.2
J. Additional activities
for application 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 have
caught up with the
 lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
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?

Credit to the author of this file