GRADE 6 School: SAN NICOLAS ELEMENTARY SCHOOL Grade Level: VI

Teacher: CAREN L. CRUZ Learning Area: SCIENCE

DAILY LESSON LOG
Teaching Dates and Time: JULY 18, 2019/1:50-2:40 Quarter: 1ST

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different techniques to separate mixtures
B. Performance Standards The learners should be able to separate desired materials from common and local products
C. LEARNING COMPETENCIES Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation.
(S6MT-Id-f-2)
Separate the components of common solid mixtures by picking.
II.Content Separating Mixtures: Handpicking

1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
2. EASE Science II. Chemistry Module 4. Lesson 2.
References: 3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.

Materials: Laptop, projector, picture, manila paper

a. Reviewing previous lesson/s or presenting the new lesson
b. Establishing a purpose for the lesson
The teacher shows pictures of different kinds of mixtures as discussed in the previous weeks. Let them identify each mixtures.
Identify the mixtures given if it is homogenous, heterogenous or colloids.
SHOWING PICTURES
The teacher asks:
Look at the bottles on the table. What they contain?
How can we separate the individual components of the mixtures shown?

The teacher will show a videoclip.

c. Presenting examples/instances of the new lesson Ask questions related to the video clip.

d. Discussing new concept Do Activity 4.1 Mix and Pick!

Teacher gives initial instructions about the activity.

e. Continuation of the discussion of new concept Students present their output on the activity. The teacher will give feedback about the result.
f. Developing Mastery Discuss Picking as a method of separating mixtures.
Mixtures are combination of two or more substances not chemically bonded where each substance retains its chemical identity and properties.
One of the techniques in separating mixtures is through hand picking.

g. Finding practical application of concepts and skills in daily Show other kinds of mixtures in the environment that can be separated by handpicking
living Aside from the given mixtures will you give your own examples?
 LET’S TRY THESE!
Put a yellow flag before the number if the mixtures can be separated through handpicking and a red flag if not.
_____1. candy and marshmallows
_____2.5 peso coin and 1 peso coin
_____3. sand and water
_____4. dry leaves and paper
_____5. corn chips and peanuts

h. Making generalizations and abstractions about the lesson What is one of the technique of separating mixtures that we have studied today?

i. Evaluating learning EVALUATION:

A. Describe the following whether mixture or not.
_____ 1. soy sauce and cooking oil
_____ 2. macaroni pasta and mayonnaise
_____ 3. water
_____ 4. soy beans and mango beans
_____ 5. soil
B. Draw a smiley face beside the mixtures that can be separated through picking.
1. water and alcohol
2. sliced mixed fruits
3. mixed nuts
4. nails and iron strips
5. stones and pebbles

j. Additional Activities for enrichment or remediation Cut or draw at least three (3) pictures of mixtures that can be separated through picking
Remarks
Reflection
a. No. of learners for ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80% above
___ of Learners who earned 80% above above above
application or remediation
b. No. of learners who require ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require ___ of Learners who require ___ of Learners who require additional
for remediation activities for remediation additional activities for remediation additional activities for remediation activities for remediation
additional activities for
remediation who scored below
80%
c. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
work?
lesson lesson lesson lesson
No. of learners who have
caught up with the lesson
d. No. of learners who continue ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to require
remediation remediation require remediation require remediation remediation
to require remediation
e. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
Why did these work?
___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation ___ Power Point Presentation
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Discussion ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Case Method ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their ___ Group member’s ___ Group member’s ___ Group member’s ___ Group member’s
tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks Cooperation in doing their tasks