BASIC EDUCATION ASSISTANCE FOR MINDANAO

LEARNING GUIDE

Science and Health Grade IV

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 MATERIALS
Mix it Up! Mind Map

The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.

Background or purpose
A mixture is a combination of two or more substances. In this stage, the pupils will share
their prior understanding about mixture. Strategy
Brainstorming is a process used for generating many ideas. Pupils write ideas down in a
web. It is used to brainstorm ideas which are recorded. There some rules such as quantity
not quality, be free-wheeling, anything goes, hitch-hiking on other's ideas is to be
encouraged, no criticism is allowed (positive or negative comments to be avoided), writer
must write as said - no paraphrasing.
Demonstration is a strategy that involves modeling process, showing how something works
or providing an example. It gives concrete examples of a concept that needs to be learned.
Materials
• For each group:
> sachet of Milo/Ovaltine/any juice powder, glass of drinking water, ice, spoon
> sheet of manila paper, and marking pen
• masking tape, card printed with the word Mixture
• Teacher Resource Sheet 4, Checklist for Group Participation, page 26 Activity 1:
Wanna Drink?
1. Start the activity by having the pupils raise their hands to know who among them love
to drink chocolate or any beverage. Acknowledge their responses.
 2. Tell them that their activity is to demonstrate how to prepare a chocolate or juice
drink.
3. Organize them into four groups. Distribute one sachet of Milo/Ovaltine/any juice
powder, glass of drinking water, spoon, ¼ sheet of manila paper and marking pen to
each group.
4. Instruct them to make a chocolate or juice drink then write the procedure on ¼ sheet
of manila paper.
5. Give them about 15 minutes to do the task.
6. Once done, have them post their work on the board. Call one member of a certain
group to demonstrate the way they prepare the chocolate/juice drink to the class and
to read the procedure.
7. Tell them that the preparation they did is an example of a mixture. Post the word
Mixture on the board. Ask them to share ideas about it. Responses may be written on
the board. Lead them to the definition of mixture.
8. Tell them to set aside their drinks. These will be used on the next activity.
9. Acknowledge their participation and continue with the next activity.

Formative Assessment
Assess pupils' performance using Checklist for Group Participation found on Teacher
Resource Sheet 4, page 26.
Roundup
Pupils should have prepared and described a mixture.

2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.

Background or purpose
Most types of matter are mixtures which contain more than one substance. In this stage,
learners will be asked to identify things that they wanted to know about mixtures.
Strategy
Call out-

Materials prepared

chocolate/juice drink Activity 2:

Think About It
1. Bring them back to their chocolate/juice drink. Ask them:
• What materials were mixed in your glass of chocolate/juice drink?
• Which material in your prepared drink is solid matter? Liquid matter?
• What do you think will happen if solid substance is mixed with other solid
substance? Liquids with other liquids? Solid with liquid?
• How do you think could the components of these mixtures be separated?
2. Introduce the topic and its objectives.

Formative Assessment
Assess pupils' performance by using Checklist for Group Participation found on Teacher
Resource Sheet 4, page 26.
 Roundup
The pupils should have:
• identified the components of their prepared mixture;
• shared some ideas about separating components of a
mixture; and • been oriented about the topic and its objectives.

3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.

Background or purpose
A mixture can be classified as homogeneous or heterogeneous depending on the
appearance of the resulting mixture. In homogeneous mixture, the components cannot be
easily identified. In heterogeneous mixtures, the components are easy to tell apart.
In this stage the pupils will perform the following activities: Activity 3.1, Mix it up!, will
enable them to explain what happens when different states of matter (solid-solid,
liquidliquid, and solid-liquid) are mixed; Activity 3.2, Conditions for Mixing Materials, will
guide them to demonstrate the common conditions that affect how solids dissolve in
liquid; and Activity 3.3, Break Through!, will allow them to demonstrate how components
of certain mixtures can be separated.
These learning activities addressed Grade IV BEC competencies in Unit V, Materials.

Strategy for Activity 3.1

Small Group Discussion is a purposeful talk through which pupils explore thinking, respond
to ideas, process information and articulate their thoughts in verbal exchanges with peers.
It places the emphasis on pupils talking and listening to each other.
Learning Center is a physical area where the pupils are equipped with appropriate tools to
facilitate and challenge learning. Materials
• Activity 3.1, Mix it Up! page 13
• Teacher Resource Sheet 3.1, Mixtures, page 14
• For each group:
> Task 1 - 1 plastic basin, cup of sand, cup of pebbles, plastic spoon
> Task 2 – 2 identical clear drinking glasses, 1 spoonful cooking oil, 1 spoonful water, 1
plastic spoon
> Task 3 – 1 clear drinking glass, one spoonful vinegar, 1 spoonful soy say sauce, 1
plastic spoon, glass bowl
> Task 4 – 1 spoonful white sugar, one glass of water, 1 beaker, 1 plastic spoon
• manila paper, pencil, marking pen, crayons
• Teacher Resource Sheet 4, Checklist for Group Participation, page 26

Activity 3.1: Mix it Up!

1. Unlock the terms homogeneous, heterogeneous, dissolve, and coarse.
2. Organize pupils into about four groups. You may double the number of grouping in case
the class size is large.
3. Assign one of the four tasks to each group. Give them the needed materials and a copy
of Activity Sheet 3.1, Mix it Up! Page 13.
4. Let them read the instructions in the activity sheet. Explain further to have a common
understanding of the procedure. Inform them that they will only supply the needed
information on the rows and columns relevant to their assigned task.
 5. Give them about 40 minutes to do the task. Move around to each group to observe as
they perform and discuss the activity.
6. Let them post their work. Assign one group to report one activity and verify similar
responses from each group's output. Ask follow-up questions like:
• What states of matter were involved in activity 1?
• What happened when those materials were mixed?
• Do you think all solids when mixed with other solids have the same results?
7. Continue giving follow-up questions to the rest of activities. Enhance explanation as
each output is presented. Refer to Teacher Resource Sheet 3.1, Mixtures, page 14.
8. Let them revisit their inferred responses in Activity 2 posted on the board. Have them
check and amend their answers.
9. Lead the pupils in formulating the concepts by asking:
• What will happen when a solid material are mixed with other solid material?
(Particles can be distinguished from each other; It's size, shape and color remain
the same.)
• What will happen when a liquid material is mixed with other liquid material?
(Others form layers ( e.g. oil and water) while others mix completely and
components cannot be identified.)
• What will happen when a solid material is mixed with a liquid material? (Some
may completely dissolve in liquid while some do not and settle at the bottom of
the container.)

Formative Assessment
Assess pupils' performance by using Checklist for Group Participation found on Teacher
Resource Sheet 4, page 26.

Roundup
The pupils should have described the results when the different states of matter are
mixed.

Strategy for Activity 3.2

Learning Center is a physical area where the pupils are equipped with appropriate tools
to facilitate and challenge learning.
Small Group Discussion is a purposeful talk through which pupils explore thinking, respond
to ideas, process information and articulate their thoughts in verbal exchanges with peers.
It places the emphasis on pupils talking and listening to each other.

Materials
• Activity 3.2A - 3.2C, Conditions in Mixing Materials, page 15 - 17
• Teacher Resource Sheet 3.2, Factors that Affect Solubility of Solids, page 18
• Teacher Resource Sheet 4, Checklist for Group Participation, page 26
• For task 1

➢ 2 identical clear glasses with same amount of tap water

➢ 2 sachets of instant coffee powder
➢ 1 plastic spoon/stirrer

• For task 2

➢ 2 identical clear glasses

➢ 1 small pack of brown sugar
 ➢ 1 cup hot water and 1 cup cold water
➢ 1 plastic spoon/stirrer
• For task 3

➢ 2 identical clear glasses

➢ 1 spoonful of detergent powder
➢ 1 detergent bar
➢ 1 plastic spoon/stirrer
• For task 4

➢ a bottle containing honey or ketchup

➢ a bottle containing cooking oil
➢ a bottle containing tap water ➢ 2 identical clear glasses

Activity 3.2: Conditions in Mixing Materials

1. Inform the pupils that they will perform an activity to describe the conditions that
affect how solids dissolve in liquids.
2. Unlock the terms stir, solute, and solvent.
3. Reorganize pupils into four groups. You may double the number of groupings in case
class size is large. Provide each group with the materials including Activity 3.2A - 3.2C,
Conditions in Mixing Materials, page 15 - 17.
4. Orient pupils that there are learning centers inside the classroom where each group can
do the activity. Remind them of the precautionary measures in handling the breakable
materials and hot water.
5. Tell all groups to perform the same activity but assign one group to report one task
only.
6. Give them about 40 minutes to perform the task. You may do two activities
simultaneously depending on the learning capability of the learners.
7. Facilitate in the presentation of their outputs. Enhance explanation after every
presenter. Refer to Teacher Resource Sheet 3.2, Factors that Affect Solubility, page 18.
8. Lead them to summarize the concepts. Formative Assessment
Assess pupils' performance by using Checklist for Group Participation found on Teacher
Resource Sheet 4, page 26.

Roundup
The pupils should have described that stirring, temperature, and particle size affect how
solids dissolve in liquids.

Strategy for 3.3

Learning center is a physical area where the pupils are equipped with appropriate tools
to facilitate and challenge learning.
Small Group Discussion is a purposeful talk through which pupils explore thinking,
respond to ideas, process information and articulate their thoughts in verbal exchanges
with peers. It places the emphasis on pupils talking and listening to each other.

Materials
• Activity 3.3, Separating Mixture, page 19
• For learning center 1: green box containing ¼ cup green monggo, ¼ cup white beans
• For learning center 2: yellow box containing ¼ cup sand and ¼ cup iron filings, magnet,
old newspaper
 • For learning center 3: clear bottle with cover containing 1 spoonful sand, 1 cup water,
fine screen, plastic basin
• For learning center 4: clear bottle with cover containing 2 spoonful of soil, 1 cup tap
water
• For learning center 5: blue box containing ¼ cup sand, 1 cup gravel, screen, old
newspapers
• For learning center 6: evaporating dish containing salt solution (2 spoonful salt in 1 cup
tap water), tripod, wire gauge, alcohol lamp, match, clay triangle (optional)
• Teacher Resource Sheet 3.3, Separating Mixtures, page 22
• Teacher Resource Sheet 4, Checklist for Group Participation, page 26

Activity 3.3: Separating Mixture

Advance preparation:
• Prepare the materials listed for tasks 1 to 6.
> Make the following mixtures:
• 1 cup water with ¼ cup salt placed in a clear bottle with cover
• 1 cup water with ¼ cup soil placed in a clear bottle with cover
• 1 cup water with ¼ cup sand placed in a clear bottle with cover > Set up 6 learning

centers inside the classroom with the suggested materials.

1. Inform the pupils that their activity is to demonstrate ways in separating mixtures.
2. Organize pupils into six groups. Assign one group to work in one learning center.
3. Orient the pupils that there are learning centers inside the classroom. Brief them on
the materials placed in each learning center.
4. Unlock some words such as iron filings and filter.
5. Remind them on the precautionary measures in handling breakable materials.
6. Give them time to plan how to demonstrate the task to the whole class.
7. Give additional information about ways of separating mixtures. Refer to Teacher
Resource Sheet 3.3, Separating Mixture, page 22.
8. Lead the pupils in summarizing the concepts learned from the activity.

Formative Assessment
Assess pupils' performance by using Checklist for Group Participation found on Teacher
Resource Sheet 4, page 26.

Roundup
The pupils should have demonstrated and explained ways of separating mixtures.

4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.

Background or purpose:
In this stage, the pupils are assessed on the learning they have gained from the activities
performed in the previous stages. Strategy
Structured overview is a diagram that show the relationship between key words and
concepts which provides an overview of the topic. It is used as note taking format or tie
new information to existing knowledge. Materials
• Teacher Resource Sheet 1, Concept Diagram of Mixtures, page 23
 • Teacher Resource Sheet for Activity 4, Concept Strips, page 24, masking tape, manila
paper, marking pen
• Teacher Resource Sheet 4, Checklist for Group Participation, page 26

Activity 4: Mixtures
Advance preparation:
• Enlarge the diagram found on Activity 2, Mixtures, page 23. Make copies enough for all
the groups.
• Cut out complete set of concept strips enough to provide for the number of groups
desired.
1. Organize pupils into groups. Provide them with the materials needed.
2. Instruct them to stick the concept strips on the spaces provided in the diagram.
3. Give them about 20 minutes to finish the task. Shuttle around the room and listen as
they share their ideas.
4. Once done, have them post their outputs on the board. Facilitate in the presentation
and checking of outputs.

Formative Assessment
Check students' outputs.

Roundup
The pupils should have stated that:
• mixture can be formed by mixing solid to solid, liquid to liquid and solid to liquid;
• there are different ways of separating mixtures; and
• there are factors affecting how solids dissolve in liquids.

5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.

Background or purpose
In this stage, the pupils are given the opportunity to apply what they have learned from
the topic. They will plan and prepare a mixture. Strategy
Do It Yourselves is a strategy that gives the individual an opportunity to do the task on
her/his own.

Materials
• Activity 5, We Can Do It!, page 25
• Varied fresh fruits, containers, spoons, milk
• Teacher Resource Sheet 4, Checklist for Group Participation, page 26

Activity 5: We Can Do It!

Option 1: Halo-halo Festival
1. Reorganize pupils into small groups.
2. Tell them that their activity is to make halo-halo.
3. Have them prepare their own materials. Remind them on the value of cleanliness
especially in preparing food.
4. Move around to each group as they perform the task. Take note of each group work
performance.
 5. Once done, have each group demonstrate their outputs. Facilitate in the
demonstration. Get them to identify possible ways to separate the components of the
halo-halo.
6. Acknowledge the efforts of the pupils in participating actively in the activity.
Option 2: I'm All Mixed Up!
1. Tell them that their activity is to demonstrate the best way of doing things in an easy
way.
2. Have each group pick one task (refer to Activity 5, page 25.)
3. Move around to each group. Take note of each group work performance.
4. Once done, facilitate in the demonstration. Get them to identify possible ways to
separate the components of the mixture mentioned in their assigned task.
5. Acknowledge the efforts of the pupils in participating actively in the activity.

Formative Assessment
Assess pupil's performance by using Checklist for Group Participation found on Teacher
Resource Sheet 4, page 26.

Roundup
The pupils should have:
• demonstrated their knowledge in preparing mixture;
• identified the states of matter involved in their mixture;
• explained the process of separating the components in their prepared mixture.

6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.

Background or purpose
In this stage, the pupils will write a reflection about what they learned from the series of
lessons.

Strategy
Reflective Writing is used for quick assessment of pupil's understanding of concepts about
the topic. They are asked to write the things they learned; things which made them
interested; and one thing they want to learn more about mixtures. It also provides feedback
on how the teacher teaches the topic. Materials
• Sheets of pad paper, pens
• Teacher Resource Sheet 5, Reflective Writing Rubric, page 27
Activity 6: “My Reflection”
1. Acknowledge pupil's participation for all activities they have done by clapping their
hands.
2. Say that at this point they will end the topic by having them write a reflection about
the things they learned about mixtures.
3. Let them work individually. Copy these questions on the board:
• What concepts have you learned from the topic?
• Which of the activities helped you most in understanding the topic? Why?
• Write the things that interested you most about the topic.
• Write one thing you want to learn more about the topic.
 4. Give them about 15 minutes to write their reflections.
5. Collect their reflection sheets. Appreciate the effort of everyone.

Formative Assessment
Assess pupil's performance using Reflective Writing Rubric found on Teacher Resource
Sheet 5, page 27.

Roundup
The pupils should have written their reflection about the topic on mixtures.

Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:

Activity 3.1
Mix it Up!
Group Number: _________________________ Date: ________________
Leader: ________________________________ Reporter: _____________
Members: _____________________________________________________
Directions: Mix the following and observe. Fill out the table below.
Task 1 – Put one cup of sand and one cup of pebbles in a plastic
basin. Label the state of matter combined.
Task 2 – Put one spoonful cooking oil and one spoonful water on
a beaker. Label the state of matter combined.
Task 3 – Put one spoonful vinegar and one spoonful soy sauce in
a glass bowl. Label the state of matter combined.
Task 4 – Put one tablespoonful white sugar into a glass of water.
Label the state of matter combined.
Activity Name of State of Changes observed
Number Substance Matter when mixed

Task
1

Task
2

Task
3

Task
4

Teacher Resource Sheet 3.1

Mixtures
 There are four kinds of mixtures:
1. Coarse or heterogeneous mixture is a mixture in which the components can be
easily identified. Each component does not change at all when combined. No
new substance is formed. Examples are rice and corn grits; powdered coffee and
sugar; sand and nails.
2. Suspension mixture is a mixture in which solid particles settle at the bottom if
left undisturbed for sometime. Shaking a suspension distributes its components
evenly. An example is liquid medicine.
3. Colloid mixture is a mixture in which fine particles float in clear water. They do
not settle at the bottom of a container even if the water is left undisturbed.
Examples are ice cream and mayonnaise.
4. Solution or homogeneous mixture is a mixture in which the components appear
the same throughout. Their particles cannot be readily seen by the naked eye.
An examples is alcohol and water.
Classifying mixtures into solid or liquid mixture depends on the state of the resulting
mixture. A solid mixture is in solid state. A liquid mixture is in the liquid state. It may
originally be a combination of solid and liquid substances. However, the solid finally
dissolved in the liquid.
Emulsions is a kind of liquid mixture where the two liquids do not completely dissolve in
each other. An example is the oil and water. Tiny drops of the dispersed oil remain
suspended in water. Emulsions are not permanent. The liquids separate from each other
after a certain time.
Below are the expected answers of Activity 3.1, Mix It Up!
Activity Name of State of Changes observed when mixed
Number Substance Matter

Activity 1 sand solid Size, shape and color remain the

same; particles of sand and pebbles
pebbles solid are easily identified.

Activity 2 cooking oil liquid Become cloudy; oil separates from

water forming layers.
water liquid

Activity 3 vinegar liquid Black in color; vinegar cannot be

identified from soy sauce.
soy sauce liquid

Activity 4 sugar solid Sugar dissolved in water which makes

it a little bit cloudy; solid particles
water liquid cannot be seen.
 Activity 3.2A

Group Number: _________________________ Date: ________________

Leader: ________________________________ Reporter: _____________
Members: _____________________________________________________
Directions: Read first the instructions before doing the activity.

LEARNING CENTER 1
Task:

1. Get two identical glasses.

2. Label the glasses A and B respectively. Place them on the
table.
3. Half-fill each glass with tap water.
4. Add ¼ of a teaspoon of instant coffee powder to each
glass.
5. Get a plastic spoon. In 3 seconds, stir glass A only. Do not
touch glass B.
6. Observe carefully then answer the following questions:
> In which glass did the instant coffee powder dissolve
faster? ____________
> What condition made the coffee powder dissolve faster? ____

Activity 3.2B

Group Number: _________________________ Date: ________________

Leader: ________________________________ Reporter: _____________
Members: _____________________________________________________
Directions: Read first the instructions before doing the activity.
 LEARNING CENTER 2 Task:

1. Get two identical glasses.

2. Label one glass COLD and the other glass HOT. Place
them on the table.
3. Put ½ cup cold water in “COLD” glass and ½ cup hot
water in “HOT” glass.
4. Add ¼ teaspoon brown sugar to each glass at the same
time.
5. Get two plastic spoons/stirrer and stir both glasses.
6. Observe carefully. Record the time it takes for the sugar
to dissolve.
7. Answer the following questions:
> In which glass did the sugar dissolve faster? ___
> What condition helped the sugar dissolve faster? __________

Activity 3.2C

Group Number: _________________________ Date: ________________

Leader: ________________________________ Reporter: _____________
Members: _____________________________________________________
Directions: Read first the instructions before doing the activity.
 LEARNING CENTER 3
Task:

1. Get two identical glasses.

2. Label the glasses C and D respectively. Place them on the
table. 3. Put a spoonful of powdered detergent in glass C,
and one detergent bar in glass D.
4. Add 1/2 cup tap water in both glasses.
5. Get two plastic spoons/stirrer and stir both glasses.
6. Observe carefully. Record the time for the detergent
powder to dissolve.
7. Answer the following questions:
> In which glass did the detergent dissolve faster? ___
> What condition enabled the detergent to
dissolve faster? _______________________
 Teacher Resource Sheet 3.2 Factors Affecting Solubility of Solids

Solubility is the ability of a solute to dissolve in a given amount of solvent. Solutes which
easily dissolve are soluble. Those which dissolve a little are semi-soluble. Those which do
not dissolve at all are insoluble.
There are common conditions to increase the solubility of solids in liquids.
1. Stirring
This is a mechanical force which helps spread the molecules of solid substances
throughout the molecules of the liquid substance,
Like for instance in Activity 1, the instant coffee powder in glass A dissolved faster than
that in glass B. Stirring the instant coffee powder made it dissolve faster. Stirring made
more coffee particles come in contact with the water that resulted in getting it
dissolve faster.
2. Temperature
When a mixture is heated the molecules in both the solute and the solvent absorb the
heat energy and make them move faster. So the molecules scatter themselves in the
solution.
In Activity 2, the brown sugar in the HOT glass dissolved faster that the one in COLD
glass. Heat present in HOT glass increased the rate at which water dissolved the sugar.
3. Particle Size
Powdering or pulverizing is making the size of particles of solids smaller. A small
particle exposes more surface area to the solvent. Thus it dissolves faster.
In activity 3, the powdered detergent in glass C dissolved faster than the detergent bar
in glass D. Powdered detergent is composed of very tiny particles so it dissolved faster
than the detergent bar. Small size of particles of the solute helps speed up dissolution
as more of its surface area is exposed to the solvent.

Activity 3.3 Separating

Mixture
Group Name: _________________________ Date:______________
Leader: ______________________________ Recorder: __________
Reporter: ____________________________ Members: ___________

Direction: Read the instructions carefully before doing the task. I

Task 1

1. Open the green box carefully.

2. Pour the content in a wide mouthed plastic bowl.
3. Identify the materials.
4. Think of the best way on how you can separate the
components of this mixture.
5. Explain in two sentences how it separates the
components of a mixture.
6. Be ready to demonstrate it in class.
7. What do you think is the best term to call this
method of separating mixture?
Direction: Read the instructions carefully before doing the task.

Task 2
1. Open the yellow box carefully.
2. Lay old newspaper on the floor and pour out
the content of the box.
3. Identify the components in the mixture.
4. Using the materials you have received, think of
the best way on how you can separate the iron
filings from sand particles.
5. Explain in two sentences how it can separate
the components of the mixture. 6. Be able to
demonstrate it in class.
7. What do you think is the best term to call this
method of separating the components of a mixture?

Direction: Read the instructions carefully before doing the task.

Task 3

1. Shake the bottle slowly.

2. Identify the materials.
3. Think of the best way on how you can separate
the mixture completely.
4. Explain in two sentences how it could separate
the components of a mixture. 5. Be ready to
demonstrate it in class.
6. What do you think is the best term to call
this method of separating mixture.
Direction: Read the instructions carefully before doing the task.

Task 4

1. Shake the bottle carefully.

2. Identify the particles.
4. Using the materials you have received, think of
the best way on how you can separate the
components of the mixture.
5. Explain in two sentences how it separates
mixture.
6. Be ready to demonstrate it in class.
7. What do you think is the best term to call
this method of separating mixture?

Direction: Read the instructions carefully before doing the

task.

Task 5

1. Open the blue box carefully.

2. Identify the materials.
3. Using the materials you have received, think of
the best way on how you can separate the
components of the mixture.
4. Explain in two sentences how it could separate
the components of a mixture. 5. Be ready to
demonstrate it in class.
6. What do you think is the best term to call
this method of separating mixture.
 Direction: Read the instructions carefully before doing the task.

Task 6

1. The liquid inside the is salt solution.

2. Shake it slowly.
3. Using the materials you have, think of the
best way on how you can separate the components
of this mixture.
4. Write the steps and be able to demonstrate it
to the class.
5. What do you think is the best term to call
this method of separating mixture.

Teacher Resource Sheet 3.3

Ways of Separating Components of Mixtures

There are different ways of separating the components of mixtures.

1. Manual Separation (Picking)
This is done to a mixture whose components differ in size. Manual separation is used for
separating coarse components. This method is used for sorting the different sizes of
components.
In task 1, green monggo and white beans can be separated quickly by manual picking.
2. Magnetic Separation
This process makes use of a magnet to separate the magnetic component from the
nonmagnetic one. In task 2, the magnet attracts the iron filings.
3. Decantation
A mixture of solid and a liquid can be separated by decantation. The liquid usually stays
on top and is called supernatant. It can be poured down to another container. The
solid substance remains at the bottom and is called precipitate. After decanting, the
solid remains in the container. In task 4, soil settles at the bottom for few minutes
when left undisturbed.
4. Filtration
The mixture can be separated by letting the smaller particles pass through a fine
screen to separate them from bigger particles (such as sand and pebbles in task 3).
Filter paper can also be used to separate the suspended particles from the liquid. It
cannot be used to separate liquid components from a liquid mixture. Also, you cannot
separate a solid that has been dissolved in a liquid by filtration.
 Filter paper is a porous medium. It has very fine holes that are invisible to the naked
eye. It allows the liquid to pass through but retains the tiny particles of solids.
5. Evaporation
In the evaporation process, the homogeneous liquid mixture (salt solution) is heated to
let the water evaporate. The solid (salt) that has been dissolved is left on the
evaporating dish.
When the salt and water is heated, water evaporates and the salt remains at the sides
and bottom of the evaporating dish.
In nature, many components of mixture are separated by the evaporation process.
> water is separated from moist soil by evaporation.
> clouds are formed when water evaporates.
> damp soil is heated by the sun.
6. Sieving
Works to separate solid particles of different sizes. Screens with varying size of mesh
can be used to separate particles based on their size.
Activity 4
Mixtures
 Teacher's Resource Sheet for Activity 4
Concept Strips

LIQUID – LIQUID PARTICLE SIZE

PICKING EVAPORATING

USING MAGNET SOLID – SOLID

TEMPERATURE FILTERING

STIRRING DECANTING

SIEVING SOLID – LIQUID

Basic Education Assistance for Mindanao
Learning Guide, July 2009

Activity 5
We Can Do It!

Asphalt is a black, sticky material that binds gravel in the pavement that covers
streets and highways. Explain why
paving is almost always done in the summer months.

21
Nancy is selling foods in the school canteen. This time she wanted to make a pan cake. If
you were Nancy, how will you do it?

The masons will apply final finishing on the cemented wall of the house. In
what way can they make the wall very smooth? How will they do it? Be able to
explain the process.

The farmers harvested several sacks of palay and brought them to the rice mill
station. After milling, they noticed that the
rice was mixed with tiny seeds. If you were the farmer, how can you separate the
seeds from rice so that the buyer will not complain?
Teacher Resource Sheet 4 Checklist for Group
Participation
Activity Title: __________________Date_________________ Section
_________________
Directions: Check the box that corresponds to the group's performance while
doing the activity.
Skills Group Number
1. Helping 1 2 3 4 5
The pupils offered assistance to
each other.
2. Listening
Group members listened
respectively to each other's ideas.
3. Participating
Group members participated in
each step of the process.
4. Persuading
Pupils exchanged, defended and
rethought ideas.
5 Questioning
Pupils interacted, discussed, and
posed questions to all members of
the team.
6. Respecting
Group members encouraged and
supported the ideas and efforts of
others.
7. Sharing
Pupils offered ideas and reported
their findings to each other.
Teacher Resource Sheet 5 Reflective Writing Rubric
Indicators Excellent Satisfactory Needs
5 3 Improvement
1
Content/ Ideas Ideas Ideas
Organization presented are presented presented are
well- are not
organized and somewhat organized
related to the organized and not
topic and related relevant to
discussed. to the topic the topic
discussed. discussed.
Handwriting Penmanship Penmanship Penmanship
is very legible is quite can not be
and readable. legible and read at
can be read times.
enough.
Neatness Is very neat Is neat but Plenty of
and no has erasures. erasures.
erasures at
all.
For the Teacher: Translate the information in this Learning Guide into the following matrix to help
you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application

Strategies

Activities from the

Learning Guide

Extra activities you

may wish to include

Materials and
planning needed

Estimated time for

this Stage

Total time for the Learning Guide Total number of lessons needed for this Learning Guide