School OLERAS ELEMENTARY SCHOOL Grade Level VI

Grades 1 to 12 Teacher RUTH D. DULAY Learning Area SCIENCE

DAILY LESSON Date & July 17, 2019 Quarter 1st QUARTER
LOG Time 8:00 – 8:50
I.OBJECTIVES
A. Content The learners demonstrate understanding of different techniques to separate mixtures
Standard
B. Performance The learners should be able to separate desired materials from common and local
Standard
products.
C. Learning Describe how to separate mixtures through sifting or sieving.
Competencies
(S6MT – 1d – f – 2)

UNPACKED COMPETENCY
- Identify mixtures that can be separated through sifting or sieving.
- Describe how to separate mixtures through sifting or sieving.
- Demonstrate how to separate mixtures through sifting or sieving.

Value focus: Cooperation

II. Subject Ways of Separating Mixtures – Sifting or sieving

Matter:
III. LEARNING RESOURCES
A. References K-12 Grade 6 Curriculum Guide, Exploring the Realms of Science Integrated Science by
Lucy Austria Magleo and Veronica
B. Other Learning Laptop, Projector, Pictures, Powerpoint Presentation, real objects, flash cards, activity
Resources
cards, pictures
IV. ACTIVITIES PUPIL’S ACTIVITIES
PROCEDURES
A) Reviewing Apperception
previous Prayer/Greeting/ Setting of Class Rules
lesson or
presenting ENGAGEMENT
the new
lesson 1. Drill

Read the following words in the

flashcards correctly:
- Sieving (Pupils will read the words)
- Sifting
- dry mixtures
- smaller particles
- larger particles

2. Review
Class, there are different ways to
Teacher, the first way to separate
separate mixtures. Can you tell me the first
mixtures is picking.
technique in separating mixtures?
Teacher, is separating mixtures through
How this technique is being done?
picking we used our bare hands in

I have here pictures of different

(Pupils will do the activity)
mixture. Clap once, if it can be separated
through picking and twice if it cannot be
separated through picking.
B) Establishing Motivation:
the purpose
for the lesson This time, we will have a game. This is about
completing a picture puzzle. The first group
that will complete the puzzled picture will
be declared as winner.

Now, let us divide the class into two.

How many pupils are present? 24 pupils are present

How members does each group will have if Teacher, each group will have 12
it divided into two? members

Very good!

But before we play let us be reminded 1. Cooperate with the team

with the things that we should do in 2. Be fair. Be honest
order to play safe, fair and enjoyable. 3. Be sport

What can you see in the picture? Teacher, we saw a man doing a masonry
work.

Can you name some of the workers in the Teacher, Mano Ronnie, mano pat and
community, who has the same work with mano patsang.
this man?

Why do you think this man or the local Teacher, I think they are separating sand
workers in the community is separating from gravel because sand has its own
sand from gravel? characteristics uses as well as gravel.

C) Presenting EXPLORATION
examples/instances
of the new lesson
This time, we will divide the class into three
groups. Each group will be given a task card
to perform.

Again, how many are present today? Teacher, 24 pupils are present.

If we will divide the class into three groups Each group will have 8 members.
how many members each group will have?

Very good! Let’s have the grouping.

GROUP 1:
Materials: Mixture of Flour and palay grains, strainer, bowl
Procedure:
1. Sift the mixtures
2. Identify the mixtures separated
Questions:
1. Based on your activity how can dry mixtures be separated?
2. Why do we need to separate mixtures?
3. What device can be used in sifting or sieving dry mixtures?
 GROUP 2:
Materials: Mixture of salt and coffee powder, strainer, bowl
Procedure:
1. Sift the mixtures
2. Identify the mixtures separated
Questions:
1. Based on your activity how can dry mixtures be separated?
2. Why do we need to separate mixtures?
3. What device can be used in sifting or sieving dry mixtures?

GROUP 3:
Materials: Mixture of cement and charcoal, strainer, bowl
Procedure:
1. Sift the mixtures
2. Identify the mixtures separated
Questions:
1. Based on your activity how can dry mixtures be separated?
2. Why do we need to separate mixtures?
3. What device can be used in sifting or sieving dry mixtures?

D) Discussing new EXPLANATION

concepts and
practicing new skills 1. Reporting of the group outputs.
#1 2.? Analyzing and discussions of pupils
answers.
3. Post the pupil’s answers on the board.
4. The teacher asks questions to develop
critical thinking.

What are the different mixtures? Flour and palay grains, salt and coffee
powder, cement and charcoal.

Where can these dry mixtures found? Teacher, these mixtures can be found in
our locality.

How can these mixtures be separated? These can be separated by putting the
mixtures into the strainer and shaking it
so that the smaller particles can be
separated from larger particles.

What device is used to separate these Teacher, we used strainer or sifter in

mixtures? separating these mixtures.

Very good!

Our lesson this morning deals with

separating dry mixtures through sifting or
sieving.

E) Developing ELABORATION
Mastery (Leads to
Formative
Assessment)
Dry mixtures can be separated through
sifting or sieving.
 Sifting is defined as to pass through a
sorting device like a screen to sort,
separate the coarse from the fine particle,
or to break up lumps.

Sieving is separating bigger dry mixtures

such as sand and gravel.

Sifting or sieving is another technique of

separating mixtures.

Look at these examples:

Teacher, the flour is being sift in the

What can you see in this picture? strainer.

What do you think, this person will be He/she will be cooking.

doing?

In cooking or in baking, one of its

important step is to sift the flour in order to
get the smaller particles size and leaving the
larger particle size of flour in the sifter
above the screen.
Teacher, it is necessary to sift the flour so
Why do you think it is necessary? that it will be mixed easily.

What can you see in the picture? A man is sieving the sand and gravel.

Why it is necessary to separate sand from Teacher, it is separated because they have
gravel? different uses.
Very good!

In construction, Sand and gravel

companies, separate rocks into different
sized particles for road building and other
construction projects using this method.
 Based in these pictures presented, what are Teacher, cooking and masonry work.
their ways of earning a living?

Very good! cooking and masonry work is

one of the ways of the family’s earning a
living. Some of our parents cooking food
and selling it to our neighborhood to have
earn money. And male members of the
family are doing masonry works to earn
some money for their family’s needs.

Again, we will divide the class into three

groups. Each group will be given a task to
perform.
You must share your ideas cooperate with
your groups.

Group 1: Crossword Puzzle

Group 1: Crossword Puzzle
Identify the mixtures that can be separated
Identify the mixtures that can be separated
through sieving or sifting.
through sieving or sifting.

Group 2: Group 2:
Draw dry mixtures that can be separated Draw a picture or an illustration showing
through sifting or sieving. friction.

Group: Role playing Group: Role playing

Play the role of being a construction worker. Perform an activity in separating dry
Demonstrate how sand and gravel can be mixtures through sieving or sifting.
separated.

G) Making
generalization and
abstractions about How can we separate dry mixtures? Teacher, we can separate dry mixtures
the lesson by sifting or sieving.

What do tool is used in sifting or sieving?

Strainer or sifter.

Can you give examples of mixtures that can (They will give their answers)
be separated through sifting or sieving?

H) Evaluating
Learning
Direction: Describe how mixtures
mentioned below are
separated.

1. sugar and salt 1. Sifting or sieving

2. flour and rice 2. Sifting or sieving
3. candy and marshmallows 3. Picking
4. marbles and stones 4. Picking
5. sand and gravel 5. Sifting or sieving

I) Additional
activities for
application or On a short bond paper, illustrate how
remediation sifting or sieving is done.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify
VI. REFLECTIONS what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A) No. of learners who
earned 80% in the
evaluation

B) No. of learners who

require additional
activities for
remediation who
scored below 80%
C) Did the remedial
lesson work? No. of
learnerswho 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 innovations or
localized materials did I
use/discover which I
wish to share with other
teachers?

Checked by:

JANETTE B. CERBITO, PhD

School Principal
KRA 1: Objective #1
Applied Knowledge of content within and across curriculum teaching areas.

ANNOTATIONS

LESSON PLAN #1
 In the first lesson plan presented, lesson in MAPEH about indoor and outdoor activities was
integrated in the lesson, wherein during the motivation part pupils played the game ‘TUG OF
WAR”. Also, another lesson in Araling Panlipunan about Muffler Act of 2016 was integrated.

LESSON PLAN #2
 In the second lesson plan presented, the teacher let the pupil’s pick picture and describe each.
Wherein, the lesson that was integrated is in English Subject about adjectives or describing
words.

LESSON PLAN #3
 In the third lesson plan presented, the lesson that was integrated goes across the EPP Subject.
EPP 4HE-0d-5. It is about water and the uses and importance of water. It was presented during
motivation and application part.

LESSON PLAN #4
 In the fourth lesson plan presented, lesson in MAPEH about indoor and outdoor activities was
integrated in the lesson, wherein during the Elaboration part, the teacher let the pupils perform
or have a role playing on the different outdoor and indoor games played during nighttime and
daytime.