School Don Calixto C. Yongco, Sr. Elem.
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
D.Discussing new
concepts and practicing
new skills #1lesson
C. Discussing new concepts
and practicing new skills
#2
D. Developing mastery (leads
to formative assessment
3)
E. Finding practical
applications of concepts
and skills in daily living
F. Making generalizations
and abstractions about
the lesson
G. Evaluating Learning
H. Additional activities or
remediation
NILDA T. ALCANTARA Learning Area Science 6
July 15, 2019
Quarter 1st Week 7
2:40-3:30 TRUSTWORTHY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate understanding of different techniques to separate mixtures
The learners should be able to separate desired materials from common and local products
Tell the benefits of separating mixtures from products in the community
S6MT-I-g-j-3
Learning objective:
Identify the benefits of separating mixtures from products in the community through sieving
Benefits of separating mixtures through sieving
teacher’s guide
New Science Links 6
Modules, Activity sheets
Lrmds module The vertebrates
www.howtohelpchildren.com power point, tv, charts
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well.
Always be guided by demonstration of learning by the pupils/ students which you can infer from formative assessment
activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
Recall by giving some processes of separating mixture
The teacher shows to the class pictures that depict some activities done by construction workers in
building houses and buildings emphasizing sieving of sand and gravel. Ask questions
Localization: The teacher uses real mesh screen or sieving tool
Integration to English: Describe the picture
The teacher unlocks difficult words or terms that learners may encounter in the lesson (e.g. benefit,
mesh screen etc.).
Strategy: K-What did you KNOW about Sieving?
Direction: In a red meta cards write your answers in 2 to 4 words (3 mins)
W – What do you WANT to learn about Sieving?
Direction: In Yellow meta cards write your answers in 2- 5 word ( 3 mins)
The teacher allows the learners to think independently, and list different activities that deal with
sieving either in school and community. Share ideas to the larger group. See Activity Sheet 7.1
Learners share their previous output and brainstorm to come up with general answer. Groups
discuss
on the benefits of separating mixtures from products in community through sieving.
See Activity Sheet 7.2
The teacher asks the learners to analyze and discuss the outputs of the learners about benefits of
separating mixtures from products in the community through sieving.
Contextualization:
The teacher asks the learners to cite some importance of sieving in the community.
Integration to HELE: What home activity which depicts sieving process?
The teacher re-discuss the pictures shown in the motivation and ask learners about benefits of it
and other activities pertaining to sieving
L-What did you Learn about Sieving
Direction: In blue meta cards write your answers in a sentence.
Multiple Choice
1. How do we separate sand from gravel?
A. decantation B. evaporation C. sieving D. use of magnet
2. The components of solid to solid can be separated by
A. decantation B. evaporation C. sieving D. use of magnet
3. What is left in the mesh screen when you sieve sand and gravel?
A. Dust B. Stone C. Gravel D. Dirt
4. Why does the sand is drop when sieving it?
A. because sand is light and find C. because the sand is heavy
B. because the sand is coarse D. all of the above
The teacher lets the learners to search the internet or other references on other activities in the
community that show benefits of sieving aside from what were mentioned in the lesson.
 V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% of ___Lesson carried. Move on to the next objective.
the evaluation ___Lesson not carried. _____% of the pupils got 80% mastery
___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
B. No. of learners who require ___Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions
additional activities for
remediation who scored below
asked by the teacher.
80% ___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.

C. Did the remedial lesson work? No. ___ of Learners who earned 80% above
of learners who have caught up
with the lesson.
___ of Learners who require additional activities for remediation
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies ___Yes ___No

worked well? Why did these ____ of Learners who caught up the lesson
work?
F. What difficulties did I encounter ___ of Learners who continue to require remediation
which my principal or supervisor
can help me solve?
Strategies used that work well:
 ___Metacognitive Development: Examples: Self assessments, 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:
G. What innovation or localized  Examples: Student created drawings, videos, and games.
materials did I use/ discover which

I wish to share with other teachers ___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 ___ 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
__ Bullying among pupils __ Pupils’ behavior/attitud __ Colorful IMs
H. __ Unavailable Technology Equipment (AVR/LCD) __ Science/ Computer/
Internet Lab__ Additional Clerical works
Planned Innovations:
__Contextualized/Localized and Indigenized IM’ __ Localized Videos
__ Making big books from views of the locality
I. __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: NILDA T. ALCANTARA Checked by: JOSEPHINE S. MANGLALLAN

Principal

ACTIVITIES IN THE COMMUNITY INVOLVING SIEVING

Activity 7.1 Day 1
Lesson Concept: Sieving is a form of separating mixtures that can be
observed in the different activities in the community like in school, home or
kitchen and other set-ups.
Duration: 10 minutes
Materials: Notebook Pen
Procedures:
1. Think of the different activities in the different set-up in which sieving is
being done.
2. List the activities with the use of the following template. You may add
other set-up where sieving is observable.
Table 1. Activities in the community that use sieving

School Home/Kitchen Construction Site

Laboratory
3. Answer the following questions. a. In which set-up was sieving done? b.
What particular things are being separated through the use of sieving?
Evaluation: What are the importance of sieving in our home? community?
school?

BENEFITS OF SEPARATING MIXTURES THROUGH SIEVING

Activity 7.2 Day 1
Lesson Concept: Separating mixtures through sieving benefit the
community.
Duration: 10 minutes
Materials: Individual Output in Activity 7.1 Manila paper or cartolina
Marking Pen
Procedures: 1. Each member will share output on the previous activity.
2. The group will discuss and consolidate the answers of the members.
3. Brainstorm on the benefits of separating mixtures from products in the
community through sieving.
4. Use the following template.
Table 2. Benefits of Sieving in the community

Activities that use sieving Benefits

5. Answer the following questions.

a. What are the different activities in the community that use sieving?
b. What are the importance/benefits of sieving in the community?
Evaluation: Give 3 practical applications of sieving in the community.