1ST Q Science 6

PROTOTYPE AND CONTEXTUALIZED
DAILY LESSON PLANS

IN GRADE 6 SCIENCE
QUARTER 1
i
PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLAN
IN
GRADE 6 SCIENCE
MATTER
WEEK 1-10
MASBATE PROVINCE MASBATE CITY DIVISION

MANUEL LUIS F. TEODORO JEMNAH A. MACABE
EPS 1, Science EPS1 Science
DLP WRITERS DLP WRITERS

MITZIE L. RANILE DOROTHY JANE P. MAULEON
JOY V. DEJUCOS MARIBETH D. ABEJUELA
CHARLEMAGNE L. CAMATA MARICOR M. MALE
CARL ERNIE S. SALUDAR ANALIZA B. AZARES
ARETES L. SASAN ANGIE B. TAMAYO
REGINA B. BURGOS CHRISTIAN DAVE N. CONDEZA
SHERYL L. DOLLENTE JHONMARK D. BARRUGA
CHONELOU JOHN J. LOBERIANO MARY JEAN V. LLEVARES
JERIC M. DIONSON LORENA V. ABAN
NIKKI LARA C. MARCAIDA FATIMA PRESCIOUSA T. CABUG
SHIENA KAYE P. CATOTAL
VALIDATORS
MANUEL LUIS F. TEODORO EDITORS
ELENITA P. FABELLA ELLEN M. LABASTIDA
FILOMENA R. DELA PEÑA DOROTHY JANE P. MAULEON
DOLORES E. SAN LORENZO ILLUSTRATORS
IMELDA M. LEGASPI FATIMA PRESCIOUSA T. CABUG
RONJAKE ANTOPINA CHRISTIAN DAVE N. CONDEZA
JESSEL R. DE LA PEÑA ISIDORE K. ALMIŇE
ROBIE MAE M. DALIMOCON
DEMONSTRATION TEACHERS
SUSAN L. SEVILLA
CHARLENE M. SEVILLA
JEREMIAS A. AÑONUEVO
ELIZA I. PITOGO
REINA B. CODERA
MIRIAM H. PELLEJERA
EVELYN ROSAS
MAY L. DIVINA
NORIA M. OLAGUER
ii
TABLE OF CONTENTS
Grade 6 – Science
(First Quarter)
Week & Day Learning Competency Page
Week 1. The learners should be able to describe the appearance and uses of
uniform and non-uniform mixtures (S6MT-Ia-c-1)
Day 1 Describe the appearance of the combination of 1
-solid and solid
-solid and liquid
-liquid and liquid
Appendix A: Suggested Rules for the Group Work 12
Appendix A-1: Mix Us! (Solid/Solid Mixture) 13
Appendix A-2: Observation sheet 14
Appendix A-3: imMIXcable (Solid/liquid mixture) 15
Appendix A-4: Mix it a Healthy Living! (Solid/liquid mixture) 16
Appendix A-5: Rubric for Activity Presentation 17
Appendix A-6: Open-Ended Question Scoring Rubric 18
Appendix A-7: Sources of Pictures 19
Appendix B: Mix Us! (Solid/solid mixture) 21
Appendix B-1: imMIXcable (Solid/liquid mixture) 22
Appendix B-2: Mix it a Healthy Living! (Solid/liquid mixture) 23
Appendix B-3: Rubric for Activity Presentation 24
Day 2 Describe the appearance of the combination of 25
- liquid and liquid
Appendix A: Suggested Rules for the Group Work 36
Appendix A-1: imMIXcible (Liquid/liquid mixture) 37
Appendix A-2: Observation sheet 38
Appendix A-3: MIXcable (Lolid/liquid mixture) 39
Appendix A-4: Rubric for Activity Presentation 40
Appendix A-5: Open-Ended Question Scoring Rubric 41
Appendix B: imMIXcible (Liquid/liquid mixture) 42
Appendix B-1: MIXcable (Lolid/liquid mixture) 43
Appendix B-2: Rubric for Activity Presentation 44
Day 3 Describe the appearance of uniform (homogeneous) 55
mixtures.
Appendix A: Slimming Drink Mix 53
Appendix B: Coffee Mix 54
Appendix C: Grading Rubric for Presentation 55
Day 4 Describe the appearance of non-uniform (heterogeneous) 56
mixtures
Appendix A: Activity 1 61
Appendix B: Grading Rubric for Presentation 62
iii
Day 5 Classify mixtures into uniform (homogeneous) and non- 63
uniform (heterogeneous).
Appendix A: Mix It Up! Activity 1.3 70
Appendix B: Mix and Match 1.4 72
Appendix D: Grading Rubric for Laboratory 74
Week 2. The learners should be able to describe the appearance and uses
of uniform and non-uniform mixtures (S6MT-Ia-c-1)
Day 1 Identify the solute and solvent in a solution 75
Appendix A: Activity 1.1 80
Appendix B: Activity 1.2 81
Day 2 Identify common household solutions and their uses 82
Appendix A: Activity 2.1 88
Appendix B: Activity 2.2 89
Day 3 Perform simple experiments to show the conditions on how 91
materials are mixed
-size of particles
-stirring
-temperature
Appendix A: Activity 1 – “Stir Me, Stir Me Not” 97
Appendix B: Activity 2 – “Stir Me, Stir Me Not” 99
Day 4 Infer that not all solutes dissolve in all solvents 101
Appendix A: Activity 1.1 – Groups 1 and 2 106
Appendix B: Activity 1.2 – Groups 1 and 2 107
Appendix C: Activity 2.2 “Mysterious Waters” 108
Day 5 110
Describe suspension as a non-uniform mixture
118
Appendix A: Experiment Time
119
Appendix A-1: Observation Sheet
Appendix A-2: Observation Sheet 120
Appendix A-3: Observation Sheet 121
Appendix B: 4 pics, One word game 122
Appendix B-1 123
Appendix B-2 124
Appendix C 125
Appendix C-1 126
Week 3. The learners should be able to describe the appearance and uses
of uniform and non-uniform mixtures (S6MT-Ia-c-1)
Day 1 Identify common household suspensions and their uses 127
Appendix A: Activity 1 133
Day 2 Infer that colloid is a non-uniform mixture 134
Appendix A: Activity 1-4 140
Appendix B: Rubrics in Participation 142
Day 3 Identify common household colloids and their uses 143
Appendix A: Activity Worksheet 148
Appendix B: Group Presentation Rubric 149
Day 4 Prepare beneficial and useful mixtures such as drinks, 150
food, and herbal medicine
Day 5 Summative Test
Week 4. The learners should be able to enumerate techniques in separating

mixtures such as decantation, evaporation, filtering, sieving and using of magnet
iv
(S6MT-Id-f-2)
Day 1 Describe decantation as a process of separating mixtures 156

Appendix A: Suggested rules for the group work 163
Appendix B: Activity 1.1. The Heavy Rice: Settle or Float? 164
Appendix C: Activity 1.2. Let it Sink and Separate 165
Appendix D: Rubrics for Group Presentation 167
Day 2 Describe evaporation as a process of separating mixtures 169
Appendix A: Suggested rules for the group work 177
Appendix B: Activity 2.1. Heavy and Light Liquids! 178
Appendix C: Rubrics for Group Presentation 180
Day 3 and 4 Describe evaporation as a process of separating mixtures. 182
Appendix A: Game - Find Your Match! 189
Appendix B: Activity 6.1. Dry It Up! 190
Day 5 Describe filtration as a process of separating mixtures 193
Appendix A: Activity 5.3. Filtration Challenge 201
Week 5. The learners should be able to enumerate techniques in separating
mixtures such as decantation, evaporation, filtering, sieving and using of magnet
(S6MT-Id-f-2)
Day 1 Describe filtration as a process of separating mixtures 204
Appendix A: Activity 5.3. Filtration Challenge 210
Appendix B: Optional Activity 213
Day 2 and 3 Describe sieving as a process of separating mixtures 214
Appendix A: Activity 4.2. To Sieve or Not To sieve? 219
Day 4 and 5 Describe using a magnet as a process of separating mixtures 221
Appendix A: Activity 5.1. Magnetic or Not? 227
Appendix B: Separating a Mixture of Iron Filings 229
and Sand Using a Magnetic Bar
Appendix C: References 231
v
School Grade Level 6
Teacher Learning Area Science
Time & Date Quarter First (Week 1, Day 1)
I. OBJECTIVES
A. Content The learners demonstrate understanding of different types of
Standard mixtures and their characteristics.
B. Performance The learners should be able to prepare beneficial and useful

Standard mixtures such as drinks, foods, and herbal medicines.
C. Learning The learners should be able to describe the appearance and

Competency uses of uniform and non-uniform mixtures.
S6MT-Ia-c-1
 Describe the appearance of the combination of

- solid and solid
- solid and liquid
II. CONTENT Mixture and their Characteristics

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material
Pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other https://www.ducksters.com/science/chemistry/solutions_and_diss
Learning olving.php
Resources
https://www.school-for-
champions.com/chemistry/mixture_types.htm#.XMkPGI4zbIX
1
https://www.school-for-
champions.com/chemistry/mixtures.htm#.XMkPQo4zbIW
IV. PROCEDURE A B
 The teacher displays  The teacher shows
the pictures below. the learners a
certain food and
drink and ask the
following questions:
(Read objects will be used

in presenting the lesson)
Picture A Picture B
Chocolate chip cookies
Sources:
Picture A Q1. I have here a chocolate
chip cookie, what do you
https://www.123rf.com/photo_10823950
_illustration-of-kids-baking-cookies.html
notice about its
Picture B
appearance?
https://www.123rf.com/photo_10823950
Q1.1. What phase of matter
_illustration-of-kids-baking-cookies.html
is the chocolate chip?
Ask: What does picture A Cookie?
show? Have you ever prepared
or bought a cookie? What does
it look like? What phase of Milk
matter is the chocolate chip? Q2. Drinking milk every day
Cookie? is good for your health,
when you mix the milk
Ask: What does picture B powder with water what
Engage show? Have you ever prepared changes do you observe?
milk for yourself? What does it Q2.1. What phase of matter
look like? What phase of is the powdered milk?
matter is the powdered milk? Water?
Water? Why is it important for
children like you to drink milk Game: “Find it, Mix it!”
every day?
Mechanics of the game:
Accumulate the learnerss’  There are some
response for the discussion
hidden materials
later.
inside the
classroom.
 To find the exact
location of each,
learnerss need to
answer correctly the
riddles first.
Group 1: This might

have a back and legs
But never has an armpit
But it can come after arm
For something on which
you’d sit. (Armchair)
2
Group 2: I am a piece of
furniture
Which is often made of
wood
If you need to eat your
dinner
Sitting at me would be good.
(Table)
Group 3: I am white
when I am dirty and green
when I am clean. What am
I? (Blackboard)
 If the groups got the

correct answers,
they will get the
materials found in
the specific location
and proceed in
performing the
experiments. If not,
teacher will give
hints until they get
the correct answer.
Accumulate the learners’

response for the discussion
later.
Explore  Group the learners into  Group the learnerss
three. into three.
 Learners set norms to  Learners set norms
follow during group to follow during
activity. (Refer to group activity. (Refer
Appendix A) to Appendix A)
 Check the materials  Check the materials
assigned for each assigned for each
group. group.
 Distribute activity  Distribute activity
sheets to each group sheets to each group
and let them execute and let them execute
the activity. the activity.
 Supervise and instruct  Supervise and
the learners on how to instruct the learners
do the activity. on how to do the
activity.
Note: Observe
safety/precautionary measures Note: Observe
in conducting the experiment. safety/precautionary
measures in conducting the
experiment.
3
Activity 1 (Group 1)
Mix Us! (Solid/solid mixture) Activity 1 (Group 1)
Mixture of raisins, coco crunch Mix Us! (Solid/solid
cereals and nuts mixture)
(may use other available Mixture of sugar and coffee
resources like monggo seeds, See Appendix B
rice grains etc.)
See Appendix A-1
After performing activity 1,
After performing activity 1, let let them observe their work
them observe their work and and have a group analysis.
have a group analysis. (Use (Use Appendix A-2)
Appendix A-2)
Guide Questions:
Guide Questions:  What do you
 What do you observe observe in the
in the finished product? finished product?
Describe it.  Does the phase of
 Does the phase of matter change when
matter change when you mixed all the
you mixed all the substances
substances together? together?
 Do the size and color of  Do the size and
each substance color of each
change? substance change?
imMIXcable (Solid/liquid Activity 2 (Group 2)
mixture) imMIXcable (Solid/liquid
Mixture of powdered juice and mixture)
water Mixture of salt and water
See to Appendix A-3 See to Appendix B-1
After performing activity 2, let After performing activity 2,

them observe their work and let them observe their work
have a group analysis. (Use and have a group analysis.
Appendix A-2) (Use Appendix A-2)
Guide Questions: Guide Questions:

 What do you observe in  What do you
the finished product? observe in the
Describe it. finished product?
 Does the phase of  Does the phase of
matter change when matter change when
you mixed all the you mixed all the
substances together? substances
 Do the size and color of together?
each substance  Do the size and
change? color of each
substance change?
Activity 3 (Group 3) Activity 3 (Group 3)

Mix it a Healthy Living! Mix it a Healthy Living!
(Solid/liquid mixture) (Solid/liquid mixture)
4
Mixture of mung beans and Mixture of rice grains and
water water
Refer to Appendix A-4 Refer to Appendix B-2
After performing activity 3, let After performing activity 3,

them observe their work and let them observe their work
have a group analysis. (Use and have a group analysis.
Appendix A-2) (Use Appendix A-2)

 What do you observe in  What do you
the finished product? observe in the
Describe it. finished product?
 Does the phase of  Does the phase of
matter change when matter change when
you mixed all the you mixed all the
substances together? substances
 Do the size and color of together?
each substance  Do the size and
change? color of each
substance change?
Explain  Let each group discuss  Let each group

and present the output discuss and present
of their experiment in the output of their
class. (The group will experiment in class.
be graded according to (The group will be
the given rubrics – refer graded according to
to Appendix A-5) the given rubrics –
 The teacher gives refer to Appendix B-
feedback. 3)
 The teacher discusses  The teacher gives
the answer of each feedback.
group in the activity  The teacher
sheets. discusses the
answer of each
group in the activity
sheets.
Science Concept: Science Concept:
Mixtures – combination of two Mixtures – combination of

or more substances in two or more substances in
indefinite proportions. A indefinite proportions. A
mixture can come in any form. mixture can come in any
It may be solid, liquid, or in form. It may be solid, liquid,
Elaborate gaseous form. or in gaseous form.
Activity 1 – combination of Activity 1 – combination of

solid and solid substances. two solid substances. When
When two or more solid two or more solid
substances are being mixed substances are being mixed
the result will always be in a the result will always be in a
solid form. solid form.
5
Activity 2 – mixture of Activity 2 – mixture of salt
powdered juice and water. and water. Salt dissolves in
Powdered juice dissolves in water because it has small
water because it has small particles that are weak
particles that are weak enough enough to be broken by
to be broken by water. The water. It does not change
mixture carried out the color of the color of a mixture. In
the powdered juice. In some some situations, when we
situations, when we combined combined solid to liquid
solid to liquid substance it will substance it will form to a
form to a single phase of single phase of matter,
matter, particularly, liquid. particularly, liquid.
Activity 3 – combination of Activity 3 – combination of

mung beans and water. The rice grains and water. The
mung beans do not dissolve in rice grains do not dissolve in
water rather they settled to the water rather they settled to
bottom of the container. the bottom of the container.
 Ask learnerss the  Ask learnerss the

following questions: following questions:
1. Have you ever been in 1. What food do you
a party? like to eat?
2. What recipes or food do 2. What do you prefer,
you always see there? sweet or savory
3. How would you food?
describe their
appearances?  Group the learners
into two by making
Individual’s response will not two lines. The first
be published. These responses line is for those who
will only be shared after the love to eat sweets
group activity. and the second is for
the savory food
 Group the learners into eaters. Tell learners
two. to fall in line to their
 Learners set norms to preferred food.
follow during group  Learners set norms
activity. to follow during
group activity.
Group 1
 Give at least three Group 1
names of food that are  Give at least one
always being served in name of sweet food
a party. This food must that is made of two
be a combination of two or more solid
or more solid substances.
substances. Describe the
 After writing its name, appearance of this
describe its appearance food in not more
and taste in not more than one sentence.
than three sentences.
Group 2
6
Group 2  Give at least one
 Give at least three name of savory food
names of food that are that is made of solid
always being served in and liquid
a party. This food must substances.
be in a combination of Describe the
solid and liquid appearance of this
substances. food in not more
 After writing its name, than one sentence.
describe its appearance
and taste in not more Formulation of
than three sentences. Generalization through
questions:
1. What is mixture?
Formulation of Generalization 2. Are the mixtures the
through questions: same?
 What is a mixture? 3. How do they differ
 Are the mixtures the from one another?
same? 4. Why is it important to
 How do they differ from know and familiarize
one another? the different
 Why is it important to characteristics of
know and familiarize each mixture?
the different 5. How would you
characteristics of each describe the
mixture? appearance of solid
 How would you & solid mixture and
describe the solid & liquid
appearance of solid & mixture?
solid mixture and solid
& liquid mixture?
I. Describe the I. Copy the letter

appearance of the that perfectly
mixtures below: describes the
mixture below.
Two answers per
1. Noodles in a bowl number are
applicable.
A. Its color
changes
because of the
EVALUATE mixtures.
B. It appeared as
one substance.
C. You can still
2. Glass of iced tea juice distinguish one
component
from the other.
D. Its color does
not change.
7
1. Noodles in a bowl
3. Cup of coffee
2. Glass of iced tea

juice
3. Cup of coffee
4. Sand with water mixed
4. Sand with water

mixed
5. Hotdog bun 5. Hotdog bun
II. List down five

mixtures that you
can see around
II. List down five the school or
mixtures that you home.
can see around the
school or home.
Describe the Sources of pictures
appearances of (Refer to Appendix A-7)
those mixtures in
not more than three
sentences.
( For Open-Ended Question

Scoring Rubric, refer to
Appendix A-6)
8
Sources of pictures
(Refer to Appendix A-7)
Agreement Assign the learners by Assign the learners by

group to bring the materials group to bring the
for the next activity: materials for the next
activity:
Group 1: Group 1:
1 empty bottle 1 empty bottle
½ cup of oil ½ cup of oil
½ cup of water ½ cup of water
Group 2: Group 2:
1 empty bottle 1 empty bottle
½ cup of vinegar ½ cup of vinegar
½ cup of water ½ cup of water
I. REMARKS ______Lesson carried. ______Lesson carried.

Move on to the next objective. Move on to the next
______Lesson not carried. objective.
______Lesson not carried.
II. REFLECTION
III. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment.
B. No. of
learners who
require
additional
activities for
remediation
C. Did the __Yes __ No __Yes __ No
remedial __ of learners who caught up __ of learners who caught
lessons the lesson of ____. up the lesson of ____.
work? No. of __ of learners who caught up __ of learners who caught
learners who the lesson of ____. up the lesson of ____.
have caught __ of learners who caught up __ of learners who caught
up with the the lesson of ____. up the lesson of ____.
lesson __ of learners who caught up __ of learners who caught
the lesson of ____. up the lesson of ____.
D. No. of __Yes __ No __Yes __ No

learners who __ of learners who caught up __ of learners who caught
continue to the lesson of ____. up the lesson of ____.
require __ of learners who caught up __ of learners who caught
remediation the lesson of ____. up the lesson of ____.
__ of learners who caught up __ of learners who caught
9
E. Which of my ___ Socratic questioning ___ Socratic questioning
teaching ___ use of visual ___ use of visual
strategies presentation presentation
worked well? ___ Game-based learning ___ Game-based learning
Why did it ___ Pair Work ___ Pair Work
work? ___ Cooperative Learning ___ Cooperative Learning
___ Explicit Teaching ___ Explicit Teaching
___ Group Collaboration ___ Group Collaboration
___ Differentiated instruction ___ Differentiated
___ Discovery Method instruction
___ Lecture Method ___ Discovery Method
___ Manipulative tools ___ Lecture Method
___ Demonstration ___ Manipulative tools
___ Models ___ Demonstration
___ Interactive lecture ___ Models
demonstration ___ Interactive lecture
___ Inquiry-based approach demonstration
___ Complete IMs ___ Inquiry-based approach
___ Availability of Materials ___ Complete IMs
___ Students eagerness to ___ Availability of Materials
learn ___ Students eagerness to
___ Group members learn
collaboration/cooperation ___ Group members
in doing the task
___ audio visual presentation collaboration/cooperation
of the lesson in doing the task
___ audio visual
presentation of
the lesson
F. What ___ Bullying among students ___ Bullying among
difficulties ___Student’s students
did I behavior/attitude ___Student’s
encounter ___ Colorful IMs behavior/attitude
which my ___ Unavailable technology ___ Colorful IMs
principal or ___Science/Computer/internet ___ Unavailable technology
supervisor lab ___
can help me ____ additional clerical works Science/Computer/internet
solve? lab
____ additional clerical
works
G. What ____ Contextualized/localized ____
innovation or and indigenized IMs Contextualized/localized
localized ____ localized video and indigenized IMs
material/s did ____ Recycling of plastics to ____ localized video
I be used as IMs ____ Recycling of plastics
use/discover to be
which I wish used as IMs
to share with
other
teachers?
10
APPENDIX A
Suggested Rules for the Group Work
1. Respect one another.
2. Participate in the task assigned.
3. Finish the task within the allotted time.
4. Cooperate with the group.
5. Share ideas with others.
11
Appendix A-1
Mix Us! (Solid/solid mixture)
Mixture of raisins, coco crunch cereals and nuts
Materials:
Raisins
Coco crunch cereals
Nuts
Bowl
Spoon
Procedures:
1. Wash your hands thoroughly.
2. Put two tablespoons of raisins in a bowl.
3. Put three tablespoons of coco crunch cereals.
4. Put one tablespoon of nuts.
5. Mix them all together.
Guide Questions:
 What do you observe in the finished product? Describe it.

 Does the phase of matter change when you mixed all the substances
together?
 Do the size and color of each substance change?
*may use localized materials
Appendix A-2
OBSERVATION SHEET
12
MIXTURE Materials Phase of Matter Color Can you still
to be distinguish the
used components after
Before After Before After
mixing?
Mixing Mixing Mixing Mixing
GROUP ANALYSIS:
Appendix A-3
imMIXcable (Solid/liquid mixture)
Mixture of powdered juice and water
13
Materials:
1 sachet of juice powder (any flavor)

1 litre of water
Pitcher
Glass
Spoon
Procedures:
2. Fill a pitcher with one litre of water.
3. Fill the glass with water.
4. Pour the powdered juice into a glass.
5. Stir evenly using a spoon.
6. When the juice powder is already dissolved, put the mixture in a pitcher of
water.
Guide Questions:

together?
Appendix A-4
Mix it a Healthy Living! (Solid/liquid mixture)
Mixture of mung beans and water
Materials:
Mung/monggo beans
14
Water
Jar glass
Spoon
Procedures:
2. Put five tablespoons of mung beans on a jar glass.
3. Fill the jar glass with water.
Guide Questions:

together?
Appendix A-5
Rubric for Activity Presentation

(A)
CATEGORY 4 3 2 1
Completeness All questions 1 or 2 questions 3 to 5 questions 7 to 12
and Accuracy were answered, were not were not questions
all answers are answered, have 2 answered, have were not
correct with no incorrect answers 3 to 6 incorrect answered,
grammatical and have 2 answers and has has 7 to `2
errors. grammatical 3 to 6 incorrect
errors. grammatical answers and
errors. has more
than 7
grammatical
errors.
Timeliness Activity was finish Activity was finish Activity was Activity was
on time. 5 minutes late. finish 10 minutes finish 20
late. minutes late.
Presentation The activity was The activity was The activity was The activity
presented presented presented was
comprehensively, comprehensively, comprehensively presented
orderly and does orderly and but but not orderly poorly and
not exceed for 6 exceeds for more and exceeds for consumes
minutes. than 10 minutes. more than 10 too much of
minutes. time.
Collaboration All members of One member of Two members of Only the
the group the group is not the group is not leader of the
participated participating. participating. group
actively during performs the
the activity. activity.
Cleanliness All the group All the group Two of the group The leader is
members wear members wear members do not the only one
the proper outfit the proper outfit wear the proper wearing the
in doing the in doing the outfit in doing the proper
activity and the activity and the activity, the laboratory
15
workplace was workplace was workplace is not outfit, the
clean and in clean but the clean and the workplace is
order after the materials were materials are not messy and
activity. not put in order put in order after the materials
after the activity. the activity. used were in
chaos.
Appendix A-6
Open-Ended Question Scoring Rubric
Point Competency
5 Shows clearly understanding of the topic and uses supports that are
fully developed to probe the answer.
4 Shows understanding of the topic and uses supports that are

developed to probe the answer.
3 Shows a partial understanding of the topic and uses at least one

support to probe the answer.
2 Shows minimal understanding of the topic and there is no support that

can probe the answer.
1 Answer is completely irrelevant.
0 No answer at all.
16
APPENDIX A-7
Sources of Pictures
1. Noodles in a bowl
https://www.google.com/search?q=soup&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjLuK2Ggf3hAh
UBfd4KHQGwBG0Q_AUIDigB&biw=1350&bih=680#imgrc=PH2ZcRYq-M5K6M:
2. Glass of iced tea juice
https://www.google.com/search?q=glass+of+iced+tea&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiA
4pHm9P3hAhWO62EKHWqsDJkQ_AUIDigB&biw=1366&bih=695#imgdii=OjNj3JgKz8MPJM:&imgrc=v
Zc_IdlEkvrICM:
3. Cup of coffee
https://www.google.com/search?biw=1366&bih=695&tbm=isch&sa=1&ei=SvrKXOPrO-
PxhwOJ85j4Bg&q=cup+of+coffee&oq=cup+of+co&gs_l=img.1.0.0l10.467440.470579..472074...2.0..0.1
37.1439.0j11......0....1..gws-wiz-img.......0i67j0i8i30j0i10i24.MZQ8u46n1NI#imgrc=14NFyBbjpk4j5M:
4. Sand with water mixed
https://www.google.com/search?biw=1366&bih=695&tbm=isch&sa=1&ei=1nHLXNXhB5j7wQO-
o5iIDg&q=sand+and+water+mixture&oq=sand+and+water+mixture&gs_l=img.3..0i7i30j0i8i7i30l3.4413.
4990..5083...0.0..0.239.493.0j2j1......0....1..gws-wiz-img.nNgqHhn_60E#imgrc=fqFdLseia7qOlM:
5. Hotdog bun
https://www.google.com/search?biw=1366&bih=695&tbm=isch&sa=1&ei=pAPLXMOrDqW9hwPN_bugC
Q&q=hot+dog+bun&oq=hotdog+b&gs_l=img.1.0.0i10l4j0l3j0i10j0j0i10.28073.32753..33806...0.0..0.134.
768.0j6......0....1..gws-wiz-img.......0i67j0i10i67.IZ8buyAOlJc#imgrc=poqCDj6JigeRCM:
17
Appendix B
Mix Us! (Solid/solid mixture)
Mixture of sugar and coffee
Materials:
Coffee powder
Sugar powder
Bowl
Spoon
Procedures:
2. Put two tablespoons of powdered coffee in a bowl.
3. Put three tablespoons of powdered sugar.
Guide Questions:
 What do you observe in the finished product?

together?
Appendix B-1
imMIXcable (Solid/liquid mixture)
Mixture of salt and water
Materials:
Salt
Water
Glass
Spoon
18
Procedures:
2. Fill a glass with water.
3. Put two tablespoons of salt.
Guide Questions:

together?
Appendix B-2
Mix it a Healthy Living! (Solid/liquid mixture)
Mixture of rice grains and water
Materials:
Rice grains
Water
Glass
Spoon
Procedures:

2. Fill a glass with water.
3. Put three tablespoons of rice grains in a bowl.
19
After mixing all the substances, let them observe their work and have a group
analysis. (Use Appendix A-2)
Guide Questions:

together?

Appendix B-3

(B)
CATEGORY 4 3 2 1
Completeness All questions 1 or 2 questions 3 to 5 questions 7 to 12
and Accuracy were answered, were not were not questions
all answers are answered, have 2 answered, have were not
correct with no incorrect answers 3 to 6 incorrect answered,
grammatical and have 2 answers and has has 7 to `2
errors. grammatical 3 to 6 incorrect
errors. grammatical answers and
errors. has more
than 7
grammatical
errors.
Timeliness Activity was finish Activity was finish Activity was Activity was
on time. 5 minutes late. finish 10 minutes finish 20
late. minutes late.
comprehensively, comprehensively, comprehensively presented
orderly and does orderly and but but not orderly poorly and
not exceed for 6 exceeds for more and exceeds for consumes
minutes. than 10 minutes. more than 10 too much of
minutes. time.
Collaboration All members of One member of Two members of Only the
the group the group is not the group is not leader of the
participated participating. participating. group
actively during performs the
Cleanliness All the group All the group Two of the group The leader is
members wear members wear members does the only one
the proper outfit the proper outfit not wear the wearing the
in doing the in doing the proper outfit in proper
activity and the activity and the doing the activity, laboratory
workplace was workplace was the workplace is outfit, the
clean and in clean but the not clean and the workplace is
order after the materials were materials are not messy and
activity. not put in order put in order after the materials
after the activity. the activity. used were in
chaos.
20
Time & Date Quarter First (Week 1, Day
2)
I. OBJECTIVES
D. Content Standard The learners demonstrate understanding of different
types of mixtures and their characteristics.
E. Performance The learners should be able to prepare beneficial and

Standard useful mixtures such as drinks, foods, and herbal
medicines.
F. Learning The learners should be able to describe the appearance

Competency/Obje and uses of uniform and non-uniform mixtures.
ctive S6MT-Ia-c-1
 Describe the appearance of the combination of
- liquid and liquid
II. CONTENT Mixture and their Characteristics

III. LEARNING
RESOURCES
C. References
5. Teacher’s Guide
pages
6. Learner’s Material
Pages
7. Textbook pages
8. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning https://www.quora.com/Does-water-and-alcohol-mix
Resources
https://www.scribd.com/doc/18523973/LIQUID-LIQUID-
MIXTURES-Examples-Alcoholic-Beverages-They-Are-a-
Mixture-Of
IV. PROCEDURE A B
Review: Review:
 Teacher posts pictures  Teacher posts
pictures
Engage
21
Picture A Picture B PictureA Picture B
Picture C Picture C
 Ask learners with the  Ask learners with

following questions: the following
1. What does picture A questions:
show? Picture B? 1. What does picture
Picture C? A show? Picture
2. What are the B? Picture C?
substances used in 2. What are the
picture A? Picture B? substances used
Picture C? in picture A?
3. Describe the Picture B? Picture
appearance shown in C?
picture A, B and C. 3. Describe the
4. How do their appearance
appearances differ shown in picture
from one another? A, B and C.
Let learners share their

experiences and learning Let learners s share their
about yesterday’s discussion experiences and learning
about yesterday’s
 Give scenarios to the discussion.
learners and
encourage them to  Give scenarios to
answer on how they the learners and
will handle the given encourage them
situations. to answer on how
they will handle
the given
Scenario 1: You ordered situations.
orange juice in a restaurant
and you found it to be too
sweet, what should you do? Scenario 1: You ordered
orange juice in a
restaurant and you found
Scenario 2: Your mother it to be too sweet, what
cooked chicken adobo for should you do?
your lunch and it looks
watery. What ingredients or Scenario 2: Your mother
condiments must be used to cooked chicken adobo for
make it savory? your lunch and it looks
watery. What ingredients
Accumulate the learners’ or condiments must be
response for the discussion used to make it savory?
later. Accumulate the learners’
response for the
discussion later.
22
 Group the learners  Group the
into two. learners into two.
 Learners set norms to  Learners set
follow during group norms to follow
activity. (Refer to during group
Appendix A) activity. (Refer to
 Check the materials Appendix A)
assigned for each  Check the
group. materials
 Distribute activity assigned for each
sheets to each group group.
and let them execute  Distribute activity
the activity. sheets to each
 Supervise and group and let
instruct the learners them execute the
on how to do the activity.
activity.  Supervise and
instruct the
Note: Observe learners on how
safety/precautionary to do the activity.
measures in conducting the
experiment. Note: Observe
safety/precautionary
See Appendix A-1 measures in conducting
the experiment.
imMIXcible (Liquid/liquid See Appendix B
Explore
mixture)
imMIXcible
(Liquid/liquid mixture)
After performing the activity,
let them observe their work
and have a group analysis. After performing the
(Use Appendix A-2) activity, let them observe
their work and have a
Guide Questions: group analysis. (Use
 What do you observe Appendix A-2)
in the finished
product? Describe it. Guide Questions:
 Does the phase of  What do you
matter change when observe in the
you mixed all the finished product?
substances together?  Does the phase of
 Do the amount and matter change
color of each when you mixed
substance change? all the substances
together?
See Appendix A-3  Do the amount
and color of each
Activity 2 (Group 2) substance
MIXcible (Liquid/liquid change?
mixture).
See Appendix B-1
23
After performing the activity, Activity 2 (Group 2)
let them observe their work MIXcible (Liquid/liquid
and have a group analysis. mixture)
(Use Appendix A-2)
Guide Questions: After performing the

 What do you observe activity, let them observe
in the finished their work and have a
product? Describe it. group analysis. (Use
 Does the phase of Appendix A-2)
matter change when
you mixed all the Guide Questions:
substances together?  What do you
 Do the amount and observe in the
color of each finished product?
substance change?  Does the phase of
matter change
when you mixed
all the substances
together?
 Do the amount
and color of each
substance
change?
 Let each group  Let each group

discuss and present discuss and
the output of their present the output
experiment in class. of their
(The group will be experiment in
graded according to class. (The group
the given rubrics – will be graded
refer to Appendix A-4) according to the
 The teacher gives given rubrics –
feedback. refer to Appendix
Explain
 The teacher B-2)
discusses the answer  The teacher gives
of each group in the feedback.
activity sheets.  The teacher
discusses the
answer of each
group in the
activity sheets.
Science Concept: Science Concept:
Mixture can be in a form of Mixture can be in a form

liquid too. of liquid too.
Elaborate
Liquid and liquid mixtures - Liquid and liquid
happen when two or more mixtures - happen when
liquid substances are being two or more liquid
24
mixed. substances are being
mixed.
Activity 1 – mixture of oil
and water substance. When Activity 1 – mixture of oil
oil is mixed with water their and water substance.
molecular particles still When oil is mixed with
separate. It is because oil is water their particles still
less dense than water that separate. It is because oil
makes it always float to the is less dense than water
top. Their components can that makes it always float
still be distinguished from to the top. Their
one another. The color of oil components can still be
and water do not change. distinguished from one
another. The color of oil
Activity 2 – combination of and water do not change.
vinegar and water. Vinegar
can be mixed with water. Activity 2 – combination
of vinegar and water.
Liquid and liquid mixture Vinegar can be mixed
appearances may be with water.
different from one another;
they can be mixed perfectly Liquid and liquid
or separated evenly. mixture appearances
may be different from one
 Ask learners the another; they can be
following questions: mixed perfectly or
4. Who among you here separated evenly.
likes to drink coffee?
Cocoa?  Group the
5. Do you like to drink learners into
creamier coffee? three.
Creamier cocoa?  Learners set
6. How are you going to norms to follow
make the coffee and during group
cocoa creamier? activity.
7. When you add liquid  With the liquid
milk to liquid coffee materials
and cocoa, what are prepared ahead
the changes you of time, ask each
observe? group to mix the
substances that
Individual’s response will not they love to drink.
be published yet. These  Prepared liquid
responses will only be materials: Orange
shared after the group juice, mango
activity. juice, milk, coffee,
milo, water and
 Group the learners coke.
into two by making  Let learners taste
two lines. The first their own mixture.
line is for those who  After mixing, ask
love to drink creamy learners the
coffee and the following
second is for those questions below:
25
creamy cocoa 1. What
drinkers. Tell learners combinations of
to fall in line to their liquid materials
preferred beverages. did you use?
 Learners set norms to 2. Why you chose to
follow during group mix those
activity. materials?
3. Does the taste
Formulation of change when you
Generalization through mix the materials?
questions: 4. Do their
appearances
1. What is liquid and change?
liquid mixture? 5. What are the
2. How do the first and changes happen
second experiments in a mixture?
differ from one
another? Formulation of
3. Why is it important to Generalization through
know and be questions:
familiarized with the
different 1. What is liquid and
characteristics of liquid mixture?
each mixture? 2. How do the first
4. How would you and second
describe the experiments differ
appearance of liquid from one
& liquid mixture? another?
3. Why is it
important to know
and be
familiarized with
the different
characteristics of
each mixture?
4. How would you
describe the
appearance of
liquid & liquid
mixture?
III. Describe the V. Describe the

appearance of the appearance of
mixtures below: the mixtures
below:
1. Vinegar and soy
sauce 1. Vinegar and soy
sauce
Evaluate
2. Lemon juice and

vinegar
26
2. Lemon juice and
3.Water and vinegar vinegar
3. Water and
vinegar
IV. List down five
liquid and liquid
mixtures that you
can make inside
the school or
home. Describe VI. List down five
the appearances liquid and
of those mixtures liquid mixtures
in not more than that you can
three sentences. make around
the school or
( For Open-Ended Question home.
Scoring Rubric, refer to Describe the
Appendix A-5) appearances
of those
mixtures in
not more than
three
sentences.
At home, make at least 2 At home, make at

mixtures of liquid and least 1 mixture of
liquid. Write your liquid and liquid.
observation about it in Write your
your notebook. observation about it
in your notebook.
V. REMARKS ______Lesson carried. ______Lesson carried.

Move on to the next Move on to the next
objective. objective.
______Lesson not carried. ______Lesson not
carried.
VI. REFLECTION
VII. OTHERS
H. No. of learners
who earned 80%
on the formative
assessment.
I. No. of learners who
require additional
activities for
remediation
27
J. Did the remedial __Yes __ No __Yes __ No
lessons work? __ of learners who caught up __ of learners who
No. of learners the lesson of ____. caught up the lesson of
who have caught __ of learners who caught up ____.
up with the lesson the lesson of ____. __ of learners who
__ of learners who caught up caught up the lesson of
the lesson of ____. ____.
__ of learners who caught up __ of learners who
the lesson of ____. caught up the lesson of
____.
__ of learners who
caught up the lesson of
____.
K. No. of learners __Yes __ No __Yes __ No

who continue to __ of learners who caught up __ of learners who
require the lesson of ____. caught up the lesson of
remediation __ of learners who caught up ____.
the lesson of ____. __ of learners who
__ of learners who caught up caught up the lesson of
the lesson of ____. ____.
the lesson of ____. caught up the lesson of
____.
__ of learners who
____.
L. Which of my ___ Socratic questioning ___ Socratic questioning

strategies worked presentation presentation
well? Why did it ___ Game-based learning ___ Game-based
work? ___ Pair Work learning
___ Cooperative Learning ___ Pair Work
___ Explicit Teaching ___ Cooperative
___ Group Collaboration Learning
___ Differentiated instruction ___ Explicit Teaching
___ Discovery Method ___ Group Collaboration
___ Lecture Method ___ Differentiated
___ Manipulative tools instruction
___ Demonstration ___ Discovery Method
___ Models ___ Lecture Method
___ Interactive lecture ___ Manipulative tools
demonstration ___ Demonstration
___ Inquiry-based approach ___ Models
___ Complete IMs ___ Interactive lecture
___ Availability of Materials demonstration
___ Students eagerness to ___ Inquiry-based
learn approach
___ Group members ___ Complete IMs
___ Availability of
collaboration/cooperation Materials
in doing the task ___ Students eagerness
___ audio visual presentation to
of the lesson learn
28
___ Group members
collaboration/cooperation
in doing the task
___ audio visual
presentation of
the lesson
M. What difficulties ___ Bullying among students ___ Bullying among
did I encounter ___Student’s students
which my behavior/attitude ___Student’s
principal or ___ Colorful IMs behavior/attitude
supervisor can ___ Unavailable technology ___ Colorful IMs
help me solve? ___Science/Computer/intern ___ Unavailable
et technology
lab ___
____ additional clerical Science/Computer/intern
works et
lab
____ additional
clerical works
N. What innovation ____ ____
or localized Contextualized/localized Contextualized/localized
material/s did I and indigenized IMs and indigenized
use/discover ____ localized video IMs
which I wish to ____ Recycling of plastics to ____ localized video
share with other be used as IMs ____ Recycling of
teachers? plastics to be used as
IMs
29
APPENDIX A
Suggested Rules for the Group Work
6. Respect one another.
7. Participate in the task assigned.
8. Finish the task within the allotted time.
9. Cooperate with the group.
10. Share ideas with others.
Appendix A-1
imMIXcible (Liquid/liquid mixture)
Materials:
1 empty bottle
½ cup of water
½ cup of cooking oil
Procedure:
2. Put cooking oil in an empty bottle.
3. Add water.
4. Shake the bottle.
30
Guide Questions:

together?
 Do the amount and color of each substance change?
Appendix A-2
OBSERVATION SHEET
MIXTURE Materials Phase of Matter Color Can you still

to be distinguish the
used components after
Before After Before After mixing?
Mixing Mixing Mixing Mixing
GROUP ANALYSIS:
31
Appendix A-3
MIXcible (Liquid/liquid mixture)
Materials:
1 empty bottle
½ cup of vinegar
½ cup of water
Procedures:
2. Put vinegar in an empty bottle.
3. Add water.
Guide Questions:

together?
32
Appendix A-4

(A )
CATEGORY 4 3 2 1
Completenes All questions 1 or 2 questions 3 to 5 questions 7 to 12
s and were answered, were not were not questions
Accuracy all answers are answered, have answered, have were not
correct with no 2 incorrect 3 to 6 incorrect answered,
grammatical answers and answers and has 7 to `2
errors. have 2 has 3 to 6 incorrect
grammatical grammatical answers
errors. errors. and has
more than
7
grammatic
al errors.
Timeliness Activity was Activity was Activity was Activity
finish on time. finish 5 minutes finish 10 was finish
late. minutes late. 20 minutes
late.
comprehensivel comprehensivel comprehensivel presented
y, orderly and y, orderly and y but not orderly poorly and
does not exceed but exceeds for and exceeds for consumes
for 6 minutes. more than 10 more than 10 too much
minutes. minutes. of time.
Collaboration All members of One member of Two members Only the
the group the group is not of the group is leader of
participated participating. not the group
actively during participating. performs
Cleanliness All the group All the group Two of the The leader
members wear members wear group members is the only
the proper outfit the proper outfit does not wear one
in doing the in doing the the proper outfit wearing the
activity and the activity and the in doing the proper
workplace was workplace was activity, the laboratory
clean and in clean but the workplace is not outfit, the
order after the materials were clean and the workplace
activity. not put in order materials are is messy
after the activity. not put in order and the
after the materials
activity. used were
in chaos.
Appendix A-5
Open-Ended Question Scoring Rubric
33
Point Competency
5 Shows clearly understanding of the topic and uses supports that are
fully developed to probe the answer.
4 Shows understanding of the topic and uses supports that are

developed to probe the answer.
3 Shows a partial understanding of the topic and uses at least one

support to probe the answer.
2 Shows minimal understanding of the topic and there is no support that

can probe the answer.
1 Answer is completely irrelevant.
0 No answer at all.
Appendix B
imMIXcible (Liquid/liquid mixture)
Materials:
1 empty bottle
½ cup of water
½ cup of cooking oil
Procedure:
2. Put cooking oil in an empty bottle.
3. Add water.
34
Guide Questions:

together?
*Title of activity should be explained by the teacher so as not to cause confusion
Appendix B-1
MIXcible (Liquid/liquid mixture)
Materials:
1 empty bottle
½ cup of vinegar
½ cup of water
Procedures:
2. Put vinegar in an empty bottle.
3. Add water.
After mixing all the substances, let them observe their work and have a group
analysis. (Use Appendix A-2)
Guide Questions:

together?

35
Appendix B-2
(B)
CATEGORY 4 3 2 1
Completenes All questions 1 or 2 questions 3 to 5 questions 7 to 12
s and were answered, were not were not questions
Accuracy all answers answered, have answered, have were not
correct are with 2 incorrect 3 to 6 incorrect answered,
no grammatical answers and answers and has 7 to `2
errors. have 2 has 3 to 6 incorrect
grammatical grammatical answers
errors. errors. and has
more than
7
grammatic
al errors.
finish on time. finish 5 minutes finish 10 was finish
late. minutes late. 20 minutes
late.
comprehensivel comprehensivel comprehensivel presented
y, orderly and y, orderly and y but not orderly poorly and
does not exceed but exceeds for and exceeds for consumes
for 6 minutes. more than 10 more than 10 too much
minutes. minutes. of time.
Collaboration All members of One member of Two members Only the
the group the group is not of the group is leader of
participated participating. not the group
actively during participating. performs
members wear members wear group members is the only
the proper outfit the proper outfit does not wear one
in doing the in doing the the proper outfit wearing the
activity and the activity and the in doing the proper
workplace was workplace was activity, the laboratory
clean and in clean but the workplace is not outfit, the
order after the materials were clean and the workplace
activity. not put in order materials are is messy
after the activity. not put in order and the
after the materials
activity. used were
in chaos.
36
School: Grade Level: 6
Teacher: Learning Area: Science
Time & Date: Quarter: First Week 1 (Day 3)
I. OBJECTIVES:
A. Content The learners demonstrate understanding of different
Standards types of mixtures and their characteristics.
B. Performance The learners should be able to prepare beneficial and
Standards useful mixtures such as drinks, foods, and herbal
medicines.
C. Learning The learners should be able to describe the appearance
Competencies/ and uses of uniform and non-uniform mixtures.
Objectives (Write S6MT-Ia-c-1
the LC Code for  Describe the appearance of uniform
each) (homogeneous) mixtures.
II. CONTENT Uniform (Homogeneous) Mixtures
III. LEARNING
RESOURCES
A. References K to 12 Science Curriculum Guide August 2016 p. 81
1. TG pages
2. LM pages
3. Textbook
pages
4. Additional Grading Rubric for Presentation
Materials
from LR
portal
B. Other Learning https://sciencestruck.com/homogeneous-mixture
Resources https://www.youtube.com/watch?v=oBabR3UfAfk&t=7s
IV. PROCEDURE A B
 Game: Stick Me Right!
Mechanics of the game:
1. The teacher prepares a bowl with metacards.
Written on the metacards are mixtures of solid and
liquid, solid and solid, and liquid and liquid.
2. Each group selects three members to represent their
group in the game.
3. Each member picks a metacard from the bowl.
Engage
Identify it and then stick it on the correct circle with
label.
Solid & Solid &
Solid Liquid
Liquid &
Liquid
37
Sample Mixtures
written on the
metacards:
 Raisins and
coco crunch
cereals
 Salt and sand
 Salt and sugar
 Flour and sugar
 Fruit salad
 Vegetable salad
 Coffee powder
and water
 Crab and corn
syrup
 Liquid juice and
water
 Liquid milk and
water
 Soy sauce and
vinegar
 Oil and water Note: The members of the
group will take turn in sticking the meta cards on the
circles. Group 1 first then followed by Group 2, 3, and 4.
4. The group with the highest number of correct

answers wins the game.
(Teacher- led demo)

 Show to the class a pack of powdered milk and a
cup of hot water. Pour the powdered milk to the cup
of hot water and stir. Show the mixture to the class.
Ask:
1. Can you still see the powdered milk?
2. What happened to the powdered milk after mixing it
with hot water?
3. Does the powdered milk change its phase?
4. What can you say about the appearance of
substances in the mixture?
38
 Group the learnerss into 4.
 Ask learnerss the norms to be followed in performing
the activity.
 Distribute the activity sheets.
 Let them do the activity.
(Note: The teacher will supervise the learners all

throughout the performance of the activity and remind
Explore
them the necessary safety precautions in performing the
activity.
Activity 1 (Group 1 and 3)

Slimming Drink Mix!
See Appendix A
Guide Questions:
1. Based on the activity, what happens to the
substances?
2. Can you still distinguish the substances in the
mixture?
3. Can the substances be separated?
4. Does the phase of matter (substance) change when
you mixed it together?
5. What can you say about the appearance of
substances in the mixture?

Coffee Mix!
See Appendix B
Guide Questions:
1. What happens to the substances?
2. Can you still distinguish the substances in the
mixture?
3. Can the substances be separated? (this needs to be
elaborated well, substances vs. mixtures. Both can be
separated; substances-chemical means; mixtures-
physical means)
4. Does the phase of matter (substance) change when
you mixed it together?
5. What can you say about the appearance of the
mixture?
 Presentation of outputs by each group based on the
given guide questions and be rated using the
attached scoring rubrics.
(Note: Refer to the attached Scoring Rubrics for
Presentation. Appendix C)
Explain  Process the outputs/ answers of learners and make
necessary clarifications if there are misconceptions.
39
 Ask additional questions to develop critical thinking.
 Based on your observation in the experiment, how
would you define homogenous mixture?
(Present the Science Concepts through power point

presentation)
Science Concepts:
 Homogeneous Mixture
It is a mixture featuring only one phase, that is
the components of this mixture have a uniform
composition, and cannot be viewed separately in the
mixture. It exhibits uniformity in appearance and
properties throughout the mixture. The prefix 'homo'
means same and indicates that the two substances
combined together blend well to form one uniform
mixture, in which individual particles cannot be
distinguished. Solutions and colloids are
homogeneous mixtures.
 Examples of Homogeneous Mixtures
Sugar Solution
Sugar, when added to a glass of water dissolves
completely in the water. We cannot see the sugar
granules separately. It has formed a single
homogeneous solution. The sugar dissolves in
ELABORATE water.
Salt Solution
Just like sugar granules, salt particles also dissolve
well in a glass of water. The salt particles combine
with the water molecules to form a uniform salt
solution. This is a mixture because we cannot break
salt solution into individual salt solution molecules.
Air
Air is a mixture of various gases like oxygen, carbon
dioxide, nitrogen, rare gases, etc., which has one
phase.
Moreover, corn oil, white vinegar, soft drinks,

brewed tea, coffee, milk, alcohol, alloys (brass), etc.,
are also homogeneous.
 Show a video about Homogeneous Mixtures
Link:
https://www.youtube.com/watch?v=oBabR3UfAfk&t=7s
40
 When do we usually drink juices?
 Why do we drink juices?
 What are the health benefits of juices?
 Give other homogeneous mixtures that are
beneficial to us.
 What is uniform (homogeneous) mixture?

 How do you describe the appearance of uniform
(homogeneous) mixture?
*A homogeneous mixture has the same uniform
appearance and composition throughout.
- The particles are too small to be visible to the eye.
- Its appearance is completely uniform and there is no
settling of particles
- It only has one phase.
Complete the table following the label in each column.

Homogeneous
mixture Appearance of
Material
NO mixture
YES
1. air
2. lemonade
w/ pulp
3. soil
4. cologne
5. blood
plasma
6. fruit salad
7.
mouthwash
8. corn oil
9. oil and
water
EVALUATE 10. alcohol
For B
Homogeneou
Appearance of
Material s mixture
mixture
YES NO
1. baby
oil
41
2. alcohol
3. fruit
salad
4.cologne
5. oil and
water
List five homogeneous mixtures found in home or

school.
V. REMARKS _____Lesson carried. _____Lesson carried. Move on
Move on to the next to the next objective.
objective. _____Lesson not carried.
_____Lesson not
carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial ___Yes ___No ___Yes ___No
lesson work? ___of learners who ___of learners who
No. of learners caught up the caught up the
who have lesson of ___. lesson of ___.
caught up with ___of learners who ___of learners who
the lesson. caught up the caught up the
lesson of ___. lesson of ___.
___of learners who ___of learners who
caught up the caught up the
42
D. No. of learners ___Yes ___No ___Yes ___No
who continue to ___of learners who ___of learners who caught up
require caught up the the lesson of ___.
remediation lesson of ___. ___of learners who caught up
___of learners who the lesson of ___.
caught up the ___of learners who caught up
lesson of ___. the lesson of ___.
___of learners who ___of learners who caught up
caught up the the lesson of ___.
lesson of ___.
___of learners who
caught up the
lesson of ___.
E. Which of my ___Socratic ___Socratic questioning
teaching questioning ___use of visual presentation
strategies ___use of visual ___Game-based learning
worked well? presentation ___Pair work
Why did these ___Game-based ___Cooperative Learning
work? learning ___Explicit Teaching
___Pair work ___Group collaboration
___Cooperative ___Differentiated instruction
Learning ___Discovery Method
___Explicit Teaching ___Lecture Method
___Group ___Manipulated tools
collaboration ___Demonstration
___Differentiated ___Models
instruction ___Interactive lecture
___Discovery Method Demonstrations
___Lecture Method ___Inquiry-based approach
___Manipulated tools Why?
___Demonstration ___Complete IMs
___Models ___Availability of materials
___Interactive lecture ___Student’s eagerness to
Demonstrations learn
___Inquiry-based ___Group member’s
approach Why? collaboration/ cooperation
___Complete IMs in doing their tasks
___Availability of ___audio visual presentation
materials of the lesson
___Student’s
eagerness to learn
___Group member’s
collaboration/
cooperation in
doing their tasks
___audio visual
presentation of the
lesson
43
F. What difficulties ___Bullying among ___Bullying among students
did I encounter students ___Students’ behavior/ attitude
which, my ___Students’ ___Colorful IMs
principal or behavior/ attitude ___Unavailable Technology
supervisor can ___Colorful IMs ___Science/ Computer/
help me solve? ___Unavailable internet lab
Technology ___additional clerical works
___Science/
Computer/ internet
lab
___additional clerical
works
G. What innovation ___Contextualize/ ___Contextualize/ localized
or localized localized and and indigenized IMs
materials did I indigenized IMs ___localized video
use/discover ___localized video ___Recycling of plastics to be
which I wish to ___Recycling of used as IMs
share with other plastics to be used
teachers? as IMs
44
APPENDIX A
Slimming Drink Mix!
Materials:
 1 clear glass (250 mL)
 1 metal spoon
 ½ tablespoon of sugar
 200 mL of water
 1 knife
 2 pieces lemon
Procedure:
1. Prepare all the needed materials.
2. Cut the lemon and squeeze it in the glass using a strainer.
3. Add 200 mL of water and ½ tablespoon of sugar.
4. Stir the mixture thoroughly.
5. Observe.
(Note: Be careful in using sharp materials.)
Guide Questions:
2. Can you still distinguish the substances in the mixture?
3. Are the substances can be separated?
4. Does the phase of matter (substance) change when you mixed it together?
5. What can you say about the appearance of the mixture?
45
APPENDIX B
Coffee Mix!
Materials:
1 clear cup (250 mL)
1 metal spoon
1 tablespoon of coffee
1 tablespoon of sugar
200 mL of hot water
Procedure:
1. Prepare all the needed materials.
2. Put 1 tablespoon of coffee and sugar in a cup.
3. Pour 200 mL of hot water.
4. Stir until all the substances are mixed.
5. Observe.
(Note: Use cloth hand gloves and be careful in handling hot materials.)
Guide Questions:
2. Can you still distinguish the substances in the mixture?
3. Are the substances can be separated?
4. Does the phase of matter (substance) change when you mixed it together?
5. What can you say about the appearance of the mixture?
46
APPENDIX C
47
Teacher Learning Science
Area
Time & Quarter First Week 1 (Day
Date 4)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
different types of mixtures and their
characteristics.
B. Performance The learners shall be able to prepare beneficial

Standard and useful mixtures such as, drinks, food and
herbal medicines
C. Learning The learner shall be able to describe the

Competencies/ appearance and uses of uniform and non-
Objectives uniform mixtures
S6MT-1a-c-1
 Describe the appearance of non-uniform

(heterogeneous) mixtures
II. CONTENT Non-uniform (heterogeneous) mixtures
III. LEARNING
RESOURCES
A. References K to 12 Curriculum August 2016. Science 6
p.81
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional Grading Rubric for Presentation
Materials from
Learning
Resources
(LR) portal
B. Other learning https://www.youtube.com/watch?V-
resources jAOPzblYPUM
IV. PROCEDURE A B
48
Let the learners tell something about the
picture.
Engage
Do you help your mother in preparing food?
What are the ingredients used in preparing

halo-halo, hotcake, and tinolang manok?
1. Group Activity
2. Recall the precautionary measures to follow
when doing an activity.
ACTIVITY 1
Picture Analysis
See Appendix A
Explore
Questions:
1. What happens when solid matter
is combined with another solid matter?
2. What about if solid matter is combined
to a liquid matter?
1. Group Reporting
2. Analysis and discussions of learnerss
Explain
answers.
3. Outline the learners’ answers on the
board.
4. The teacher asks questions to develop
critical thinking.
Let the learners give operational definition of

the heterogeneous mixture.
A heterogeneous mixture is simply

any mixture that is not uniform in composition -
it's a non-uniform mixture of smaller
Elaborate constituent parts. Using various means, the
parts in the mixture can be separated
. physically from one another.
Watch a video about heterogeneous mixture

Give examples of heterogeneous mixture found
in our locality.
What safety measures will you practice when

mixing substances?
49
Do you think mixture is important in our daily
life?
How important is it at home?
How important is it to you?
What is a non-uniform mixture?
What is an example of heterogeneous mixture?
Can we still identify the particles of matter in a
heterogeneous mixture?
Put a check mark (/) before a statement that
tells about heterogeneous mixture and cross
mark (X) if not.
____1. Components in a mixture retain its
characteristics.
____2. Particles of the substances in a mixture
Evaluate
cannot be identified.
____3. It is a visible mixture of many
ingredients.
____4. Mixture can be separated.
____5. Halo-halo is an example of a non-
uniform mixture.
Agreement Give 5 example of heterogeneous mixture and
be able to describe its components.
V. REMARKS _____Lesson carried. Move on to the next
objective.
_____Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the __Yes __ No __Yes __ No
remedial __ of learners who __ of learners who
lessons work? caught up the lesson caught up the lesson
No. of learners of ____. of ____.
who have __ of learners who __ of learners who
caught up with caught up the lesson caught up the lesson
the lesson of ____. of ____.
__ of learners who __ of learners who
caught up the lesson caught up the lesson
of ____. of ____.
50
of ____. of ____.
D. No. of learners __Yes __ No __Yes __ No

who continue to __ of learners who __ of learners who
require caught up the lesson caught up the lesson
remediation of ____. of ____.
of ____. of ____.
of ____. of ____.
of ____. of ____.
E. Which of my ___ Socratic ___ Socratic

teaching questioning questioning
strategies ___ use of visual ___ use of visual
worked well? presentation presentation
Why did it ___ Game-based ___ Game-based
work? learning learning
___ Pair Work ___ Pair Work
___ Cooperative ___ Cooperative
Learning Learning
___ Group ___ Group
Collaboration Collaboration
___ Differentiated ___ Differentiated
instruction instruction
___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method
___ Manipulative tools ___ Manipulative tools
___ Demonstration ___ Demonstration
___ Models ___ Models
___ Interactive lecture ___ Interactive lecture
demonstration demonstration
___ Inquiry-based ___ Inquiry-based
approach approach
___ Complete IMs ___ Complete IMs
___ Availability of ___ Availability of
Materials Materials
___ Students ___ Students
eagerness eagerness
to learn to learn
___ Group members ___ Group members
collaboration/ collaboration/
cooperation in cooperation in
doing doing the task
the task ___ audio visual
51
___ audio visual presentation of
presentation of the the
lesson lesson
F. What difficulties___ Bullying among ___ Bullying among
did I encounter students students
which my ___Student’s ___Student’s
principal or behavior/attitude behavior/attitude
supervisor can ___ Colorful IMs ___ Colorful IMs
help me solve? ___ Unavailable ___ Unavailable
technology technology
___Science/Computer/ ___Science/Computer
internet lab /
____Additional clerical internet lab
works ___Additional clerical
works
G. What ____ ____
innovation or Contextualized/localize Contextualized/localiz
localized d and indigenized IMs ed and indigenized
material/s did I ____ Localized video IMs
use/discover ____ Recycling of ____ Localized video
which I wish to plastics to be used as ____ Recycling of
share with other IMs plastics to be used as
teachers? IMs
Appendix A
ACTIVITY 1
Can you still Observation

Mixture distinguish the
components?
(Possible (Possible
answer) answer)
yes Particles of
mixture can still
Mixture be identified.
of buttons
Fruit Salad
52
Picture Analysis
Oil and water
Hollow
blocks
Questions:
1. What happens when solid matter
is combined with another solid matter?
2. What about if solid matter is combined to a liquid matter?
Appendix B
53
Time & Date Quarter First Week 1 (Day
5)
VIII. OBJECTIVES:
D. Content The learners demonstrate understanding of

Standards different types of mixtures and their characteristics.
E. Performance The learners should be able to prepare beneficial

Standards and useful mixtures such as drinks, foods, and
herbal medicines.
F. Learning The learners should be able to describe the

Competencies/ appearance and uses of uniform and non-uniform
Objectives (Write mixtures.
the LC Code for S6MT-Ia-c-1
each)  Classify mixtures into uniform
(homogeneous) and non-uniform
(heterogeneous).
IX. CONTENT Uniform (Homogeneous) and Non-Uniform
(Heterogeneous).
X. LEARNING
RESOURCES
C. References K to 12 Science Curriculum Guide August 2016
p.81
5. TG pages
6. LM pages
7. Textbook
pages
54
8. Additional Activity 1.3- Mix It Up
Materials Activity 1.4- Mix and Match
from LR Grading Rubric for Presentation
portal Grading Rubric for Laboratory
D. Other Learning http://chemistry.elmhurst.edu/vchembook/106Amixt
Resources ure.html
IV. PROCEDURE A B
Energizer: Fruit Salad Song
Watermelon, watermelon
Papaya, papaya
Engage Banana, banana(2x)
Fruit Salad, Fruit Salad
Ask: Do you like to eat fruit salad?

What does its taste like?
What are its ingredients?
How will you prepare it?
What will you do with the ingredients? (Mix all the
ingredients.)
Explore  Group the learners into 4.
 Ask learners the norms to be followed in
performing the activity.
 Distribute the activity sheets.
 Let them do the activity.
(Note: The teacher will supervise the learners all

throughout the performance of the activity and
remind them the necessary safety precautions in
Activity 1.3
Mix It Up!
See Appendix A
Guide Questions:
1. What will happen to the combined materials?
2. Which of the following mixture is/ are
homogeneous?
3. Which of the following mixture is/are
heterogeneous?
Activity 1.4
Mix and Match
See Appendix B
Guide Questions:
1. What are examples of homogeneous mixtures?
2. What are examples of heterogeneous mixtures?
55
Sample Pictures:
cookie
milk mouthwash
perfume Banana split

Juice
Vegetable soup Mixed nuts
 Presentation of outputs by each group based on

the given guide questions and be rated using
the attached scoring rubrics.
(Note: Refer to the attached Scoring Rubrics for
Presentation and Laboratory Appendix C and D)
 Process the outputs/ answers of learners and
make necessary clarifications if there are
Explain
misconceptions.
 Ask additional questions to develop critical
thinking.
(Present the Science Concepts through table or

chart)
Science Concepts:
Elaborate  Homogeneous Mixture
 The prefixes “homo”- indicate sameness
 A homogeneous mixture has the same uniform
appearance and composition throughout. Many
homogeneous mixtures are commonly referred
to as solutions.
 Particle size distinguishes homogeneous
solutions from heterogeneous mixtures.
Solutions have particles which are the size of
atoms or molecules-too small to be seen.
 A colloid is a a homogeneous noncrystalline
substance consisting of large molecules or
ultramicroscopic particles of one substance
dispersed through a second substance. Colloids
include gels, sols, and emulsions; the particles do
not settle, and cannot be separated out by
ordinary filtering or centrifuging like those in a
suspension.Heterogeneous Mixtures
56
 The prefixes: “hetero”- indicate difference.
 A heterogeneous mixture consists of visibly
different substances. In contrast a suspension is
a heterogeneous mixture of larger particles.
These particles are visible and will settle out on
standing. Examples of suspensions are: fine
sand or silt in water or tomato juice.
 What mixtures can be found in the following
places?
1. School canteen
2. Coffee shop
3. Restaurant
(Note: Write learners’ answers on the board.)
 Which mixtures are uniform (homogeneous)?
Non-uniform (heterogeneous)?
 Are all mixtures beneficial? If not, cite examples
of harmful mixtures.
 What do you think are the harmful effects of
these mixtures to the body?
 What should we do with these harmful mixtures?
- Possible answer: We should not eat or drink
these mixtures.
 What is uniform (homogeneous) mixture? Non-
uniform (heterogeneous) mixture?
How can we classify/ differentiate uniform
(homogeneous) mixture from non-uniform
(heterogeneous) mixture?
Classify the following Classify the following
mixtures into uniform mixtures. Write HMM if the
(homogeneous) mixture is uniform mixture
mixtures and non- (homogeneous) and HTM
uniform if it is non-uniform mixture
(heterogeneous) (heterogeneous) on the
Evaluate mixtures. space provided before the
number.
Blood plasma
Sandy water ___1. Water
Mouthwash ___2. Pizza
Chicken noodle ___3. Corn oil
soup ___4. Maggie noodle soup
Alloy ___5. Cup of milk
Salt and pepper ___6. Soil
Perfume ___7. Alcohol
Banana split ___8. Fruit salad
Dishwashing liquid ___9. Oil and water
Mixed nuts ___10. Cologne
57
Mixtures
Uniform Mixtures
(Homogeneous) Non- uniform
Mixtures
(Heterogeneous)
(
XI. REMARKS _____Lesson carried. _____Lesson carried.

_____Lesson not _____Lesson not carried.
carried.
XII. REFLECTION
XIII. OTHERS
H. No. of learners
who earned 80%
on the formative
assessment
I. No. of learners
who require
additional
activities for
remediation
J. Did the remedial ___Yes ___No ___Yes ___No

lesson work? No. ___of learners who ___of learners who
of learners who caught up the caught up the
have caught up lesson of ___. lesson of ___.
with the lesson. ___of learners who ___of learners who
K. No. of learners ___Yes ___No ___Yes ___No
who continue to ___of learners who ___of learners who caught
require caught up the up the lesson of ___.
remediation lesson of ___. ___of learners who caught
___of learners who up the lesson of ___.
caught up the ___of learners who caught
lesson of ___. up the lesson of ___.
___of learners who ___of learners who caught
caught up the up the lesson of ___.
lesson of ___.
58
___of learners who
caught up the
lesson of ___.
L. Which of my ___Socratic ___Socratic questioning

teaching questioning ___use of visual
strategies worked ___use of visual presentation
well? presentation ___Game-based learning
Why did these ___Game-based ___Pair work
work? learning ___Cooperative Learning
___Pair work ___Explicit Teaching
___Cooperative ___Group collaboration
Learning ___Differentiated
___Explicit Teaching instruction
___Group ___Discovery Method
collaboration ___Lecture Method
___Differentiated ___Manipulated tools
instruction ___Demonstration
___Discovery Method ___Models
___Lecture Method ___Interactive lecture
___Manipulated tools Demonstrations
___Demonstration ___Inquiry-based
___Models approach Why?
___Interactive lecture ___Complete IMs
Demonstrations ___Availability of
___Inquiry-based materials
approach Why? ___Student’s eagerness
___Complete IMs to learn
___Availability of ___Group member’s
materials collaboration/
___Student’s cooperation in doing
eagerness to learn their tasks
___Group member’s ___audio visual
collaboration/ presentation of the lesson
cooperation in
doing their tasks
___audio visual
presentation of the
lesson
59
M. What difficulties ___Bullying among ___Bullying among
which, my ___Students’ ___Students’ behavior/
principal or behavior/ attitude attitude
supervisor can ___Colorful IMs ___Colorful IMs
help me solve? ___Unavailable ___Unavailable
Technology Technology
___Science/ ___Science/ Computer/
Computer/ internet internet lab
lab ___additional clerical
___additional clerical works
works
N. What innovation ___Contextualize/ ___Contextualize/
or localized localized and localized and
materials did I indigenized IMs indigenized IMs
use/discover ___localized video ___localized video
which I wish to ___Recycling of ___Recycling of plastics
share with other plastics to be used to be used as IMs
teachers? as IMs
60
Appendix A
61
62
Appendix B
63
Appendix C
64
Appendix D
65
Time & Date Quarter First (Week 2 Day 1)
I. OBJECTIVES
A. Content The learners demonstrate understanding different
B. Performance The learners should be able to prepare beneficial
Standards and useful mixtures such as, drinks, food and herbal
medicines.
C. Learning The learners should be able to describe the
Objectives mixtures.
S6MT-1a-c-1
 Identify the solute and solvent in a solution
II. CONTENT Identifying solutes and solvents in a solution

III. LEARNING
RESOURCES
A. References
K to 12 Science Curriculum August 2016. page 81
pages
2. Learner’s
Materials
pages
3. Textbook pages
4. Additional Grade 6 Activity Sheet Quarter 1
Materials
From Learning
Resources
(LR) portal
B. Other learning https://www.differencebetween.com/difference-
resources between-solvent-and-vs-solute/
https://www.youtube.com/watch?v=k4qLtT1gn3w
www.makemegenius.com
https://images.search.yahoo.com/search/images;_ylt
=Awr9FqxXm7Fc9g0AWwaJzbkF;_ylu=X3oDMTBsZ
29xY3ZzBHNlYwNzZWFyY2gEc2xrA2J1dHRvbg--
;_ylc=X1MDOTYwNjI4NTcEX3IDMgRhY3RuA2Nsa
wRiY2sDYjMzYjR1aGNqbXE5NiUyNmIlM0QzJTI2cy
UzRDR1BGNzcmNwdmlkA2U4OVN2VEV3TGpLeG
pXVDBXVHRwSmdBa05Ea3VNUUFBQUFBUWxmd
VUEZnIDbWNhZmVlBGZyMgNzYS1ncARncHJpZA
M3UWloWFJPb1J1YXRPZzVwNzI4OHJBBG10ZXN
0aWQDbnVsbARuX3N1Z2cDMARvcmlnaW4DaW1h
Z2VzLnNlYXJjaC55YWhvby5jb20EcG9zAzAEcHFzd
66
HIDBHBxc3RybAMEcXN0cmwDNDIEcXVlcnkDaW1
hZ2VzIG9mIHNvbHZlbnRzIGluIGNvbnRhaW5lciAgb
3IgYm90dGxlBHRfc3RtcAMxNTU1MjAzODk1BHZ0
ZXN0aWQDbnVsbA--
?gprid=7QihXROoRuatOg5p7288rA&pvid=e89SvTE
wLjKxjWT0WTtpJgAkNDkuMQAAAAAQlfuU&p=ima
ges+of+solvents+in+container++or+bottle&fr=mcafe
e&fr2=sb-top-images.search.yahoo.com&ei=UTF-
8&n=60&x=wrt
The Wonderful World of Science 4 pp. 121-123
Natividad A. Del Prado
Science for Daily Use 4 –pp. 115-119
IV. PROCEDURE A B
Guessing Game
The class will be -You want to make juice
divided into two groups. drink for a friend.
1. A pair of learners
from each group will -What should you prepare
play the game at the to make one?
same time.
2. One of them will

give the clue and the
other one will guess the
answer.
Engage 3. Each pair will be

given pieces of paper
with names of materials
written on it. Materials
to be described are:
water, sugar, salt, dust
and coffee powder.
4. The pair who can

guess the first 3
materials described will
be declared the winner.
Present to the class the

different substances
described. (real
substances)
Group Activity: (15 Group Activity: (15
minutes) minutes)
Group the learners into
small groups. Group learners into small
Explore groups
-Set standard in
performing the activity. -Set standard in
67
Activity 1.1
See appendix A Activity 1.2
See appendix B
Group reporting
Explain Process learners output pointing out the difference

between solute and solvent
- Solvent is a substance with dissolving capability.

Thus, it can dissolve another substance.
-Solute is a substance that dissolves in a solvent in
order to form a solution.
-Normally, in a solution, solutes are in a lesser
amount than solvents.
Elaborate -The key difference between solvent and solute is
that the solute is the one to be dissolved while
solvent is responsible for dissolving it.
*Watch the video about solute and solvent.
-What do you think is the solvent that we can find

everywhere and anywhere?
-Is this solvent necessary in order for us to survive?
Why?
What is a solute? A solvent?

What is the difference between a solute and a
solvent?
Identify the solutes and Tell if the following
solvents in the following materials below are
solutions. Write your solvent or solute. Write
answers in the right your answer in the proper
column. column.
Solution Solut Solvent water, salt, flour,

e
1. soda powdered juice, vinegar,
2. oil and sugar
coffee
3. salt Solutes Solvents
water
Evaluate 4.
vinegar
5.
Deterge
nt
solution
68
(Possible answers:
soda-contains sugar,
carbon dioxide, color,
etc. in water; coffee-
powdered coffee and
water; salt water- salt
and water; vinegar-
acetic acid and water;
detergent solution-
detergent and water)
Give five solutions and List down five solutes and

be able to identify its five solvents.
components into
solvent and solute.

______Lesson not ______Lesson not carried.
carried.
VI. REFLECTION
VII. OTHERS
H. No. of learners who
earned 80% on the
formative
assessment
require additional
activities for
remediation
lessons work? No. __ of learners who caught __ of learners who caught up
of learners who up the lesson of ____. the lesson of ____.
have caught up with __ of learners who caught __ of learners who caught up
the lesson up the lesson of ____. the lesson of ____.
__ of learners who caught __ of learners who caught up
up the lesson of ____. the lesson of ____.
K. No. of learners who __Yes __ No __Yes __ No

continue to require __ of learners who caught __ of learners who caught up
remediation up the lesson of ____. the lesson of ____.
69
teaching strategies ___ use of visual ___ use of visual
worked well? Why presentation presentation
did it work? ___ Game-based learning ___ Game-based learning
___ Cooperative Learning ___ Cooperative Learning
___ Differentiated ___ Differentiated instruction
instruction ___ Discovery Method
___ Discovery Method ___ Lecture Method
___ Lecture Method ___ Manipulative tools
___ Manipulative tools ___ Demonstration
___ Demonstration ___ Models
___ Models ___ Interactive lecture
___ Interactive lecture demonstration
demonstration ___ Inquiry-based approach
___ Inquiry-based ___ Complete IMs
approach ___ Availability of Materials
___ Complete IMs ___ Students eagerness to
___ Availability of learn
Materials ___ Group members
___ Students eagerness collaboration/cooperation in
to learn doing the task
___ Group members ___ audio visual presentation
collaboration/cooperation of the lesson
in doing the task
___ audio visual
presentation of the lesson
M. What difficulties did ___ Bullying among ___ Bullying among students
I encounter which students ___Student’s behavior/
my principal or ___Student’s attitude
supervisor can help behavior/attitude ___ Colorful IMs
me solve? ___ Colorful IMs ___ Unavailable technology
___ Unavailable ___ Science/Computer/
technology internet lab
___ Science/Computer/ ____ additional clerical
internet lab works
Works
N. What innovation or ____ ____
localized material/s Contextualized/localized Contextualized/localized and
did I use/discover and indigenized IMs indigenized IMs
which I wish to ____ localized video ____ localized video
share with other ____ Recycling of plastics ____ Recycling of plastics to
teachers? to be used as IMs be used as IMs
70
Appendix A
Activity1.1
Lesson Concept:
Solvent is a substance with dissolving capability, thus can dissolve

another substance, whereas solute is a substance that dissolves in a solvent
in order to form a solution. This is the key difference between solvent and
solute.
Solutes are substances that dissolve in a solvent to form a solution.
Therefore, the difference between solvent and solute is that solute is the one
to be dissolved, and the solvent is responsible for dissolving it.
Materials: (real substances, pictures and flashcard with the names of

substances)
Water juice drink

oil sugar
salt vinegar
alcohol creamer
powdered coffee containers for grouping
Group – I- Using Real Objects

Group –II- Using Pictures
Group –III- Using words
Procedures:
1. Provide each group the following substances.
water sugar salt vinegar flour coffee

soy sauce
2. Let them group the materials into two categories.

3. Ask: How did you group the substances?
What are the substances found in the first group?
in the second group?
How do they differ from each other?
4. Provide an appropriate heading for each group of materials.
5. Do the same procedure for groups II and III.
Appendix B
71
Activity 1.2
Lesson Concept:
Solvent is a substance with dissolving capability, thus can dissolve
another substance, whereas solute is a substance that dissolves in a solvent
in order to form a solution. This is the key difference between solvent and
solute.
Solutes are substances that dissolve in a solvent to form a solution.
Therefore, the difference between solvent and solute is that solute is the one
to be dissolved, and the solvent is responsible for dissolving it.
Materials: (real substances)
coffee powder
creamer
salt
vinegar
soft drink
sugar
dust
alcohol
Procedures:
1. Provide pictures of substances in a pocket chart.
2. Let the learners group substances in two similar characteristics.
3. What are the two groups? Name the substances found in each group.
4. How did they differ from each other?
72
Time & Date Quarter First ( Week 2-Day 2)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding different types of
mixtures and their characteristics.
Standard useful mixtures such as, drinks, food and herbal
medicines.
C. Learning Identify common household solutions and their uses
Competencies/ S6MT-1a-c-1
Objectives
 Identify common household solutions and their
uses
II. CONTENT Household Solutions and their Uses
III. LEARNING
RESOURCES
A. References
K to 12 Science Curriculum August 2016. page 81
pages
2. Learner’s
Materials
pages
3. Textbook pages
4. Additional
Materials
From Learning
Resources
(LR) portal
B. Other learning https://www.google.com/search?q=what+is+household+so
resources lutions&tbm=isch&source=iu&ictx=1&fir=OnAHuuCCucplg
M%253A%252CqypaV7vrZbQuIM%252C_&vet=1&usg=AI
4_-kSeI9kNQB8qU2-
NuI0Yvst72Lg55w&sa=X&ved=2ahUKEwizvt2ZnPrhAhUY
c3AKHe3tBXEQ9QEwAHoECAsQBg&biw=1366&bih=625
#imgrc=fBM0rZOH1VEPaM:&vet=1
https://www.enotes.com/homework-help/what-ten-
examples-solutions-that-you-might-find-735563
https://www.google.com/search?q=household+solutions&o
q=household+solutions&aqs=chrome..69i57j69i60j69i61l2.
7201j0j8&sourceid=chrome&ie=UTF-8
https://fphoto.photoshelter.com/image/I0000H3B5U_h4krQ
Enjoying Science and Health Workbook 6 by Natalia
Salcedo Belina
Science and Health Workbook 6
Into the Future: Science and Health 6 by Juanita M. Cruz
Danilo S. Gutierrez Victoria S. Ziganay Helen A.
Caintic
IV. PROCEDURE A B
Show pictures of the Show actual household
following household solutions:
73
solutions:
Vinegar
Soft drinks Soy sauce
Bleach Patis
Detergents Oil
Paint Alcohol
Mouthwash Juice
Facial cleanser Bleach
perfume
Engage Study the pictures.
Let the learners -Learners will name the
identify/name the pictures different
shown. solutions presented.
Ask: Do you have these at -Where do you usually found
home? these materials?
-Have you use one of these?
-Were you able to use -How did you use the
one of the solution?
abovementioned
solutions?
- Tell us something about
it?
-Group the learners into 4. -Group the learners into 4 .

-Learners set standards in -Learners set standard in
performing the activity. performing an activity.
Explore
Activity 2.1 Activity 2.2
See appendix A See appendix B
Presentation of groups’ Presentation of groups’

output output
Explain Process learners’ output Process learners’ output
- What are the different -What are the different

household solutions used households used
in cleaning the in cleaning the bathrooms.
bathrooms? -What about in cooking?
-What about in cooking?
Different solutions can be Different solutions can be

found at home. These found at home. These
solutions are used in solutions are used in
different ways. We can use different ways. We can use
these for keeping these for keeping ourselves
ourselves clean, healthy clean, healthy and strong.
and strong. Others are used in cleaning,
Others are used in cooking, or even for first aid
cleaning, cooking, or even treatment or as a medicine.
Elaborate for first aid treatment or as
a medicine.
74
- What are the different - What are the different
household solutions household solutions
found at home? found at home?
- Identify the uses of each - Identify the uses of each
solution. solution.
-Who among you here are -Do you help mother in her
doing household chores? laundry?
-What are the different -What are the solutions she
household used in her laundry?
substances/solutions do -Identify the uses of each
you use in doing so? solution mother used?
-Have you ever used
bleach? Where? Is it
useful?
Identify the different Identify the different
household solutions used household solutions used for
for the following: the following:
-Use as cleaning agents in -Use as cleaning agents in

the bathrooms - the
-Use to kill harmful bathrooms -
microorganisms - -Use to kill harmful
-Use to enhance the flavor microorganisms -
of food- -Use to enhance the flavor of
food-
Identify the household Match the following

materials used at home. household solutions to their
Choose the correct word uses. Write the letter of the
from the box below to correct answer on the space
complete the sentence. provided for.
additives preservatives __1. paint a. used as

detergents pesticide __2. Pesticides cleaning
Evaluate alcohol syrup __3. liquid agents in
Detergents our
1. A chemical preparation bathrooms
for destroying plant fungal __4. Disinfectants b. used
or animal pest is called___. for
2. ___are something that is __5. Additives protection
added, as one substance aesthetic
to another to improve the purposes
quality of food. c. used to
3. ___ slow down the enhance
spoilage of food. the
4. ___ are used for flavor of
washing and cleaning the food
purposes. d. used to
5. ___ used to destroy or destroy
kill pest. or
kill pest
e. Used for
cleaning
and
75
washing
clothes,
dishes,
and
utensils
Agreement Cut out pictures of Bring empty containers of

household solutions, paste household solutions with
in a bond paper, label and labels indicating its uses.
write its uses.
______Lesson not carried. ______Lesson not carried.
VI. REFLECTION
VII. OTHERS
O. No. of learners who
earned 80% on the
formative
assessment
P. No. of learners who
require additional
activities for
remediation
Q. Did the remedial __Yes __ No __Yes __ No
lessons work? No. of __ of learners who caught __ of learners who caught up
learners who have up the lesson of ____. the lesson of ____.
caught up with the __ of learners who caught __ of learners who caught up
lesson up the lesson of ____. the lesson of ____.
R. No. of learners who __Yes __ No __Yes __ No

continue to require __ of learners who caught __ of learners who caught up
remediation up the lesson of ____. the lesson of ____.
S. Which of my ___ Socratic questioning ___ Socratic questioning

___ Differentiated ___ Differentiated instruction
instruction ___ Discovery Method
76
___ Discovery Method ___ Lecture Method
___ Lecture Method ___ Manipulative tools
___ Manipulative tools ___ Demonstration
___ Demonstration ___ Models
___ Models ___ Interactive lecture
___ Interactive lecture demonstration
demonstration ___ Inquiry-based approach
___ Inquiry-based ___ Complete IMs
approach ___ Availability of Materials
___ Complete IMs ___ Students eagerness to
___ Availability of Materials learn
___ Students eagerness to ___ Group members
learn collaboration/cooperation in
___ Group members doing the task
collaboration/cooperation ___ audio visual
in doing the task presentation of the lesson
___ audio visual
T. What difficulties did I ___ Bullying among ___ Bullying among students
encounter which my students ___Student’s
principal or ___Student’s behavior/attitude
supervisor can help behavior/attitude ___ Colorful IMs
me solve? ___ Colorful IMs ___ Unavailable technology
___ Unavailable ___
technology Science/Computer/internet
___ lab
Science/Computer/internet ____ additional clerical
lab works
works
U. What innovation or ____ ____
localized material/s Contextualized/localized Contextualized/localized and
did I use/discover and indigenized IMs indigenized IMs
which I wish to share ____ localized video ____ localized video
with other teachers? ____ Recycling of ____ Recycling of plastics
plastics to be used to be used as IMs
as IMs
77
Appendix A
Activity 2.1
Group I
Materials:
Manila paper
Pentel pen
Paper tape
Procedures:
1. Using the table below, make a list of commonly used household
solutions/materials found in the kitchen.
Part of the House Household Solutions/Material Use(s)

Kitchen
Do the same procedure for group II to IV
Group-II – Household solutions in the bathroom

Group-III- Household solutions in the bedroom
Group-IV- Household solutions in the living room
Appendix B
Activity 2.2
Groups 1&II
Materials:
Manila paper
Pentel pen
Paper tape
Procedures:
1. Group the following household solutions/materials according to their
uses.
2. Arrange under proper headings.
kerosene gasoline
liquid soap vinegar
liquid shampoo olive oil
lacquers muriatic acid
perfume face cleanser
LPG soy sauce
Tea bleaching liquid
78
Cooking Solutions Cleansing Solutions Flammable Solutions
Groups III & IV

Materials:
Pictures of household solutions in manila paper
Pentel pen
Paper tape
Procedures:
1. Provide learnerss with pictures of household solutions.
2. Let learners study the pictures and identify their uses.
(Provide pictures of the following posted in manila paper)
Write the uses of each solution on the space provided below the
picture.
Juice Drink Vitamin A to Zinc (syrup)

__________ ______________
Paint Soy sauce

___________ _______________
Liquid Detergents Perfume

_____________ ________________
79
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of different
types of mixtures and their characteristics.
Standard useful mixtures such as, drinks, food and herbal
medicines.
C. Learning The learner should be able to describe the appearance
Objectives S6MT-1a-c-1
 Perform simple experiments to show the

conditions on how materials are mixed
 size of particles
 stirring
 temperature
II. CONTENT Factors / Conditions affecting solubility of solutes in a
solvent.
III. LEARNING
RESOURCES
A. References K to 12 Science Curriculum August 2016. Page 81
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook Science for Daily Use 4 –pp. 122-125 by: Carmelita C.
pages Coronel and Inocencia M. Abracia
4. Additional
Materials from
Learning
Resources
(LR) portal
B. Other learning Science and Health 4 pp. 149-153
resources Into the Future: Science and Health 4 pp125-127
by: Danilo S. Gutierrez and Inocencia V. Makil
IV. PROCEDURE A B
What happens when sugar is mixed with water?
Why do we stir coffee when we add sugar to it?
Engage At what temperature will milk dissolve faster?
3. Group the class into 1. Group the class into

three three
4. Recall the standards to 2. Recall the standards to
follow when doing an follow when doing an
activity. activity.
5. Distribute the activity 3. Distribute the activity
cards to each group cards to each group and
and perform the perform the assigned
assigned activity. activity.
80
See Appendix A See Appendix B
ACTIVITY 1 ACTIVITY 2
Explore Task 1. “Stir Me, Stir Me Task 1. “Stir and Stir Me

Not Not”
Task 2. “Behavior of
Task 2. “Nature of Sugar in Hot and in Cold
Solvents and Solute” Water”
Task 3. “The Amount of Task 3: “Dissolving

Solute in a Solvent” Solid in Liquid”
5. Group Reporting 1. Group Reporting

6. Analysis and 2. Analysis and
discussions of discussions of
Explain learners answers. learners answers.
7. Outline the 3. Outline the
learners answers learners answers
on the board. on the board.
8. The teacher asks 4. The teacher asks
. questions to questions to
develop critical develop critical
thinking. thinking.
1. For further 2. For further
discussions use discussions use
background background
information for information for
teachers (BIT) and teachers (BIT) and
give explanations on give explanations on
factors affecting the factors affecting the
solubility of solute in a solubility of solute in a
solvent. solvent.
 Manner of stirring  Manner of stirring
 Temperature of the  Temperature of the
solvent solvent
Elaborate
Size of the solute particles  Size of the solute
What are the factors that particle
affect the solubility of a
solute? What are the factors that
Group the class into four. affect the solubility of a
Each group will perform solute?
an activity then tell the Group the class into four.
factors that affect the Each group will perform
solubility of the solutes in an activity then tell the
solvents. factors that affect the
solubility of the solutes in
Group 1 & 2 – dissolve 3 solvents.
tablespoons of milk
powder in a glass of hot Group 1 & 2 – dissolve 3
81
water and stir it. What tablespoons of milk
factor helps the solubility powder in a glass of hot
of the milk powder water and stir it. What
instantly? factor helps the solubility
(temperature of the of the milk powder
solvent, size of the solute instantly?
particles or nature of the (temperature of the
solute) solvent, size of the solute
particles or nature of the
Group 3 & 4 – dissolve solute)
the black pepper powder
in hot water. Then Group 3 & 4 – dissolve
dissolve grains of black the black pepper powder
pepper in cold water. in hot water. Then
Compare the results. dissolve grains of black
Which mixture dissolves pepper in cold water.
faster? What factor helps Compare the results.
the fast solubility of the Which mixture dissolves
black pepper powder? faster? What factor helps
(nature of the solute and in the fast solubility of the
temperature of the black pepper powder?
solvent) (nature of the solute and
temperature of the
solvent)
1. What are some factors 1. What are some factors

that affect the rate of that affect the rate of
dissolving solutes in dissolving solutes in
solvents? solvents?
2. How does each factor 2. How does each factor
affect the solubility of affect the solubility of a
a solute in a solvent? solute in a solvent?
1. Aling Liza sells cold Match the factors
buko juice in the school affecting the solubility of
canteen. Everyday, she the solute in a solvent in
prepares jugs of buko column A to the situations
juice for the learners. For in column B.
each jug, she mixes Column A
sugar, coconut meat, milk, 1. ____ Amount of
and water. solvent
What do you think should 2. ____ Manner of
Aling Liza do so that the stirring
sugar she uses would 3. ____ Size of the solute
dissolve faster? particles
Evaluate
4. ___ Temperature of
2. Peter would like to soak the solvent
his white uniform in water 5. ____ Immiscibility
with powdered detergent.
He found out that he no Column B
longer had powdered a. Dissolving coffee with
detergent. All he had was coffee mate
a detergent bar. What (synecdoche for
should he do so that the creamer) in a water
bar would dissolve faster? using a spoon or a stick.
b. Dissolving three
82
tablespoons of milk
powder in a glass of
warm water
c. Mix baby oil with
water. They do not mix
completely with one
another
d. Some grains of sugar
settle at the bottom of
the glass of the water
while black coffee has
already dissolved.
e. A sachet of fruit juice
powder dissolves in a
half glass of water
slower than in a pitcher
of water
Group A Give 5 examples of
Activity Factors soluble substance and 5
affecting examples of insoluble
the solubility
substance.
1. Salt
dissolves
in water
but not in
alcohol
2. It is easier
to
dissolve
powdered
chocolate
in hot
water.
3. Detergent
powder
dissolves
more
easily in
water
than a
detergent
bar.
Group B
Activity Factors
affecting
the solubility
4. It will take
more time
to dissolve
a cup than
a teaspoon
of flour in
water.
5. Pebbles
will not
dissolve in
water.
6. A sugar of
¼ kilogram
can no
longer be
dissolved
in a glass
83
of water. It
will only
settle at
the bottom
of the
glass.
V. REMARKS _____Lesson carried. _____Lesson carried.
_____Lesson not carried. _____Lesson not carried.
VI. REFLECTION
VII. OTHERS
O. No. of learners
who earned 80%
on the formative
assessment.
P. No. of learners
who require
additional
activities for
remediation
Q. Did the remedial __Yes __ No __Yes __ No
lessons work? __ of learners who caught __ of learners who caught
No. of learners up the lesson of ____. up the lesson of ____.
who have caught __ of learners who caught __ of learners who caught
up with the lesson up the lesson of ____. up the lesson of ____.
__ of learners who caught __ of learners who caught
up the lesson of ____. up the lesson of ____.
R. No. of learners __Yes __ No __Yes __ No

who continue to __ of learners who caught __ of learners who caught
require up the lesson of _____. up the lesson of ____.
remediation __ of learners who caught __ of learners who caught
S. Which of my ___ Socratic questioning ___ Socratic questioning

well? Why did it ___ Game-based learning ___ Game-based learning
work? ___ Pair Work ___ Pair Work
84
approach approach
Materials Materials
___ Students eagerness ___ Students eagerness
to learn to learn
collaboration/cooperation collaboration/cooperation
in doing the task in doing the task
___ audio visual ___ audio visual
presentation presentation of
of the lesson the lesson
T. What difficulties ___ Bullying among ___ Bullying among
which my ___Student’s ___Student’s
principal or behavior/attitude behavior/attitude
supervisor can ___ Colorful IMs ___ Colorful IMs
help me solve? ___ Unavailable ___ Unavailable
___Science/Computer/ ___Science/Computer/
internet lab internet lab
___Additional clerical ___Additional clerical
works works
U. What innovation ____Contextualized/locali ____Contextualized/locali
or localized zed and indigenized IMs zed and indigenized IMs
material/s did I ____Localized video ____ Localized video
use/discover ____Recycling of plastics ____ Recycling of plastics
which I wish to to be used as IMs to be used as IMs
share with other
teachers?
85
Appendix A
ACTIVITY 1
Task 1
“Stir Me, Stir Me Not”
Problem: What factor affects the solubility of a substance?
Materials:
2 Test tubes, test tube rack, 1 teaspoon chocolate powder, water, bamboo stick,
stopwatch/timer
Procedure:
1. Label 2 test tubes A and B and place them in the test tube rack.
2. Put equal amount of chocolate powder in each test tube (about ¼ tsp)
3. Fill half of both test tubes with water.
4. Using a bamboo stick, stick the water and chocolate powder in test tube A.
Don’t stir the mixture in test tube B.
5. Using the stopwatch, record the time it takes the chocolate in each test tube
to dissolve.
Questions:
1. In which test tube did the chocolate powder dissolve faster?
2. What made the chocolate powder in a certain test tube dissolve faster?
Conclusion:
Answer the questions to come up a conclusion on the activity you have performed.
2. What made the chocolate powder in a certain test tube dissolve powder?
3. So therefore, what factor affects the solubility of the chocolate powder?
Task 2
“Nature of Solvents and Solute”
Problem: What factor affects the solubility of a substance in a solvent?
Materials: test tubes, test tube racks, 20ml. cold water, and 20ml hot water, bamboo
stick, chocolate powder, stopwatch/timer.
Procedure:
1. Put equal amount of chocolate powder in 2 test tubes. Label them C and D
2. Place the test tubes in test tube rack.
3. Measure 20 ml cold water and pour it in the test tube C. Measure 20 ml hot
water and pour it in test tube B.
4. Stir both mixtures for 15 minutes
5. Record the time it takes the chocolate powder in each test tube to dissolve.
Questions:
86
Conclusion:
Answer the questions to make a conclusion from the activity you performed.
1. In which test tube the chocolate powder dissolves faster?
3. So therefore, what factor affects the solubility of the chocolate powder?
Task 3
“The Amount of Solute in a Solvent”
Materials: test tubes, test tube racks, chocolate powder, 10ml and 50 ml tap water,
stopwatch/timer.
Procedure:
1. Put equal amount of chocolate powder in 2 test tubes.
2. Label the test tubes G and H. put them in a test tube rack.
3. Measure 10ml tap water and pour it in test tube G.
4. Measure another 50 ml of tap water and put it in test tube H.
5. Record the time it takes the chocolate in each test tube to dissolve.
Questions:
1. In which test tube did the chocolate bar dissolve faster?
2. What made the chocolate bar in a certain test tube dissolve faster?
Conclusion:
Answer the questions to make a conclusion from the activity you performed.
So therefore, what factor affects the solubility of the chocolate powder?
87
Appendix B
ACTIVITY 2
Task 1
“Stir and Stir Me Not”

Materials:
Coldwater
Detergent powder
Detergent soap
Glasses
Hot water
Salt (rock or iodized)
Spoon
Sugar
Procedure:
1. Prepare two drinking glasses half-filled with water.
2. Put one teaspoon of salt into each glass.
3. Stir the water in one glass. Do not stir the water in the other glass.
4. Observe what happens.
5. Answer the following questions. Write the answer in your notebook.
a. In which glass of water did the salt dissolve faster?
b. What do you think will happen if you did not stir the water in the other
glass?
c. What made the salt particles dissolve faster? Why do you think this
happened?
Task 2
“Behavior of Sugar in Hot and in Cold Water”
1. Fill half of a drinking glass with cold water.

2. With the help of an adult, fill half of another glass with hot water.
3. Place one teaspoon of sugar in each glass.
4. Observe what happens.
5. Answer the following questions in your notebook.
a. In which glass did the sugar dissolve faster?
b. What made the sugar in one glass dissolve faster than sugar in the
other glass?
c. What factor affects the sugar to dissolve faster in one glass?
Task 3
“Dissolving Solid in Liquid”
1. Prepare two drinking glasses, a teaspoon of powder soap, and a small

piece of a detergent bar.
2. Place equal amounts of water in the glasses.
3. Put the powdered soap in one of the glasses and the piece of detergent
88
bar in the other glass.
4. Observe which solid dissolve faster.
5. Answer the following questions. Write the answer in your notebook.
a. In which glass did the detergent dissolve faster?
b. What factors affect the speed of solubility between the powdered soap.
Guide Questions:
1. How does stirring affect solubility?
2. How does crushing affect solubility?
3. How does temperature affect solubility?
89
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the
character and classification of mixtures (solutions,
colloids and suspension)
B. Performance The learners should be able to prepare beneficial
Standard and useful mixtures such as, drinks, food and
herbal medicines
C. Learning Infer that not all solutes dissolve in all solvents
Competencies/ S6MT-1a-c-1
Objectives  infer that not all solutes dissolve in all
solvents
II. CONTENT Inferring that not all solutes dissolves in all solvents
III. LEARNING
RESOURCES
A. References K to 12 Science Curriculum Guide August 2016
page. 81
pages
2. Learner’s
Materials
pages
3. Textbook pages
4. Additional
Materials
From Learning
Resources
(LR) portal
B. Other learning Science and Health 4 pp. 149-153
resources The Wonderful Word of Science 4 pp.125-129
by: Natividad A. Del Prado
Reading in Science 4 pp. 45-48
by: Erlinda G. Bautista and Rebecca B. De
Guzman
Science for Daily Use 4 –pp. 122-125
IV. PROCEDURE A B
Engage
-What happens when solid substance like sugar is

mixed with liquids?
-Do all solids dissolved?
90
-Group learners into 4 -Group learners into 4
small groups. small groups.
-Set standard in -Set standard in
Explore performing an activity. performing an activity.

See appendix A See Appendix B
Presentation of learners Presentation of learners

outputs outputs
Processing learners Processing learners

Explain outputs outputs
-Do all solutes dissolve -Do all solutes dissolve

in water? in water?
-What happens to sand -What happens to sand
when mixed with when mixed with water?
water?
-A solute is -A solute is
considered soluble if an considered soluble if an
appreciable amount of it appreciable amount of it
can be dissolved in a can be dissolved in a
given amount of the given amount of the
solvent. solvent.
-A solute is -A solute is
considered insoluble if considered insoluble if
very little of it dissolves very little of it dissolves
in a given amount of the in a given amount of the
solvent. solvent.
- Not all solutes can be -Not all solutes can be
Elaborate dissolved in water. dissolved in water.
-Some substances -Some substances
dissolved faster than the dissolved faster than the
others smaller particles other smaller particles
dissolve faster than dissolve faster than
substances with bigger substances with bigger
particles particles
-Other substances -Other substances
dissolved evenly in some dissolved evenly in
solvents while others some solvents while
settles at the bottom for others settles at the
some time. bottom for some time.
-Oil when mixed with -Oil when mixed with
water form two layers. water form two layers.
91
Do you help your mother Do you help your
in preparing your food? mother in preparing your
What are the different food? What are the
ingredients that she used different ingredients that
in cooking chicken she uses in cooking
adobo? What chicken adobo? What
substances make the substances make the
adobo yummy and tasty? adobo yummy and
tasty?
Optional activity Optional activity

See Appendix C See Appendix C
Do all solutes dissolve in Do all solutes dissolve

water? in water?
What does it infer about What does it infer about
water as a solvent? water as a solvent?
Direction: True or False Direction: Read each

Write “T” if the statement questions carefully.
is true. If it is false write” Encircle the letter of the
F” and circle the word or correct answer.
words that make it false, 1. Which of the following
then write the correct will spread evenly when
answer. mixed with water?
____1. Soluble a. rice b. sugar c. sand
substances can dissolve 2. Which of this will not
in certain solvents. dissolve in water?
____2. Insoluble a. salt b. sand c.
substance can dissolve powdered coffee
in all solvents. 3. Tony added some
____3. All substances sand to his aquarium. At
are soluble in water, first, the water looked
which is called the cloudy. Later on, the
universal solvent. water looked clear.
____4. Table salt is Why?
Evaluate
insoluble in water. a. sand spreads evenly
____5. When sugar in water
dissolves in water, water b. sand settled at the
particles off the sugar bottom.
crystal. c. sand dissolved in the
water.
4. Why does salt
disappear when mixed
with water?
a. The salt particles
spread evenly in the
water.
b. The salt settles at the
bottom
c. The grains salt
become very tiny.
5. Most of the solutes
dissolved in water, what
92
it infers about water.
a. Water is clear.
b. Water is the universal
solvents.
c. Water is colorless.
List 5 soluble substances List 5 soluble

found at home. substances found at
home.
______Lesson not ______Lesson not
carried. carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners who ___Yes ___No ___Yes ___No
earned 80% on the ___of learners who ___of learners who
formative caught up the caught up the
assessment lesson of ___. lesson of ___.
B. No. of learners who ___Yes ___No ___Yes ___No
require additional ___of learners who ___of learners who
activities for caught up the lesson caught up the lesson
remediation of ___. of ___.
of ___. of ___.
of ___. of ___.
caught up the lesson caught up
of ___. the lesson of ___.
___Socratic questioning ___Socratic questioning
___use of visual ___use of visual
presentation presentation
___Game-based ___Game-based
C. Did the remedial learning learning
lessons work? No. of ___Pair work ___Pair work
learners who have ___Cooperative ___Cooperative
caught up with the Learning Learning
lesson ___Explicit Teaching ___Explicit Teaching
___Group collaboration ___Group collaboration
___Differentiated ___Differentiated
93
___Discovery Method ___Discovery Method
___Lecture Method ___Lecture Method
___Manipulated tools ___Manipulated tools
___Demonstration ___Demonstration
___Models ___Models
___Interactive lecture ___Interactive lecture
Demonstrations Demonstrations
___Inquiry-based ___Inquiry-based
approach Why? approach Why?
___Complete IMs ___Complete IMs
___Availability of ___Availability of
materials materials
___Student’s eagerness ___Student’s eagerness
to learn to learn
___Group member’s ___Group member’s
cooperation in doing cooperation in doing
their tasks their tasks
___audio visual ___audio visual
presentation of the presentation of
lesson the lesson
___Bullying among ___Bullying among
students students
___Students’ behavior/ ___Students’ behavior/
attitude attitude
___Colorful IMs ___Colorful IMs
D. No. of learners who ___Unavailable ___Unavailable
continue to require Technology Technology
remediation ___Science/ Computer/ ___Science/ Computer/
___additional clerical ___additional clerical
works works
___Contextualize/ ___Contextualize/
localized and localized and
E. Which of my teaching indigenized IMs indigenized IMs
strategies worked ___localized video ___localized video
well? Why did it work? ___Recycling of plastics ___Recycling of plastics
to be used as IMs to be used as IMs
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I use/discover which I
wish to share with
other teachers?
94
Appendix A
Activity 1.1
Groups 1 and 2
Materials: sugar, salt, sand, water, medicine tablet, sand ,glasses for mixing
Procedure:
Put ¼ tablespoon sugar in a glass half filled with water. Stir, observe what
happens.
Do the same with the other materials.
Questions:
1. In what mixture did you observe even distribution of solutes in the water?
2. In what mixture did the solutes settle at the bottom after sometime?
3. What do you infer from the activity that we had?
Groups 3 & 4
Materials: 4 empty glasses, water, sugar, sand, oil, soil
Procedure:
In a glass of water put 1 tablespoon of sugar. Stir and observe what happen to the
sugar?
Do the same with oil, and sand.
Questions:
1. What happen to sugar, oil, soil and sand when mixed with water?
2. Does it dissolved in water?
3. Do all solutes dissolve in water?
4. What would you infer from the activity that we had?
95
Appendix B
Activity 1.2
Groups 1 and 2
Materials: 4 empty glasses water sugar sand oil soil, flour, coffee powder,
Procedure:
-In a glass of water put 1 tablespoon of sugar. Stir and observe what happen to the
sugar?
-Do the same with oil, and sand.
Questions:
1. What happen to sugar, oil, soil and sand when mixed with water?
2. Does it dissolved in water?
4. What would you infer from the activity that we had?
Groups 3 and 4
Materials: 4 pcs. of glasses, water, vinegar, oil, alcohol, sugar, salt,

flour, and instant coffee.
Procedure:
1. Prepare four glasses.

2. Fill half each glass with water.
3. Mix ½ tablespoon sugar.
4. Do the same with the other solutes?
Questions:
1. What solutes dissolved in water?
3. What will you infer from the activity that we had?
96
Appendix C
Mysterious Waters
Activity 2.2
LESSON CONCEPT:
When sugar is mixed with water, the sugar seems to disappear into the water. This is
a process called dissolution. The sugar did not really disappear. Its molecules
dissolved into the water that it can no longer be seen. The same happens with salt.
You know that sugar and salt are still there because you can taste it, even though
you cannot see it. The salt and sugar were dissolved completely into the water. This
clear mixture is called solution.
The solid material like soap, powdered juice, powdered milk, chocolate powder, and
others which is being dissolve is called solute. While the dissolving medium (ex.
water) is called solvent.
TIME: 1 class period
MATERIALS:
Chocolate powder
Coffee poweder
Creamer
Detergent soap
Glasses (8 pieces)
Powdered juice
Powdered milk
Spoon
Sugar
PROCEDURES:
1. Get samples of sugar, coffee, powdered milk, creamer, chocolate powder,
powdered juice, and detergent soap.
2. Prepare a spoon, 8 drinking glasses, and water. Label the glasses 1 to 8.
3. Fill half of each glass with water.

4. Pour the sugar sample into glass 1. Pour the coffee sample into glass 2. Do this
with the rest of the samples and glasses.
5. Mix the sample and water in each glass.
6. Describe what happens to the sample.
97
Table #1 Making Solutions
Solids Observations when Mixed
with water
Guide Questions:
1. What solid materials were dissolved in water?
2. What do you call this solid materials?
Evaluation:
1. Give 2 more solids that easily dissolve in water.
98
I. OBJECTIVES
Standard types of mixtures and their characteristics

Standard useful mixtures such as drinks, food, and herbal
medicines
C. Learning The learners should be able to describe the appearance

Objectives S6MT-IA-C-I
 Describe suspension as a non-uniform mixture
II. CONTENT
III. LEARNING
RESOURCES
A. References K to 12 Science Curriculum August 2016 page 81
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other Learning https://www.toppr.com/guides/chemistry/is-matter-
Resources around-us-pure/what-is-a-suspension/
https://study.com/academy/lesson/what-is-suspension-
in-science-definition-types-examples.html
https://www.ck12.org/book/CK-12-Chemistry-
Intermediate/section/15.3/
Google pictures
IV. PROCEDURE A B
Display pictures.
From the presented pictures, let the learners identify the
factors affecting solubility of solutes.
Ex.
Engage
99
Present pictures of suspension medicines/their
suspension labels.
Ask: Why do you think, some medicines are

suspension?
What must be done before taking them?
Let the learners guess. Collect their answers for the
discussion later.
Say: We will find out later the reason for that.
Do you have an experience doing Are you familiar with

an experiment? the game 4 pics-1
What are the things we need to Word?
do before engaging in an How is it played?
experiment?
Let the learners give
Remind also the class about the the mechanics of the
norms in doing a group activity game.
Use Appendix A
4 PICS-ONE WORD
Experiment Time: MIX ME! GAME
Game Mechanics:
Let them have a group 1. Present the
discussion. pictures included in
Use appendix A.1 this LP ( use
appendix B)
Explore Ask: What have you observed? 2. Let the learners
guess the word
What type of mixture did you using the pictures as
think your experiment was? the clue.
What is suspension? Use Appendix B, B1

and B.2
Ask: What is
homogeneous
mixture?
What is
heterogeneous
mixture?
How are they
different?
What is suspension?
Suspension is in
what type of
mixture?
Or Have an
experiment
Use Appendix A and

A.2
100
Experiment Time
MIX ME!
Let them have a
group discussion.
Use appendix A.2
Ask: What have you

observed?
What type of mixture

did you think your
experiment was?
What is suspension?
Explain Group will present their outputs.

Note the similarities and differences,
Clarify misconceptions on the outputs presented.
Teacher explains that: Teacher explains

A suspension is a that:
heterogeneous mixture of two or A suspension is a
more substances. In it, the heterogeneous
particles are suspended mixture of two or
throughout the solution in bulk more substances. In
and can be easily seen by naked it, the particles are
eyes. Here, the particles of the suspended
solute do not dissolve in the throughout the
solution and are rather solution in bulk and
suspended. Particles of the can be easily seen
suspension are large enough to by naked eyes.
Elaborate scatter the rays of light and the Here, the particles of
path of ray is visible through it. the solute do not
dissolve in the
General Characteristics and solution and are
Properties of Suspension rather suspended.
Particles of the
 Suspensions are a suspension are
heterogeneous mixture of large enough to
two or more substances. scatter the rays of
 Particles of the solute do not light and the path of
dissolve in the solvent rather ray is visible through
they remain suspended in it.
bulk throughout.
 The size of particles of General
suspension is large enough Characteristics
to be visible from naked and Properties of
eyes. They are greater than Suspension
1 nanometer.
 It shows Tyndall effect  Suspensions
101
because of their large size of are a
particles. heterogeneous
 When it is left for some time, mixture of two
particles get settled in the or more
bottom. Therefore, it is not substances.
stable.  Particles of the
 The particles in it can be solute do not
separated through the dissolve in the
process of filtration. solvent rather
 It does not scatter light when they remain
particles are settled because suspended in
in this case suspension bulk throughout.
breaks.  The size of
(source: particles of
https://www.toppr.com/guides/ch suspension is
emistry/is-matter-around-us- large enough to
pure/what-is-a-suspension/ be visible from
naked eyes.
They are
greater than 1
How important are suspensions? nanometer.
Present some suspension  It shows Tyndall
medicines. Example: effect because
of their large
size of particles.
 When it is left
for some time,
particles get
www.webmd.com
settled in the
bottom.
Ask: If you have a suspension Therefore, it is
medicine, what should be done not stable.
first before taking/drinking it?  The particles in
Shake the suspension medicines it can be
well to mix the particles well. separated
Important medicine particles may through the
settle at the bottom of the process of
container is undisturbed for a filtration.
long period of time.  It does not
In a suspension, the medicine is scatter light
mixed with a liquid, usually water, when particles
in which it cannot dissolve and are settled
therefore remains intact in the because in this
form of small particles. The case
important thing to remember is suspension
that you have to shake a breaks.
suspension before giving each (source:
dose so that the medicine https://www.toppr.co
particles are evenly distributed m/guides/chemistry/i
throughout the liquid. s-matter-around-us-
pure/what-is-a-
suspension/
Ask:
What is a suspension?
What are the characteristics of
102
suspension?
What makes suspension a non-
uniform mixture?
Individual Activity How important are

Think of a suspension which we suspensions?
normally use in daily lives. Then, Present some
fill the details below. suspension
medicines. Example:
Mixture:
Importance/use(s) of the mixture:
www.webmd.com
Ask: If you have a

suspension
medicine, what
should be done first
before
taking/drinking it?
Shake the
suspension
medicines well to
mix the particles
well. Important
medicine particles
may settle at the
bottom of the
container is
undisturbed for a
long period of time.
In a suspension, the
medicine is mixed
with a liquid, usually
water, in which it
cannot dissolve and
therefore remains
intact in the form of
small particles. The
important thing to
remember is that
you have to shake a
suspension before
giving each dose so
that the medicine
particles are evenly
distributed
throughout the
liquid.
Ask:
103
What is a
suspension?
What are the
characteristics of
suspension?
What makes
suspension a non-
uniform mixture?
Use Appendix C Use Appendix C.1
Instruction: Put a check () if Instruction: Put a
the following characteristics is for check () if the
suspension. Cross (X) if not. following
Explain your answer in not more characteristics is for
than two sentences. suspension. Cross
Evaluate (X) if not.
Suspension Suspension
does not scatter light does not

scatter light
uniform appearance
uniform
has two phases appearance
shows Tyndall effect has two

phases
particles can’t be
separated by physical means shows
tyndall effect
cannot differentiate
boundaries of particles particles
can’t be
heterogeneous type separated by
of mixture physical means
some particles settle cannot

at the bottom differentiate
boundaries of
particle size is greater particles
than 1 nanometer
heterogen
eous type of
mixture
some
particles settle at
the bottom
particle
size is greater
than 1
nanometer
Visit the link below for a quiz Visit the link below
https://www.proprofs.com/quiz- for a quiz
104
school/story.php?title=solutions- https://www.proprofs
suspensions .com/quiz-
school/story.php?titl
e=solutions-
suspensions
V. REMARKS _____ Lesson

carried. Move on to
_____ Lesson carried. Move on the next objective.
to the next objective. _____ Lesson not
_____ Lesson not carried. carried.
VI. REFLECTION
VII. OTHERS
V. No. of learners
who earned
80% on the
formative
assessment
W. No. of learners
who require
additional
activities for
remediation
X. Did the remedial __Yes __ No __Yes __ No
lessons work? __ of learners who caught up __ of learners who
No. of learners the lesson of ____. caught up the lesson
who have __ of learners who caught up of ____.
caught up with the lesson of ____. __ of learners who
the lesson __ of learners who caught up caught up the lesson
the lesson of ____. caught up the lesson
of ____.
__ of learners who
caught up the lesson
of ____.
Y. No. of learners __Yes __ No __Yes __ No

who continue to __ of learners who caught up __ of learners who
require the lesson of ____. caught up the lesson
remediation __ of learners who caught up of ____.
the lesson of ____. __ of learners who
__ of learners who caught up caught up the lesson
the lesson of ____. caught up the lesson
of ____.
__ of learners who
of ____.
Z. Which of my ___ Socratic questioning ___ Socratic

teaching ___ use of visual presentation questioning
strategies ___ Game-based learning ___ use of visual
105
worked well? ___ Pair Work presentation
Why did it ___ Cooperative Learning ___ Game-based
work? ___ Explicit Teaching learning
___ Group Collaboration ___ Pair Work
___ Differentiated instruction ___ Cooperative
___ Discovery Method Learning
___ Lecture Method ___ Explicit Teaching
___ Manipulative tools ___ Group
___ Demonstration Collaboration
___ Models ___ Differentiated
___ Interactive lecture instruction
demonstration ___ Discovery
___ Inquiry-based approach Method
___ Complete IMs ___ Lecture Method
___ Availability of Materials ___ Manipulative
___ Students eagerness to tools
learn ___ Demonstration
___ Group members ___ Models
collaboration/cooperation in ___ Interactive lecture
doing the task demonstration
___ audio visual presentation of ___ Inquiry-based
the lesson approach
___ Complete IMs
___ Availability of
Materials
___ Students
eagerness to learn
___ Group members
collaboration/cooperat
ion in doing the task
___ audio visual
presentation of the
lesson
AA.What difficulties ___ Bullying among students ___ Bullying among
did I encounter ___Student’s behavior/attitude students
which my ___ Colorful IMs ___Student’s
principal or ___ Unavailable technology behavior/attitude
supervisor can ___ Science/Computer/internet ___ Colorful IMs
help me solve? lab ___ Unavailable
____ additional clerical works technology
___
Science/Computer/int
ernet lab
____ additional
clerical works
BB.What innovation ____ Contextualized/localized ____
or localized and indigenized IMs Contextualized/localiz
material/s did I ____ localized video ed and indigenized
use/discover ____ Recycling of plastics to be IMs
which I wish to used as IMs ____ localized video
share with other ____ Recycling of
teachers? plastics to be used as
IMs
106
Appendix A
Experiment Time!
I. Materials needed:
3 spoonful of powdered chalk
1 cup of flour
1 cup of sand
350 mL Water
3 Beakers
3 Stirring rod
3 flashlights
II. Instruction:
Each group will do their respective task as mentioned below
Group 1: mixture of chalk and water.

Group 2: mixture of flour and water
Group 3: mixture of sand and water
1. After mixing, let the learners observe and take notes

2. Turn off the light, using a flashlight focus the light on their mixtures. Let
them take notes on their observation.
3. After 5-15 minutes, let them observe again and write their observations.
After their observation, let them look at the work of other groups and compare.
Let them have a group discussion.
Ask: What have you observed?
What type of mixture did you think your experiment was?
What is suspension?
107
Appendix A-1
OBSERVATION SHEET
Instruction: Answer the following questions.

GROUP 1
1. Can you still see the chalk
after mixing it with water?
Why?
2. How many phases did you

see in the mixture?
3. Can you physically

separate the mixture?
How?.
4. When lighted by a
flashlight, what have you
observed?
5. After some time, what

happen to the particles of
the chalk?
108
Appendix A-2
OBSERVATION SHEET

GROUP 2
1. Can you still see the flour
Why?

see in the mixture?

How?
observed?

happen to the flour
particles?
109
Appendix A-3
OBSERVATION SHEET

GROUP 1
1. Can you still see the sand
Why?

see in the mixture?

How?.
observed?

happen to the particles of
the sand?
110
Appendix B
4 PICS-ONE WORD GAME
1. Present the pictures.

2. Let the learners guess the word using the pictures as the clue.
Milk Tomato Juice
Source: sciencestruck.com
Source: pixabay.com
Cocoa Salt mix with water
Source: sites.google.com
Source: nollywoodgists.com
S O E O N H M O E G U
111
Appendix B-1
Oil and water Vegetable salad
Source: http://fc2.galenaparkisd.com
Source: Thoughtsco.com
Varied nuts Mix fruits
H T E U N E G O E R E O S
112
APPENDIX B-2
Vegetable soup Vinegar
Oil and water

Oil and sand
Source: Thoughtsco.com
S P E U N I N O S S
113
APPENDIX C
Instruction: Put a check () if the following characteristics is for suspension. Cross
() if not. Explain your answer in not more than two sentences
Suspension
does not scatter light
uniform appearance
has two phases
shows Tyndall effect
particles can’t be separated by physical means
cannot differentiate boundaries of particles
heterogeneous type of mixture
some particles settle at the bottom
particle size is greater than 1 nanometer
EXPLANATION BOX
114
APPENDIX C.1
Instruction: Put a check () if the following characteristics is for suspension. Cross
() if not. .
Suspension
does not scatter light
uniform appearance
has two phases
shows Tyndall effect
particles can’t be separated by physical means
cannot differentiate boundaries of particles
heterogeneous type of mixture
some particles settle at the bottom
particle size is greater than 1 nanometer

Time & Date Quarter First (Week 3
– Day 1)
115
I. OBJECTIVES
D. Content Standard The learners demonstrate understanding of the characteristics
and classifications of mixtures (solutions, colloids and
suspensions)
E. Performance Standard The learners shall be able to prepare beneficial and useful
mixtures such as drinks, food, and herbal medicines
F. Learning The learners should be able to describe the appearance and uses
Competencies/ of uniform and non-uniform mixtures. S6MT-IA-C-I
Objectives
Write the LC Code  Identify common household suspensions and their uses
for each
II. CONTENT
III. LEARNING
RESOURCES
C. References
pages
6. Learner’s Materials
pages
7. Textbook pages
8. Additional Materials
from Learning
Resource (LR) portal
D. Other Learning
Resources https://www.toppr.com/guides/chemistry/is-matter-around-us-
pure/what-is-a-suspension/
https://study.com/academy/lesson/what-is-suspension-in-science-
definition-types-examples.html
https://www.ck12.org/book/CK-12-Chemistry-
Intermediate/section/15.3/
http://www.srmuniv.ac.in/sites/default/files/downloads/SUSPENSI
ONS.pdf
IV. PROCEDURE Advance Learners Average Learners
116
ENGAGE Prepare the following materials Prepare the following
ahead of time: materials ahead of time:
1. Water 1. Water
2. Lemon/calamansi 2. Lemon/calamansi
3. Glass 3. Glass
Instruction: Instruction:
1. Mix the calamansi/lemon 1. Mix the
in a glass of water calamansi/lemon in a
2. Let the class observe the glass of water
mixture 2. Let the class observe
3. What happen to the pulps the mixture
when you let the mixture 3. What happen to the
stand for a couple of pulps when you let the
minutes? mixture stand for a
couple of minutes?
Ask: What makes this mixture a
suspension? Ask: What makes this mixture
a suspension?
Let the pupils review the
characteristics of a suspension. Let the pupils review the
characteristics of a
suspension.
EXPLORE With materials prepared ahead of

time let the pupils do an activity. With materials prepared
Remind the class about the group ahead of time let the pupils
norms. do an activity. Remind the
class about the group norms.
Group 1: Mixture of homemade
rice coffee an water Group 1: Mixture of
Group 2: mixture of sand and homemade rice coffee an
water water
Group 3: water and chlorine Group 2: mixture of sand and
water
After doing the mixture, let them Group 3: water and chlorine
answer activity sheet 1.
After doing the mixture, let
them answer activity sheet 1.
EXPLAIN Let the pupils explain/discuss
their answers. Let the pupils explain/discuss
their answers.
After the group discussions, the
teacher will correct some errors, After the group discussions,
if any, and discuss the uses of the teacher will correct some
household suspensions. errors, if any, and discuss the
uses of household
Below are samples of household suspensions.
suspensions and their uses. The
teacher may opt to add or modify Below are samples of
these examples. household suspensions and
their uses. The teacher may
. opt to add or modify these
1. Suspension medicines. examples.
Children don’t like
117
medicines with bitter 1. Suspension
tastes. Suspension medicines. Children
medicines taste better. don’t like medicines
They are also more stable with bitter tastes.
than other medicines. Suspension medicines
2. Fruit juices. Some fresh taste better. They are
juices like orange juice also more stable than
and calamansi are other medicines.
suspensions. The pulps 2. Fruit juices. Some
separates from the juice fresh juices like
of the fruit. Some people orange juice and
prefer drinking a no pulp calamansi are
juice than with pulps. suspensions. The
Others like juices with pulps separates from
pulp because of its health the juice of the fruit.
benefits. Some people prefer
3. Rice Coffee. Though drinking a no pulp
those particles at the juice than with pulps.
bottom of the rice coffee Others like juices with
does not have any special pulp because of its
use, rice coffees have health benefits.
them. It is because it is 3. Rice Coffee. Though
almost impossible to those particles at the
strain or filter them. bottom of the rice
4. Chlorine in water. coffee does not have
Sometimes due to large any special use, rice
particles of chlorine some coffees have them. It
settle at the bottom after is because it is almost
some time. impossible to strain or
filter them.
4. Chlorine in water.
Sometimes due to
large particles of
chlorine some settle at
the bottom after some
time.
ELABORATE DRAW AND TELL DRAW AND TELL

Have the class draw their favorite Have the class draw their
household suspension and tell favorite household
why they like it. suspension and write why
they like it.
Criteria:
Originality: 15% Criteria:
Relevance to the topic: 10% Originality: 15%
Neatness: 15% Relevance to the topic: 10%
Color Harmony/Aesthetic Appeal: Neatness: 15%
20% Color Harmony/Aesthetic
Discussion: 40% Appeal: 20%
Discussion: 40%
Grammar: 10
Thought: 20
Penmanship/Neatness;10
118
SONG/RAP SONG/RAP
Pupils will make their own lyrics Pupils will make their own
telling the uses of household lyrics telling the uses of
suspensions. household suspensions.
Criteria: Criteria:
Originality: 35% Originality: 35%
Relevance to the topic: 20% Relevance to the topic: 20%
Clarity of Lyrics: 15% Clarity of Lyrics: 15%
Quality of voice: 10% Quality of voice: 10%
Teamwork: 10% Teamwork: 10%
Over-all Performance: 10% Over-all Performance: 10%
The teacher will then conclude The teacher will then

the discussion by explaining conclude the discussion by
important points about household explaining important points
suspensions. about household
suspensions.
EVALUATE Instruction: Instruction:
Think of 5 household Identify whether the following
suspensions you have at home suspension is a household
and write at least 2 sentences mixture or not. Put a check
each their purpose. () if it is a household
suspension and a cross (x) if
not.
__ 1. Salad dressing
__ 2. Sand and water
__ 3. Chalk and water
__ 4. Coconut milk and water
__ 5. Lemonade
ELABORATE Have an advance study about Have an advance study about

colloids. colloids.
V. REMARKS
VI. REFLECTION
VII. OTHERS
CC.No. of learners who
earned 80% on the
formative assessment
DD. No. of learners who
require additional
activities for
remediation
EE. Did the remedial __Yes __ No __Yes __ No
lessons work? No. of __ of learners who caught up the __ of learners who caught up
learners who have lesson of ____. the lesson of ____.
caught up with the __ of learners who caught up the __ of learners who caught up
lesson lesson of ____. the lesson of ____.
__ of learners who caught up the __ of learners who caught up
lesson of ____. the lesson of ____.
119
FF. No. of learners who __Yes __ No __Yes __ No
continue to require __ of learners who caught up the __ of learners who caught up
remediation lesson of ____. the lesson of ____.
GG. Which of my ___ Socratic questioning ___ Socratic questioning

teaching strategies ___ use of visual presentation ___ use of visual presentation
worked well? Why did ___ Game-based learning ___ Game-based learning
it work? ___ Pair Work ___ Pair Work
___ Differentiated instruction ___ Differentiated instruction
___ Inquiry-based approach ___ Inquiry-based approach
___ Availability of Materials ___ Availability of Materials
___ Students eagerness to learn ___ Students eagerness to
collaboration/cooperation in doing ___ Group members
the task collaboration/cooperation in
___ audio visual presentation of doing the task
the lesson ___ audio visual presentation
of the lesson
HH.What difficulties did I ___ Bullying among students ___ Bullying among students
encounter which my ___Student’s behavior/attitude ___Student’s
principal or supervisor ___ Colorful IMs behavior/attitude
can help me solve? ___ Unavailable technology ___ Colorful IMs
___ Science/Computer/internet ___ Unavailable technology
lab ___
____ additional clerical works Science/Computer/internet
lab
____ additional clerical works
II. What innovation or ____ Contextualized/localized ____ Contextualized/localized
localized material/s did and indigenized IMs and indigenized IMs
I use/discover which I ____ localized video ____ localized video
wish to share with ____ Recycling of plastics to be ____ Recycling of plastics to
other teachers? used as IMs be used as IMs
120
Appendix A
ACTIVITY 1
6. Can you still see the

coffee/sand/chlorine after
mixing it with water? Why?

see in the mixture? Why?

happen to the particles?
9. What makes the mixture a

suspension?
10. What do you think is/are

the benefit(s) of the
particles at the bottom of
the mixture?
121
Time & Date: Quarter: First
Week 3
(Day 2)
XIV. OBJECTI
VES:
G. Content The learners demonstrate understanding of different

H. Performan The learners should be able prepare beneficial and

ce Standards useful mixtures such as drinks, food, and herbal
medicines.
I. Learning The learners should be able to describe the

Objectives mixtures
S6MT-IA-C-I
Infer that colloid is a non-uniform mixture.
XV.CONTENT Mixture and their Characteristics:

Colloid as a Non-Uniform Mixture
XVI. LEARNIN
G RESOURCES
A. References K to 12 Science Curriculum Guide August 2016. Page

81
9. TG pages
10. LM pages
11. Textbook
pages
12. Additional
Materials
from LR
portal
E. Other https://www.youtube.com/watch?v=Yo07oWNJgAA
Learning
Resources
122
XVII. PROCED A B
URE
 Drill: (Reading of science terms in flashcards/ in

screen)
-Colloids
-Tyndall Effect
-Homogenous
-Heterogenous
-Transparent
-Naked eye
-Scatters
Engage
 Gelatin is said to be a mixture.
What kind of mixture is it?
 Picture Analysis.
Show various pictures of colloids such as milk,
cheese, mayonnaise, gelatin and more.
 Guide Question:
What is common among these pictures?
 Group activity (Group learners into 4)

Explore  What are the norms to be followed in
performing group activity?
 Distribute the activity worksheet.
See Appendix A
 Presenting rubrics for group work

activity. (See Appendix B)
 Reporting of group outputs.

 Analysis and discussions of learners’
outputs
Explain  Questions: (To develop critical thinking)
1. Which mixture exhibits rays that scatter
when a beam of light is passed through
them?
2. What kind of test is applied to each
mixture?
How do we know that a mixture is a
colloid? Why?
Showing video presentation “Properties of

Colloids”.
Elaborate • What is a colloid?

How do we know that a mixture is a colloid?
123
How do you handle the materials especially
boiling water in order not to cause burn?
• A mixture with particles evenly scattered

in a dispersed medium without settling down is
a called colloid. Investigating a colloidal
property of the mixtures: flour dissolved in
water is a colloid while sugar dissolved in water
is a solution. The flour particles can absorb,
reflect and scatter light; therefore, a beam of
light passing through the set-up was visible.
This scattering of light is called Tyndall Effect.
Tyndall Effect is seen as a beam of light in a
colloid because there is a scattering of light
when light beams pass through it due to the
dispersed particles which absorb, reflect and
scatter the light.
• Colloid is a special kind of mixture that
contains very tiny particles that cannot be seen
by the unaided eye. The tiny particles do not
settle down. Instead, they move rapidly and
collide with or bump each other. This motion of
the tiny particles is called Brownian motion. In
adding a powdered milk to a glass of warm
water, you can form a cloudy mixture but the
milk particles do not settle down. The milk that
you drink every day is called colloid.
• Solutions, suspensions and colloids
exhibit characteristics that can be perceived as
similar, but they are actually not. For instance,
colloids have particles that are slightly smaller
than the particles of a suspension; colloidal
particles, however, are larger than the particles
of solutions. Colloidal particles are in-between
the sizes of suspension and solution particles
and cannot be seen by the naked eye; instead,
they are visible through a microscope only.
• The different examples of colloids are
important to daily life. Natural colloids such as
blood, clouds and fog are basic for living things.
Man-made colloids are also useful. Numerous
colloids such as milk, butter, gelatin, jam, jelly,
and other creamy substances such as
mayonnaise and whipped cream, are used as
food or ingredients for preparing food. Some
colloids such as magnesium hydroxide,
creams, and ointments are used as medicines
and cosmetics. Paints have both protective and
decorative functions. Styrofoam, inks, and
white glues are used in offices and printing
press. Insecticides are used in farming.
Artificial aerosols are not environment-friendly.
These products contain chlorofluorocarbons
(CFCs) which act as propellants. Experts say
124
the CFCs, destroy the ozone layer, the layer
that protects the earth from the ultraviolet rays
of the sun.
 Read the  Read the

statement. Encircle statement. Then
the YES if it is encircle the YES if
correct, NO if it is it is correct and
incorrect then NO if it is incorrect.
underline the word
that make the YES NO 1.
statement incorrect Colloids are
and write the homogeneous
correct word. mixtures.
YES NO 2.
YES NO 1. Light cannot pass
Colloids are through colloidal
homogeneous particles.
mixtures. YES NO 3.
YES NO 2. The components
Light cannot pass of a colloid do not
through colloidal settle at the
particles. bottom.
Evaluate YES NO 3. YES NO 4.
The components Colloid particles
of a colloid do not are bigger than
settle at the suspension
bottom. particles.
YES NO 4. YES NO 5.
Colloid particles Colloid
are bigger than particles are
suspension larger than
particles. solution particles.
YES NO 5.
Colloid particles
are larger than
solution particles.
XVIII. REMARK _____Lesson carried. _____Lesson carried.

S Move on to the next Move on to the next
_____Lesson not carried. _____Lesson not carried.
XIX. REFLECTION
XX. OTHERS
O. No. of
learners who
earned 80% on
the formative
assessment
125
P. No. of
learners who
require additional
activities for
remediation
Q. Did the ___Yes ___No ___Yes ___No

remedial lesson ___of learners who ___of learners who
work? No. of caught up the caught up the
learners who lesson of ___. lesson of ___.
have caught up ___of learners who ___of learners who
with the lesson. caught up the caught up the
R. No. of ___Yes ___No ___Yes ___No

learners who ___of learners who ___of learners who
continue to caught up the lesson caught up the lesson
require of ___. of ___.
remediation ___of learners who ___of learners who
of ___. of ___.
of ___. of ___.
caught up the lesson up the lesson of ___.
of ___.
S. Which of ___Socratic ___Socratic

my teaching questioning questioning
strategies worked ___use of visual ___use of visual
well? presentation presentation
Why did these ___Game-based ___Game-based
work? learning learning
___Pair work ___Pair work
___Cooperative ___Cooperative
Learning Learning
___Explicit Teaching ___Explicit
___Group Teaching
collaboration ___Group
___Differentiated collaboration
instruction ___Differentiated
___Discovery Method instruction
___Lecture Method ___Discovery
___Manipulated tools Method
___Demonstration ___Lecture
___Models Method
___Interactive lecture ___Manipulated
126
Demonstrations tools
___Inquiry-based ___Demonstration
approach ___Models
Why? ___Interactive
___Complete IMs lecture
___Availability of __Demonstrations
materials ___Inquiry-based
___Student’s approach Why?
eagerness to ___Complete IMs
learn ___Availability of
___Group member’s materials
collaboration/ ___Student’s
cooperation in eagerness to
doing learn
their tasks ___Group
___audio visual member’s
presentation of the collaboration/
lesson cooperation in
doing their
tasks
___audio visual
presentation of
the lesson
T. What ___Bullying among ___Bullying

difficulties did I students among
encounter which, ___Students’ behavior/ students
my principal or attitude ___Students’
supervisor can ___Colorful IMs behavior/
help me solve? ___Unavailable attitude
Technology ___Colorful IMs
___Science/ ___Unavailable
Computer/ Technology
internet lab ___Science/
___additional clerical Computer/
works internet lab
works
U. What ___Contextualize/ ___Contextualize/

innovation or localized localized and
localized and indigenized indigenized
materials did I IMs IMs
which I wish to ___Recycling of ___Recycling of
share with other plastics to plastics to be
teachers? be used as IMs used as IMs
127
Appendix A
(Activity Worksheet)
Name: Score:
Grade & Section: Date:
SCIENCE AND HEALTH 6

Unit 1 (Week 3 - Day 2)
 Activity 1
1. Measure 100 ml. of tap water in one beaker.
2. Add a teaspoon of sugar. Stir the water until all sugar particles dissolve.
 Activity 2
1. Stir a teaspoon of gaw-gaw in tap water.
2. Pour the mixture into another beaker containing 100 ml. of boiling water.
3. Allow the mixture to cool and set aside.
 Activity 3
1. Measure 100 ml. of tap water in the third beaker.
2. Add a teaspoon of uncooked gaw-gaw powder.
 Activity 4
1. To each beaker, direct a beam of light from a penlight in dark room.
(Note: You may use a big black cloth to cover yourself in lieu of a dark room)
2. Look at the ray of light focused at right angle with the mixture.
 Questions:
1. Compare the colors of the mixtures.
___________________________________________________________
________________
2. Which of the three mixtures is/ are homogeneous? Heterogeneous?
___________________________________________________________
________________
3. Which is clear and transparent or no particles are observed?
___________________________________________________________
________________
4. Which has fine particles that do not settle? Are these particles visible to
the naked eye?
___________________________________________________________
________________
5. Which mixture has big particles that tend to settle at the bottom of the
container?
___________________________________________________________
________________
6. Which exhibits Tyndall Effect?
___________________________________________________________
________________
 Conclusion:
______________________________________________________________
_____________
______________________________________________________________
_____________
______________________________________________________________
_____________
 Guide questions.
128
1. Which mixture exhibits rays that scattered when a beam of light is passed
through it? What kind of Test is applied to the mixture?
___________________________________________________________
________________
___________________________________________________________
________________
2. So therefore, how do we know that this mixture is a colloid? Why?
___________________________________________________________
________________
Appendix B
129
Time & Date: Quarter: First
Week 3
(Day 3)
XXI. OBJECTIVES:
J. Content Standards The Learners demonstrate understanding of different

types and their characteristics.
K. Performance The Learners should be able prepare beneficial and

Standards useful mixtures such as drinks, food, and herbal
medicines.
L. Learning The Learners should be able to identify common

Competencies/ household colloids and their uses.
Objectives (Write S6MT-I-a-c-1
the LC Code for  recognize common household colloid and
each) their uses.
XXII. CONTENT Properties

•Mixture and their Characteristics
-Homogenous and Heterogeneous mixtures
XXIII. LEARNING
RESOURCES
F. References K to 12 Science Curriculum Guide August 2016.

Page 81
13. TG pages
14. LM pages
15. Textbook pages
16. Additional
Materials from
LR portal
G. Other Learning https://www.youtube.com/watch?v=dvgWwqv5ZAY

Resources
XXIV. PROCEDURE A B
130
 Game. (Unscramble Letters)
Engage - Gelatin
- Milk
- Whipped Cream
- Ink
- Insecticide Spray
- Paint
- Creams
 Do you have these things at home?

 Can you describe the characteristics of these
things?
Where/when do you use it?
Group activity (Group learners into 4)

Explore  What are the norms to be followed in
performing group activity?
 Distribute the activity worksheet.
See Appendix A
.
 Presenting rubrics for group work activity.

Explain  Reporting of group outputs.
 Analysis and discussions of learners’ outputs
 Questions: (To develop critical thinking)
3. What is the importance of colloids to us
and the environment?
Is there any important problem that we may face in
using some colloid? If yes, what?
 Showing video presentation “Colloids

Examples”.
 The different examples of colloids are

important to daily life. Natural colloids such
as blood, clouds and fog are basic for living
things. Man-made colloids are also useful.
Numerous colloids such as milk, butter,
gelatin, jam, jelly, and other creamy
substances such as mayonnaise and
Elaborate whipped cream, are used as food or
ingredients for preparing food. Some colloids
such as magnesium hydroxide, creams, and
ointments are used as medicines and
cosmetics. Paints have both protective and
decorative functions. Styrofoam, inks, and
white glues are used in offices and printing
press. Insecticides are used in farming.
 Artificial aerosols are not environment-
friendly. These products contain
chlorofluorocarbons (CFCs) which act as
propellants. Experts say the CFCs, destroy
131
the ozone layer, the layer that protects the
earth from the ultraviolet rays of the sun.
.
 Write the uses  Match the

opposite to COLLOIDS to its
each example uses.
of colloid. Colloids Uses
 Empty Hair Gel Condiment
containers of that
the given enhances
products can food flavor
be used better. Ketchup For
Colloids Use application
s on the skin
Evaluate Shampoo Glue To attach
Lotion a picture
Dishwashin on the
g liquid paper
Butter Ointmen For hair
Cotton t styling
candy Paste Binds
materials
like
cloth/pape
r
XXV. REMARKS _____Lesson carried. _____Lesson carried. Move

Move on to the next on to the next objective.
objective. _____Lesson not carried.
_____Lesson not
carried.
XXVI. REFLECTION
XXVII. OTHERS
V. No. of learners who

earned 80% on the
formative
assessment
W. No. of learners who

require additional
activities for
remediation
132
X. Did the remedial ___Yes ___No ___Yes ___No
lesson work? No. of ___of learners who ___of learners who
learners who have caught up the caught up the
caught up with the lesson of ___. lesson of ___.
lesson. ___of learners who ___of learners who
Y. No. of learners who ___Yes ___No ___Yes ___No

continue to require ___of learners who ___of learners who caught
remediation caught up the up the lesson of ___.
lesson of ___. ___of learners who caught
lesson of ___.
___of learners who
caught up the
lesson of ___.
Z. Which of my ___Socratic ___Socratic questioning

teaching strategies questioning ___use of visual
worked well? ___use of visual presentation
Why did these presentation ___Game-based learning
work? ___Game-based ___Pair work
learning ___Cooperative Learning
Learning ___Differentiated instruction
___Explicit Teaching ___Discovery Method
___Group ___Lecture Method
collaboration ___Manipulated tools
___Differentiated ___Demonstration
instruction ___Models
___Discovery Method ___Interactive lecture
___Lecture Method Demonstrations
___Manipulated tools ___Inquiry-based approach
___Demonstration Why?
___Models ___Complete IMs
___Interactive lecture ___Availability of materials
Demonstrations ___Student’s eagerness to
___Inquiry-based learn
approach Why? ___Group member’s
___Complete IMs collaboration/
___Availability of cooperation in doing
materials their tasks
133
___Student’s ___audio visual
eagerness to learn presentation of the lesson
___Group member’s
collaboration/
cooperation in
doing their tasks
___audio visual
presentation of the
lesson
AA.What difficulties did I ___Bullying among ___Bullying among students

encounter which, my students ___Students’ behavior/
principal or ___Students’ attitude
supervisor can help behavior/ attitude ___Colorful IMs
me solve? ___Colorful IMs ___Unavailable Technology
___Unavailable ___Science/ Computer/
Technology internet lab
___Science/ ___additional clerical works
Computer/ internet
lab
works
BB.What innovation or ___Contextualize/ ___Contextualize/ localized

localized materials localized and and indigenized IMs
did I use/discover indigenized IMs ___localized video
which I wish to ___localized video ___Recycling of plastics to
share with other ___Recycling of be used as IMs
teachers? plastics to be used
as IMs
134
Appendix A (Activity Worksheet)
Name: Score:
Grade & Section: Date:
SCIENCE AND HEALTH 6

Unit 1 (Week 3 - Day 3)
 Problem:
You and your mother brought the following items from the supermarket:
mayonnaise, butter, brown sugar, milk, oil, salt, detergent powder, shampoo,
canned goods, dishwashing liquid, toothpaste, vinegar, soy sauce, olive oil,
and ketchup.
 Select 6 items that are colloids and describe its uses. Write your
answers on the table below:
Colloid Items Uses of Colloids
 Question:
7. How these colloids are important to our daily life?
___________________________________________________________
________________
___________________________________________________________
________________
___________________________________________________________
________________
___________________________________________________________
________________
___________________________________________________________
________________
135
Appendix B
136
Time and Date Week 3 (Day 4) Quarter First
I. OBJECTIVES
A. Content The learners demonstrate understanding of different types of
Standards mixtures and their characteristics.
B. Performance The learners should be able to prepare beneficial and useful
Standards mixtures such as drinks, food, and herbal medicines.
C. Learning The learners should be able to prepare beneficial and useful
Competencies/ mixtures such as drinks, food and herbal medicines.
Objectives S6MT-Ia-c-1
 Prepare beneficial and useful mixtures such as drinks, food
and herbal medicines.
II. CONTENT Mixtures and their Characteristics
III. LEARNING
RESOURCES
A. References K TO 12. Curriculum Guide in Science 6 p.80
1. Teacher's
Guide pages
2. Learner's
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES Advance Learners Average Learners
Engage Game: Feel Me, Smell Me Game: Guess What?
Types of Colloids Types of Colloids
The teacher will let the learners The teacher will show pictures
experience to hold or smell the then the learners will identify on
types of colloids then identify which type of colloids does it
on which type of colloids does it belong. The group who got the
belong. The group who got the perfect answer will have the
perfect answer will have the chance to interchange their
chance to interchange their materials with other group.
materials with other group
Game: 4 pics 1 word Game: Scramble Letters

The teacher will show pictures The teacher will show rumbled
on the screen that represents a letters and the learners will
theme. The learners will guess arrange it to form a word.
the theme by completing the 1. okbu lasda- buko salad
blank spaces to form the word. 2. eflusu- useful
Pictures needed:1. a glass, 3. laiifcneeb- beneficial
herbs, a man drinking, boiling
water
137
_er_a_ _ri_k
2.Pictures needed: mixing
bowl, ingredients, halu-halo, a
hand holding a spatula
_i_tu_e
Explore 1. Group Activity: Divide 1. Group Activity: Divide the
the learners into 2. learners into 2.
2. Recall the standards to 2. Recall the standards to
follow when doing the activity. follow when doing the activity.
3. Distribute Activity 3. Distribute Activity Sheets.
Sheets. Each group will have Each group will have an activity
an activity card different from card different from the others.
the others. 4. Answer the following
4. Answer the following questions after the activity:
questions after the activity: d. What kind of mixture did
a. What kind of mixture did you prepare?
you prepare? e. How beneficial or useful
b. How beneficial or useful is your mixture preparation to our
is your mixture preparation to health?
our health? What are the precautionary
c. What are the measures that you should
precautionary measures that observe when preparing a
you should observe when food/drink?
preparing a food/drink?
Activity 1 Activity 1
Herb Tea for Dry Cough Calamansi Juice with Turmeric
Ingredients: for Soar Throat
2 cups of water Ingredients:
2 Tbsp. of pure honey 10 pcs. Calamansi
5 pcs. Calamansi 2 cups of water
5 pcs. Oregano Leaves 2 Tbsp. of pure honey
3 pcs. lemon grass leaves with 100 grams turmeric
stalks Procedure:
Procedure: 1. Prepare the turmeric by
1. Prepare 5 leaves of washing it in a running water.
Oregano and 3 pcs. lemon 2. Slice the turmeric into
grass by washing them in a cubes.
running water. 3. Then boil the water with
2. Let the water boil for 5 the turmeric for 5 minutes.
minutes with the lemon grass. 4. Serve it hot or cold with
3. Extract oregano leaves the calamansi juice to enhance
by using mortar and pestle and the taste.
mix it with the boiling water.
4. Add the 2 Tbsp. Honey
5. Serve it hot or cold with
the calamansi juice to enhance
the taste.
Buko-pandan Salad Mais Con Yelo
Ingredients: Ingredients:
1 sachet powdered clear 2 cups Crushed Ice
gelatin mix ½ cups sweet corn kernel
2 cups of water 5 Tbsp. Condensed milk
138
5 pcs. Buko-pandan leaves Procedure:
2 cups grated coconut-meat 1. Mix all the ingredients in
1 small can condensed milk a serving bowl.
1 pack all-purpose cream. 2. Add or reduced the
Procedure: amount of condensed milk
1.Boil the water with the buko- according to your reference.
pandan leaves and powdered Note: Wear your apron and hair
clear gelatin. net when doing the activity.
2. Remove the buko-pandan Make sure you wash your hands
leaves and pour it in a thoroughly.
rectangular pan.
3. Set aside and let it cool for 5
minutes.
4. Mix all the remaining
ingredients in a separate bowl.
5. Slice the gelatin into cubes
then mix it with all the
remaining ingredients.
Note: Wear your apron and hair
net when doing the activity.
Make sure you wash your
hands thoroughly.
Explain 1. Reporting of group outputs 1. Reporting of group outputs
2. Analysis and discussions of 2. Analysis and discussions of
learners’ outputs learners’ outputs
3. Outline learners’ answers on 3. Outline learners’ answers on
the board. the board.
4. Teacher asks questions to 4. Teacher asks questions to
develop critical thinking. develop critical thinking.
a. What is the use of the a. What is the use of the mixture
mixture that you prepared? that you prepared?
b. Is it beneficial or not? why? b. Is it beneficial or not? why?
c. What mixture can we prepare c. What mixture can we prepare
that will give us the health that will give us the health
benefits? benefits?
d. What are the healthy d. What are the healthy benefits
benefits that we can get from that we can get from this
this mixture? mixture?
Elaborate Teaching Part Teaching Part
The teacher discusses further The teacher discusses further
about the beneficial and useful about the beneficial and useful
mixtures taken from LRMDS mixtures taken from LRMDS
portal. portal.
Can you name some mixtures Can you name some mixtures
that are important to you? that are important to you?
A lot of foods and drinks are A lot of foods and drinks are
beneficial to you. For example, beneficial to you. For example,
tea with herbs that can heal tea with herbs that can heal
minor illnesses like lagundi minor illnesses like lagundi
leaves for cough, guava leaves leaves for cough, guava leaves
for diarrhea, and others. They for diarrhea, and others. They
undergo years of research for undergo years of research for
their healthy components which their healthy components which
can prevent certain illnesses. It can prevent certain illnesses. It
offers healthy benefits by offers healthy benefits by
139
providing us the needed providing us the needed
nutrients. For instance, nutrients. For instance,
vegetable salad available in our vegetable salad available in our
local market which can provide local market which can provide
us our daily dose of vitamins us our daily dose of vitamins and
and minerals. minerals.
Ask: Ask:
• Where can we use your • What is the use of the mixture
prepared mixtures? that you prepared?
• What mixtures did you • Is it beneficial or not? why?
prepare which has health • What mixture can we prepare
benefits? that will give us the health
• What other health benefits benefits?
can we get from different • What are the healthy benefits
mixtures? that we can get from this
mixture?
Application Application
Group the class into four. Group the class into four.
The teacher will distribute fruits The teacher will distribute fruits
that can be made into a juice that can be made into a juice like
like orange, lemon, melon and orange, lemon, melon and buko.
buko. They will make their juice
They will make their juice through a demonstration.
through a demonstration.
Evaluate Post pictures of local Post pictures of local ingredients
ingredients taken from the taken from the school garden in
school garden in the board. Let the board. Let the learners by
the learners by group create a group create a recipe of their
recipe of their own. Make sure own. Make sure they have a
they have a write-up on how write-up on how they will prepare
they will prepare the food/drink. the food/drink. Let them site the
Let them site the benefits that benefits that they could get from
they could get from the food the food they created.
they created. Let them perform the following
Let them perform the following preparations by providing them
preparations by providing them the real ingredients taken from
the real ingredients taken from the school garden.
the school garden.
Rubrics Scoring:
Rubrics Scoring: Demonstration of the
Demonstration of the Preparation-50%
Preparation-50% Write-up of the preparation that
Write-up of the preparation that will highlights the procedure and
will highlights the procedure healthy benefits of the
and healthy benefits of the food/drink. - 50%
food/drink. - 50%
Ask a nutritionist/experts/chef Ask a nutritionist/experts/chef
from the LGU or barangay of from the LGU or barangay of
some examples of beneficial or some examples of beneficial or
useful mixtures? useful mixtures?
140
V. REMARKS _____ Lesson carried. Move on _____ Lesson carried. Move on
to the next objective. to the next objective.
_____ Lesson not carried. _____ Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners ___Yes ___No ___Yes ___No

who earned ___of learners who ___of learners who
80% on the caught up the caught up the
formative lesson of ___. lesson of ___.
assessment ___of learners who ___of learners who
B. No. of learners ___Yes ___No ___Yes ___No
who require ___of learners who caught up ___of learners who caught up
additional the lesson of ___. the lesson of ___.
activities for ___of learners who caught up ___of learners who caught up
remediation the lesson of ___. the lesson of ___.
___of learners who caught up ___of learners who caught up
the lesson of ___. the lesson of ___.
___of learners who caught up ___of learners who caught up
the lesson of ___. the lesson of ___.
___use of visual presentation ___use of visual presentation
___Game-based learning ___Game-based learning
___Cooperative Learning ___Cooperative Learning
___Explicit Teaching ___Explicit Teaching
___Differentiated instruction ___Differentiated instruction
___Manipulated tools ___Manipulated tools
___Models ___Models
C. Did the ___Interactive lecture ___Interactive lecture
remedial Demonstrations Demonstrations
lessons work? ___Inquiry-based approach ___Inquiry-based approach
No. of learners Why? Why?
who have ___Complete IMs ___Complete IMs
caught up with ___Availability of materials ___Availability of materials
the lesson ___Student’s eagerness to ___Student’s eagerness to learn
learn ___Group member’s
___Group member’s collaboration/ cooperation in
collaboration/ cooperation in doing their tasks
141
doing their tasks ___audio visual presentation of
___audio visual presentation of the lesson
the lesson
D. No. of learners ___Bullying among students ___Bullying among students
who continue ___Students’ behavior/ attitude ___Students’ behavior/ attitude
to require ___Colorful IMs ___Colorful IMs
remediation ___Unavailable Technology ___Unavailable Technology
___Science/ Computer/ internet ___Science/ Computer/ internet
lab lab
___additional clerical works ___additional clerical works
E. Which of my ___Contextualize/ localized ___Contextualize/ localized and
teaching and indigenized IMs indigenized IMs
strategies ___localized video ___localized video
worked well? ___Recycling of plastics to be ___Recycling of plastics to be
Why did it used as IMs used as IMs
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
142
Time & Date Quarter First ( Week 4 Day 1)
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 The learners should be able to enumerate techniques in

separating mixtures such as decantation, evaporation, filtering,
sieving and using of magnet.
S6MT-Id-f-2
Objectives
 Describe decantation as a process of separating
mixtures
-Separate liquid and solid mixtures through decantation

-Identify the methods used in the process of
decantation
-Illustrate the process of decantation
II. CONTENT Separating Mixtures: Decantation

III. LEARNING K to 12 Curriculum Guide August 2016
RESOURCES Science 6 page 83
A. References
Pages
2. Learner’s
Materials pages
3. Text book pages Science Spectrum 4 by Fallaria et.al p. 156
The New Science Links 6 by Evelyn Castante-Padpad et.al

(2017 Edition) pp.87 and91
Science in Our World 6 by Norma Garcia, et al 2014 p.24-25,40

from Learning LRMDS: Science 6 Quarter 1 week 4
Resources Daily Lesson Log - Decantation
B. Other Learning https://sciencelessonssite.wordpress.com/lesson-plans/lesson-
Resources 4-decantation-filtration-session-1/
https://www.scribd.com/doc/147308397/Lab-Decantation
https://www.youtube.com/watch?v=jhX_mk9TJeU
(solid-liquid)
143
https://www.youtube.com/watch?v=PMB879NxGHU
(solid-liquid using rod)
https://www.thoughtco.com/definition-of-decantation-604990
https://byjus.com/chemistry/decantation/
(solid-liquid)
IV. PROCEDURE A B
A. Scavengers Hunt A. Scavengers Hunt

( Dyad) (Group of 5)
Teacher asks review questions
and the students search the Teacher asks review
answer around the classroom. questions and the students
Engage search the answer around
the classroom.
Have you tried cooking rice?
How did you do it?
Why do you wash the rice? Have you tried cooking rice?
How did you do it?
Why do you wash the rice?
The teacher says: The teacher says:
Sometimes, it may not be Sometimes, it may not be

possible to separate possible to separate
components of a mixture components of a mixture
using the processes using the processes
discussed previously. For discussed previously. For
example in cooking rice,
example in cooking rice,
there are other impurities that
there are other impurities
need to be removed before
finally cooking it. that need to be removed
before finally cooking it.
What do we call that process
of removing the other What do we call that
impurities? process of removing the
Explore other impurities?
The teacher divides the class
into groups and distribute the The teacher divides the
Activity Guide and the Activity class into groups and
Rubrics for the presentation. distribute the Activity
*Groups 1-2 will use water & Guide and the Activity
Sand Rubrics for the
Groups 3-4 will use water & presentation.
wood shavings
If the pupils will use a rod
If the pupils will use a rod teacher may show this
teacher may show this video: video:
https://www.youtube.com/wat https://www.youtub
ch?v=PMB879NxGHU e.com/watch?v=PM
B879NxGU
144
Group Activity: Group Activity:
Present the suggested Present the
rules for group work suggested rules for
(See Appendix A) group work
Rubric (See Appendix A)
(See Appendix D)

Let It Sink & Separate! The Heavy Rice:
(See Appendix C) Settle or Float?
(See Appendix B)
Rubric
(See Appendix D)
The teacher will call student

to read the rubrics for the The teacher will call
group presentation. student to read the
rubrics for the group
Pupils present their output on presentation.
the activity.
Pupils present their
Explain The teacher will give output on the activity.
feedback about the result.
The teacher will give
feedback about the result.
Based from the process/es that Based from the process/es

you used, how will you that you used, how will you
describe/define decantation? describe/define
decantation?
The teacher generalize the
pupils answers or may say the Decantation is the “pouring
following: off” of a liquid from a
solid/liquid mixture.The
Decantation is done to separate
mixture is allowed to settle,
particulates from a liquid by
and the liquid is removed
Elaborate allowing the solids to settle to
while preventing the solid
the bottom of the mixture and
from escaping.
pouring off the particle-free
part of the liquid. It is the Show the ff. illustrations
“pouring off” of a liquid from a while discussing the
solid/liquid mixture.The mixture concepts.
is allowed to settle, and the
liquid is removed while
preventing the solid from
escaping.
145
For example, a mixture (possibly
from a precipitation reaction) is
allowed to stand so that gravity
has time to pull the solid to the
bottom of a container. The
process is called sedimentation.
Using gravity only works when
the solid is less dense than the
liquid. Clearwater may be
obtained from mud by simply
allowing time for the solids to
separate from the water.
Show the ff. illustrations while

discussing the concepts.
A. Illustrate the process A. Label the

of decatation. Label
your illustrations
B. Write a rap/poem
about the process
used in separating
liquid and solid
mixtures through
Evaluation decantation
C. Completing the table.

Liquid and Describe the illustration below
solid decantation
Mixtures process
that can
be
separated B. Use the words in the box
in completing the paragraph
146
through below.
decantatio
n mixture solid liquid
removed
settle denser technique
1.
pouring off
2.
Decantation is the
________ of a
____________ from a
3. solid/liquid _______.The
mixture is allowed to
_______, and the liquid is
________ while preventing
the ______ from escaping.
Additional activities for Group the pupils and assign Group the pupils and assign
application each group to bring the each group to bring the
following materails following materails
Clear glass or cup container Clear glass or cup container

Tray Tray
Cooking oil Cooking oil

Kerosene Kerosene
Soy sauce Soy sauce
Vinegar Vinegar
Water
V. REMARKS _____Lesson carried.Move on to the next objective

_____Lesson not carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial __Yes __ No __Yes __ No
lessons work? No. of __ of learners who caught up __ of learners who caught
learners who have the lesson of ____. up the lesson of ____.
caught up with the __ of learners who caught up __ of learners who caught
lesson the lesson of ____. up the lesson of ____.
147
D. No. of learners who __Yes __ No __Yes __ No

continue to require __ of learners who caught up __ of learners who caught
remediation the lesson of ____. up the lesson of ____.
E. Which of my ___ Socratic questioning ___ Socratic questioning

___ Differentiated instruction ___ Differentiated
___ Discovery Method instruction
___ Lecture Method ___ Discovery Method
___ Manipulative tools ___ Lecture Method
___ Demonstration ___ Manipulative tools
___ Models ___ Demonstration
___ Interactive lecture ___ Models
demonstration ___ Interactive lecture
___ Inquiry-based approach demonstration
___ Complete IMs ___ Inquiry-based approach
___ Availability of Materials ___ Complete IMs
___ Students eagerness to ___ Availability of Materials
learn ___ Students eagerness to
collaboration/cooperation ___ Group members
in doing the task
___ audio visual presentation collaboration/cooperation
of the lesson in doing the task
___ audio visual
presentation
of the lesson
F. What difficulties did ___ Bullying among students ___ Bullying among
I encounter which ___Student’s students
my principal or behavior/attitude ___Student’s
supervisor can help ___ Colorful IMs behavior/attitude
me solve? ___ Unavailable technology ___ Colorful IMs
___Science/Computer/ ___ Unavailable technology
Internet lab ___
____ additional clerical works Science/Computer/internet
148
lab
works
G. What innovation or ____Contextualized/localized ____
localized material/s and indigenized IMs Contextualized/localized
did I use/ ____ localized video and indigenized IMs
discover which I wish ____ Recycling of plastics to ____ localized video
to share with other be used as IMs ____ Recycling of plastics to
teachers? be used as IMs
149
APPENDIX A
Suggested rules for the group work
1. Have respect for each other.
2. All group members should do an equal amount of work.
3. Time management.
4. Be willing to cooperate with others on their ideas.
5. Effective communication.
150
APPENDIX B
Group Name:_______________________ Final

Score:______
Quarter 1 (Week 4-Day 1)
Activity 1.1
The Heavy Rice: Settle or Float?
Lesson Concept:
Decantation is the “pouring off” of a liquid from a solid/liquid mixture. The mixture is
allowed to settle, and the liquid is removed while preventing the solid from escaping.
Materials
¼ kilo of newly grained Rice ½ liter of Water
Transparent pitcher Transparent bowl
Instructions:
a. Gather all the materials needed.
b. Put the rice in a bowl then add ½ liter of water .
c. Wash the rice by stirring around with clean hands. Leave the water to settle for 1
minute.
d. Slightly tilt the pitcher to pour off only clean water into it
Stop when the water starts to become cloudy (translucent).
e. Observe then answer the following:
1. What made up your mixture?
_________________ __________________
2. How did you separate the impurities from the rice before cooking?
__________________________________________________________________
151
3. What happened to the rice? Why?
__________________________________________________________________
4. What happened to the impurities (husk etc)? Why?
___________________________________________________________________
5. Can the solid particles be separated from water right after mixing without letting it
settle at the bottom of the bowl? Why?
______________________________________________________________________
APPENDIX C
Group Name:_______________________ Final

Score:______
Activity 1.2
LET IT SINK AND SEPARATE
LESSON CONCEPT:
Decantation is a process of separating mixtures by removing a layer of liquid, generally one

from which a precipitate has settled. A mixture of an insoluble solid in liquid is allowed to
stand. If the solid is denser than the liquid, it will settle at the bottom if kept undisturbed for
some time. This process where particles settle at the bottom of the liquid is called
sedimentation.
MATERIALS:
500 mL beaker Graduated cylinder Stirring rod and spoon
Timer Tray Sand Water Wood shavings
PROCEDURES:
1. Gather all the needed materials.
152
2. Place two heaped tablespoons of soil or sand into one beaker and half fill with water.
3. Mix the sand and water. Leave the water to settle for 1 minute then attempt to pour off
only clean water into the measuring cylinder.
4. Stop when the water starts to become cloudy (translucent). Repeat the activity increasing
the time left to settle the sediment.
5. Record your observation in the table.
6. Take note of the following terms in describing the mixtures:
Transparent - Light can pass through and objects are clearly seen e.g. window
Translucent- Semi-transparent (fuzzy image) e.g. milky glass
Opaque - Light cannot pass through e.g. brick
Table 1: Water and Sand
Time to Height/Volume of Clear water Comment on Clearness of Water

Settle
Test 1 Test 2 Test 3 Transparent Translucent Opaque
1 min.
3mins.
5mins.
Table 2: Water and wood Shavings
Time to Height/Volume of Clear water Comment on Clearness of Water

Settle
Test 1 Test 2 Test 3 Transparent Translucent Opaque
1 min.
3mins.
5mins.
153
Guide Questions:
1. Can the solid particles be separated from water right after mixing without letting it settle
at the bottom of the container?
2. Did waiting a longer time improve the clarity of water? Why?
3. Do you think water becomes potable after decanting? Why?
4. What could water be used for after decanting?
APPENDIX D
Team Name: __________________
RUBRICS FOR GROUP PRESENTATION
The teacher will use this rubric to evaluate each group’s presentation. Pupils can look at this
rubric so they may understand what they are being graded on.
Trait Criteria Points

4 3 2 1
Content: Presentation Presentation Presentation Presentation
Did the contained had moments had a good had an
154
presentation little to no where amount of exceptional
have valuable valuable valuable material and amount of
material? material material was benefited the valuable
present but as class material and
a whole was
content was extremely
lacking. beneficial to
the class.
Collaboration: The The The The

Did everyone teammates teammates teammates teammates
contribute to never worked sometimes worked from always
the from others’ worked from others’ ideas worked from
presentation? ideas. It others’ ideas. most of the others’ ideas.
Did everyone seems as However it time. And it It was evident
seem well though only a seems as seems like that all of the
versed in the few people though certain every did group
material? worked on the people did not some work, members
presentation. do as much but some contributed
work as people are equally to the
others. carrying the presentation.
presentation.
Organization: The There were The The

Was the presentation minimal signs presentation presentation
presentation lacked of organization had was well
well organized organization or organizing organized,
and easy to and had little preparation. ideas but well prepared
follow? evidence of could have and easy to
preparation. been much follow.
stronger with
better
preparation.
Presentation: Presenters Presenters Presenters Presenters

Did the were not were were were all very
presenters consistent unconfident occasionally confident in
Speak clearly? with the level and confident delivery and
Did they of confidence/ demonstrated with their they did an
engaged the preparedness little evidence presentation excellent job
audience? Was they showed of planning however the of engaging
it obvious that the classroom prior to presentation the class.
the material but had some presentation. was not as Preparation is
had been strong engaging as it very evident
rehearsed? moments. could have
been for the
class.
155
Time & Date Quarter First Week 4 Day 2
I. OBJECTIVES

B. Performance Standards The learners should be able to separate desired

materials from common and local products.
C. Learning Competencies The learners should be able to enumerate techniques in

separating mixtures such as decantation, evaporation,
filtering, sieving and using of magnet.
S6MT-Id-f-2
Objectives
 Describe decantation as a process of separating
mixtures
-Separate two or more liquid mixtures through decantation

-Identify the techniques used in the process of decantation
II. CONTENT Separating Mixtures: Decantation

III. LEARNING
RESOURCES K to 12 Science Curriculum Guide August 2016
A. References page 83
Pages
2. Learner’s
Materials pages
3. Text book pages Science Spectrum 4 by Fallaria et.al p. 156
The New Science Links 6 by Evelyn Castante-Padpad et.al

(2017 Edition) pp.87 and91
Science in Our World 6 by Norma Garcia, et al 2014 p.24-

25,40
from Learning LRMDS: Science 6 Quarter 1 week 4
Resources Daily Lesson Log - Decantation
B. Other Learning https://sciencelessonssite.wordpress.com/lesson-
Resources plans/lesson-4-decantation-filtration-session-1/
https://www.scribd.com/doc/147308397/Lab-Decantation
https://foodrecap.net/health/cold-water-fat-float/
https://www.youtube.com/watch?v=PMB879NxGHU
156
https://www.thoughtco.com/definition-of-decantation-
604990\
IV. PROCEDURE Advanced Average
Play the game Play the game
“Pick me Up from “Pick me Up from

decantation Box” decantation Box”
All pupils will pick a letter. All pupils will pick a

Some of these letters letter.
Engage have questions at the Some of these letters
back prepared by the have questions at the
teacher. back prepared by the
Letters with questions teacher.
must form the word- D-E- Letters with questions must
C-A-N-T-A-T-I-O-N. form the word- D-E-C-A-N-T-
Whoever get these letters A-T-I-O-N. Whoever get
will answer the review these letters will answer the
questions before the review questions before the
class. class.
The teacher divides the The teacher divides the

class into groups and class into groups and
distribute the Activity Guide distribute the Activity
and the Activity Rubrics for Guide and the Activity
the presentation. Rubrics for the
Teacher may allow the presentation.
pupils to choose 3 sets of Teacher may assign two
Explore
two liquids to be used by liquids to be used by each
each group. group.
If the pupils will use a rod

he/she may show this video: If the pupils will use a rod
https://www.youtube.com/wa he/she may show this
tch?v=PMB879NxGHU video:
https://www.youtube
Activity 1.2 .com/watch?v=PMB
Rules for Group Work 879NxGHU
(See Appendix A)
Rubric Activity 1.2
(See Appendix C) Rules for Group
Work
Heavy and light (See Appendix A)
Liquids Rubric
(See Appendix B) (See Appendix C)
Heavy and light

Liquids
(See Appendix B)
157
The teacher will call student The teacher will call
to read the rubrics for the student to read the rubrics
group presentation. for the group presentation.
Pupils present their output Pupils present their output

Explain on the activity and answer on the activity and answer
the guide questions the guide questions
The teacher will give The teacher will give

feedback about the pupils’ feedback about the pupils’
presentation. presentation.
Separating Two or More Separating Two or More

Liquids Liquids
Another method of separating Another method of

mixtures is to allow two separating mixtures is to
immiscible liquids to separate allow two immiscible liquids
and the lighter liquid is poured to separate and the lighter
or siphoned off. A common liquid is poured or siphoned
example is decantation of oil off. A common example is
and vinegar. When a mixture decantation of oil and
of the two liquids is allowed to vinegar. When a mixture of
settle, the oil will float on top the two liquids is allowed to
of the water so the two settle, the oil will float on
components may be top of the water so the two
separated. Kerosene and water components may be
can also be separated using separated. Kerosene and
decantation. water can also be separated
using decantation.
Show this picture to the pupils Show this picture to the

Solicit pupil’s reaction. pupils
Is it necessary to decant the oil Solicit pupil’s reaction.
from this pork sinigang? Why?
Elaborate What shoud we do when we We can decant the oil from
see this floating fats? this sinigang by scooping
using spoon.
158
Is it healthy to drink cold water
after eating fatty foods?
Fatty foods like pork back fat

Fatty foods like pork back fat and chicken skins should be
and chicken skins should be avoided. They tend to
avoided. They tend to increase increase the amount of bad
the amount of bad cholesterol cholesterol in our system.
in our system. Accumulation Accumulation might result
might result to unwanted to unwanted events.
events.
Fat and water are
Fat and water are immiscible. immiscible. Drinking cold
Drinking cold water water immediately will
immediately will make fat float make fat float to upper part
to upper part of stomach. Time of stomach. Time for
for excretion is longer and excretion is longer and
therefore more cholesterol will therefore more cholesterol
be absorbed by the system. will be absorbed by the
system.
Ask the pupils:
It is a technique used in
1. Based from the process that separating a less-dense
you used, how will you
substance from a denser
describe/define decantation?
one.In the process of
2. What are the decantation decatation, the mixture is
methods? left undisturbed. When the
components are separated,
The teacher generalize the the less-dense substance
pupils answers or may say the could be removed by
following:
scooping using a spoon or it
Decantation is a technique can be removed by slowly
used in separating a less-dense pouring out the less-dense
substance from a denser substance.
one.In the process of
decatation, the mixture is left Show the ff. illustrations
undisturbed. When the while discussing the
components are separated, the concepts.
less-dense substance could be
removed by scooping using a
159
spoon or it can be removed by
slowly pouring out the less-
dense substance.
Show the ff. illustrations while

discussing the concepts.
A. Use the words in the box

A. Completing the table. in completing the paragraph
below.
Mixtures that Decantation
can be techniques
separated mixture less-dense
using Scooping pouring
decantation scooping components
1. pouring denser technique
Evaluate 2.
3. undisturbed
4.
5. Decantation is a
_____________ used in
B. Write one paragraph with
4-6 sentences that separating a ____________
describe the decantation
process. substance from a
160
Mixtures that Decantation
can be Techniques
separated
using
decantation Scooping pouring
1.oil in
water
2.gasoline
in water
3.sinigang
with
floating
fats
4.
5.
________one.In the process
of decatation, the _____ is
left _____________. When
the ______________ are
separated, the less-dense
substance could be removed
by_________ using a spoon
or it can be removed by
slowly _______ out the less-
dense substance.
II. Complete the table

below.
J. Additional activities for Research and answer the
application or remediation following:
1. Can decantating be
used during offshore
oil spill recovery
operations? If yes,
how? If no, why?
V. REMARKS ____Lesson carried.Move on to ____Lesson carried.Move on

the next objective to the next objective
____Lesson not carried ____Lesson not carried
VI. REFLECTION
VII. OTHERS
H. No. of learners
who earned 80% on
the formative
161
assessment.
require additional
activities for
remediation
lessons work? No. of __ of learners who caught up the __ of learners who
learners who have lesson of ____. caught up the lesson of
caught up with the __ of learners who caught up the ____.
lesson lesson of ____. __ of learners who
__ of learners who caught up the caught up the lesson of
lesson of ____. ____.
__ of learners who caught up the __ of learners who
lesson of ____. caught up the lesson of
____.
__ of learners who
____.
K. No. of learners who __Yes __ No __Yes __ No

continue to require __ of learners who caught up the __ of learners who
remediation lesson of ____. caught up the lesson of
__ of learners who caught up the ____.
lesson of ____. __ of learners who
__ of learners who caught up the caught up the lesson of
lesson of ____. ____.
__ of learners who caught up the __ of learners who
lesson of ____. caught up the lesson of
____.
__ of learners who
____.

did it work? ___ Game-based learning ___ Game-based
___ Pair Work learning
___ Cooperative Learning ___ Pair Work
___ Explicit Teaching ___ Cooperative
___ Group Collaboration Learning
___ Differentiated instruction ___ Explicit Teaching
___ Discovery Method ___ Group Collaboration
___ Lecture Method ___ Differentiated
___ Manipulative tools instruction
___ Demonstration ___ Discovery Method
___ Models ___ Lecture Method
___ Interactive lecture ___ Manipulative tools
demonstration ___ Demonstration
___ Inquiry-based approach ___ Models
___ Complete IMs ___ Interactive lecture
162
___ Availability of Materials demonstration
___ Students eagerness to ___ Inquiry-based
learn approach
___ Group members ___ Complete IMs
collaboration/cooperation ___ Availability of
in doing the task Materials
___ audio visual presentation ___ Students eagerness
of the lesson to
learn
___ Group members
collaboration/cooperatio
n
in doing the task
___ audio visual
presentation
of the lesson
M. What difficulties did ___ Bullying among students ___ Bullying among
I encounter which ___Student’s students
my principal or behavior/attitude ___Student’s
supervisor can help ___ Colorful IMs behavior/attitude
me solve? ___ Unavailable technology ___ Colorful IMs
___Science/Computer/internet ___ Unavailable
lab technology
____ additional clerical works ___Science/Computer/
internet lab
works
N. What innovation or ____ Contextualized/localized ____
localized material/s and indigenized IMs Contextualized/localized
did I use/ ____ localized video and indigenized
discover which I wish ____ Recycling of plastics to IMs
to share with other be used as IMs ____ localized video
teachers? ____ Recycling of
plastics to
be used as IMs
163
APPENDIX A
Suggested rules for the group work
6. Have respect for each other.
7. All group members should do an equal amount of work.
8. Time management.
9. Be willing to cooperate with others on their ideas.
10. Effective communication.
164
APPENDIX B
Group Name:_______________________ Final

Score:______

Activity 2.1
HEAVY AND LIGHT LIQUIDS!

LESSON CONCEPT:
Decantation can also be used for liquid mixtures. It is used when separating two or more
immiscible liquids. Once the mixture components have separated by forming layer between
them in a container, the lighter liquid is poured off leaving the heavier liquid behind.
MATERIALS:
Clear glass or cup container Tray Cooking oil Kerosene
Soy sauce Vinegar Water
PROCEDURES:
1. Gather the materials needed.
2. Choose two liquids and mix them in an empty glass or cup container.
3. Leave the mixture for two to three minutes. Observe if the liquids completely
mixed with each other. If they did, they are called miscible liquids. Liquids which do
not mix together and form layer between them are called immiscible liquids. Record
this on the table given by checking the appropriate column.
Take precautionary steps in handling kerosene. Ensure that its container is properly
labeled and sealed. Wash your hand after holding it.
4. Describe the mixture formed. Which liquid submerged at the bottom of the
container? Record it in the table.
5. For immiscible liquids, try to separate it through decantation by pouring or

scooping into another container.
Table 1. Miscible and Immiscible Liquids
Liquids Miscible Immiscible Description Liquid at

of the the bottom
1 2 Mixture of the Glass
165
Guide Questions:
1. What mixture of liquids is immiscible? Miscible?
2. Did waiting a longer time improve the clarity of liquid mixtures? Why?
3. Explain how you were able to remove and separate the two immiscible liquids?
4. What other method can you think that can be done to separate immiscible
liquids?
166
APPENDIX C
Team Name: __________________
RUBRICS FOR GROUP PRESENTATION
The teacher will use this rubric to evaluate each group’s presentation. Pupils can look at this rubric so
they may understand what they are being graded on.
Traits Criteria Points

5 4 3 2 1
Content: Presentation Presentation Presentation had Presentation
Did the contained little had moments a good amount had an
presentation to no valuable where valuable of material and exceptional
have valuable material material was benefited the amount of
material? present but as class valuable
a whole material and
content was was extremely
lacking. beneficial to the
class.
Collaboration: The The teammates The teammates The teammates
Did everyone teammates sometimes worked from always worked
contribute to the never worked worked from others’ ideas from others’
presentation? from others’ others’ ideas. most of the time. ideas. It was
Did everyone ideas. It seems However it And it seems like evident that all
seem well as though only seems as every did some of the group
versed in the a few people though certain work, but some members
material? worked on the people did not people are contributed
presentation. do as much carrying the equally to the
work as others. presentation. presentation.
Organization: The There were The presentation The
Was the presentation minimal signs had organizing presentation
presentation lacked of organization ideas but could was well
well organized organization or preparation. have been much organized, well
and easy to and had little stronger with prepared and
follow? evidence of better easy to follow.
preparation. preparation.
Presentation: Presenters Presenters Presenters were Presenters were

Did the presenters were not were occasionally all very
Speak clearly? Did consistent with unconfident confident with confident in
they engaged the level of and their delivery and
the audience? confidence/ demonstrated presentation they did an
Was it obvious preparedness little evidence however the excellent job of
that the they showed of planning presentation was engaging the
material had the classroom prior to not as engaging class.
been rehearsed? but had some presentation. as it could have Preparation is
strong been for the very evident
moments. class.
167
Time & Date: Q First Quarter
uarter: Week 4 (Day
3 and 4)
XXVIII. OBJECTIVES:
M. Content The learners demonstrate understanding of

Standards different techniques to separate mixtures.
N. Performance The learners should be able to separate desired

Standards materials from common and local products.
O. Learning The learners should be able to enumerate
Competencies/ techniques in separating mixtures such as
Objectives (Write decantation, evaporation, filtering, sieving and
the LC Code for using magnet.
each) S6MT-Id-f-2
 Describe evaporation as a process of

separating mixtures.
XXIX. CONTENT Separating Mixtures: Evaporation
XXX. LEARNING
RESOURCES
H. References K to 12 Science Curriculum Guide August 2016
p.82
17. TG pages
18. LM pages
19. Textbook
pages
20. Additional Grade 6 Science Activities First Quarter
Materials (Week 1-10)
from LR Activity 6.1 Dry It Up!
portal Presentation Rubric
I. Other Learning https://quizlet.com/678731/flashcards

Resources Helmenstine,A.M.Ph.D.January 05,2019.How to
Separate Salt and Sand - 3 Methods.Retrieved
from https://www.thoughto.com/separating-salt-
and-sand-4055888
Rogerson,H.January 24,2017.Separating Sand and
Salt.Retrieved from
https://m.youtube.com/watch?v=x3kwyxQ
RSC.n.d.https://www.rsc.org/le_am-
chemistry/resource/res00000386/separating-sand-
and-salt?cmpid=CMP00005908(accessed
April29,2019)s
168
XXXI. PROCEDURE A B
Game: Find Your Game: Find Your

Match! Match!
-Distribute metacards -Distribute metacards with
with processes and processes and definitions
definitions of of separating mixtures to
separating mixtures to each group.
each group. -The members of the
-The members of the group need to find his/her
group need to find match with the correct
his/her match with the process-definition pair.
correct process- -The group who get a lot
definition pair. of correct answers wins
-The group who get a the game.
lot of correct answers (Refer to Appendix A)
wins the game.
(Refer to Appendix A)
 Show the class a  Show the class a

Engage pack of salt and pack of salt and
ask the following ask the following
questions. questions.
1. What do you call 1. What do you call this
this thing? thing?
2. Where did we get 2. Where did we get our
our salt? salt?
3. How can we get/ 3. How can we get/ make
make salt from salt from seawater?
seawater?
 Show a mixture of salt
 Show a mixture of and sand. How can we
salt and sand. How separate salt from
can we separate sand?
salt from sand?
 Group the pupils  Group the pupils into

into 4. 4.
 Ask them the  Ask them the norms
norms to be to be followed in
followed in performing the
Explore performing the activity.
activity.  Distribute the
 Distribute the activity sheets.
activity sheets.  Let them do Activity
 Let them do 6.1. Dry It Up!
Activity 6.1.
169
Dry It Up! (Note: The teacher will
supervise the learners all
(Note: The teacher throughout the
will supervise the performance of the activity
learners all throughout and remind them the
the performance of the necessary safety
activity and remind precautions in performing
them the necessary the activity.)
safety precautions in
performing the
activity.)

1. Describe the 1. Describe the mixture of
mixture of water water salt and sand.
salt and sand. 2. Which between the salt
2. Which between the and sand dissolved in
salt and sand water?
dissolved in water? 3. How long did it take for
3. How long did it the water to evaporate
take for the water completely?
to evaporate 4. Do you think filtration is
completely? necessary to separate
4. Do you think the components of
filtration is the mixture? Why or
necessary to why not?
separate the
components of the
mixture? Why or
why not?
 The learners will  The learners will
present their present their outputs
outputs based on based on the given
the given guide guide questions and
questions and will will be rated using the
be rated using the attached scoring
attached scoring rubrics.
rubrics. Note: Refer to the
Explain Note: Refer to the attached Scoring
attached Scoring Rubrics)
Rubrics)  The teacher must
 The teacher must process the
process the outputs/answers of the
outputs/answers of pupils and make
the pupils and necessary
make necessary clarifications if there
clarifications if are misconceptions.
170
there are  The teacher will show
misconceptions. a video, “Separating
 The teacher will Mixture through
show a video, Evaporation”.
“Separating  Flash through video
Mixture through presentation the
Evaporation”. Science concepts.
 Flash through
video presentation
the Science
concepts.
 Salt is a product of  Salt is a product of
separating separating mixtures
mixtures of salt, of salt, sand and
and water. How water. How can it be
can it be useful in useful in the
the following following situations?
situations?
1. Kim is cooking 1. Kim is cooking “tinolang
Elaborate “tinolang manok” manok” for dinner.
for dinner.
2. Mother is making 2.Mother is making fish
fish bagoong. bagoong.
 How can we  How can we separate

separate mixtures mixtures through
through evaporation?
evaporation?
Direction: Answer the Direction: Read each item
following questions. carefully.Choose the letter
1. Where can we of the correct answer.
obtained salt? 1. Salt is obtained
2.What is an important from_________.
factor needed in A.freshwater
separating B.seawater
mixtures through C.rainwater
evaporation? 2.What is an important
3. What will happen to factor needed in
Evaluate the seawater if it is separating mixtures
heated continuously? through evaporation?
4.Salt is dissolved in A.light
water.How can you B.heat
separate the salt from C.wind
the mixture? 3.What will happen to the
5. Why is evaporation seawater if it is heated
important? continuously?
A.turns into vapor
B.turns into salt
171
C.turns into water
droplets
4.Salt is dissolved in
water.How can you
separate the salt from the
mixture?
A.filter the water
B.dispose the water
C.boil the water and
let it evaporate
5.The following mixtures
can be separated through
evaporation except one.
A.mixture of salt and
Water
B.mixture of sand and
Water
C.mixture of sugar
and water
Give other mixtures Give other mixtures that
that can be separated can be separated through
through evaporation. evaporation.
XXXII. REMARKS _____Lesson carried. _____Lesson carried.

_____Lesson not _____Lesson not carried.
carried.
XXXIII. REFLECTION
XXXIV. OTHERS
CC. No. of
learners who
earned 80% on
the formative
assessment
172
DD. No. of
learners who
require
additional
activities for
remediation
EE.Did the remedial ___Yes ___No ___Yes ___No

lesson work? ___of learners who ___of learners who
No. of learners caught up the caught up the
who have lesson of ___. lesson of ___.
caught up with ___of learners who ___of learners who
the lesson. caught up the caught up the
FF. No. of learners ___Yes ___No ___Yes ___No
who continue to ___of learners who ___of learners who caught
require caught up the up the lesson of ___.
remediation lesson of ___. ___of learners who caught
lesson of ___.
___of learners who
caught up the
lesson of ___.
GG. Which of ___Socratic ___Socratic questioning
my teaching questioning ___use of visual
strategies ___use of visual presentation
worked well? presentation ___Game-based learning
Why did these ___Game-based ___Pair work
work? learning ___Cooperative Learning
Learning ___Differentiated
___Explicit Teaching instruction
___Group ___Discovery Method
collaboration ___Lecture Method
173
___Demonstration ___Inquiry-based
___Models approach Why?
Demonstrations ___Availability of
___Inquiry-based materials
approach Why? ___Student’s eagerness
___Complete IMs to learn
___Availability of ___Group member’s
materials collaboration/
___Student’s cooperation in doing
eagerness to learn their tasks
___Group member’s ___audio visual
collaboration/ presentation of the lesson
cooperation in
doing their tasks
___audio visual
presentation of the
lesson
HH. What ___Bullying among ___Bullying among
difficulties did I students students
encounter ___Students’ ___Students’ behavior/
which, my behavior/ attitude attitude
principal or ___Colorful IMs ___Colorful IMs
supervisor can ___Unavailable ___Unavailable
help me solve? Technology Technology
___Science/ ___Science/ Computer/
Computer/ internet internet lab
lab ___additional clerical
works
II. What innovation ___Contextualize/ ___Contextualize/
which I wish to ___Recycling of ___Recycling of plastics
share with other plastics to be used to be used as IMs
teachers? as IMs
174
APPENDIX A
Game: Find Your Match!
Objective:
The learners need to find his/ her match with the correct process-
definition pair.
Definitions
A process in which magnetically susceptible material is

extracted from a mixture using a magnetic force
Used to separate a dry mixture which contains substances of

different sizes by passing it through a sieve.
The mixture is allowed to fall from a height. The lighter

components get separated from the heavier ones because of
wind of air blow.
Removed solids from liquids by using a filter.
Processes:
magnetism sieving winnowing filtration
175
APPENDIX B
176
177
APPENDIX C
178
Time & Date: Quarter: First Quarter
Week 4 (Day
5)
I.OBJECTIVES:
P. Content The learners demonstrate understanding of different

Standards techniques to separate mixtures
Q. Performance The learner should be able to separate desired

Standards materials from common and local products
R. Learning The learners should be able to enumerate techniques in

Competencies/ separating mixtures such as decantation, evaporation,
Objectives filtering, sieving and using magnet.
(Write the LC S6MT-Id-f-2
Code for each)  Describe filtration as a process of separating
mixtures
II.CONTENT Separating Mixtures: Filtration
III. LEARNING
RESOURCES
J. References K to 12 Science Curriculum Guide August 2016 pages

82
21. TG pages
22. LM pages
23. Textbook The New Science Link 6, p. 91, 2017, Evelyn Castante-
pages Padpad; Science in Our World 6, pp. 35-38, Norma M.
Garcia, Evelyn T. Garcia, et. al)
24. Additional Grade 6 Science Activities First Quarter (Week 1-2)

Materials Activity 5.3 Filtration Challenge
from LR
portal
K. Other Learning pictures, real objects, flash cards

Resources https://www.youtube.com (video on water filtration
technology)
IV.PROCEDURE A B
179
Recall the previous Recall the previous lesson by
lesson by showing showing pictures of different
pictures of different mixtures and methods in
mixtures and methods strips. Match the pictures and
in strips. Match the strips. Pupils will find their
pictures and strips. match from the others.
Pupils will find their
match from the others.
Mixed Sand and
fruit gravel
Sand
Mixed Grains
and Laundry
fruit and husk
gravel
Grains
Engage Laundry and
husk
Show a real filtration Show a filter cloth and a

device used in brewed glass of coconut milk.
coffee and the one that
is used for the faucet.
Ask: How do these Ask: How do we separate

objects work? unwanted dirt/object from the
How do we separate coconut milk?
unwanted dirt/object in
water?
Group Activity: Group Activity
Let pupils bring out the Let pupils bring out the
assigned materials assigned materials.
Activity 5.3. Filtration

Challenge
Materials: Materials:
Explore
2 liters (2L) of water garden soil
prepared in advance water
with soil & sand in it cloth filter (katsa)
3 test tubes prepared 2 basins
with the water rubber bands or string
standards “A”, “B” & 2 wide-mouthed clear jar
“C” filter paper
Coffee filter
Cotton balls What to do:
Gauze squares 1. Prepare your filtering jars.
Graduated cylinders Cover the mouth of the
180
Gravel/aquarium first bottle with the cloth
pebbles and secure it with string
Paper towel or rubber band. Do the
Plastic containers/cups same with the second jar,
Sand but this time, use filter
Tissue paper.
2. Mix some garden soil
Procedures:
with water to make
1. You are asked to
muddy water.
design methods to
3. While the water is brown,
filter water using
pour half of it into another
ordinary materials,
basin. You will
while also
immediately filter the first
considering the
mixture while you set the
designs’ material
second one aside to let it
and cost efficiences.
settle.
2. Your teacher will
4. Pour equal amounts of
provide the 2 liters
muddy water from the
of dirty water and
first basin into the filter
the water standards
jars. Observes what
“A”, “B” and “C”
happens.
tubes.
a. Through which filter
3. Listen to the
does water pass
instructions of your
faster?
teacher for the
b. Which filter yields
challenge:
cleared water?
c. Which filter trapped
Scenario:
more dirt?
You have been
hired by ACE Water 5. Clean up your filter jars
Supply Company. and replace the filters.
With the on going Repeat the previous step
drought in the but using the settled
province, not mixture from the end
enough water is basin. Make another
available for all the round of observations by
things we need to answering the same
supply people, questions in step 4.
animals and plants.
You will be given a Remember that you
sample of water should not taste the
testing “A”, “B” and water given.
“C”. A nearly ready
for human use, B is
nearly ready for
animal use, and C is
nearly ready to
water the plants.
181
You will be paid for
their supply of
filtered water. A gets
Php10 per mL, B
gets Php5 per mL,
and C gets Php1
per mL.
Remember that
you should not
taste the water
given.
4. You must complete

the worksheet to
make sure that you
understand the
activity purpose,
and to help you
think about the
components of
engineeering
design.
5. Gather the needed
materials that your
teacher will give
you.
6. Draw schematics of
the layers of the
filtration process
you made. Once
completed, your
teacher will give you
50 mL f the dirty
water to begin to
filter in their plastic
cups/container.
7. Once filtering is
complete, ask
fromyour teacher
the test tube A, B
and C for
observation. Decide
if the water in a
graduated cylinder
is A, B or C grade
and measure the
sample of filtered
182
water in a graduated
cylinder. Compute
for the peso value of
the filtering water
cample and write it
on the board.
Pupils do the filtration

challenges.
Guide Questions:
Guide Questions: 1. What kind of mixture
1. What kind of mixture do you have?
do you have? 2. What are the components
2. What are the of your mixture?
components of your How did you separate the
mixture? components of the
mixture? Describe the
How did you separate
process.
the components of the
mixture? Describe the
process.
Group presentation of Group presentation of output

output
Formulation of Concept Formulation of Concept

(Concept Chart) (Concept Chart)
Filtration is the Filtration is the process of
process of separating suspended
separating solid matter from a liquid
suspended solid by causing the latter to
Explain
matter from a liquid pass through the pores of
by causing the latter some substance, called
to pass through the filter. The liquid which
pores of some has passed through the
substance, called filter is called the filtrate.
filter. The liquid
which has passed
through the filter is
called the filtrate.
Show video on water Show video on water filtration

filtration technology technology
Elaborate
How do we separate How do we separate mixture
mixture using filtration? using filtration?
Evaluate Write 5 examples of Which of the following
183
mixtures which can mixtures may be
be separated using separated using filtration?
filtration.
not.
1. oil and water
2. coconut milk from
grated coconut fruit
3. muddy water
4. oil and water
tea leaves in a cup of tea
Research on the Research on the process of

process of dialysis and dialysis and how blood is
how blood is being being filtered in a
filtered in a hemodialyzer.
hemodialyzer.
L. REMARKS _____ Lesson carried.

_____ Lesson carried. Move
Move on to the next
on to the next objective.
objective.
_____ Lesson not carried.
_____ Lesson not
carried.
M. REFLECTION
N. OTHERS

formative
assessment caught up the caught up the
B. No. of learners ___Yes ___No ___Yes ___No

who require ___of learners who ___of learners who caught
additional caught up the up the lesson of ___.
activities for
remediation caught up the ___of learners who caught
lesson of ___.
184
___of learners who
caught up the
lesson of ___.
C. Did the ___Socratic questioning ___Socratic questioning

remedial lesson ___use of visual ___use of visual presentation
work? No. of presentation ___Game-based learning
___Game-based ___Pair work
learners who
have caught up ___Pair work ___Explicit Teaching
with the lesson. ___Cooperative ___Group collaboration
___Group collaboration ___Lecture Method
___Demonstration ___Inquiry-based approach
___Models Why?
Demonstrations ___Availability of materials
___Inquiry-based ___Student’s eagerness to
approach Why? learn
___Complete IMs ___Group member’s
___Availability of collaboration/ cooperation
materials in doing their tasks
___Student’s eagerness ___audio visual presentation
to learn of
___Group member’s the lesson
collaboration/
cooperation in doing
their tasks
___audio visual
presentation of the
lesson
D. No. of learners ___Bullying among ___Bullying among students

who continue to students ___Students’ behavior/
require ___Students’ behavior/ attitude
attitude ___Colorful IMs
remediation
___Colorful IMs ___Unavailable Technology
___Science/ Computer/ ___additional clerical works
internet lab
works
185
E. Which of my ___Contextualize/ ___Contextualize/ localized
teaching localized and and indigenized IMs
strategies indigenized IMs ___localized video
___localized video ___Recycling of plastics to
worked well?
___Recycling of plastics be used as IMs
Why did these to be used as IMs
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?
Appendix A
186
187
188
Time & Date: Quarter: First Quarter
Week 5(Day 1)
O. OBJECTIVES:
S. Content The learners demonstrate understanding of different

T. Performance The learner should be able to separate desired

Standards materials from common and local products
U. Learning The learners should be able to enumerate techniques in

Competencies/ separating mixtures such as decantation, evaporation,
Objectives filtering, sieving and using magnet.
(Write the LC S6MT-Id-f-2
Code for each)  Describe filtration as a process of separating
mixtures
P. CONTENT Separating Mixtures: Filtration
Q. LEARNING
RESOURCES
R. References K to 12 Science Curriculum Guide August 2016 pages

82
25. TG pages
26. LM pages
27. Textbook The New Science Link 6, p. 91, 2017, Evelyn Castante-
pages Padpad; Science in Our World 6, pp. 35-38, Norma M.
Garcia, Evelyn T. Garcia, et. al)
28. Additional Grade 6 Science Activities First Quarter (Week 1-2)

Materials Activity 5.3 Filtration Challenge
from LR
portal
S. Other Learning pictures, real objects, flash cards

Resources https://www.youtube.com (video on water filtration
technology)
T. PROCEDURE Advance Learners Average Learners
Engage Recall the previous Recall the previous lesson by
189
lesson by showing showing pictures of different
pictures of different mixtures and methods in
mixtures and methods strips. Match the pictures and
in strips. Match the strips. Pupils will find their
pictures and strips. match from the others.
Pupils will find their
match from the others.
Mixed Sand and
fruit gravel
Sand
Mixed Grains
and Laundry
fruit and husk
gravel
Grains
Laundry and
husk
Show a real filtration Show a filter cloth and a

device used in brewed glass of coconut milk.
coffee and the one that
is used for the faucet.
Ask: How do these Ask: How do we separate

objects work? unwanted dirt/object from the
How do we separate coconut milk?
unwanted dirt/object in
water?
Group Activity: Group Activity
Let pupils bring out the Let pupils bring out the
assigned materials assigned materials.
Activity 5.3. Activity

Filtration Challenge Filtration Challenge
See Appendix A See Appendix B
Explore Guide Questions: Guide Questions:

3. What kind of mixture 3. What kind of mixture
do you have? do you have?
4. What are the 4. What are the components
components of your of your mixture?
mixture? How did you separate the
How did you separate components of the
the components of the mixture? Describe the
mixture? Describe the process.
process.
190
Group presentation of Group presentation of output
output
Formulation of Concept Formulation of Concept

(Concept Chart) (Concept Chart)
Filtration is the Filtration is the process of
process of separating suspended
separating solid matter from a liquid
suspended solid by causing the latter to
Explain
matter from a liquid pass through the pores of
by causing the latter some substance, called
to pass through the filter. The liquid which
pores of some has passed through the
substance, called filter is called the filtrate.
filter. The liquid
which has passed
through the filter is
called the filtrate.
Show video on water Show video on water filtration

filtration technology technology
Elaborate
How do we separate How do we separate mixture
mixture using filtration? using filtration?
Write 5 examples of Which of the following

mixtures which can mixtures may be
be separated using separated using filtration?
Draw
filtration.
not.
Evaluate 1. oil and water
2. coconut milk from
grated coconut fruit
3. muddy water
4. oil and water
tea leaves in a cup of tea
Research on the Research on the process of

process of dialysis and dialysis and how blood is
how blood is being being filtered in a
filtered in a hemodialyzer.
hemodialyzer.
U. REMARKS _____ Lesson carried.

_____ Lesson carried. Move
Move on to the next
on to the next objective.
objective.
_____ Lesson not carried.
_____ Lesson not
carried.
191
V. REFLECTION
W. OTHERS
D. No. of learners ___Yes ___No ___Yes ___No

formative
assessment caught up the caught up the
E. No. of learners ___Yes ___No ___Yes ___No

who require ___of learners who ___of learners who caught
additional caught up the up the lesson of ___.
activities for
remediation caught up the ___of learners who caught
lesson of ___.
___of learners who
caught up the
lesson of ___.
F. Did the ___Socratic questioning ___Socratic questioning

remedial lesson ___use of visual ___use of visual presentation
work? No. of presentation ___Game-based learning
___Game-based ___Pair work
learners who
have caught up ___Pair work ___Explicit Teaching
with the lesson. ___Cooperative ___Group collaboration
___Group collaboration ___Lecture Method
___Demonstration ___Inquiry-based approach
___Models Why?
Demonstrations ___Availability of materials
___Inquiry-based ___Student’s eagerness to
approach Why? learn
___Complete IMs ___Group member’s
192
___Availability of collaboration/ cooperation
materials in doing their tasks
___Student’s eagerness ___audio visual presentation
to learn of
___Group member’s the lesson
collaboration/
cooperation in doing
their tasks
___audio visual
presentation of the
lesson
H. No. of learners ___Bullying among ___Bullying among students

who continue to students ___Students’ behavior/
require ___Students’ behavior/ attitude
attitude ___Colorful IMs
remediation
___Colorful IMs ___Unavailable Technology
___Science/ Computer/ ___additional clerical works
internet lab
works
I. Which of my ___Contextualize/ ___Contextualize/ localized

teaching localized and and indigenized IMs
strategies indigenized IMs ___localized video
___localized video ___Recycling of plastics to
worked well?
___Recycling of plastics be used as IMs
Why did these to be used as IMs
work?
J. What difficulties
did I encounter
which, my
principal or
supervisor can
help me solve?
K. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
193
Appendix A
194
195
196
Appendix B
For Average Learners (Optional)

Filtration Challenge
Materials:
garden soil
water
cloth filter (katsa)
2 basins
rubber bands or string
2 wide-mouthed clear jar
filter paper
What to do:
1. Prepare your filtering jars. Cover the mouth of the first bottle with the cloth and
secure it with string or rubber band. Do the same with the second jar, but this time,
use filter paper.
2. Mix some garden soil with water to make muddy water.
3. While the water is brown, pour half of it into another basin. You will immediately
filter the first mixture while you set the second one aside to let it settle.
4. Pour equal amounts of muddy water from the first basin into the filter jars.
Observes what happens.
d. Through which filter does water pass faster?
e. Which filter yields cleared water?
f. Which filter trapped more dirt?
5. Clean up your filter jars and replace the filters. Repeat the previous step but using
the settled mixture from the end basin. Make another round of observations by
answering the same questions in step 4.
Remember that you should not taste the water given.
197
Time and Quarter First Quarter
Date Week 5 (Day 2
& 3)
I. OBJECTIVES
B. Performance The learners should be able to separate desired materials from
Standards common and local products
C. Learning The learners should be able to enumerate techniques in
Competencies/ separating mixtures such as decantation, evaporation, filtering,
Objectives sieving, and using magnet.
S6MT-Id-f-2
 Describe sieving as a process of separating mixtures
II. CONTENT Separating of Mixtures: Sieving
III. LEARNING
RESOURCES
A. References K TO 12. Science Curriculum Guide page 82
1. Teacher's
Guide pages
2. Learner's
Materials
pages
3. Textbook
pages
4. Additional BEAM 4. 5 Explain what happens after Mixing Materials.
Materials from Learning Guides. Mix it Up. July 2009. pp. 5-7.
Learning
Resource (LR) Grade 6 Science Activities First Quarter (Week 1-10)
Portal
B. Other Learning https://www.ekshiksha.org.in/chapter/77/separation_of_substa
Resources nce.html?lang=1
Accessed on March 10, 2019
https://www.youtube.com/watch?v=cPCxdcY5bag
Separating Mixture: Sieving
https://www.youtube.com/watch?v=zC3J7Mdt8W4
Separation by Sieving
IV. PROCEDURES A B
Ask the pupils: Ask the pupils:
In your lesson yesterday, give In your lesson yesterday,
examples of a process that give at least one example of
involves filtration. How were a process that involves
you able to arrive at that filtration. Was the lesson
answer? easy? Why? What were the
Support your answer with activities that were
Engage concrete evidences or performed in the class? Do
examples to justify it. you think it will help us in our
198
daily living? Why?
Ask the pupils to do Activity 4.2 Guide the pupils to perform

“To Sieve or Not To Sieve?” the Activity 4.2 “To Sieve or
Not To Sieve?”
Guide Questions:
1. Which mixtures did you Guide Questions:
predict can be separated by 1. Which mixtures did you
Explore sieving? Why? predict can be separated by
2. What properties of materials sieving? Why?
to be separated are appropriate 2. What properties of
for sieving? Why? materials to be separated
are appropriate for sieving?
Why?
Observe the learners as they Guide the pupils as they

do the activity. Each pupil will perform the activity. Each
record the time and result. pupil will record the time and
result.
1. Let the pupils do the 1. Each group shall do the
presentation of output. presentation of output.
2. What were your predictions 2. What did you feel when
before you perform the activity? you did the activity? How did
Which method did you think the activity help you to
can be separated by sieving? answer the given guide
What other observations did questions? Did you find the
you observe? method to be effective? Why
do you say so?
The teacher will elaborate their
responses and ask questions to The teacher will elaborate
deepen understanding of the their responses and ask
content. Clarify misconception if questions to deepen
there’s any. understanding of the
content. Clarify the
misconception if there’s any.
Explain
Discuss sieving as a method of Discuss sieving as a method
separating mixtures. of separating mixtures.
Another method of separating Another method of

mixtures is sieving. It is a separating mixtures is
simple technique for separating sieving. It is a simple
particles of different sizes. A technique for separating
sieve such as used for sifting particles of different sizes. A
flour has very small holes. sieve such as used for sifting
Coarse particles are separated flour has very small holes.
or broken up by grinding Coarse particles are
against one-another and separated or broken up by
against screen openings. grinding against one-another
Depending upon the types of and against screen
particles to be separated, openings. Depending upon
sieves with different types of the types of particles to be
holes are used. separated, sieves with
199
different types of holes are
used.
The teacher has an option to The teacher has an option to

browse the internet for more browse the internet for more
references to be used during references to be used during
discussion. discussion.
Teacher will show a video, Teacher will show a video,
“Separating Mixture through “Separating Mixture through
Sieving” Sieving”
Show other kinds of mixtures in Show other kinds of mixtures

the environment that can be in the environment that can
separated by winnowing and be separated by winnowing
sieving. and sieving.
Elaborate In what activity in your daily In what activity in your daily

living can you use the living can you use the
importance of winnowing or importance of winnowing or
sieving? sieving?
How do we separate mixture? What method are we going

Give examples of materials that to use to separate mixture?
can be separated through Give other example of
picking? What have you materials that can be
learned in our lesson today? separated though picking?
What have you learned in
our lesson today?
Think of different activities in What is the importance of
school that show sieving. sieving?
Evaluate Give 3 practical application of Write down 3 activities at

sieving in the community. home or in your surrounding
that use sieving.
V. REMARKS _____ Lesson carried. Move on _____ Lesson carried. Move
to the next objective. on to the next objective.
_____ Lesson not carried. _____ Lesson not carried.
VI. REFLECTION
VII. OTHERS

formative lesson of ___. lesson of ___.
assessment ___of learners who ___of learners who
200
___Yes ___No ___Yes ___No
B. No. of learners ___of learners who caught up ___of learners who caught
who require the lesson of ___. up the lesson of ___.
additional ___of learners who caught up ___of learners who caught
activities for the lesson of ___. up the lesson of ___.
remediation ___of learners who caught up ___of learners who caught
the lesson of ___. up the lesson of ___.
___of learners who caught up ___of learners who caught
the lesson of ___. up
the lesson of ___.
___use of visual presentation ___use of visual
___Game-based learning presentation
___Pair work ___Game-based learning
___Cooperative Learning ___Pair work
___Explicit Teaching ___Cooperative Learning
___Group collaboration ___Explicit Teaching
___Differentiated instruction ___Group collaboration
___Discovery Method ___Differentiated instruction
___Lecture Method ___Discovery Method
___Manipulated tools ___Lecture Method
___Demonstration ___Manipulated tools
___Models ___Demonstration
___Interactive lecture ___Models
Demonstrations ___Interactive lecture
___Inquiry-based approach Demonstrations
Why? ___Inquiry-based approach
___Complete IMs Why?
___Availability of materials ___Complete IMs
C. Did the ___Student’s eagerness to ___Availability of materials
remedial learn ___Student’s eagerness to
lessons work? ___Group member’s learn
No. of learners collaboration/ cooperation in ___Group member’s
who have doing their tasks collaboration/
caught up with ___audio visual presentation of cooperation in doing their
the lesson the lesson tasks
___audio visual presentation
of
the lesson
___Bullying among students ___Bullying among students
D. No. of learners ___Students’ behavior/ attitude ___Students’ behavior/
who continue ___Colorful IMs attitude
to require ___Unavailable Technology ___Colorful IMs
remediation ___Science/ Computer/ internet ___Unavailable Technology
lab ___Science/ Computer/
___additional clerical works internet lab
E. Which of my ___Contextualize/ localized ___Contextualize/ localized
teaching and indigenized IMs and indigenized IMs
strategies ___localized video ___localized video
worked well? ___Recycling of plastics to be ___Recycling of plastics to
Why did it used as IMs be used as IMs
201
work?
___ Bullying among students ___ Bullying among students
___Student’s behavior/attitude ___Student’s
___ Colorful IMs behavior/attitude
F. What ___ Unavailable technology ___ Colorful IMs
difficulties did I ___ Science/Computer/internet ___ Unavailable technology
encounter lab ___
which my ____ additional clerical works Science/Computer/internet
principal or lab
supervisor can ____ additional clerical
help me solve? works
G. What ____ Contextualized/localized ____
innovation or and indigenized IMs Contextualized/localized and
localized ____ localized video indigenized IMs
material/s did I ____ Recycling of plastics to be ____ localized video
use/discover used as IMs ____ Recycling of plastics to
which I wish to be used as IMs
share with
other
teachers?
202
APPENDIX A
Activity 4.2
To Sieve or Not To Sieve?
LESSON CONCEPT
Another method of separating mixtures is sieving. It is a simple technique for
separating particles of different sizes. A sieve such as used for sifting flour has very
small holes. Coarse particles are separated or broken up by grinding against one-
another and against screen openings. Depending upon the types of particles to be
separated, sieves with different types of holes are used.
MATERIALS:
Container/ plastic cups
Plate/ flat container
Sieve/strainer with varied hole sizes
Dry sand
Flour
Rice grains
Rise husks
Sand
Saw dust
Small pebbles
PROCEDURES:
1. Gather materials.
2. Sort separately the materials in different containers/plastic cup.
3. Discuss among your group your reason for sorting the objects.
4. Choose five combinations of the materials and mix them in a separate container.
5. Try to predict first which method is more appropriate in separating the mixtures.
Record it as your 1st method in the given table.
6. Perform the method of separation that you predicted and observe. Take note of
the observations.
203
Table 1.
Materials
1st Method
Observation
1 2
Guide Questions:
1. Describe the mixtures.
___________________________________________________________________
______
2. How were you able to separate the individual component of the mixtures?
___________________________________________________________________
______
___________________________________________________________________
______
3. Do you need any materials to separate the components of the mixture? Why?
___________________________________________________________________
___________________________________________________________________
____________
4. Which mixture did you find easy to separate? Difficult? Why?

___________________________________________________________________
___________________________________________________________________
____________
204
Time and Quarter First Quarter
Date Week 5 (Days 4&5)
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of
different techniques to separate mixtures.
B. Performance Standard The learners should be able to separate desired

C. Learning Competencies The learners should be able to enumerate

techniques in separating mixtures such as
decantation, evaporation, filtering, sieving and
using magnet
S6MT-Id-f-2
Objectives  Describe using a magnet as a process of

separating mixtures
II. CONTENT Separating Mixtures: Using A Magnet
III. LEARNING
RESOURCES
A. References K TO 12 Science Curriculum Guide page 82
Pages
2. Learner’s
Materials Pages
3. Textbook Pages
4. Additional
Materials from Grade 6 Science Activities First Quarter
Learning (Week 1 – 10)
Resource (LR) Activity 5.1 Magnetic or Not Magnetic
Portal Matter 1A: Forms, Properties and Changes
B. Other Learning
Resources See Appendix C
IV. PROCEDURE Advance Learners Average Learners
1 Picture , 1 Word 1 Picture, 1 Word
Let pupils identify the Let pupils identify the
Engage correct way of correct way of
separating mixtures separating mixtures
based on the pictures based on the pictures
given below: and clues given below:
d_
__
n ta
_i
o_
205
___________
e_ a _ o r _ t _ _ n
___________
se _ _ _ _ g
_______
fi _ _ r _ ng
_________
Source: Google images
Source: Google
images
Present a situation Show a bar or U-shaped
and let the pupils infer: magnet to the class and
demonstrate what it
Agnes was sent by his does. Ask the pupils
mother to buy a box of what they know about
sewing pins from the magnets. What kind of
supermarket. On her materials are attracted
way back she toppled to magnets?
and fell. All the pins (Teachers must take
poured into the sand note of some
and she started crying. misconceptions about
How can you help her magnets)
to recover the pins
back? How can prove
that your strategy is
effective?
What do you know
206
about magnets?
What kind of materials
are attracted to
magnets?
(Teachers must take

note of some
misconceptions about
magnets)
The teacher ask The teacher asks the
pupils on the norms to pupils on the norms to
follow in performing follow in performing the
First Activity First Activity
Group the pupils into 5 Group the pupils into 5

and let them do and let them do Activity
Activity 5.1 Magnetic 5.1 Magnetic or Not
or Not
(See Appendix A)
(See Appendix A)
Explore Second Activity Second Activity
Let the pupils do the Let the pupils do the

activity about magnetic activity about magnetic
separation of a mixture separation of a mixture
of iron filings and of iron filings and sand.
sand.
(See Appendix B)
(See Appendix B)
Note: The teacher
demonstrates on how
the activity is done and
should closely monitor
the different groups to
check and guide if they
are following the correct
order of procedures.
(See attached activity

sheets)
Let the pupils report Let the pupils report
their outputs including their answers. Ask them
their answers to the the guide questions by
guide questions. leading them to look for
Teacher must take the common answers
note of some on the data.
commonalities and
differences of the
answers. Discuss and explain to
Explain Discuss and explain to the class the difference
the class the between magnetic and
difference between non-magnetic materials.
207
magnetic and non- Emphasize that not all
magnetic materials. metals are attracted to
Emphasize that not all magnets.
metals are attracted to
magnets.
Ask the pupils how Ask the pupils how were

were they able to tell they able to tell that the
that the material is material is magnetic.
magnetic. How were you able to
How were you able to separate the iron fillings
separate the iron from the sand?
fillings from the sand?
In what situation in In what situation in your
your daily lives can daily lives can you use
you use the the importance of
Elaborate importance of separating mixtures
separating mixtures containing magnetic
containing magnetic materials through the
materials through the use of magnets?
use of magnets?
Answer the following: Answer the following:

A. List down 3
examples of A. Write M if materials
magnetic and are magnetic and NM
non-magnetic for nonmagnetic.
materials ___1. Nickel knife
Evaluate B. Your teacher ___2. Plastic spoon
gives you a ___3. Cobalt coin
mixture of iron ___4. Wood
filings, sand and ___5. Iron nail
gravel. How will B. You drop a needle in
you separate a a pile of sand. How will
mixture of iron you find easily the
filing from sand needle?
and gravel? Justify
your answer.
List 5 materials found List 5 materials found at
at home that can be home that can be
attracted to magnets attracted to magnets
and find out what
materials they are
made of.
V. REMARKS _____Lesson carried. ______Lesson carried.
_____Lesson not ______Lesson not
carried. carried.
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative
208
assessment
require additional
activities for
remediation
C. Did the remedial __Yes __ No __Yes __ No
lessons work? No. of __ of learners who __ of learners who
learners who have caught up the lesson of caught up the lesson of
caught up with the ____. ____.
lesson. __ of learners who __ of learners who
caught up the lesson of caught up the lesson of
____. ____.
____. ____.
____. ____.
D. No. of learners who __Yes __ No __Yes __ No

continue to require __ of learners who __ of learners who
remediation. caught up the lesson of caught up the lesson of
____. ____.
____. ____.
____. ____.
____. ____.
E. Which of my ___ Socratic ___ Socratic

teaching strategies questioning questioning
worked well? Why ___ use of visual ___ use of visual
did it work? presentation presentation
___ Game-based ___ Game-based
learning learning
___ Cooperative ___ Cooperative
Learning Learning
___ Group ___ Group
Collaboration Collaboration
209
approach approach
Materials Materials
___ Students ___ Students
eagerness to learn eagerness to learn
collaboration/cooperati collaboration/cooperati
on in doing the task on in doing the task
___ audio visual ___ audio visual
presentation of the presentation of the
lesson lesson
F. What difficulties did I ___ Bullying among ___ Bullying among
encounter which my students students
principal or ___Student’s ___Student’s
supervisor can help behavior/attitude behavior/attitude
me solve? ___ Colorful IMs ___ Colorful IMs
___ Unavailable ___ Unavailable
___ ___
Science/Computer/inter Science/Computer/inter
net lab net lab
____ additional clerical ____ additional clerical
works works
G. What innovation or ____ ____
localized material/s Contextualized/localize Contextualized/localize
did I use/discover d and indigenized IMs d and indigenized IMs
which I wish to share ____ localized video ____ localized video
with other teachers? ____ Recycling of ____ Recycling of
plastics to be used as plastics to be used as
IMs IMs
210
Appendix A
211
212
APPENDIX B
Separating a Mixture of Iron Filings
and Sand Using a Magnetic Bar
Purpose
The ultimate objective of this experiment is for students to know that magnetic
separation of
mixtures can be done on mixtures of magnetic and non-magnetic substances.
Background to experiment
Magnetic separation is one of the ways of separating heterogeneous solid mixtures.
This is done
by the use of a bar magnet. A bar magnet is an object made of certain materials
which can attract
metals like iron.
The use of a bar magnet is one of the simplest and easiest ways of physical
separation of
magnetic substances from non-magnetic substances. This is done by passing the
magnet over the
mixture when it will pick the magnetic substance out of the mixture (see Figure 1).
Magnetic impurities are removed from their ores by the use of magnetic separation.
This can also
be applied in the laboratory, e.g. to a mixture of iron filings and sulphur.
Fig. 1. Separating a mixture of iron filings and sand using a magnetic bar
Equipment/ Materials
Magnetic bar
Iron fillings, iron chippings, or metal scraps
Sand
Petri dish/ plastic plate/bowl
Plastic bag/wrapper
CHE Pack 4 – Magnetic Separation5
Produced by the Chemistry Group, UCC, as part of DelPHE-funded collaboration
between University of Cape
Coast and The Open University, UK
Other requirements
Working bench/table, Open space, Laboratory coat, Eye goggles, Nose mask, Hand
gloves.
Experimental Procedure
Procedure
1. Mix the sand with the iron filings in the plastic plate as shown in Figure 1
2. wrap the plastic bag around the bar magnet
3. suspend the bar magnet over the plate
4. the iron would be collected / attracted to the surface of the magnetic bar
5. carefully remove the plastic bag around the magnetic bar and scrape off the iron
filings
6. Repeat the procedure from step 2 until all the iron fillings are removed.
7. This will help separate the iron filings from the sand
Reflection on the experiment

Why was the sand not attracted to the magnet?
213
Can the same procedure be used to separate carpenter’s nails from saw dust? Give
a reason(s) for
your answer
Appendix C
References
1. http://www.open.edu/openlearncreate/pluginfile.php/70646/mod_page/content
/1/CHE_Pack_4.pdf
2. https://www.google.com/search?q=winnowing+pictures&hl=en-
PH&authuser=0&tbm=isch&source=iu&ictx=1&fir=oeZU8GIAan38aM%253A
%252Ca3m3i28vkIgiVM%252C_&vet=1&usg=AI4_-kRC-
eK2MB8hADnn8Vslw6tx273nig&sa=X&sqi=2&ved=2ahUKEwisjfa-
zsnhAhULSRUIHZRfD3AQ9QEwDHoECAYQHA#imgrc=oeZU8GIAan38aM:
3. https://www.google.com/search?hl=en-
PH&authuser=0&tbm=isch&sa=1&ei=DAawXIz9NYHh-
Ab7nJOoDA&q=hand+picking+pictures&oq=hand+picking+pictures&gs_l=img
.12...0.0..1050...0.0..0.0.0.......0......gws-wiz-
img.1ajZO9P1avc#imgrc=x7UiZIBDy_CvYM:
PH&authuser=0&tbm=isch&sa=1&ei=aAawXOzuBcbpwQP13IfICQ&q=seivin
g+pictures&oq=seiving+pictures&gs_l=img.3...227692.231708..231920...0.0..
0.180.2539.0j16......0....1..gws-wiz-img.......0i67j0j0i10j0i10i24.fkes-
kKoLCs#imgrc=q8CvVMBsGDrdwM:
PH&authuser=0&tbm=isch&sa=1&ei=UQewXOHQI4n_wAPutLaQAw&q=filteri
ng+pictures&oq=filtering+pictures&gs_l=img.3..0j0i24.234409.239277..23945
4...4.0..0.244.3657.0j21j1......0....1..gws-wiz-
img.......0i67j0i5i30j0i8i30.UuSf_MJCyb4#imgrc=QzjobltxKWbYQM:
214
Teacher Learning Area SCIENCE
Time & Date Quarter 1st (Week 6 Days 1 to 2)
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of different techniques
in separating mixtures.
B. Performance The learner should be able to separate desired materials from
Standard common and local products.
C. Learning The learners should be able to enumerate techniques in
Competencies/Obje separating mixtures such as decantation, evaporation, filtering,
ctives. sieving and using magnet. (S6MT-1d-f-2)
 Perform a simple experiment using appropriate

technique in separating mixtures.
II. CONTENT Separating Mixtures

III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages CHEMISTRY Science and Technology Textbook for Third Year
Reprint Edition, 2013, page 46
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES A B
 Show the learners different types of substances and ask the
ENGAGE following questions:
(For pictures: refer to illustration Appendix B)
Rice grains and water

- Q1. In cooking we always wash the rice grains with
water, what method will be used to separate rice grains
and water?
- Decantation
215
Sugar and Water
Q2. If you accidentally pour water to a sugar, what method in
separating mixtures will be used to recover the sugar?
- Evaporation
Floating Solid Impurities (Dirt) and water

Q3. If the water from your faucet contains some floating solid
impurities (dirt) in it, what separating method will you use to
separate the dirt from water?
- Filtration
Sand and pebbles

Q4. If you want to build a sand castle but the sand contains
some pebbles, what separating method will you use to separate
fine grained sand from pebbles?
- Sieving
Pins and sand

Q5. When you accidentally drop your pins to the sand, what
separating method will be used to recover the pins from the
sand?
- Using magnet
 The teacher will group the learners into five (5).

EXPLORE  The teacher will provide the materials needed and
distribute the activity sheets to each group.
 The teacher will remind the learners about the norms to be
followed in performing the activities. (Refer to Appendix C)
Note: The teacher will supervise the learners all throughout

the performance of the activities.
Activity 1: Decantation
Objective:
 At the end of the activity learners should be able to
explain when to use decantation in separating mixtures.
Materials:
 Beaker
 sand
 Water
 Spoon
Procedure:
I. Advanced Preparation
Prepare all the materials on the table.
II. Activity Proper

1. Put three (3) tablespoons of sand into the beaker.
2. Pour three-fourth (3/4) of water into the beaker, and let
216
the sand settle at the bottom of the beaker.
3. Slowly pour out the water from the beaker until the sand
remains.
Guide Questions:
Q1. What have you observed when your pour out water from the
beaker?
- The sand remained inside the beaker.
Q2. Why did you pour out the water from the beaker?
- In order to separate the water from the sand.
Q3. When do we use decantation?
- In separating immiscible mixture like oil and water;
mongo beans and water and many more.
Activity 2: Evaporation
Objective:
- At the end of the activity, learners should be able to explain
when to use evaporation in separating mixtures.
Materials:
 Salt Solution
 Alcohol lamp/hot plate
 Match/lighter
 Graduated cylinder
 Tripod
 Stirring rod
 Evaporating Dish
Caution: To avoid getting burned make sure to avoid contact

with the hot plate or the evaporating dish when hot.
Procedure:
1. Measure twenty (20) mL of salt solution using a
graduated cylinder.
2. Pour the twenty (20) mL salt solution in the evaporating
dish.
3. Place the evaporating dish on the tripod.
4. Place the alcohol lamp under the tripod.
(Note: If using hot plate, put the evaporating dish on top of the
hot plate and set the temperature to hot mode.)
5. Light the alcohol lamp (Ask assistance from the

Teacher)
6. Let the water inside the evaporating dish boil until no
water is left in the evaporating dish.
217
Evaporating Dish
Wire
gauze
Tripod
Alcohol lamp
Guide Questions:
Q1. What happens to salt solution after the water evaporated?
- The salt remained after the water evaporated.
Q2. What was left in the beaker?
- White particles/ Salt particles
Q3. In what other ways can we use evaporation in separating
mixture?
- In recovering dissolved sugar in water.
Activity 3: Filtration
Objective:
- At the end of the activity, learners should be able to
explain when to use filtration in separating mixtures.
Materials:
 Two (2) pcs 250 mL beaker
 Water
 Sand
 Filter paper/”katsa”
 Funnel
 Iron stand
 Iron ring
 Test tube
Procedure
- How to fold filter paper?

(Refer to Figure 2.9, page 46, CHEMISTRY Science and
Technology Textbook for Third Year Reprint Edition, 2013)
II. Activity Proper
1. Mix water and sand in the 250 mL beaker.

2. Attach the iron ring to the iron stand.
3. Place the funnel in the iron ring.
4. Place the filter paper inside the funnel.
218
5. Pour the mixture into the funnel as shown in Figure 2.
6. The funnel is supported by an iron ring and the filtrate is
received in another beaker.
Guide Questions:
1. What was left in the filter paper?
- Sand
What happens to the water poured into the funnel?
- The water passed
through the filter paper
3. When do we use filtration in separating components of a
mixture?
- In separating solid and liquid mixtures
4. Which method works better in separating sand and water,
decantation or filtration? Why?
- Filtration because it is a solid and a liquid mixture.
Activity 4: Sieving
Objective:
 At the end of the activity, learners should be able to
explain when to use sieving in separating mixtures.
Materials:
 Flour sifter
 Colored paper
 One half cup Flour
 Two (2) tablespoon rice grains (uncooked)
 Mixing bowl
 Spoon
Procedure
1. Mix one-half cup of flour and two (2) tablespoons of rice
grains into the mixing bowl using a spoon.
2. Place the colored paper on the table.
3. Put the mixture of flour and rice grains into the flour
sifter.
4. Shake the flour sifter slowly and let the sifted substance
fall into the colored paper.
219
Guide Questions:
1. What was found on the colored paper after sifting?
- flour
2. What was left in the flour sifter?
- rice grains
3. In what other ways can we use sieving?
- in separating coarse-grain sand from fine-grain sand
Activity 5: Using Magnet
Objective:
 At the end of the activity, learners should be able to
explain when to use a magnet in separating mixtures.
Materials:
 One-piece magnet
 One teaspoon iron filings
 Two table spoon dry sand
 White bond paper
 Wooden spoon (To avoid attraction to magnets)
 Plastic Bowl
Caution: Avoid dropping the magnet in order not to
break its magnetic property
Procedure:
1. In a plastic bowl, mix one (1) teaspoon iron filings and
two (2) tablespoons dry sand using wooden spoon.
2. Place the bond paper on the table, pour and scatter the
mixture from the bowl.
3. Recover the iron filings by moving the magnet around
the mixture; avoid close contact of the magnet with the
mixture.
Guide Questions:
1. What happened when you move the magnet around the
mixture?
- The iron filings were attached to the magnet.
2. What was attracted to the magnet?
- iron filings
3. What was left on the bond paper?
- dry sand
 The teacher will group the learners into five (5).
 The teacher will provide the materials needed and
distribute the activity sheets to each group.
 The teacher will remind the learners about the norms to be
followed in performing the activities. (Refer to Appendix C)
220
 The learners will present their outputs and they will be
rated using the attached scoring rubrics.
EXPLAIN Note: Refer to Appendix D1 for the Scoring Rubrics (For A

Learners)
Refer to Appendix D2 for the Scoring Rubrics (For B
Learners)
Questions: Questions:
ELABORATE  Cite instances in daily  What technique did we
life when you can apply use in separating flour
techniques in from milled rice?
separating mixtures.  What technique did we
use in separating iron
filings from sand?
 What technique did we
use in separating salt
and water?
 What technique did we
use in separating sand
and water?
EVALUATE NOTHING LASTS FOREVER! NOTHING LASTS

FOREVER!
Identify the appropriate Identify the appropriate

technique to use in separating technique to use in separating
the following mixtures: the following mixtures.
Choose your answer from the
1. Water and salt box below.
2. Rice and water
3. Turbid water Filtration
4. Fine-grain sand and coarse- Decantation
grain sand Sieving
5. Copper dust and iron filings Using Magnet
Evaporation
1. Salt and water

2. Rice and water
3. Muddy water
4. Rice and flour
5. Sand and iron nails
V. REMARKS _______Lesson carried. Move _______Lesson carried.
on to the next objective. Move on to the next objective.
_______Lesson not carried. _______Lesson not carried.
VI. REFLECTION
VII. OTHERS
221
earned 80% on the
formative
assessment

require additional
activities for
remediation
C. Did the remedial ____Yes _____No ____Yes _____No

lessons work? No. ____of learners who caught ____of learners who caught
of learners who up the lesson of _____. up the lesson of _____.
have caught up with ____of learners who caught ____of learners who caught
the lesson up the lesson of _____. up the lesson of _____.
____of learners who caught ____of learners who caught
up the lesson of _____. up the lesson of _____.
D. No. of learners who ____Yes _____No ____Yes _____No

continue to require ____of learners who caught ____of learners who caught
remediation up the lesson of _____. up the lesson of _____.
E. Which of my ___Socratic questioning ___Socratic questioning

teaching strategies ___use of visual ___use of visual
wok well? presentation presentation
___Manipulative tools ___Manipulative tools
___Models ___Models
Demonstration Demonstration
___Inquiry-based approach ___Inquiry-based approach
Why? Why?
___Availability of materials ___Availability of materials
___Student’s eagerness to ___Student’s eagerness to
learn learn
222
doing their tasks doing their tasks
___audio visual presentation ___audio visual presentation
of the lesson of the lesson
F. What difficulties did ___Bullying among students ___Bullying among students
I encounter which ___Students’ behavior/ ___Students’ behavior/
my principal or attitude attitude
supervisor can help ___Colorful IMs ___Colorful IMs
me solve? ___Unavailable Technology ___Unavailable Technology
___Science/ Computer/ ___Science/ Computer/
G. What innovation or ____Contextualized/ ____Contextualized/
localized material/s localized and localized and
did I use/discover indigenized IMs indigenized IMs
which I wish to ____localized video ____localized video
share with other ____Recycling of plastics to ____Recycling of plastics to
teachers? be used as IMs be used as IMs
223
APPENDIX A
ACTIVITYSHEETS
Separating Mixtures
Activity 1: Decantation
Reminder:
1. Always follow laboratory safety rules.
Objective:
 At the end of the activity learners must be able to explain when to use
decantation in separating mixtures.
Materials:
 Beaker
 sand
 Water
 Spoon
Procedure:
Prepare all the materials on the table.
II. Activity Proper

1. Put three (3) tablespoons of sand into the beaker.
2. Pour three-fourth (3/4) of water into the beaker, and let the sand settle at the
bottom of the beaker.
3. Slowly pour out the water from the beaker until the sand remains.
Guide Questions:
Q1. What have you observed when your pour out water from the beaker?
Q2. Why did you pour out the water from the beaker?
Q3. When do we use decantation?
224
Activity 2: Evaporation
Reminder:
Objective:
- At the end of the activity, learners should be able to explain when to use
evaporation in separating mixtures.
Materials:
- Salt Solution
- Alcohol lamp/hot plate
- Match/lighter
- Graduated cylinder
- Tripod
- Stirring rod
- Evaporating Dish
Caution: Make sure to avoid contact with the hot plate or the evaporating dish when
hot to avoid getting burned.
Procedure:
1. Measure twenty (20) mL of salt solution using a graduated cylinder.
2. Pour the twenty (20) mL salt solution in the evaporating dish.
3. Place the evaporating dish on the tripod.
4. Place the alcohol lamp under the tripod.
(Note: If using hot plate, put the evaporating dish on top of the hot plate and set the
temperature to hot mode.)
5. Light the alcohol lamp (Ask assistance from the Teacher)
6. Let the water inside the evaporating dish boil until no water is left in the
evaporating dish.
Evaporating Dish
Wire gauze
Tripod
Alcohol lamp
Guide Questions:
Q1. What happens to salt solution after the water evaporated?
Q2. What was left in the beaker?
Q3. In what other ways can we use evaporation in separating mixture?
225
Activity 3: Filtration
Reminder:
Objective:
- At the end of the activity, learners should be able to explain when to use
filtration in separating mixtures.
Materials:
 Two (2) pcs 250 mL beaker Funnel
 Water Beaker Iron Stand
 Sand
 Filter paper/”katsa”
 Funnel
Iron Ring
 Iron stand Beaker
 Iron ring
 Test tube
Figure 2. Filtration Set-up
Procedure
1. Mix water and sand in the 250 mL beaker.
2. Attach the iron ring to the iron stand.
3. Place the funnel in the iron ring.
4. Place the filter paper inside the funnel.
5. Pour the mixture into the funnel as shown in Figure 2.
6. The funnel is supported by an iron ring and the filtrate is received in another
beaker.
Guide Questions:
1. What was left in the filter paper?
2. What happens to the water poured into the funnel?
3. When do we use filtration in separating components of a mixture?
4. Which method works better in separating sand and water, decantation or
filtration? Why?
226
Activity 4: Sieving
Reminder:
Objective:
 At the end of the activity, learners should be able to explain when to use
sieving in separating mixtures.
Materials:
 Flour sifter
 Colored paper
 One half (½) cup Flour
 Two (2) tablespoon rice grains (uncooked)
 Mixing bowl
 Spoon
Procedure
1. Mix one-half (½) cup of flour and two (2) tablespoons of rice grains into the
mixing bowl using a spoon.
2. Place the colored paper on the table.
3. Put the mixture of flour and rice grains into the flour sifter.
4. Shake the flour sifter slowly and let the sifted substance fall into the colored
paper.
Guide Questions:
1. What was found on the colored paper after sifting?
2. What was left in the flour sifter?
3. In what other ways can we use sieving?
227
Activity 5: Using Magnet
Reminder:
Objective:
 At the end of the activity, learners should be able to explain when to use a
magnet in separating mixtures.
Materials:
 One (1) piece magnet
 One (1) teaspoon iron filings
 Two (2) table spoon dry sand
 White bond paper
 Wooden spoon (To avoid attraction to magnets)
 Plastic Bowl
Caution: Avoid dropping the magnet in order not to break its magnetic
property
Procedure:
1. In a plastic bowl, mix one (1) teaspoon iron filings and two (2) tablespoons
dry sand using wooden spoon.
2. Place the bond paper on the table, pour and scatter the mixture from the
bowl.
3. Recover the iron filings by moving the magnet around the mixture; avoid
close contact of the magnet with the mixture.
Guide Questions:
1. What happened when you move the magnet around the mixture?
2. What was attracted to the magnet?
3. What was left on the bond paper?
228
APPENDIX B
229
230
231
Pins
232
APPENDIX C
Norms to be followed during the activity
1. Wear your lab coats.

2. Do not eat or drink during the activity.
3. Keep your workplace clean.
4. Keep all the glassware and equipment clean.
5. Hot materials needs time to cool down, let it cool down and use protective
materials in picking them up.
6. Seek the guidance of the teacher wherever in trouble.
7. Dispose all the waste properly after the activity.
8. Wash your hands after the activity.
APPENDIX D1

(For A Learners)
CATEGORY 4 3 2 1
Completeness All 1 or 2 3 to 6 7-12 questions
and Accuracy questions questions were questions were not answered
were not answered, were not has 7-12 incorrect
answered, have 2 answered has answers and has
all answers incorrect 3 to 6 more than 7
are correct answers and incorrect grammatical errors.
with no have 2 answers, has
grammatical grammatical 3 to 6
errors. errors. grammatical
errors.
Timeliness Activity was Activity was Activity has Activity has
finish ahead finish on time. exceeded exceeded for more
of time. more than 5 than 10 minutes.
minutes.
Presentation The activity The activity The activity The activity was
was was presented was presented presented poorly,
presented comprehensive comprehensiv in orderly and
comprehens ly, orderly but ely but not consumes too
ively, orderly exceeds for orderly and much time.
and does more than 5 exceeds for
not exceed minutes. more than 5
for 5 minutes.
minutes.
Collaboration All members One member Two members Only the leader of
of the group of the group is of the group the group performs
233
participated not are not the activity.
actively participating. participating.
during the
activity.
Cleanliness All the group All the group Two of the The leader is the
members members wear group only one wearing
wear the the proper members the proper
proper outfit outfit in doing does not wear laboratory outfit the
in doing the the activity, the the proper workplace is
activity and workplace was outfit in doing messy and the
the clean but the the activity, materials used
workplace materials were the workplace were in chaos.
was clean not put in order is not clean
and in order after the and the
after the activity materials are
activity not put in
order after the
activity
APPENDIX D2

(For B Learners)
CATEGORY 4 3 2 1
Complete- All questions 1 or 2 questions 3 to 6 7-12
ness and were were not questions were questions
Accuracy answered, all answered, have not answered were not
answers are 2 incorrect has 3 to 6 answered
correct with answers and incorrect has 7-12
no have 2 answers, has 3 incorrect
grammatical grammatical to 6 answers
errors. errors. grammatical and has
errors. more than
7
grammatic
al errors.
finish on finish 5 minutes finish 10 was finish
time. late. minutes late. 20 minutes
late.
Presentation The activity The activity was The activity The
was presented was presented activity
presented comprehensivel comprehensive was
comprehensi y, orderly but ly but not presented
234
vely, orderly exceeds for orderly and poorly and
and does not more than 10 exceeds for consumes
exceed for 6 minutes. more than 10 too much
minutes. minutes. time.
Collabo- All members One member of Two members Only the
ration of the group the group is not of the group leader of
participated participating. are not the group
actively participating. performs
during the the activity.
activity.
members members wear group is the only
wear the the proper outfit members does one
proper outfit in doing the not wear the wearing
in doing the activity, the proper outfit in the proper
activity and workplace was doing the laboratory
the clean but the activity, the outfit the
workplace materials were workplace is workplace
was clean not put in order not clean and is messy
and in order after the activity the materials and the
after the are not put in materials
activity order after the used were
activity in chaos.
235
Time & Date Quarter 1st (W6, D3-D4)
I. OBJECTIVES
The learners demonstrate understanding of different
A. Content Standard
B. Performance The learners should be able to separate desired materials
Standard from common and local products.
The learners should be able to enumerate techniques in
separating mixtures such as decantation, evaporation,
C. Learning
filtering, sieving, and using magnet. (S6MT-Id-f-2)
Competencies/
Objectives
 Separate desired materials from common and local
products.
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s
Materials Pages
1. Science & Technology Chemistry Textbook, pp. 39 – 50.
3. Textbook Pages 2. New Co-Ordinated Science, Chemistry, 2nd Edition,
pp. 14 – 23.
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning 1. http://pinoyfoodz-marie.blogspot.com/p/halo-halo-
Resources recipe-with-pictures.html
IV. PROCEDURE A B
ENGAGE Using set of pictures, let the learners guess the hidden
word.
The word is MIXTURE.
Mix
236
 One of the pictures presented is our very own Pinoy
halo-halo, can we still recover or separate the
ingredients of halo – halo? How?
For this day, we are going to separate the desired materials

from common and local products.
CAUTION: ALWAYS OBSERVE PROPER HANDLING OF

EXPLORE MATERIALS TO ENSURE SAFETY.
Prior to the activity, the teacher will ask:

 How is oil extracted from coconut milk?
 How is salt produced from seawater or salt
solution?
1. Divide the class into three groups and each group

will perform different activity.
2. Distribute the materials to each group.
3. Post the rubrics for the activity.
4. Explain the task to the learners and let the learners
perform the activities.
5. Supervise each group while performing the activity.
Activity Sheet (Group 1-A and B)

Separate Me If You Can!
Objective:
At the end of the activity, the learners must be able to

separate iron-copper mixture.
Materials:
 Ten (10) grams iron filings

 Ten (10) grams – copper dusts/ steel wool filings
 One (1) pc magnet
 100 mL water
 One (1) pc plastic cellophane
 One (1) pc watch glass/ glass cover
Equipment:
Triple beam balance

250mL Beaker
Procedure:
(A Learners)
237
 Using the given materials, design an experiment
showing decantation and using magnet in
separating mixture of water, copper, and iron filings.
(B Learners)
 - Mix one (1) teaspoon each of copper dusts and iron
filings in a clean sheet of bond paper. Make sure that
mixture is well scattered.

- Cover the magnet with a piece of plastic cellophane to
make it easier to detach the iron filings from the magnet
after performing the activity.
- Hold the magnet above the mixture and move in
circular motion without touching the mixture.
- Observe and record your observations.
V. Guide Questions
(A Learners)
1. How did you separate iron and copper mixture from
water?
- Separate water from iron and copper mixture
by decantation.
2. How about iron filings from copper dusts?
- Separate iron from copper using magnet.
(B Learners)
1. How did you separate iron and copper mixture from
water?
- Separate water from iron and copper mixture
by decantation
2. Suppose the iron and copper mixture is placed in a
jar with water, what technique of separating mixtures would
you use?
- First, by decantation, second by using magnet.
Activity Sheet (Group 2)

Objective:
At the end of the activity learners should be able to obtain

salt from seawater or salt solution.
Materials:
 Twenty (20) mL seawater or salt solution (water and

salt)
 One (1) evaporating dish
 One (1) tripod
238
 One (1) wire gauze
 alcohol lamp or Bunsen burner
Procedure:
(A Learners)
 Using the materials, make a procedure showing how
to obtain salt from seawater or salt solution.
Procedure:
(B Learners)
1. Prepare a set-up shown below.
wire gauze
evaporating dish
Bunsen burner
tripod
Figure 1
Water and Salt Set-up
2. Add the seawater or salt solution into the evaporating

dish.
 Let the seawater or salt solution evaporate until a white
solid substance is left.
 Taste the substance.
Caution: Do not taste the substance unless you are told

by the teacher.
Guide Questions:
(A and B Learners)
1. How did you produce salt from seawater or salt
239
solution?
- by applying heat
2. What method of separating mixture did you apply?
- evaporation
3. How did you know that the solid substance left on the
evaporating dish is salt?
- by tasting the substance
4. What do you call the solid substance that was left on
the evaporating dish?
- residue
5. Suppose the seawater is cloudy, what method of
separation would you do first to produce clean, white salt –
free from solid impurities?
- First, by filtration.
Second by evaporation.
Activity Sheet (Group 3)

Objective:
At the end of the activity, learners should be able to

separate coconut milk and water.
Materials:
 unfiltered coconut milk (water was added before
extracting milk from grated coconut meat)
 Two (2) 250mL beaker
 “katsa”
Procedure:
(A Learners)
 Using the materials, design an experiment showing
how to separate coconut milk and water.
(B Learners)
1. Filter the remaining coconut meat from its milk.
2. Let the mixture rest for 30 minutes. Coconut milk
will float in water.
-Decant the mixture
Guide Questions:
1. How did you separate coconut milk and water?
- By letting the mixture rests until the coconut milk
floats on the water and slowly pour the coconut milk into
another beaker.
(Answers may vary.)
2. What method/s of separating mixture did you apply?
240
- decantation
3. How does filtration differ from sieving?
- Filtration is used to separate insoluble solid from a
liquid substance by using filtering medium while sieving is
used to separate smaller solid particles from larger solid
particles.
 A representative from each group will present the

EXPLAIN result of their activity to the class.
 The Scoring rubrics will be used in rating the output
presented by each group.
(refer to Appendix A1 for A Learners)
 A representative from each group will present the
result of their activity to the class.
 The Scoring rubrics will be used in rating the output
presented by each group.
(refer to Appendix A2 for B Learners)
 Ask the following questions:
ELABORATE a. How are we going to separate desire materials from
common or local products?
b. What are the uses of salt, coconut milk, and water?
c. What is the importance of separating mixtures in our
daily life? Explain.
2. Concepts to understand:
 Mixture is a material made up of two or more

different substances which are mixed. It also refers
to the physical combination of two or more
substances in which the identities are retained and
are mixed in the form of solutions, suspensions and
colloids.
 The components of a mixture are only physically

combined. Thus, it can be separated by physical
means.
 In the lesson, we just focused on evaporation,

filtration, decantation and using magnet as methods
of separating mixtures to obtain desired materials
from local product like coconut, and common
material like seawater.
1. Evaporation – is the process wherein the volatile

component is removed by evaporation leaving nonvolatile
component behind.
(Ex. the production of salt from seawater)
241
2. Filtration – the use of filtering medium to separate
insoluble solid from a liquid substance.
(Ex. separating unfiltered coconut milk and coconut meat)
 Filtrate – the liquid that passes through the filter

paper.
 Residue – the solid particles remain on the filter
paper.
3. Decantation – is used when an insoluble solid

component of the mixture settles down.
 The supernatant liquid (liquid on top) is poured off

into another container.
4. Magnetic Separation – uses magnet. Takes advantage

of magnetic property of one component.
 Applied in mixtures with one magnetic component,

other components are nonmagnetic.
(Ex. separating iron – copper mixture)

in our daily life?
EVALUATE 1. Which of the following 1. Which of the following

samples can be separated sample/s can be
physically? How? separated physically?
A. rice from hulls A. rice from hulls

B. oil and water B. oil and water
C. sugar from sugar C. sugar from sugar
solution solution
D. mixture of iron D. mixture of iron
filings and sand filings and sand
E. carbon dioxide E. carbon dioxide
F. floating pulps in F. floating pulps in
lemonade lemonade
2. You are taking a bath 2. Which method/s of

when you accidentally separating mixtures
pour 1 canister, about is/are appropriate to
242
50 grams of alum powder your answer/s in #1?
(tawas) in a small dipper
half – filled with water. Sieving
 Is it possible to Filtration
recover the alum
Winnowing Decantation
powder in water?
Evaporation
How?
Crystallization
Magnetic Separation
3. You are taking a bath

when you accidentally
pour 1 canister, about
50 grams of alum powder
in a small dipper half –
filled with water. Is it
possible to recover the
alum powder (tawas)
when it was already
dissolved in water? How?
A. Yes. By decantation,
the water is
poured leaving
the alum powder
in the dipper.
B. Yes. By evaporation,
the water will
evaporate
leaving the alum
power in the
evaporating dish.
C. Yes. By filtration, the
water will pass
through the filter
paper leaving the
alum powder.
D. Yes. Using a magnet,
the alum powder
will attract to the
magnet leaving
the water in the
dipper .
___Lesson carried. Move on ___Lesson carried. Move
to the next objective. on to the next objective.
V. REMARKS
___Lesson not carried. ___Lesson not carried.
VI. REFLECTION
243
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
____Yes _____No ____Yes _____No
C. Did the remedial up the lesson of _____. up the lesson of _____.
have caught up ____of learners who caught ____of learners who caught
with the lesson. up the lesson of _____. up the lesson of _____.
____Yes _____No ____Yes _____No
D. No. of learners
who continue to
require
remediation.
___use of visual ___use of visual
presentation presentation
E. Which of the
teaching
strategies worked
well? Why did it
work?
___Models ___Models
Why? Why?
244
learn learn
___audio visual ___audio visual presentation
of the lesson
___Bullying among students ___Bullying among students
___Students’ behavior/ ___Students’ behavior/
F. What difficulties
attitude attitude
did I encounter
___Colorful IMs ___Colorful IMs
which my principal
___Unavailable Technology ___Unavailable Technology
or supervisor can
help me solve?
localized localized and localized and
material/s did I indigenized IMs indigenized IMs
use/discover ____localized video ____localized video
which I wish to ____Recycling of plastics to ____Recycling of plastics to
share with other be used as IMs be used as IMs
teachers?
245
APPENDIX A1
SCORING RUBRIC for GROUP ACTIVITY

(Advance Learners)
Note: Subject for adjustment.
Very
Outstanding Satisfactory
CRITERIA Satisfactory
(3) (1)
(2)
Were able to Were able to Was able to

make appropriate make two make one
Performance
and complete appropriate appropriate
procedures procedures procedure
First to finish the Second to finish Last to finish the

Promptness activity within the the activity within activity within the
allotted time the allotted time allotted time
All members 2 or more

1 member did not
Team Work cooperate in the members did not
cooperate.
activity. cooperate.
Correctness of With 2 or more

Got perfect score With 1 mistake
the Answer mistakes
The materials are

The materials are
organized and The working area
organized but the
the working area is messy all
Workmanship working area is
is clean during throughout the
clean after the
and after the activity.
activity.
activity.
246
APPENDIX A2
SCORING RUBRIC FOR GROUP ACTIVITY

(A Learners)
Outstanding Very Satisfactory Satisfactory

CRITERIA
(3) (2) (1)
Perform the activity

Perform the activity Asked the help of
with minimal
on their own by the teacher all
Performance questions to the
following the given throughout the
teacher about the
procedures. activity.
given procedures.
First to finish the Second to finish the Last to finish the

Promptness activity within the activity within the activity within the
allotted time allotted time allotted time
All members
1 member did not 2 or more members
Team Work cooperate in the
cooperate. did not cooperate.
activity.
Correctness of the With 2 or more

Answer mistakes
The materials are The materials are

The working area is
organized and the organized but the
messy all
Workmanship working area is working area is
throughout the
clean during and clean after the
activity.
after the activity. activity.
247
APPENDIX B1
Activity Sheet for Group 1 (A Learners)

I. Title: Separate Me If You Can!
II. Objective: At the end of the activity learners should be able to separate iron –
copper mixture.
III. Materials:
 Ten (10) grams iron filings
 Ten (10) grams – copper dusts/ steel wool filings
 100 mL water
 One (1) pc watch glass/ glass cover
Equipment:
 Triple beam balance
 250mL Beaker
IV. Procedure
 Using the given materials, design an experiment showing decantation and
using magnet in separating mixture of water, copper, and iron filings.
V. Guide Questions
1. How did you separate iron and copper mixture from water?
2. How about iron filings from copper dusts?
248
APPENDIX B1
II. Objective: At the end of the activity learners should be able to obtain salt from
seawater or salt solution.
III. Materials
 Twenty (20) mL seawater or salt solution (water and salt)
 One (1) tripod
IV. Procedure
 Using the materials, make a procedure showing how to obtain salt from
V. Guide Questions
1. How did you produce salt from seawater or salt solution?
2. What method of separating mixture did you apply?
3. How did you know that the solid substance left on the evaporating dish is
salt?
4. What do you call the solid substance that was left on the evaporating dish?
5. Suppose the seawater is cloudy, what method of separation would you do
first to produce clean, white salt – free from solid impurities?
249
APPENDIX B1

II. Objective: At the end of the activity learners should be able to separate coconut
milk and water.
III. Materials
 unfiltered coconut milk (water was added before extracting milk from
grated coconut meat)
 “katsa”
IV. Task
 Using the materials, make a procedure showing how to separate coconut
milk and water.
V. Guide Questions
1. How did you separate coconut milk and water?
250
APPENDIX B2
Activity Sheet Group 1 (B Learners)

II. Objective: At the end of the activity learners should be able to separate iron –
copper mixture.
III. Materials
 One (1) teaspoon copper dusts/ steel wool filings
 One (1) teaspoon iron filings
 One (1) sheet bond paper
IV. Procedures
1. Mix one (1) teaspoon each of copper dusts and iron filings in a clean sheet of
bond paper. Make sure that the mixture is well scattered.
2. Cover the magnet with a piece of plastic cellophane to make it easier to detach
the iron filings from the magnet after performing the activity.
3. Hold the magnet above the mixture and move in circular motion without
touching the mixture.
4. Observe and record your observations.
V. Guide Questions
1. How did you separate iron from copper?
2. Suppose the iron and copper mixture is placed in a jar with water, what
technique of separating mixtures would you use?
251
APPENDIX B2
Activity Sheet for Group 2 (B Learners)

II. Objective: At the end of the activity learners should be able to obtain salt from
III. Materials
 Twenty (20) mL seawater or salt solution (water and salt)
 One (1) tripod
IV. Procedure
1. Prepare a set-up as shown below.
wire gauze
evaporating dish
tripod Bunsen burner
Figure 1. Evaporation Set-Up
2. Add the seawater or salt solution into the evaporating dish.

 Let the seawater or salt solution evaporate until a white solid substance is
left.
 Taste the substance.
Caution: Do not taste the substance unless you are told by the teacher.
V. Guide Questions
1. How did you produce salt from seawater or salt solution?
2. What method of separating mixture
252
3. How did you know that the solid substance left on the evaporating dish is
salt?
4. What do you call the solid substance that was left on the evaporating dish?
5. Suppose the seawater is cloudy, what method of separation would you do
first to produce clean, white salt – free from solid impurities?
APPENDIX B2

II. Objective: Separate coconut milk and water.
III. Materials
 unfiltered coconut milk (water was added before extracting milk from
grated coconut meat)
 ”katsa”
IV. Procedure
1. Filter the remaining coconut meat from its milk.
2. Let the mixture rest for 30 minutes. Coconut milk will float in water.
 Decant the mixture.
V. Guide Questions
1. How did you separate coconut milk from water?
253
SUMMATIVE TEST
Test I. MATCHING TYPE
Directions: Match the different methods of separating mixtures in Column A to the
descriptions in Column B.
Column A Column B
1. Decantation A. mixtures of different sized particles
2. Evaporation B. mixtures consisting of insoluble solid and liquid
3. Filtration C. mixtures with nonvolatile solute dissolved in solution
4. Sieving D. mixtures whose components have different
5. Magnetic Separation densities
E. mixtures whose solid component settles down in a
liquid
F. mixtures with one magnetic component, other
components are nonmagnetic
Test II. MULTIPLE CHOICE

Directions: Write the LETTER (in CAPITAL) and the word/phrase/sentence of the
best answer.
6. What do you call the liquid that is poured off in decantation?

A. filtrate C. solvent
B. residue D. supernatant liquid
7. After deep frying of chicken, which method of separating mixtures is applicable to
separate the small pieces of chicken meat from oil?
A. decantation C. magnetic separation
B. evaporation D. sieving
8. How can you separate iron filings and sand?
A. by decantation C. by magnetic separation
B. by filtration D. by sieving
9. Which mixture can be separated through sieving?
A. ingredients of halo – halo C. mixture of oil and water
B. components of rubbing alcohol D. mixture of sand and gravel
10. Salt making is based on the idea of ___________________.
A. crystallization C. evaporation
B. decantation D. filtration
11. Your mother is preparing the ingredients in making “ginataan/binignit”, which
material should your mother use to totally separate the coconut milk and coconut
meat mixture?
I. filter paper II. fish net III. funnel IV. strainer
A. I only B. I and IV only C. IV only D. II and III only
12. Which of the following is the advantage of filtration from decantation?
I. Filtration is used for mixture of insoluble solid in liquid.
II. Filtration totally separates the solid material from liquid.
III. Filtration is easy to perform than decantation.
A. I only B. I and II only C. II and III only D. I, II and III
13. Which of the following is practical application of evaporation?
I. Film deposition
254
II. Evaporation of sweat from our body.
III. Drying of clothes by hanging them out in an open area.
A. I only B. II only C. I and II only D. II and III only
14. Which can be done by magnetic separation?

I. Separation of iron filings and aluminum foil.
II. During the benefaction of nonferrous low grade ores.
III. Removal of metal contaminants from product streams.
15. In baking, what separation technique is used to separate fine flour from coarse
flour?
A. decantation B. evaporation C. filtration D. sieving
16. How can you remove floating oil in water?
A. by decantation C. by evaporation
17. Which of the given materials is used for sieving?
A. B. C. D.
Filter Paper
18. Which material can be used for magnetic separation?
A. C.
B. D.
For questions 19 – 20, refer your answer to the illustration below.
A. B. C.
Filter Paper
D. E. F. G.
255
19. If you are to perform an activity for filtration, which among the materials above
will
you use?
A. A, B and C C. B, C and E
B. A, D and E D. B, C and D
20. Which of the given materials above are appropriate to use for evaporation?
A. A, C, E and F C. B, C, F and G
B. B, C, E and F D. A, C, F and G
APPENDIX C
ANSWER KEY
SUMMATIVE TEST
1. E
2. C
3. B
4. A
5. F
6. D
7. A
8. C
9. D
10. C
11. C
12. C
13. D
14. D
15. D
16. A
17. C
18. A
19. B
20. C
256
Teacher Learning Areas Science
Time and Date Quarter 1st (W7, D1 to D2)
I.OBJECTIVES
The learners should be able to tell the benefits of separating
A. Content Standards
mixtures from products in community
Standards common and local products.
The learners should be able to tell the benefits of separating
C. Learning mixtures from product in community. (SGMT-1g-j-3)
Competencies/
Objectives  Cite instances wherein decantation as the process of
separating mixtures is used to produce products which
are beneficial to the community.
II.CONTENT
III.LEARNING RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV.PROCEDURE A Learners B Learners
ENGAGE
Show picture of Rice and Water
In cooking we always wash the rice grains with water, what

method is used to separate rice grains and water?
- Decantation
In preparing rice for cooking, In preparing rice for cooking,

EXPLORE we sometimes see smaller we sometimes see smaller
impurities like mud and dust. impurities like mud and dust.
How do we separate these How do we separate these
impurities? impurities?
Things to do: (Teacher) Things to do: (Teacher)
1. Group the learners into 1. Group the learners into
257
five (5). five (5).
2. Explain the procedures 2. Explain the procedures
to the learners. to the learners.
3. Provide copies of the 3. Provide copies of the
sample pictures to the background information
learners. (Refer to materials to the
Appendix B) learners. (Refer to
Appendix C)
4. Let the learners read
the Background
Information about
instances wherein
decantation as the
process of separating
mixtures is used to
produce products
which are beneficial to
the community.
(refer to Appendix B) (refer to Appendix A)
Materials: Materials:
 Set of Pictures about  Background

Decantation Products Information Sheet
 One half sheet (1/2) (refer to Appendix C)
Manila Paper  One half sheet (1/2)
 Marker Pens Manila Paper
 Marker Pens
Procedure: Procedure:
1. Using the given 1. Read the background

pictures, discuss within information about
the group about instances wherein
instances wherein decantation as the
decantation as the process of separating
process of separating mixtures is used to
mixtures is used to produce products
produce products which are beneficial to
which are beneficial to the community.
the community.
2. Discuss within the
group your
understanding about
decantation based from
the background
258
2. Answer the following information.
guide questions: 3. Answer the following
guide questions:
Q1. Are you familiar
with the products? Q1. Are you familiar
- Yes/ No with the products?
- Yes/No
Q2. What is the
importance of Q2. What is the
decantation as a importance of
process of separating decantation as a
mixtures to the process of separating
product? mixtures to the
- To remove product?
impurities and - To remove
unwanted materials impurities and
from the product. unwanted materials
from the product.
Q3. How does
decantation take place Q3. How does
within these decantation take place
processes? within these
- Decantation takes processes?
place by pouring - Decantation takes
out the liquid place by pouring
materials from the out the liquid
solid materials of materials from the
the mixtures. solid materials of
- Decantation also the mixtures.
takes place by - Decantation also
pouring out takes place by
immiscible liquid pouring out
materials from immiscible liquid
another liquid materials from
materials. another liquid
materials.
Q4. Why is decantation
an important process of Q4. Why is decantation
separating mixtures? an important process of
- Decantation is an separating mixtures?
important process - Decantation is an
of separating important process
mixtures because of separating
we can separate mixtures because
two immiscible we can separate
liquids or separate two immiscible
liquid from solid liquids or separate
materials. liquid from solid
materials.
259
Sample pictures
Oil and water

https://www.google.co.jp/
oil+and+water&oq=oil+and+wa
ter&gs_l=img.3
Blood and plasma

http://clinchem.aaccjnls.org/co
ntent/62/8/1162
:
Cream and milk
260
cream+and+milk&oq=cream+a
nd+milk&gs_l=img.3.
Kerosene and water

https://www.google.com/
mixture+of+kerosene+and+wat
er&oq=mixture+of+kerosene+a
nd+water&gs_l=img.:
Soil and water

https://www.goshen.edu/art/De
ptPgs/rework.html
wine
https://en.wineembassy.vn/roo
ms-category/what-is-
decanting/#
The teacher will let the learners explain the output of the activity.
261
EXPLAIN Group performance will be rated using scoring rubrics. (Refer to
Appendix D)
Teacher will give additional information.

ELABORATE
 What is the main purpose of decantation as a process in
the preparation of these products?
-To separate and remove impurities and unwanted materials
from desired products.
 What if decantation did not take place in these products?

- If decantation did not take place, desired products will
not be produced.
 What specific materials are being separated by

decantation?
- Mixture made of two or more immiscible liquids and
mixture made of liquid and solid materials by allowing
the solids to settle to the bottom of the mixture and
pouring out the particle-free part of the liquid
 What are the two main decantation methods?
-The two main decantation methods are separating Liquids

and Solids and Separating Two or More Liquids.
 Why is decantation important in producing products

which are beneficial to the community?
-Without decantation, we cannot come up or produce
good/quality products.
Cite how decantation Answer the following questions

EVALUATE occur in the following correctly.
products: 1. Give five (5) examples of
a. Wine products of decantation.
b. Cream
c. Virgin Coconut Oil
d. “Taho”
e. Clay
___Lesson carried. Move on ___Lesson carried. Move on

V. REMARKS to the next objective. to the next objective.
VI.REFLECTION
VII.OTHERS
A. No. of learners
who earned 80%
262
on the formative
assessment
B. No. of learners
who require
additional activities
for remediation
have caught up ____of learners who caught ____of learners who caught
with the lesson up the lesson of _____. up the lesson of _____.
D. No. of learners ____Yes _____No ____Yes _____No
who continue to ____of learners who caught ____of learners who caught
require up the lesson of _____. up the lesson of _____.
remediation ____of learners who caught ____of learners who caught
E. Which of my ___Socratic questioning ___Socratic questioning
teaching strategies ___use of visual ___use of visual
wok well? presentation presentation
___Models ___Models
Why? Why?
learn learn
263
___audio visual presentation ___audio visual presentation
F. What difficulties ___Bullying among students ___Bullying among students
did I encounter ___Students’ behavior/ ___Students’ behavior/
which my principal attitude attitude
or supervisor can ___Colorful IMs ___Colorful IMs
help me solve? ___Unavailable Technology ___Unavailable Technology
localized localized and localized and
use/discover which ____localized video ____localized video
I wish to share ____Recycling of plastics to ____Recycling of plastics to
with other be used as IMs be used as IMs
AP teachers?
PE
NDIX A
Activity 1. For A Learners

Materials:
Background Information Sheet

One half sheet (1/2) Manila Paper
Marker Pens
Procedures:
1. Read the background information about instances wherein decantation as the
process of separating mixtures is used to produce products which are
beneficial to the community.
2. Discuss within the group your understanding about decantation based from
the background information.
3. Answer the following guide questions:
Q1. Are you familiar with the products?
Q2. What is the importance of decantation as a process of separating
mixtures to the product?
Q3. How does decantation take place within these processes?
4. Write your answers on the manila paper.
264
APPENDIX B
Activity 1. For A Learners

Materials:
 Set of Pictures about Decantation Process

 One half sheet (1/2) Manila Paper
 Marker Pens
Procedures:
1. Given a pictures discuss within the group about instances wherein
decantation as the process of separating mixtures is used to produce
products which are beneficial to the community.
2. Answer the following guide questions:

Q1. Are you familiar with the products?
Q2. What is the importance of decantation as a process of separating
mixtures to the product?
Q3. How does decantation take place within these processes?
3. Write your answers on the manila paper.
265
APPENDIX C
BACKGROUND INFORMATION
Decantation is a process to separate mixtures by removing a liquid layer that is
free of a precipitate. The purpose may be to obtain a decant (liquid free from
particulates) or to recover the precipitate. Decantation relies on gravity to pull
precipitate out of solution, so there is always some loss of product, either from
precipitate not fully falling out of solution or from leaving some liquid when separating
it from the solid portion.
There are two main decantation methods:
Separating Liquids and Solids
Decanting is done to separate particulates from a liquid by allowing

the solids to settle to the bottom of the mixture and pouring off the particle-free part
of the liquid.
For example, a mixture (possibly from a precipitation reaction) is allowed to

stand so that gravity has time to pull the solid to the bottom of a container. The
process is called sedimentation. Using gravity only works when the solid is less
dense than the liquid. Clearwater may be obtained from mud by simply allowing time
for the solids to separate from the water.
The separation may be enhanced using centrifugation. If a centrifuge is used,

the solid may be compacted into a pellet, making it possible to pour off the decant
with minimal loss of liquid or solid.
Separating Two or More Liquids
Another method is to allow two immiscible liquids to separate and the lighter
liquid is poured or siphoned off. A common example is decantation of oil and vinegar.
When a mixture of the two liquids is allowed to settle, the oil will float on top of the
water so the two components may be separated. Kerosene and water can also be
separating using decantation.
The two forms of decantation may be combined. This is especially useful if it's
important to minimize loss of a solid precipitate. In this case, the original mixture may
be allowed to settle or may be centrifuged to separate the decant and sediment.
Rather than immediately drawing off the liquid, a second immiscible liquid may be
added that is denser than the decant and that doesn't react with the sediment. When
this mixture is allowed to settle, the decant will float on top of the other liquid and
sediment. All of the decant can be removed with minimal loss of precipitate (except a
266
tiny amount that remains floating in the mixture). In an ideal situation, the immiscible
liquid that was added has a high enough vapor pressure that it evaporates, leaving
all of the sediment.
In everyday work, the term 'decantation' is usually associated with wine.

Decanting is also a chemical laboratory process used to separate mixtures.
Decanting is a process to separate mixtures.
Decanting is just allowing a mixture of solid and liquid or

two immiscible liquids to settle and separate by gravity. This process can be slow
and tiresome without the aid of a centrifuge. Once the mixture components have
separated, the lighter liquid is poured off leaving the heavier liquid or solid behind.
Typically, a small amount of the lighter liquid is left behind.
Some Mixtures That Can Be Decanted
Oil and water – Oil floats on

top of water. Decanting the
mixture allows the oil to be
poured off the water.
oil+and+water&oq=oil+and+water&gs_l=img.3
Gasoline or kerosene and

water – this mixture is an
example often cited as a safety
hazard. Decanting a mixture
containing flammable solvents
can be dangerous as the
flammable material evaporates
and forms dangerous fumes.
https://www.google.com/
mixture+of+kerosene+and+water&oq=mixture+of+ke
rosene+and+water&gs_l=img.:
267
Dirt and water – muddy water
can be cleared up by
decanting. The soil will sink to
the bottom of the tube allowing
the clear water to be poured off.
https://www.goshen.edu/art/DeptPgs/rework.html
Wine – Sediment from the

fermentation process can
produce an undesirable taste.
Wine is decanted to separate
the wine from these sediments.
https://en.wineembassy.vn/rooms-category/what-is-
decanting/#
Cream and milk – Cream is

separated from milk by
decantation. Cream rises to the
top of the milk mixture and is
easily skimmed off.
https://www.google.co.jp/ cream+and+milk
268
Blood and plasma – A
centrifuge is necessary for this
decantation. Plasma can be
removed from blood by
decantation.
http://clinchem.aaccjnls.org/content/62/8/1162
APPENDIX D

(For A Learners)
CATEGORY 4 3 2 1
errors. more than
7
grammatic
al errors.
late.
269
activity.
activity in chaos.
270
Teacher Learning Areas Science
Time and Date Quarter 1st (W7, D3 to
D4)
I. OBJECTIVES
Standards techniques to separate mixtures.
B. Performance The learners should be able to separate desired materials
Standards from common and local products.
C. Learning The learners should be able to tell the benefits of
Competencies/Objectives separating mixtures from products in community. (S6MT-
(Write the LC Code for Ig-j-3)
each)

Cite instances wherein evaporation as the
process of separating mixtures is used to produce
products which are beneficial to the community.
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE Let us guess the hidden word using the pictures given.
(The teacher show the picture)
(refer to Appendix A)
E M A P T R
A R I O N V
271
 What is the word represented by the pictures?
- The word represented by the pictures is
evaporation.
 How do you say so?
- The first picture is an evaporated milk, the
second picture is a beaker with evaporating
liquid substance, and the third picture is an
evaporating dish.
 From your previous discussion, what is
evaporation?
- Evaporation is the process wherein the volatile
component is removed by evaporation leaving
non-volatile component behind.
- It is the process of separating mixture wherein
molecules change from liquid state to gas state)
 Before the start of the discussion, let’s have an
activity.
Ask the following questions to the learners:

EXPLORE
(The teacher will show a picture)
Note: Photo owned by the writer.

 If you forget your towel when you go swimming,
you can dry it off by just standing around. How
does that happen?
- We can dry our body because evaporation takes
place, the water molecules in the body change
from liquid to gas)
Note: Photo owned by the writer.
272
 If you hang wet clothes, they will eventually get
dry. Where do you think the water goes?
- If I hang wet clothes, after a while the clothes
dry up. The water that was converted to gas
state goes up to the atmosphere.
 What are some examples of water drying up?
- The other examples of water drying up are drying
up of lakes, seas, rivers, and oceans.
- The other examples of water drying up are drying
of different food products.
(The teacher will explain how perspiration happens in the

human body.)
 How does evaporation affect the sweat in the

human body?
- Sweat is a product of fluid secretion through
sweat glands, evaporation affects the sweat in
the human body through converting it (sweat)
from liquid to gas taking a little bit of the body
heat that gives cool sensation to our skin.
 Think of some instances wherein evaporation as

the process of separating mixtures is used to
produce products which are beneficial to the
community.
Activity ( A Learners)
Evap Me Up
Materials:
Manila Paper
Pentil Pen
Crayons
Things to do: (Teacher)

1. Group the learners into four (4).
2. Discuss the objective of the activity.
Procedure for the activity: (Learners)
1. Identify one product that involves evaporation which is
useful to the community.
2. Talk and discuss with the group about the instances
wherein evaporation as the process of separating
mixtures is used to produce the product.
3. Draw a diagram or an illustration showing evaporation
as a process in obtaining a certain product.
273
4. Answer the guide questions and write your answers on
the manila paper.
Guide Questions:
(For A and B Learners)
1. Are you familiar with the product?
- Yes/No.
2. What is the importance of evaporation as a process of
separating mixtures to the product?
- The importance of evaporation as the process is
removing liquid particles in the product.
3. How does evaporation take place within these
processes?
- Evaporation takes place within the processes through
removing of water molecule.
4. What are the products made from evaporation
process found in your locality aside from the examples
given in the activity?
-Dried mango, dried squid, tobacco drying
Activity (For B Learners)

Evap Me Up
Pictures (refer to Appendix B)
 Fish Drying
 Copra Drying
 Rice grain Drying
 Chemical Mining (Salt extraction)
Things to do: (Teacher)

1. Group the learners into four (4).
2. Prepare the materials needed (Pictures, refer to
Appendix B.)
3. Post the pictures on the board and prepare for draw
lots.
Procedure for the activity: (Learners)

1. Get the picture from the teacher.
2. Obtain the other materials from the teacher.
3. Talk and discuss with the group about the instances
wherein evaporation as the process of separating
mixtures is used to produce products which are beneficial
to the community.
4. Draw a diagram or an illustration showing evaporation
as a process in obtaining a certain product.
5. Answer the guide questions and write your answers on
the manila paper.
274
The teacher will let the learners explain the output of the
EXPLAIN activity. Group performance will be rated using the
scoring rubrics. (refer to Appendix C)
 What is the main purpose of evaporation as a
ELABORATE process in the preparation of these products?
(Dried Mango, Dried Squid and Dried Tobacco)
- The main purpose of evaporation in these
products is drying.
 What if evaporation did not take place in these
products?
- If evaporation did not take place to the products,
desired product will not be produced, and no
products will be beneficial to the community.
 What are the other possible procedures for
evaporating liquid particles?
- Aside from drying with the use of the sun,
applying heat with the use of fire can be used as
procedure of evaporating liquid particles.
 Is evaporation a warming or cooling process?
- Evaporation is a cooling process because it
removes heat from the surrounding air.
 What is the main purpose of evaporation as a
process in the preparation of these products?
(Dried Mango, Dried Squid, Dried Tobacco)
- The main purpose of evaporation in these
products is drying.
 What if evaporation did not take place in these
products?
- If evaporation did not take place to the products,
desired product will not be produced, and no
products will be beneficial to the community.
 What are the other possible procedures for
evaporating liquid particles?
- Aside from drying with the use of the sun,
applying heat with the use of fire can be used as
procedure of evaporating liquid particles.
 Is evaporation a warming or cooling process?
- Evaporation is a cooling process because it
removes heat from the surrounding air.
1. One of the best “pasalubong” is dried “pusit”. What
EVALUATE process does dried “pusit” undergo?
a. Filtration
b. Decantation
c. Evaporation
d. Sublimation
2. The following are processes of evaporation that are

useful in community EXCEPT,
275
a. Copra drying
b. Fish drying
c. Salt extraction
d. Separation of color
3.Which of the following statements is correct about

evaporation as a process in Fish drying?
a. Evaporation adds heat to the fish.
b. Evaporation removes the salt in drying fish.
c. Evaporation separates the liquid molecules from the
fish.
d. Evaporation has no connection to fish drying.
4. What is the main role of evaporation as preserving

products?
a. It separates the liquid components in the mixture.
b. It absorbs water in the mixture.
c. It adds heat in the mixture.
d. It separates all solid components in the mixture.
5. What will happen if evaporation did not take place on

drying copra?
a. Product will be the same.
b. Product will be more beneficial to the community.
c. Product will not be beneficial to the community.
d. Products will evaporate.
6-10. Draw a diagram wherein evaporation is a process
of separating mixtures that is beneficial to the community.
Explain briefly.
___Lesson carried. Move ___Lesson carried. Move

on on
V. REMARKS to the next objective. to the next objective.
VI. REFLECTION
VII. OTHERS
A. A. No. of learners
who earned 80%
on the formative
assessment
B. B. No. of learners
who require
additional
activities for
276
remediation
C. C. Did the ____Yes _____No ____Yes _____No
remedial lessons
work? No. of ___of learners who caught ___of learners who caught
learners who up the lesson of____. up the lesson of____.
have caught up ___of learners who caught ___of learners who caught
with the lesson up the lesson of____. up the lesson of____.
___of learners who caught ___of learners who caught
up the lesson of____. up the lesson of____.
D. D. No. of learners ____Yes _____No ____Yes _____No

who continue to
require ___of learners who caught ___of learners who caught
remediation up the lesson of____. up the lesson of____.
E. E. Which of my __Socratic questioning __Socratic questioning

teaching __use of visual __use of visual
well? Why did it __Game-based learning __Game-based learning
work? __Pair work __Pair work
__Cooperative Learning __Cooperative Learning
__Explicit Teaching __Explicit Teaching
__Group collaboration __Group collaboration
__Differentiated instruction __Differentiated instruction
__Discovery Method __Discovery Method
__Lecture Method __Lecture Method
__Manipulative tools __Manipulative tools
__Demonstration __Demonstration
__Models __Models
__Interactive lecture __Interactive lecture
__Inquiry-based approach __Inquiry-based approach
__Complete IMs __Complete IMs
__Availability of materials __Availability of materials
__Student’s eagerness to __Student’s eagerness to
learn learn
__Group member’s __Group member’s
__audio visual presentation __audio visual presentation
277
F. F. What ___Bullying among ___Bullying among

difficulties did I students students
encounter which ___Students’ behavior/ ___Students’ behavior/
my principal or attitude attitude
help me solve? ___Unavailable ___Unavailable Technology
Technology ___Science/Computer/
___Science/Computer/ Internet lab
Internet lab ___additional clerical works
G. G. What ___contextualized/ ___contextualized/
innovation or localized and localized and
localized indigenized IMs indigenized IMs
material/s did I ___localized video ___localized video
use/discover ___Recycling of plastics to ___Recycling of plastics to
which I wish to be used as IMs be used as IMs
share with other
teachers?
APPENDIX A.
278
APPENDIX B.
Photo owned by the writer.
279
SOURCE: https://www.google.com/rice+grain+drying+open+source+images&tbm
SOURCE: https://www.google.com/ Salt+mining
280
Photo owned by the writer.
281
APPENDIX C

(For A Learners)
CATEGORY 4 3 2 1
Completeness All 1 or 2 3 to 6 7-12
and Accuracy questions questions were questions questions
were not answered, were not were not
answered, have 2 answered has answered
all answers incorrect 3 to 6 has 7-12
are correct answers and incorrect incorrect
with no have 2 answers, has answers
grammatical grammatical 3 to 6 and has
errors. errors. grammatical more than
errors. 7
grammatic
al errors.
Timeliness Activity was Activity was Activity has Activity
finish ahead finish on time. exceeded has
of time. more than 5 exceeded
minutes. for more
than 10
minutes.
Presentation The activity The activity The activity The
was was presented was presented activity
presented comprehensive comprehensiv was
comprehens ly, orderly but ely but not presented
ively, orderly exceeds for orderly and poorly, in
and does more than 5 exceeds for orderly
not exceed minutes. more than 5 and
for 5 minutes. consumes
minutes. too much
time.
Collaboration All members One member Two members Only the
of the group of the group is of the group leader of
participated not are not the group
actively participating. participating. performs
during the the
activity. activity.
wear the the proper members one
proper outfit outfit in doing does not wear wearing
in doing the the activity, the the proper the proper
activity and workplace was outfit in doing laboratory
282
the clean but the the activity, outfit the
workplace materials were the workplace workplace
was clean not put in order is not clean is messy
and in order after the and the and the
after the activity materials are materials
activity not put in used were
order after the in chaos.
activity
APPENDIX D

(For B Learners)
CATEGORY 4 3 2 1
errors. more than
7
grammatic
al errors.
late.
activity.
283
activity in chaos.
284
School Grade level 6
Time & Date Quarter 1(Week 7, D5 and
Week 8, D1)
I. OBJECTIVES
B. Performance The learners should be able to separate desired
Standard materials from common and local products.
Competencies/ separating mixtures from products in community.
Objectives (S6MT-lg-j-3)
 Cite instances wherein filtration as the process of
separating mixtures is used to produce products
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Science and Technology III page 24
pages
2. Learner’s Breaking Through Science 6 by M. Timbol and Sol
Material pages Baguio page 39
3. Textbook pages Science & Technology III: Chemistry Textbook SEDP
page 50
4. Additional EASE Chemistry: Module I
Materials from
Learning
Resource Portal
B. Other Learning
Resources
IV. PROCEDURES A Learners B Learners
 The teacher will show products to the class such as
ENGAGE bottled water, kalamansi juice, starch, cheese and
milk.
 The teacher will ask the learners this question:
 What process of separating mixtures is used to
make these products?
 Group the learners into five (5).

EXPLORE  The teacher will provide and distribute the products
and give different tasks to each group.
 Group 1 –Newscasting (bottled water)
 Group 2 – Skit (milk)
 Group 3 – Advertisement (kalamansi juice)
 Group 4 – Acrostic (starch)
285
 Group 5 – Speech choir (cheese)
 Each group will make a plan/script for the task
assigned to them.
 They will cite instances wherein filtration as a
process of separating mixtures is used to produce
the product.
 Cite the benefits of the product to the community.
 Presentation of learners’ output by group.

EXPLAIN
 Using the scoring rubrics, the teacher will give the
rating of each group.
(refer to Appendix A)
 How can we address the problem on water

ELABORATE contamination?
 What about the issue on the lack of freshwater
supply in the community?
 Write a journal citing five (5) instances wherein
EVALUATE filtration as a process of separating mixtures is used
to produce products.
Cite the benefits of these products to the
community.
 Using the scoring rubrics, the teacher will give the
rating of each group.
(refer to Appendix B)
V. REMARKS ___Lesson carried. Move ___Lesson carried. Move

on to the next objective. on to the next objective.
___Lesson not carried ___Lesson not carried
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
286
lessons work?
No. of learners ___of learners who caught ___of learners who caught
who have caught up the lesson of____. up the lesson of____.
up with the ___of learners who caught ___of learners who caught
lesson up the lesson of____. up the lesson of____.

who continue to
require ___of learners who caught ___of learners who caught
remediation up the lesson of____. up the lesson of____.
E. Which of my __Socratic questioning __Socratic questioning

strategies wok presentation presentation
well? __Game-based learning __Game-based learning
__Pair work __Pair work
__Models __Models
__Student’s eagerness to __Student’s eagerness to
learn learn
__audio visual __audio visual
287
lesson lesson
F. What difficulties ___Bullying among ___Bullying among

which my ___Students’ behavior/ ___Students’ behavior/
principal or attitude attitude
Internet lab Internet lab
works works
G. What innovation ___contextualized/ ___contextualized/
which I wish to ___Recycling of plastics to ___Recycling of plastics to
share with other be used as IMs be used as IMs
teachers?
288
APPENDIX
Scoring Rubrics for the Presentations
289
CRITERIA 4 3 2 1
All ideas are One idea is Two ideas are Three or more
connected to not connected not connected ideas are not
Organization
each other. to each other. to each other. connected to
each other.
Has all Has a little Has a little Has no
conveying conveying conveying conveying
messages. message. message. message.
The choice of The choice of Some choice The choice of
words is words is a little of words is words is
Content correct and correct and incorrect and incorrect and
appropriate. It appropriate. It not not
is relevant to is relevant to appropriate. It appropriate. It
the topic. the topic. is not that is not relevant
relevant to the to the topic.
topic.
All the ideas Most of the Some of the Most of the
are clear and ideas are clear ideas are a ideas are
all the but some little bit unclear unclear and
Clarity concepts are concepts are and some most of the
explained not explained concepts are concepts are
well. well. not explained not explained
well. well.
Shows a very Shows a Shows a little Lacks
creative creative creativity in the creativity in
Creativity
presentation. presentation. presentation. the
presentation.
The output or The output or The output or The output or
the ideas are the ideas are the ideas are the ideas are
related to the related to the related to the related to the
given situation given situation given situation given situation
Appropriateness
and are and are and are very and are
pleasing in moderately pleasing in unpleasing in
over-all. pleasing in over-all. over-all.
over-all.
290
APPENDIX B
RUBRIC SCORING FOR JOURNAL WRITING
CRITERIA 3 2 1
Provides a Provides partial but Provides an

complete and mostly accurate incomplete,
Relevance to accurate description of the unclear, or
the topic description of the topic. inaccurate
topic. description of the
topic.
Accurately relates Relates in real-life Has difficulty in

how the topic can situation with relating the topic in
Application be applied in real- limited description. real life.
life with complete
description.
Made use of Limited use of Does not make use

indigenous indigenous of indigenous
Ingenuity of the materials for the materials for the materials for the
product output. output. output.
Very original, show Original ideas, Show some

adequate and adequate use of originality,
Originality creative use of resources. inadequate use of
resources. resources.
Suggests a logical Suggests a literal Finds it difficult to

and symbolic meaning of the interpret the
Interpretation meaning of the topic with limited meaning of the
topic through visual points of visual topic.
evidence. evidence.
291
Teacher: Learning Area: SCIENCE
1st (W8, D2 to
Time and date: Quarter: D3)
I. OBJECTIVES
techniques to separate mixtures
Standards
Objectives (S6MTIg-j-3)
 Cite instances wherein sieving as the process of

separating mixtures is used to produce products

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource(LR)
portal
B. Other Learning Picture, activity sheets, manila paper, marker pen, real
Resources objects (strainer/sifter, flour, plate/bowl, sand, gravel,
palay, pebbles)
IV. PROCEDURES A Learners B Learners
292
The teacher will ask the learners this question: What
ENGAGE are the instances when filtration is used to produce
products which are useful in the community?
- Producing bottled water, juice, and coconut
milk. (answers may vary)
For A Learners:
The teacher will show a picture of construction workers
separating gravel stones from sand.
Note: Picture owned by the writer

 What do you think they are doing?
- separating sand from gravel
 When do we usually see this situation?
- when there is a construction of buildings and
roads.
 What do they use in separating the gravel and
sand?
- framed wire screen
 Why do you think they need to separate the sand
from gravel?
- In order to use the sand in making hollow
blocks and finishing walls and floor.
 Is the product beneficial to the community? How?

- Yes. The product is used in constructing
houses and buildings.
 What process in separating mixtures did the
construction workers do to separate sand and
gravel?
- The construction workers used sieving as a
process to separate the mixture.
293
From your previous lessons on separating fine from
coarse materials using sieving as a process, you are
going to discover further the instances wherein sieving
is used to produce products which are beneficial to the
community.
For B Learners
The teacher will show a picture of construction workers
separating gravel stones from sand.
Note: Picture owned by the writer
- What is the work of the people in the picture?

- Construction Workers
- What are they doing?
- separating gravel and sand
- What do they use in separating the gravel and

sand?
- framed wire screen
- Why do you think they need to separate the
sand from gravel?
- In order to use the sand in making hollow
blocks and finishing walls and floor.
- Is the product beneficial to the community? In
what way?
- Yes. The product is used in constructing
houses and buildings.
294
- What process in separating mixtures did the
construction workers do to separate sand and
gravel?
- The construction workers used sieving as a

process to separate the mixture.
-
From your previous lessons on separating fine from
coarse materials using sieving as a process, you are
going to discover further the instances wherein sieving
is used to produce products which are beneficial to the
community.
 Group the learners into three (3).
EXPLORE  Set norms in working.
 Distribute the activity sheets and materials to each
group.
 Let the learners perform the activity.
 Facilitate each group while performing the activity.
Activity (For A and B Learners)
Materials:
 one-fourth (¼) kg flour

 one (1) strainer/sifter
 one (1) plate/bowl
 one-half (½) manila paper
 one (1) marker pen
Procedure:
1. Pour one-fourth (¼) flour on the strainer/sifter.

2. Sift it on a plate/bowl.
3. Answer the guide questions and write your
answers on the manila paper.
Guide questions:
(For A Learners)
1. Which particles passed through the strainer and
which did not?
- The fine particles passed through the strainer
while the coarse particles did not.
2. Why do you think some particles passed through
the strainer while others did not?
- Some particles passed through the strainer
295
because they are finer than the other particles.
3. Will the product be beneficial? Why?
- Yes, because it is used in some recipe like
cakes and bread.
Guide Questions:
(For B Learners)
1. What kind of particles was left on the strainer?
- The coarse particles were left on the strainer.
2. What kind of particles passed through the
strainer?
- The fine particles passed through the strainer.
3. Why do you think some particles passed through
the strainer while others did not?
- Some particles passed through the strainer
because they are finer than the other particles.
4. Will the product be useful in the community? In
what ways?
- Yes, because it is used in some recipe likes
cakes and bread.
Activity B
Materials:
 One (1) cup beach or river sand

 One-half (½) cup “palay”
 One (1) strainer
 One-half (½) manila paper
 One (1) marker pen
Procedures:
1. Put one (1) cup of sand and one-half (½) cup of

“palay” on the strainer.
2. Shake well the strainer.
Guide questions:
296
1. Were you able to separate the sand from the
“palay”? How?
- Yes. We were able to separate “palay” from
sand by using a strainer.
2. What material is used to separate the components
of mixture?
- Strainer
3. Will the product be beneficial to the community?
How?
- Yes. The people can save time and effort in
separating the “palay” from the sand.
Activity C
Materials:

 One-half (½) cup pebbles
 One (1) bowl
Procedures:
1. Place the bowl under the strainer.

2. Put 1 cup beach or river sand and one-half (½)
cup pebbles into the strainer.
Guide Questions:
(For A Learners)
1. Were you able to separate the sand from the

pebbles? How?
- Yes, by using a strainer.
2. Why are the pebbles left on the strainer?
- The pebbles was left on the strainer because
they are bigger than the sand.

- The pebbles was left on the strainer because
they are bigger than the sand.
297
4. Did the process make separating the mixture
easier? Why?
- Yes, because it saves time and effort in
separating the mixture
5. Will the product be beneficial to the community?

How?
- Yes, because the pebbles can be used as
decors.
Guide Questions:
(For B Learners)
1. What is left on the strainer?

- The pebbles were left on the strainer.
2. What material is used to separate the

components of mixture?
- Strainer
3. Did the process make separating the mixture

easier? Why?
- Yes, because it saves time and effort in
separating the mixture.
4. Is it useful in the community? In what ways?

- Yes, the pebbles can be used for
decorations while the sand can be used in hollow
blocks making.
 Presentation of outputs by group.

EXPLAIN  Scoring rubrics will be used in rating the group
presentation.
(refer to Appendix G for A Learners)
Scoring rubrics will be used in rating the group
presentation.
(refer to Appendix H for B Learners)
 Suppose you did not  Is the use of sieve in

ELABORATE use sieving as a separating mixtures
technique in your important? Why?
activity, are there - Yes, because it
other ways to saves time and
separate the effort.
mixtures?
- None
 What instances at  If sieving was not
298
home will sieving be used to separate the
helpful? mixtures in your
- In cooking/baking activity, will it be
easy for you? Why?
 What products need
- No, because we
to go through sieving
will exert much
during process?
effort and time to
- Hollow blocks,
separate the
cakes, bread and
mixture.
other pastries.
 In what particular
 What are the
activity at home will
instances wherein
sieving be helpful?
sieving as a process
- In cooking and
in separating
baking
mixtures used to
 What products need
produce products
to go through sieving
which are beneficial during process?
to the community? - cakes, breads
- In making hollow and hollow
blocks, in cooking blocks
and baking.  What are the
instances wherein
sieving as a process
in separating
mixtures used to
produce products
which are beneficial
to the community?
- In making hollow
blocks, cooking
and baking.
Draw a if the statement shows instance wherein
EVALUATE sieving as a process of separating mixtures make the
product beneficial to the community and if not.
_____1. Mother cooks pasta/noodles in a pot.

_____2. Ara separates the sand from the pebbles.
_____3. The construction workers separate gravel
from sand.
_____4. The chef easily gets a large amount of potato
fries from the deep fryer.
_____5. Jona separated iron nails from marbles using
magnet.
V. REMARKS ___Lesson carried. Move ___Lesson carried. Move

on to the next objective. on to the next objective.
299
VI. REFLECTION
VII. OTHERS
A. No of learners
who earned 80%
in the evaluation
B. No of learners
who require
additional
activities for
remediation who
scored below
80%
lessons work? No
of learners who ___of learners who caught ___of learners who
have caught up up the lesson of____. caught up the lesson
with the lesson. ___of learners who caught of____.
up the lesson of____. ___of learners who
___of learners who caught caught up the lesson
up the lesson of____. of____.
___of learners who caught ___of learners who
up the lesson of____. caught up the lesson
of____.
___of learners who
of____.

who continue to
require ___of learners who caught ___of learners who
remediation up the lesson of____. caught up the lesson
___of learners who caught of____.
up the lesson of____. ___of learners who
___of learners who caught caught up the lesson
up the lesson of____. of____.
___of learners who caught ___of learners who
up the lesson of____. caught up the lesson
of____.
___of learners who
of____.

300
well? Why did __Game-based learning __Game-based learning
these work? __Pair work __Pair work
__Differentiated instruction __Differentiated
__Discovery Method instruction
__Lecture Method __Discovery Method
__Manipulative tools __Lecture Method
__Demonstration __Manipulative tools
__Models __Demonstration
__Interactive lecture __Models
demonstration __Interactive lecture
__Inquiry-based approach demonstration
__Complete IMs __Inquiry-based
__Availability of materials approach
__Student’s eagerness to __Complete IMs
learn __Availability of materials
__Group member’s __Student’s eagerness to
collaboration/ learn
cooperation in doing __Group member’s
their tasks collaboration/
__audio visual cooperation in doing
presentation of the their tasks
lesson __audio visual
presentation of the
lesson
F. What difficulties ___Bullying among ___Bullying among

which my ___Students’ behavior/ ___Students’ behavior/
principal or attitude attitude
works works
G. What innovation ___contextualized/ ___contextualized/
which I wish to ___Recycling of plastics to ___Recycling of plastics
share with other be used as IMs to be used as IMs
teachers?
301
APPENDIX A
Activities for A Learners

Activity A
Materials:

Procedures:
1. Pour one-fourth (¼) flour on the strainer/sifter.

2. Sift it on a plate/bowl.
3. Answer the guide questions and write your answers on the manila paper.
Guide questions:
1. Which particles passed through the strainer/sifter and which did not?
2. Why do you think some particles passed through the strainer while others did
not?
3. Will the product be beneficial? Why?
302
APPENDIX B
Activity B
Materials:

Procedures:
1. Put one (1) cup of sand and one-half (½) cup of “palay” on the strainer.
Guide questions:
1. Were you able to separate the sand from the “palay”? How?
2. What material is used to separate the components of mixture?
3. Will the product be beneficial to the community? How?
303
APPENDIX C
Activity C
Materials:

 One (1) bowl
Procedures:
2. Put one (1) cup beach or river sand and one-half (½) cup pebbles into the
strainer.
Guide Questions:
1. Were you able to separate the sand from the pebbles? How?
4. Did the process make separating the mixture easier? Why?
5. Will the product be beneficial to the community? How?
304
APPENDIX D
Activities for B Learners

Activity A
Materials:

Procedures:
1. Pour one-fourth (¼) flour on the strainer.

2. Sift it on a plate/ bowl.
Guide questions:
1. What kind of particles was left on the strainer?

2. What kind of particles passed through the strainer?
3. Why do you think some particles passed through the strainer?
4. Will the product be useful in the community? In what ways?
305
APPENDIX E
Activity B
Materials:

Procedures:
1. Put one (1) cup of sand and one-half (½) cup of “palay” on the strainer.
Guide questions:
1. Were you able to separate the sand from the “palay”?

3. Is it useful to the community? In what ways?
306
APPENDIX F
Activity C
Materials:

 One (1) bowl
Procedures:

2. Put 1 cup beach or river sand and one-half (½) cup pebbles into the strainer.
Guide Questions:
1. Based on the activity, What is left on the strainer?

3. Did the process make separating the mixture easier? Why?
4. Is it useful in the community? In what ways?
307
APPENDIX G

(A Learners)
Very
(3) (1)
(2)

Performance


1 member did not
cooperate.

the Answer mistakes
The materials are

The materials are
organized but the
clean after the
activity.
activity.
308
APPENDIX H

(B Learners)

CRITERIA
(3) (2) (1)

with minimal
teacher about the
given procedures.

All members
activity.

Answer mistakes

The working area is
messy all
throughout the
activity.
309
Teacher: Learning Area: SCIENCE
1st (Week 8
Time and date: Quarter: D4 and 5)
I. OBJECTIVES
Standards
common and local products.
C. Learning The learners should be able to tell the benefits of separating
Competencies/ mixtures from products in community
Objectives (S6MTIg-j-3).
 Cite instances wherein using a magnet as the process of

separating mixtures is used to produce products which
are beneficial to the community.
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional Magnetism in Everyday Life – Lesson 3
Materials from
Crowd Puller
Learning
Resource(LR)portal
B. Other Learning http://www.howmagnetswork.com/uses.html
Resources https://www.magneticsolution.com/magnetic-separation.htm
https://www.wastecare.com/Articles/Aluminum_Cans_Recycling.ht
m
https://www.youtube.com/watch?v=_CcqDbSG3WA&feature=youtu
.be
https://www.youtube.com/watch?v=76QIXp8Sqb0&feature=youtu.b
e
https://www.youtube.com/watch?v=SrNqSL_Wldw&feature=youtu.
be
310
https://www.jkmagnetic.com/magnetic-destoner/
https://www.youtube.com/watch?v=mn6sYokfeBY&feature=youtu.b
e
IV. PROCEDURES Advance Learners Average Learners
From our previous lesson, what From our previous lesson, what
ENGAGE were the instances wherein were the products produced
sieving is used to produce when you separate materials
products useful in the using sieving?
community?
- Sieving is an - Sieving is an important
important step in step in making breads,
making breads, cakes cakes and other
and other pastries. It pastries. It is also the
is also the method method used in
used in separating separating sand from
sand from pebbles or pebbles or gravel in
gravel in making making hollow blocks
hollow blocks which is which is one of the
one of the main main materials in
materials in making making houses or
houses or buildings. buildings.
 Show the picture below.

 Show a picture of
magnet/s.
Source: www.labtimes.org
 What can you say about  What is/are the

the picture? characteristic/s of a
 How does this machine magnet?
work?  How can a magnet
separate mixture?
(Answer may vary.)
- Magnets are pieces of
Say: This is what you call a metal, especially pieces
311
magnetic selector or of iron, with the power
magnetic separator. Usually, to attract and repel iron.
this machine can be found in Magnetic materials can
junkyards or recycling plants. be separated with other
materials by the use of
 What makes the machine magnet. Example:
lift the objects? Sand with iron filings,
- magnet thumbtacks from other
 What do you think is the nonmetal materials.)
purpose of using the
magnet in the junkyard?  How can we separate
materials using a magnet?
- It is used to separate
magnetic from  We are going to discover
nonmagnetic further wherein magnet is
materials. used in the process of
separating mixtures to
 We shall discover what make products which are
are the instances wherein useful to the community.
a magnet is used as the
process of separating
mixtures to produce
products which are
beneficial to the
community?
(Post the focus or inquiry

questions on the board)
 Review the standards for  Review the standards for
EXPLORE group activity. group activity.
 Divide the class into three  Divide the class into three
(3). (3).
 Distribute the activity  Distribute the activity

sheet. sheet/materials.
ACTIVITY I
Title: Watch me stick!
What to know: What is the
312
benefit of using a magnet in
separating mixtures? ACTIVITY I
Title: Pick me up!

What we need: What to know: What is the
 Activity Sheet benefit of using a magnet in
 Laptop/tablet/cellphone separating mixtures?
 one-half (½) manila paper What we need:
 one (1) marker Picture puzzle
 video clips Activity Sheet
one-half (½) manila paper
a. Magnetic separator for one (1) marker
nonmagnetic metals
b. MDR Magnetic drum What to do:
1. Solve the picture puzzle.
.
2. Study the picture and
read the caption.
3. Answer the guide

questions below.
4. Write your answers in the

Manila paper.
https://youtu.be/_CcqDbSG3WA 5. Be ready to present your
answers.
Guide Questions:
1. What is shown in the

picture?
2. What do you call this
machine?
https://youtu.be/76QIXp8Sqb0
3. What is the use of this
What to do: machine?
1. Watch the video clips.
4. What possible product/s
2. Discuss among the group
can this machine produce?
what the video clips is about. Answer to Guide Questions:
3. Complete the concept map 1. A machine used to select
and answer the guide questions and lift metals or magnetic
below.
materials. A machine lifting
4. Write your answer on the
metals or magnetic materials.
Manila paper.
2. Magnetic separator or
5. Be ready to present your
answer. magnetic selector.
3. This machine is used in
Guide Questions: junkyards to select metals from
313
1. What was shown in the the pile of junk or scrap which
videos? can be used for recycling
2. What do you call the machine purposes.
in the videos?
3. What is the use of the Picture Puzzle
magnet in the videos?
4. Why do you think it is
important to have this kind of
machine?
5. How can this machine be
useful in the community?
A magnetic separator use in a

junkyard to select magnetic
materials or metals for
recycling.
314
ACTIVITY II ACTIVITY II
Title: Safety Magnets!
What to know: Title: Watch me stick!
 How does a magnet

become useful in making
products that are What to know: What is the
beneficial to the benefit of using a magnet in
community? separating mixture?
What we need:
 Activity Sheet (AS) What we need:

 Background Information
Sheet (BIS) – Food Safety Activity Sheet
Magnetic Separator
*(AS and BIS to be provided
by the teacher)  Laptop/tablet/cellphone
 one-half (1/2) manila paper  Manila paper and Marker
 one (1) marker
 Video clips
What to do: a. Magnetic separator for
nonmagnetic metals
1. Read the BIS.
b. MDR Magnetic drum
2. Based on the BIS, complete (www.youtube.com)
the KWL chart and answer the
guide question below by
discussing among the group
what you have learned from
the article? lants and in milling plants or
3. Answer the guide questions
food processing business.
and write your answer in the
Manila paper. https://youtu.be/_CcqDbSG3WA
4. Be ready to present
your answer.
Guide Questions:
1. How is magnet used to

produce products?
2. What products were https://youtu.be/76QIXp8Sqb0

made using magnetic
What to do:
separators?
3. What are the importance 1. Watch the video clips.
of using these magnetic
separators in making 2. Discuss among the group
products? what the video clips is about.
3. Complete the concept

315 map and answer the guide
question below.
4. Write your answer on the

ACTIVITY III ACTIVITY III
Title: Medical Magnets Title: Safety Magnets!

What to know: How does
a magnet become useful in
What to know: How does making products that are
a magnet separator beneficial to the
become beneficial to our community?
health?
What we need:
 Activity Sheet (AS)

What we need:  Background Information
Sheet (BIS)
 Activity Sheet (AS)
*(AS and BIS to be
 Background provided by the teacher)
Information Sheet (BIS)  one-half (1/2) manila
*(AS and BIS to be paper
provided by the  one (1) marker
teacher)
 one-half (1/2) manila What to do:
paper 1. Read the BIS.
 one (1) marker
2. Based on the BIS,
complete the KWL chart
and answer the guide
What to do: question below by
1. Read the BIS. discussing among the
group what you have
2. Based on the BIS, learned from the article.
complete the graphic
3. Write your answer on
organizer entitled Sum It
the Manila paper.
Up.
4. Be ready to present your
3. Answer the guide answer in class.
questions and write your
answer in the manila
paper. Guide Questions:
4. Be ready to present 1. How is magnet used to
your answers. produce products?
2. What products were made

using magnetic separators?
Guide Questions:
3. What are the importance
1. How is magnet used in of using these magnetic
316
the medical industry? separators in making
2. What are the products?
importance of using these
Answer to Guide Answer to Guide Questions:
Questions: 1. It is used in purifying
1. It is used to separate products and freeing it from
target cells from different raw metal contamination.
samples in diagnosing 2. Grains such as rice, wheat,
diseases, in delivery of corn and spices like black
anticancer medicines, and in pepper.
stem cells. 3. Magnetic separator is useful
2. It makes detection and to make products safe for
diagnosis of certain diseases consumption and to avoid
easier. Also, it makes the damage of processing
delivery of anticancer equipment or machines.
medicine more effective.
 Reporting and presentation  Reporting and presentation of

EXPLAIN of outputs. outputs.
Learners give their own  Scoring rubrics will be used in
analysis of their answers. rating the group.
 Scoring rubrics will be used (refer to Annex ___.)
in rating the group.
(refer to Annex ____
 What do you think will  Is the use of magnet in

ELABORATE happen if magnetic separating mixture
separator was not important?
invented? - Yes.
- The process of  If magnet was not used to
separating metal from separate the mixtures in the
nonmetal will be situations above, what do you
tiresome and will take think will happen?
longer time. - It will take a longer time
- The safety of food to separate metals from
products from metal nonmetal trashes. For
food products, the safety
317
contamination is not of food from metal
guaranteed. contamination is not
guaranteed.
 To know more about the  To know more about the

topic, let us watch this topic, let us watch these
video about how magnetic videos about the use of
separation is useful in magnets to separate mixture
producing products which in order to produce products
are beneficial to the which are beneficial to the
community. community.
 Review standards in  Review standards in watching

watching video clip. video clip.
https://youtu.be/SrNqSL_Wldw https://youtu.be/SrNqSL_Wldw
https://youtu.be/mn6sYokfeBY https://youtu.be/mn6sYokfeBY
 Looking back on the

 Looking back on the
different videos and articles different videos and
we have explored today, science articles we have
what are the instances explored today, what are
where magnet is used in the examples where
separating mixtures to magnet was used to make
produce products which are products that are useful to
beneficial for the the community?
community?
(Answer may vary.)
(Answer may vary.)
 The different instances  The different examples where

where magnet is used in magnet is used in separating
separating mixtures to mixtures to make products
produce products which are which are beneficial for the
beneficial for the community are:
community are:
318
1. in recycling plants, to separate
1. in recycling plants, to metals from nonmetals to be
separate metals from recycled.
nonmetals to be recycled. Example: Aluminum cans
Example: Aluminum cans which can be turned into
can be turned into aluminum aluminum again and make a lot
again and make a lot of of products such as car bodies
products such as car bodies and into cans again.
and into cans again. TRIVIA: Aluminum is the most
TRIVIA: Aluminum is the recyclable of all materials and
most recyclable of all although its quality may
materials and although its change after recycling, it can
quality may change after still be recycled indefinitely.
recycling, it can still be
recycled indefinitely.
2. Commonly used in many food
2. Widely used in many food processing such as rice, flour,
processing such as rice, sugar, chocolates, and grains
flour, sugar, chocolates, and to make them safe and free
grains from contaminations.
to keep food products safe Example: Magnetic destoner
and free from contaminants. for corn and rice to remove
Example: Magnetic destoner mud balls and black stones.
for corn and rice to remove
mud balls and black stones. 3. Used in industrial processes
such as mining ores (rock or
3. Used in industrial processes soil where metal can be found)
such as mining ores (rock or and production of metals.
soil where metal can be
found) and production of 4. Now used in medical industry
metals. to improve the health of sick
people like in cases of cancer.
4. Now used in medical
industry in diagnosis,
immunotherapy, stem cells
and cancer to improve the  What mixtures need to go
health of sick people. under magnetic separators to
produce products which are
 What products needs to go beneficial to the community?
under magnetic separators?
 What are the examples
 What instances wherein wherein a simple magnet is
using a magnet as a used in the process of
process of separating separating mixtures to make
mixtures is used to products which are useful to
produce products which the community?
319
are beneficial to the
community?
Draw if the statement shows

EVALUATE correct examples of use of
magnetic separators and if
not.
1. Magnetic drum is used to

separate good sound from bad
sounds.
2. Magnetic cell isolator is used in
medical industry in cases of
Cite five (5) instances where leukemia, a type of cancer.
magnet was used to separate 3. Rice and corn destoner are
mixtures and has produced commonly used in rice mills.
products which are beneficial to 4. Use of magnet is junkyards and
the community. recycling plants is not practical
and time consuming.
5. Use of magnetic separators or
selectors help the environment by
minimizing what is thrown in the
landfills.
Answer key:
1.
2.
3.
4.
5.
V. REMARKS
___ Lesson carried. Move on to ___ Lesson carried. Move on to
the next objective. the next objective.
___ Lesson not carried. ___ Lesson not carried
VI. REFLECTION
320
VII. OTHERS
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 ____Yes _____No ____Yes _____No
remedial
lessons work? ___of learners who caught up ___of learners who caught up the
No of learners the lesson of____. lesson of____.
who have ___of learners who caught up ___of learners who caught up the
caught up with the lesson of____. lesson of____.
the lesson. ___of learners who caught up ___of learners who caught up the
the lesson of____. lesson of____.
___of learners who caught up ___of learners who caught up the

who continue
to require ___of learners who caught up ___of learners who caught up the
remediation the lesson of____. lesson of____.

teaching __use of visual presentation __use of visual presentation
strategies __Game-based learning __Game-based learning
worked well? __Pair work __Pair work
Why did these __Cooperative Learning __Cooperative Learning
work? __Explicit Teaching __Explicit Teaching
321
__Models __Models
__Student’s eagerness to learn __Student’s eagerness to learn
__Group member’s __Group member’s collaboration/
collaboration/ cooperation in cooperation in doing their
doing their tasks tasks
__audio visual presentation of __audio visual presentation of the
the lesson lesson
F. What ___Bullying among students ___Bullying among students

difficulties did I ___Students’ behavior/ attitude ___Students’ behavior/ attitude
encounter ___Colorful IMs ___Colorful IMs
which my ___Unavailable Technology ___Unavailable Technology
principal or ___Science/Computer/ Internet ___Science/Computer/ Internet
supervisor can lab lab
help me solve? ___additional clerical works ___additional clerical works
G. What ___contextualized/ localized ___contextualized/ localized and
innovation or and indigenized IMs indigenized IMs
localized ___localized video ___localized video
materials did I ___Recycling of plastics to be ___Recycling of plastics to be
use/discover used as IMs used as IMs
which I wish to
share with
other
teachers?
APPENDIX A
ACTIVITY SHEET
ACTIVITY TITLE: PICK ME UP!
What to know: What is the benefit of using a magnet in separating mixture?
What we need:
 Picture puzzle
 Activity Sheet
322
 Manila paper and Marker
What to do:
1. Solve the picture puzzle.
2. Study the picture and read the caption.
3. Answer the guide question below.
4. Write your answer in the Manila paper.
5. Be ready to present your answer in class.
Guide Questions:
1. What is shown in the picture?
2. Where is the location of the picture?
3. What do you call machine?
4. What is the use of this machine?
5. What possible product/s can this machine
APPENDIX B
***editable and adjustable, may print the puzzle part at the back of picture
323
APPENDIX C
ACTIVITY SHEET
TITLE: WATCH ME STICK!
What to know: What is the benefit of using a magnet in separating mixture?
What we need:
 Activity Sheet
 Laptop/tablet/cellphone
 Manila paper and Marker
 Video clips
a. Magnetic separator for nonmagnetic metals

https://youtu.be/_CcqDbSG3WA
b. MDR Magnetic drum https://youtu.be/76QIXp8Sqb0
What to do:
1. Watch the video clips.
2. Discuss among the group what the video clips is about.
3. Complete the concept map and answer the guide questions below.
4. Write your answer on the Manila paper.
Guide Questions:
1. What was shown in the videos?
2. What do you call the machine in the videos?
3. What is the use of the magnet in the videos?
4. Why do you think it is important to have this kind of machine?
5. How can this machine be useful in the community?
324
APPENDIX D
ACTIVITY SHEET
TITLE: SAFETY MAGNETS!
What to know: How does a magnet becomes useful in making products that are
beneficial to the community?
What we need:
 Activity Sheet
 Background Information Sheet (BIS)
 Manila paper, marker
What to do:
1. Read the BIS.
2. Based on the BIS, complete the KWL chart and answer the guide question
below by discussing among the group what you have learned from the article.
3. Write your answer on the Manila paper.
Guide Questions:
1. How is magnet used to produce products?
2. What common products were made using magnetic separators?
3. What are the importance of using these magnetic separators in making
products?
4. What are the practical applications of magnetic separators in the community?
K-w-l CHART
Magnetic Separator
TOPIC: ______________________________
What I know What I want to What I

know Learned
325
APPENDIX E
BACKGROUND INFORMATION SHEET #1
FOOD SAFETY MAGNETIC SEPARATOR
Magnetic Separators in the Food Processing Industry
Food quality standards strictly require that food products are free from unsafe
contamination like metal pieces. Metals in food products does not only give a safety
risk to consumers, but can also damage processing equipment. For this reasons,
detection and removal of metal impurities is becoming a common practice in the food
processing industry. One approach to lessen or eliminate contamination of metals is
by the use of magnetic separators.
Possible Sources of Metal Contamination
Contamination of metal may come from different sources which may include one of
the following:
• ingredients and raw materials such as small pieces of metals or mudballs, black
stones in rice and corn grains.
• some metal parts of the machine like the grinder and crusher in sugar or rice
mills which may be scraped and goes with the food product
• Lack of hygienic practices of workers and some environmental causes
There is a wide range of designs

of magnetic separators available in the
food industry which have different uses.
Example of magnetic separator

machine used in food industry is the
magnetic destoner. It is one of the
most reliable and powerful machines
today which is known for providing the
best separation process. This easily
separates and segregates the mud
balls, black stones and other metal
contaminants from grains (like rice or
corn), spices (black pepper, turmeric)
and beans.
Magnetic Destoner
Source: www.jkmagnetic.com/magnetic-destoner/
326
APPENDIX F
ACTIVITY SHEET
TITLE: MEDICAL MAGNETS
What to know: How does using a magnet separator becomes useful in our health?
What we need:
 Activity Sheet
 Background Information Sheet (BIS)
 Manila paper, marker
What to do:
1. Read the BIS.
2. Based on the BIS, complete the graphic organizer entitled Sum It Up and
answer the guide question below.
3. Answer the guide questions and write your answer in the Manila paper.
Guide Questions:
1. How is magnet used to produce products?
2. What products were made using magnetic separators?
3. What are the importance of using these magnetic separators in making
products?
327
APPENDIX G
BACKGROUND INFORMATION SHEET #2
The MEDICAL MAGNETS
A fast, careful and correct

detection of illnesses is very
important in diagnosis because it
gives doctors more precise and
early medical assessments to
patients. However, getting
samples from humans like blood
and cells are very complex due to
many components. It takes a lot
of time before one can have a
https://www.researchgate.net/publication/311427886 diagnosis of his/her disease if the
laboratory procedure will take a long time. In order to perform disease diagnosis, it is
needed to separate the specific target entity (which is the infectious agent to be
detected) from the complex raw samples. The separated cell (example: healthy cells
versus viruses or bacteria) sample is needed before it can be examined and have a
result. This is now made easier by magnetic separation of cells.
In magnetic separation, an external magnetic field is applied to separate

target entity (e.g. bacteria, viruses, parasites and cancer cells) from a complex raw
sample in order to make it easy to identify the disease.
Some of the application of magnetic separation or isolation are the following:

1. in diagnosis Malaria-infected red blood cells
2. in early diagnosis of cancer which can be achieved by
magnetic separation of circulating tumour cells (CTCs)
that had been specifically labelled with magnetic particle
3. in anticancer drug (medicine) delivery via magnetic
carriers which increases drug concentration at the
cancer or tumor site which makes it more effective.
4. in stem cells therapy which can be used to replace skin,
bone, liver and kidney cells, heart and lung cells and
nerve cells.
References:
Leong SS, Yeap SP, Lim JK. 2016 Working principle and application of magnetic
separation for biomedical diagnostic at high- and low-field gradients
https://www.researchgate.net/publication/311427886
328
APPENDIX H

(Advance Learners)
Very
(3) (1)
(2)

Performance


1 member did not
cooperate.

the Answer mistakes
The materials are

The materials are
organized but the
clean after the
activity.
activity.
329
APPENDIX I

(Average Learners)

CRITERIA
(3) (2) (1)

with minimal
teacher about the
given procedures.

All members
activity.

Answer mistakes

The working area is
messy all
throughout the
activity.
330
School Grade level 6
Time & Date Week 9 (Day 1 – 5) Quarter 1 (W9, D1 to D5
Week 10 (Day 1&2) W10, D1 to D2)
I. OBJECTIVES
Standard materials from common and local products
Objectives S6MT-Ig-j-3
 To create a model showing decantation,

evaporation, filtration, sieving, and using a
magnet using recyclable materials which are
beneficial to the community.
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
Portal
B. Other Learning
Resources
IV. PROCEDURE A Learners B Learners
 The teacher will present to the learners the
ENGAGE samples of different types of mixtures such as:
 solid and liquid
 solid and solid
 liquid and liquid
If the samples are not locally available, pictures
may be used.
 Ask the following questions:
 What can you observe from the
samples/pictures?
- Answers may vary
 How many phase/s of matter have you
observed in each mixture?
- Answers may vary depending on the
331
sample/ picture presented
 How will you classify these type of mixtures?
- Homogeneous and heterogeneous
mixtures
 Which of the mixtures are homogeneous or
heterogeneous?
- Answers may vary depending on the
sample/ picture presented
 Can you separate the individual components
of these mixtures?
- Yes
 What are the different techniques in
separating mixtures?
Decantation, evaporation, filtration,
sieving, and using a magnet
 Divide the learners  Divide the learners
EXPLORE into five (5) groups. into five (5) groups.
Each group will Each group will
create a model of create a model of
different techniques in different techniques
separating mixtures in separating
using recyclable mixtures using
materials. recyclable materials.
 Group 1 –  Group 1 –
Decantation Decantation
 Group 2 –  Group 2 –
Evaporation Evaporation
 Group 3 – Filtration  Group 3 – Filtration
 Group 4 - Sieving  Group 4 - Sieving
 Group 5 – Using  Group 5 – Using
magnet magnet
 Each group will be  Each group will be

provided with activity provided with activity
sheets. (refer to sheets. (refer to
Appendix A1) Appendix A2)
 The learners will  The learners will
perform the activity perform the activity
with the supervision with the supervision
of the teacher. of the teacher.
 Timeframe: 5 days Timeframe: 5 days
 Sketch the set-up as
indicated in the
activity sheet.
 A rubric will serve as
a guide in rating the
sketch of the set-up.
(refer to Appendix D)
332
Presentation of Outputs Presentation of Outputs
EXPLAIN  The learners will  The learners will
present to the class present to the class
their assigned model their assigned model
on Week 10 of Day 1 on Week 10 of Day 1
& 2. & 2.
 The product/model  The product/model
will be evaluated will be evaluated
using the scoring using the scoring
rubrics rubrics
(refer to Appendix C) (refer to Appendix C)
 The sketch of the
model will use
another scoring rubric
(refer to Appendix D)
 How can you use your model in your household/
ELABORATE community?
- Answers may vary
 Aside from the recycled materials used in the
activity, what other alternative materials can be
used?
- Answers may vary
 What are the different techniques in separating
mixtures?
- Decantation, evaporation, filtration, sieving,
and using a magnet
 Give examples wherein separating mixtures
using your model can be applied. Give one
example per technique.
Answers may vary
The product/model will be evaluated using the
EVALUATE scoring rubrics
(refer to Appendices C&D for A Learners)
(refer to Appendix C for B Learners)
V. REMARKS ___Lesson carried. ___Lesson carried.
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment
333
require additional
activities for
remediation
lessons work?
No. of learners who ___of learners who ___of learners who
have caught up with caught up the lesson caught up the lesson
the lesson of____. of____.
of____. of____.
of____. of____.
of____. of____.
D. No. of learners who ____Yes _____No ____Yes _____No
continue to require
remediation ___of learners who ___of learners who
of____. of____.
of____. of____.
of____. of____.
of____. of____.

teaching strategies __Use of visual __Use of visual
did it work? __Game-based learning __Game-based learning
__Pair work __Pair work
__Differentiated __Differentiated
__Models __Models
334
__Inquiry-based __Inquiry-based
approach approach
__Availability of __Availability of
materials materials
__Student’s eagerness __Student’s eagerness
to learn to learn
__Audio visual __Audio visual
lesson lesson
F. What difficulties did I ___Bullying among ___Bullying among

encounter which my students students
principal or ___Students’ behavior/ ___Students’ behavior/
supervisor can help attitude attitude
me solve? ___Colorful IMs ___Colorful IMs
___Unavailable ___Unavailable
___Additional clerical ___Additional clerical
works works
G. What innovation or ___Contextualized/ ___Contextualized/
localized material/s localized and localized and
did I use/discover indigenized IMs indigenized IMs
which I wish to ___Localized video ___Localized video
share with other ___Recycling of plastics ___Recycling of plastics
teachers? to be used as IMs to be used as IMs
335
APPENDIX A1
Activity Sheet for A Learners:

Separating Mixtures Using Decantation: A Model Using Recyclable Materials
I. Objective:
 Create a model of separating mixtures using recyclable materials

II. Materials:
 Two (2) empty plastic bottles

 A pair of Scissors/Cutter
 Ten (10) Kalamansi
 Knife
III. Procedures
A. Mixture
1. Cut the kalamansi into two.
2. Squeeze the kalamansi into a container. Make sure that the kalamansi juice
and seeds are included in the mixture. Set aside.
Caution: Be careful in using/handling sharp objects. Ask assistance
from the teacher.
B. Model
1. Cut the plastic bottle into two. Use these as containers.
2. Fill the first container with the kalamansi mixture.
3. Let the kalamansi mixture rest and wait for about 2-3 minutes for the solid
particles to settle down at the bottom of the container.
4. Separate the kalamansi mixture by carefully lifting the first container and pour
out the liquid portion to the second container. Make sure that the liquid will
not spill. Do not allow the solid particles to be transferred to the second
container.
5. Stop pouring when all the liquid of the kalamansi mixture is completely
transferred to the second container.
from the teacher.
Guide Questions:
1. Sketch the set-up of your model.
2. What technique in separating the kalamansi mixture did you use?
3. Did your model work? If not, why do you think so?
336
4. Aside from kalamansi mixture, what other mixtures can you separate using
your model?
5. Do you think your model is beneficial for household use? How?
APPENDIX A1

Separating Mixtures Using Evaporation: A Model Using Recyclable Materials
I. Objective:

II. Materials:
 One (1) small tin can (used as evaporating dish)

 One (1) big tin can (used as a tripod)
 Improvised alcohol lamp/Gasera
 Match/lighter
 One-fourth (¼) cup water
 One-half (½) tablespoon salt
 Spoon
III. Procedures
A. Mixture
1. In a tin can, mix one-fourth (¼) cup water with one-half (½) tablespoon salt.
2. Mix thoroughly such that all the solid salt crystals are dissolved completely.
Set aside.
B. Model
1. To make the improvised tripod, punch holes to the bottom of the tin can using
nails.
2. Cut out an opening on the side of the tin can to allow airflow.
Caution: Be careful in using/handling sharp objects. Ask assistance from the
teacher.
3. Light the improvised alcohol lamp/gasera and put the improvised tripod on
top.
Caution: Be careful with lighting the gasera. Ask assistance from your
teacher.
4. Get the tin can with saline solution (water+salt) and put it on top of the tripod.
5. Let the solution boil and wait until all the water has evaporated leaving only
the solid salt crystals. Put out the fire.
Caution: Use rag or “basahan” to handle the hot tin can to avoid burns. Ask
assistance from your teacher.
337
Guide Questions:
2. What technique in separating salt and water mixture did you use?
4. Aside from saline solution (salt+water), what other mixture can you separate
using your model?
APPENDIX A1

Separating Mixtures Using Filtration: A Model Using Recyclable Materials
I. Objective:

II. Materials:
 Two (2) Empty plastic bottles

 A pair of scissors/Cutter
 Clean cloth/Cheese cloth (Katsa)
 Ten (10) pieces Kalamansi
 Knife
III. Procedures
A. Mixture
1. Cut the kalamansi into two halves.
and seeds are included in mixture. Set aside.
from the teacher.
B. Model
1. Cut the plastic bottle into two. Flip the upper part of the bottle upside down
and put in on top of the other half. This will serve as a makeshift funnel. Use
these as containers.
3. Put the Clean cloth or Cheese cloth (Katsa) on top of the container with the
makeshift funnel.
4. Separate the mixture by pouring the kalamasi juice onto the cloth. Let the
juice pass through the cloth. The seeds should be filtered by the cloth, this is
the residue. The juice in the container is the filtrate.
338
Guide Questions:
4. Aside from kalamansi juice, what other mixture can you separate using your
model?
339
APPENDIX A1
Separating Mixtures Using Sieving: A Model Using Recyclable Materials
I. Objective:

II. Materials:
 Old mosquito net about 7”x7”(used as a Sifter)

 Tie wire
 Two (2) bowl/tray
 Tablespoon
 One (1) cup flour
 2 tablespoons whole black pepper (pamintang buo)
III. Procedures
A. Mixture
1. In a bowl, thoroughly mix the flour and whole black pepper.
2. Set aside.
B. Model
1. To make the sifter, form the tie wire into a circular shape to serve as the
frame. Put the mosquito net on top and fold the edges inward over the metal
frame. Secure it by stapling the sides. Make sure that the mosquito net is
slightly curved downward.
2. Put about five (5) tablespoons of the flour and black pepper mixture onto the
improvised sifter.
3. Shake the improvised sifter gently to let the flour pass through, leaving the
black pepper on the sifter.
4. Repeat steps 2 and 3 such that no remaining mixture is left.
Guide Questions:
2. What technique in separating the flour and black pepper mixture did you use?
4. Aside from flour and black pepper mixture, what other mixtures can you
separate using your model?
340
APPENDIX A1

Separating Mixtures Using a Magnet: A Model Using Recyclable Materials
I. Objective:

II. Materials:
 Magnet
 Tray
 Bowl
 Plastic bag
 One (1) cup dry Sand
 One (1) teaspoon Iron filings (use thumbtacks as alternative)
III. Procedures
A. Mixture
1. In a bowl, mix the iron filings and sand or thumbtacks and sand.
2. Set aside.
Caution: If thumbtacks are used, be careful in handling it. Ask
assistance from the teacher.
B. Model
1. Scatter the mixture evenly on a flat tray.
2. Cover the magnet with the plastic bag.
3. Hold the magnet closely on top of the mixture so that the iron filings or the
thumbtacks will be attracted to the magnet.
4. When all the iron filings or the thumbtacks are attracted to the magnet, wrap
the iron filings or the thumbtacks by pulling the plastic away from the magnet.
5. The iron filings or the thumbtacks should be collected in the plastic bag.
Guide Questions:
2. What technique in separating the iron filings and sand mixture or thumbtacks
and sand mixture did you use?
4. Aside from iron filings and sand mixture or thumbtacks and sand mixture,
what other mixture can you separate using your model?
341
342
APPENDIX A2
Activity Sheet for B Learners:

Separating Mixtures Using Decantation: A Model Using Recyclable Materials
I. Objective:

II. Materials:
Decantation
 Two (2) empty plastic bottles

 A pair of Scissors/Cutter
 Ten (10) Kalamansi
 Knife
III. Procedures
A. Mixture
1. Cut the kalamansi into two.
from the teacher.
B. Model
1. Cut the plastic bottle into two. Use these as containers.
3. Let the kalamansi mixture rest and wait for about 2-3 minutes for the solid
particles to settle down at the bottom of the container.
4. Separate the kalamansi mixture by carefully lifting the first container and pour
out the liquid portion to the second container. Make sure that the liquid will
not spill. Do not allow the solid particles to be transferred to the second
container.
343
5. Stop pouring when all the liquid of the kalamansi mixture is completely
transferred to the second container.
Caution: Be careful in using/handling sharp objects. Ask assistance from the
teacher.
Be guided by the set-up below:
Guide Questions:
1. What technique in separating kalamansi mixture did you use?
3. Aside from kalamansi mixture, what other mixture can you separate using
your model?
344
APPENDIX A2
Activity Sheet for B Learners

Separating Mixtures Using Evaporation: A Model Using Recyclable Materials
I. Objective:

II. Materials:
Evaporation
 One (1) small tin can (used as evaporating dish)

 One (1) big tin can (used as a tripod)
 Improvised alcohol lamp/Gasera
 Match/lighter
 One-fourth (¼) cup water
 One-half (½) tablespoon salt
 Spoon
III. Procedure
A. Mixture
1. In a tin can, mix one-fourth (¼) cup water with one-half (½) tablespoon salt.
2. Mix thoroughly such that all the solid salt crystals are dissolved completely.
Set aside.
B. Model
1. To make the improvised tripod, punch holes to the bottom of the tin can using
nails.
2. Cut out an opening on the side of the tin can to allow airflow.
3. Caution: Be careful in using/handling sharp objects. Ask assistance from the
teacher.
4. Light the improvised alcohol lamp/gasera and put the improvised tripod on
top.
Caution: Be careful with lighting the gasera. Ask assistance from your
teacher.
5. Get the tin can with saline solution (water+salt) and put it on top of the tripod.
6. Let the solution boil and wait until all the water has evaporated leaving only
the solid salt crystals. Put out the fire.
Caution: Use rag or “basahan” to handle the hot tin can to avoid burns.
Ask assistance from your teacher.
*Be guided by the set-up below
345
Guide Questions:
1. What technique in separating salt and water mixture did you use?
3. Aside from saline solution (salt+water), what other mixture can you separate
using your model?
346
APPENDIX A2

Separating Mixtures Using Filtration: A Model Using Recyclable Materials
I. Objective:

II. Materials:
Filtration
 Two (2) Empty plastic bottles

 A pair of scissors/Cutter
 Clean cloth/Cheese cloth (Katsa)
 Ten (10) pieces Kalamansi
 Knife
III. Procedures
A. Mixture
1. Cut the kalamansi into two halves.
from the teacher.
B. Model
1. Cut the plastic bottle into two. Flip the upper part of the bottle upside down
and put in on top of the other half. This will serve as a makeshift funnel. Use
these as containers.
3. Put the Clean cloth or Cheese cloth (Katsa) on top of the container with the
makeshift funnel.
4. Separate the mixture by pouring the kalamasi juice onto the cloth. Let the
juice pass through the cloth. The seeds should be filtered by the cloth, this is
the residue. The juice in the container is the filtrate.
*Be guided by the set-up below:
347
Guide Questions:
3. Aside from kalamansi juice, what other mixture can you separate using your
model?
348
APPENDIX A2

Separating Mixtures Using Sieving: A Model Using Recyclable Materials
I. Objective:

II. Materials:
Sieving
 Old mosquito net about 7”x7”(used as a Sifter)

 Tie wire
 Two (2) bowl/tray
 Tablespoon
 One (1) cup flour
 2 tablespoons whole black pepper(pamintang buo)
III. Procedure
A. Mixture
1. In a bowl, thoroughly mix the flour and whole black pepper.
2. Set aside.
B. Model
1. To make the sifter, form the tie wire into a circular shape to serve as the
frame. Put the mosquito net on top and fold the edges inward over the metal
frame. Secure it by stapling the sides. Make sure that the mosquito net is
slightly curved downward.
2. Put about five (5) tablespoons of the flour-black pepper mixture onto the
improvised sifter.
3. Shake the improvised sifter gently to let the flour pass through, leaving the
black pepper on the sifter.
4. Repeat steps 2 and 3 such that no remaining mixture is left.
*Be guided by the set-up below
349
Guide Questions:
1. What technique in separating the flour-black pepper mixture did you use?
3. Aside from flour-black pepper mixture, what other mixtures can you separate
using your model?
350
APPENDIX A2

Separating Mixtures Using a Magnet: A Model Using Recyclable Materials
I. Objective:

II. Materials:
 Magnet
 Tray
 Bowl
 Plastic bag
 One (1) cup dry Sand
 One (1) teaspoon Iron filings (use thumbtacks as alternative)
III. Procedures
A. Mixture
1. In a bowl, mix the iron filings and sand or thumbtacks and sand.
2. Set aside.
Caution: If thumbtacks are used, be careful in handling it. Ask
assistance from the teacher.
B. Model
1. Scatter the mixture evenly on a flat tray.
2. Cover the magnet with the plastic bag.
3. Hold the magnet closely on top of the mixture so that the iron filings or the
thumbtacks will be attracted to the magnet.
4. When all the iron filings or the thumbtacks are attracted to the magnet, wrap
the iron filings or the thumbtacks by pulling the plastic away from the magnet.
5. The iron filings or the thumbtacks should be collected in the plastic bag.
351
Guide Questions:
1. What technique in separating the iron filings and sand mixture or thumbtacks
and sand mixture did you use?
3. Aside from iron filings and sand mixture or thumbtacks and sand mixture,
what other mixture can you separate using your model?
352
APPENDIX C
Rubrics: Model in Separating Mixtures
Excellent Good Fair

Criteria Score
3 points 2 points 1 point
Construction The model is The model is The model is
durable and slightly durable not durable and
well- and averagely poorly
constructed. constructed. constructed.
Function The model The model The model
functions functions but does not or
smoothly and with slight barely
accurately inaccuracy functions
Presentation Presented with Presented with Presented with
well-developed developed little or no
explanations explanations understanding
showing full showing of the process
understanding average involved
of the process understanding
involved of the process
involved
Resourcefulness All of the Only two or Only one (1) of
materials used three of the the materials
are recyclable. materials used used is
are recyclable recyclable.
Teamwork All members One (1) Two (2) or
participated in member of the more members
the conduct of group did not did not
the activity. participate in participate in
the conduct of the conduct of
Total score
353
APPENDIX D
Rubrics: Sketch of Model in Separating Mixtures

Excellent Good Fair
Criteria Score
5 points 4 points 3 point
Label All the parts Some of the All parts are
are accurately parts are mislabelled or
labelled mislabelled no labels at all
Completeness All the Lacks 1-2 of Lacks 3 or
component the component more of the
parts are parts component
present parts
Visual appeal The sketch is The sketch is The sketch is
neatly drawn slightly messy messy
Total score
354
SUMMATIVE TEST IN SCIENCE 6
Directions: Read carefully and understand the questions. Write ONLY the LETTER
of your choice.
1. Which of the following techniques is used to separate a mixture of different sized

particles?
A. Decantation C. Filtration
B. Evaporation D. Sieving
2. Which of the following processes can be done by magnetic separation?
3. James wants to bake a cake for her mother. Which of the technique will be use to
separate smaller particles from larger particles of flour?
A. Drying C. Sifting
B. Sieving D. Picking
4. The following are processes of evaporation which are useful in the community
EXCEPT,
A. Copra drying
B. Fish drying
C. Salt extraction
D. Separation of color
5. How can you separate iron filings from sand?
6. Which of the following techniques is used to separate the components of solid
and liquid mixtures?
7. Mang Juan just harvested rice grains and had it dried along the road. There was
an ongoing road repair in the opposite lane near where he placed the rice grains.
What do you think is the best way to clean his rice grains?
A. Use winnowing.
B. Use thresher machine
C. Use a magnetic destoner
D. Use sifter.
9. Which of the following statements is correct about evaporation during fish
drying?
A. adds heat to the fish.
B. removes the salt in drying fish.
C. separates the liquid molecules from the fish.
D. Evaporation had no connection to fish drying.
355
10. Your mother is preparing the ingredients in making “ginataan”, which laboratory
instrument should your mother use to totally separate coconut milk from coconut
meat?
A. filter paper B. fish net C. funnel D. strainer
11. Which method is applicable to separate the smaller particles of sand for
constructing roads, buildings, houses and other infrastructure projects?
A. Drying C. Picking
B. Sifting D. Sieving
12. You want to build a castle but the sand contains some pebbles, what separating
technique will you use to separate fine grained sand from pebbles?
13. Which of the following is the technique in separating mixtures involved the
changing of liquid state into gaseous state?
A. Filtration
B. Decantation
C. Evaporation
D. Sublimation
14. According to studies, salt making is based on the idea of
___________________.
A. Crystallization C. Evaporation
B. Decantation D. Filtration
15. What is the main role of evaporation as a process in developing a product?
A. Evaporation as a process separates the liquid components in the mixture.
B. Evaporation as a process absorbs water in the mixture.
C. Evaporation as a process adds heat in the mixture.
D. Evaporation as a process separates all solid components in the mixture.
356
357
1st QUARTERLY TEST
SCIENCE 6
MATTER
Directions: Read carefully and understand the questions. Write ONLY the LETTER
of your choice.
1. Which technique of separating solid substances from a liquid through the use of
filter paper or any cloths that can be used as filtering medium?
A. Picking C. Sieving
B. Filtration D. Sifting
2. What force is present in magnets?
A. Magnet force C. Magnetism
B. Magnetic field D. Limited Force
3. Which method is applicable to separate the smaller particles of sand for
construction of roads, buildings, houses and other infrastructure projects?
A. Drying C. Picking
B. Sifting D. Sieving
4. Salt making is based on the idea of ___________________.
A. Crystallization C. Evaporation
B. Decantation D. Filtration
5. Which of the following techniques is used to separate a mixture of different sized
particles?
6. Which of the following is the advantage of filtration from decantation?
I. Filtration is used for mixture of insoluble solid in liquid.
II. Filtration totally separates the solid material from liquid.
III. Filtration is easy to perform than decantation.
7. Which of the following processes can be done by magnetic separation?
For questions 8, refer to the following illustrations below.
A. B. C.
D. E. F. G.
Filter Paper
358
8. Jose wanted to perform filtration. Which do you think are the instruments will be
use to effectively perform the activity?
A. A, B and C C. C, D and G
B. A, D and E D. B, C and D
9. What technique of separating mixtures is used to separate the smaller particles of
flour for baking, leaving larger particles of flour in the sifter above the screen?
A. Drying C. Sifting
B. Sieving D. Picking
10. Which material can be used for magnetic separation?
A. C.
B. D.
12. Which of the following materials is the most recyclable, although its quality may
change after recycling and still can be recycled indefinitely?
A. Gold C. Aluminum
B. Silver D. Bronze
14. Which of the following techniques is used to separate mixtures with nonvolatile
solute dissolved in a solution?
15. Which of the following techniques is used to separate mixture whose
components
have different densities?
17. How can you separate iron filings from sand?
359
18. Your mother is preparing the ingredients in making “ginataan”, which material
should your mother use to totally separate coconut milk from coconut meat?
A. filter paper B. fish net C. funnel D. strainer
19. You want to build a castle but the sand contains some pebbles, what separating
method will you use to separate fine grained sand from pebbles?
20. Which statement is correct about evaporation as a process in fish drying?
A. Evaporation adds heat to the fish.
B. Evaporation removes the salt in drying fish.
C. Evaporation separates the liquid molecules from the fish.
D. Evaporation had no connection to fish drying.
21. What is the main role of evaporation as a process in developing a product?
A. Evaporation as a process separates the liquid components in the mixture.
B. Evaporation as a process absorbs water in the mixture.
C. Evaporation as a process adds heat in the mixture.
D. Evaporation as a process separates all solid components in the mixture.
22. Which of the following is the process of separating mixtures wherein the
molecules change from the liquid state to gas state?
A. Filtration
B. Decantation
C. Evaporation
D. Sublimation
23. The following are processes of evaporation that are useful in community
EXCEPT,
A. Copra drying
B. Fish drying
C. Salt extraction
D. Separation of color
24. What will happen if evaporation did not take place on copra drying?
A. Product will be the same.
B. Product will be more beneficial to the community.
C. Product will not be beneficial to the community.
D. Product will evaporate.
25. Mang Pedro just harvested rice grains and had it dried along the road. There
was an ongoing road repair in the opposite lane near where he placed the rice
grains. What do you think is the best way to clean his rice grains?
A. Use winnowing.
B. Use thresher machine
C. Use a magnetic destoner
D. Use sifter.
360
361

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PROTOTYPE AND CONTEXTUALIZED

DAILY LESSON PLANS

MASBATE PROVINCE MASBATE CITY DIVISION

DLP WRITERS DLP WRITERS

Week & Day Learning Competency Page

Week 4. The learners should be able to enumerate techniques in separating

Day 1 Describe decantation as a process of separating mixtures 156

B. Performance The learners should be able to prepare beneficial and useful

C. Learning The learners should be able to describe the appearance and

 Describe the appearance of the combination of

II. CONTENT Mixture and their Characteristics

(Read objects will be used

Group 1: This might

 If the groups got the

Accumulate the learners’

After performing activity 2, let After performing activity 2,

Guide Questions: Guide Questions:

Activity 3 (Group 3) Activity 3 (Group 3)

After performing activity 3, let After performing activity 3,

Guide Questions: Guide Questions:

Explain  Let each group discuss  Let each group

Science Concept: Science Concept:

Mixtures – combination of two Mixtures – combination of

Activity 1 – combination of Activity 1 – combination of

Activity 3 – combination of Activity 3 – combination of

 Ask learnerss the  Ask learnerss the

I. Describe the I. Copy the letter

2. Glass of iced tea

4. Sand with water mixed

4. Sand with water

5. Hotdog bun 5. Hotdog bun

II. List down five

( For Open-Ended Question

Agreement Assign the learners by Assign the learners by

I. REMARKS ______Lesson carried. ______Lesson carried.

D. No. of __Yes __ No __Yes __ No

Suggested Rules for the Group Work

1. Respect one another.

2. Participate in the task assigned.

3. Finish the task within the allotted time.

4. Cooperate with the group.

5. Share ideas with others.

 What do you observe in the finished product? Describe it.

*may use localized materials

1 sachet of juice powder (any flavor)

 What do you observe in the finished product? Describe it.

 What do you observe in the finished product? Describe it.

Rubric for Activity Presentation

Open-Ended Question Scoring Rubric

4 Shows understanding of the topic and uses supports that are

3 Shows a partial understanding of the topic and uses at least one

2 Shows minimal understanding of the topic and there is no support that

1 Answer is completely irrelevant.

2. Glass of iced tea juice

4. Sand with water mixed

 What do you observe in the finished product?

 What do you observe in the finished product?

1. Wash your hands thoroughly.

 What do you observe in the finished product?

Rubric for Activity Presentation

E. Performance The learners should be able to prepare beneficial and

F. Learning The learners should be able to describe the appearance

II. CONTENT Mixture and their Characteristics

I. REMARKS Lesson carried. Lesson carried.

D. No. of Yes No Yes No

V. REMARKS Lesson carried. Lesson carried.

K. No. of learners Yes No Yes No

L. Which of my _ Socratic questioning _ Socratic questioning

D. No. of learners Yes No Yes No

E. Which of my _ Socratic _ Socratic

XI. REMARKS _Lesson carried. _Lesson carried.

J. Did the remedial _Yes _No _Yes _No

L. Which of my _Socratic _Socratic questioning