Grade: VI Subject: Science

Quarter/Semester: 1st Week No: 4 Day No. 1

I. OBECTIVES
Content Standard Different techniques to separate mixtures
Performance Standard Separate desired materials from common and local
products.
Learning Competency Enumerate techniques in separating mixtures such as
decantation, evaporation, filtering, sieving, and using
magnet; and
(S6MT-Idf-2)
Knowledge Describe how to separate mixtures through picking.
Skills Identify the mixtures that can be separated through
picking
Attitude Appreciate the importance of separating mixtures
through picking
II. CONTENT Separating Mixtures Through Picking
III. LEARNING RESOURCES
References Science Teacher’s Guide for Grade 6, pages 56-59
Science Learners Material for Grade 6, pages 22 – 23
Science Links 6 pages 37-38
Other Learning Resources https://images.app.goo.gl/fsXMutgAMkE3kuWC8
IV. PROCEDURES
A. Preparatory Activities
 Review The teacher will ask the pupils this question.
Why are mixtures important?
(Ans. Mixtures are useful when you want to combine
 Drill elements of multiple materials into one product.)

Reading of Important Science Terms in flashcards or

projected on TV screen:

Mixtures colloids solution suspension

Emulsions foams sol gel aerosols

B. Motivation The teacher presents a picture and ask, how do we

separate the components of this mixture? (Ans. through
hand picking)

This morning we are going to study about separating

mixtures through “Hand-picking”
C. Activity The teacher will divide the class into three groups.

Activity 1 – Name each material/component shown in the

mixture and tell whether the material can be separated
through picking or not.
(Attachment A)
Activity 2 – Given set of pictures, the group will identify
the name of the materials/components of the mixtures
and separate them from each other (Attachment B)
Activity 3 – Giving sets of mixtures out of the given
sample materials (Attachment C)

Giving of Instructions:
1. Each group will choose a leader and a reporter.
2. Each group will be given an activity card.
3. The activity card serves as your guide on the activity
that you are going to perform.
4. All the members in the group must work as a team.
5. After the activity write the results of your activity in the
manila paper to be reported by the reporter.

The teacher will let the pupils report their work in front of
the class.

D. Analysis The teacher asks the pupils the following questions:

1. For Group A, what are the materials found in the

mixtures? (Ans. Beans and rice grains, different fruits)
Will it be easy for us to separate them? (Ans. Yes)
Can we separate them through picking? (Ans. Yes)
2. For Group B, what are the materials/components of
the mixture? (Ans. pebbles chalk mongo seed candies
marbles stones beans marshmallow)
How did you separate them? (Ans. Through picking)
3. For Group C, what are the mixtures you came up with
using the given materials? (Ans. corn and
marshmallows, soybeans and stones, rice and mongo
seeds)
Can we separate them using picking or manual
separation? (Ans. Yes)
E. Abstraction The teacher will discuss the concept.
In everyday life, we use several mixtures and one
need to separate useful components from the mixture.
Thus, the separation of substances is performed by
various methods like hand-picking.

Mixtures are combinations of two or more substances

not chemically bonded where each substance retains
its chemical entity and properties. One of the
 techniques of separating mixtures is through picking.
For instances, a mixture of grains and corn can be
separated through picking by using our bare hands.
When the components of a mixture are slightly larger
in size, it is easier for us to pick and separate them.

Direct the pupil’s attention to the PowerPoint

Presentation.

F. Application Put a √ beside the mixtures that can be separated

through picking.
1. water and alcohol ________
2. sliced mixed fruits ________ (Ans. √)
3. mixed nuts _______ (Ans. √)
4. nails and iron strips _______ (Ans. √)
5. stones and pebbles _______ (Ans. √)

G. Practical Applications of Let the pupils give a particular situation in their houses
Concepts and Skills in especially in the kitchen where separation of mixtures
Daily Living through handpicking is being done.

(Ans. When you want to separate rice grains from stones

or pebbles before cooking.)
H. Generalization 1. What method of separating mixtures is being used
when materials in a mixture are slightly larger in
size? (Ans. Picking)
2. When do we use picking as a method of separating
mixtures? (Ans. When we separate the components
of a mixture that are slightly larger in size)
3. What are the examples of mixtures that can be
separated through picking?
(Ans. Sliced fruits, vegetables and fruit mix)
4. Why is separating of mixture through picking
important? (Ans. It is important because it allows us
to separate components of heterogeneous mixture and
will help us identify each component from the other.)
I. Evaluation See (Attachment E)
J. Additional activities for Let the learners watch the video
application or https://www.youtube.com/watch?v=n5TFJ-y8aVk on
remediation Separating Mixture through Hand Picking.
(assignment)
V. REMARKS
VI. REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who
continue to require
remediation
Did the remedial lesson
work? No. of learners who
caught up the lesson
No. of learners who require
remediation
Which of my teaching
strategies worked well?
Why did these works?

What difficulties did I

encounter which principal
and supervisor can help or
solve?
What innovation or localized
did I use/discover which I
wish to share?
ATTACHMENT A
(Attachment for Activity – 1)

Instruction/s:
Name each material/component shown in the mixture and tell whether the material can be
separated through picking or not.

____________________________ __________________________

ATTACHMENT B
(Attachment for Activity – 2)
Instruction/s: The teacher gathers the materials a day before.
.
I. Title: Identify the names of materials in a mixture.
II. Materials: pebbles chalk mongo seed candies marbles stones beans marshmallow
III. Procedures:
1. List down the names of the materials for each mixture inside the bottle.
2. Separate the components or contents from each mixture.
IV. Question: 1. How did you separate the mixtures?

ATTACHMENT C
(Attachment for Activity – 3)

I. Title: Identify the names of materials in a mixture.

II. Materials: pebbles soybeans mongo seeds rice stones marbles corn marshmallow

III. Procedures:
1. By using the materials provided give four sets of mixtures out of the said materials.
2. Fill in the table below.
ATTACHMENT E
(Attachment for Evaluation)

Name of Learner: __________________________ Grade & Section: ___________ Score: ______

Instruction/s: Write the letter of the correct answer.

1. When can we separate the components of a mixture through picking?
A. When the materials are liquid C. when the materials are solid and are big enough
B. When the materials are soft D. when the materials are light and colorful
2-4. Which of the following mixtures can be separated though picking?
A. Corn and mongo seeds B. Lemon juice and oil C. water and sugar

A. water and salt B. salt and sugar C. pebbles and gravel

A. marshmallows and rice grains B. nails and pins C. sliced fruits D. A, B and C

5. Which of the following sentences tell the advantages of separating mixtures through hand
picking?
A. Individual materials being separated can be used for a specific purpose.
B. The easiest way of separating mixtures.
C. No need to use any machinery, your hands are already enough.
D. All of the above.

For numbers 6-10, encircle the mixtures that can be separated through picking.

 Rice with stone and dirt impurities.

 Oil and water
 Rotten fruits and fresh fruits.
 Macaroni pasta and fruits
 Rotten vegetables and fresh vegetables.
 Lotion and hair gel
 Chocolates and marshmallows

ANSWER KEY: 1. C, 2. A, 3. C, 4. C, 5. D

Rice with stone and dirt impurities Macaroni pasta and fruits

Rotten fruits and fresh fruits. Rotten vegetables and fresh vegetables.

Chocolates and marshmallows

 RUBRICS for Performing an Activity

Points Indicators
5 Shows eagerness and cooperation to do the task, participates actively
4 Shows eagerness and cooperation to do the task, good followers only
3 Participated but sometimes misbehaving and making some interruptions
2 Participated but most of the time misbehaving and making some interruption
1 No interest in participating the activity