Grade: VI Subject: Science

Quarter/Semester: 1st Week No: 4 Day No. 2

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 sieving or
sifting.
Skills Identify mixtures that can be separated through sieving.
Attitude Appreciate the importance of separating mixtures
through sieving
II. CONTENT Separating Mixtures Through Sieving/Sifting
III. LEARNING RESOURCES
References Science Teacher’s Guide for Grade 6, pages 60-64

Other Learning Resources https://images.app.goo.gl/hxwYz8CTfnRiRVCh6

IV. PROCEDURES
A. Preparatory Activities
 Review To review, the teacher will let the pupils answer these
questions
.
Describe how the following mixtures can be separated,
through picking or not. Put a √ if it can be separated
through picking.
_____1. nails and stones (ans.√)
_____2. lemon juice
_____ 3. chocolates and marshmallows (ans.√)
_____ 4. pepper seeds and mongo seeds (ans.√)
_____ 5. corn and palay grains (ans.√)
 Drill
Reading of Important Science Terms in flashcards or
projected on TV screen:

Picking rice hull sift

Dry mixtures rice grains sieve
 Unlocking of
Difficulties Unlock the words used in the drill.
Picking- to gather or harvest something using hands.
Sift-to separate or remove using a sifter
Sieving-to pass through a sorting device like a screen to
sort, separate the coarse from the fine particle, or to
break up lumps, as o flour.

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

usually see this kind of activity? (Ans. Construction site)
 What the person is doing in the picture?
(Ans. separating sand from gravel)

https://images.app.goo.gl/E8Pf86LK98fDMeSG9
This morning we are going to study about separating
mixtures through “Sifting/Sieving”

C. Activity The teacher will divide the class into three groups. But
before having the activity, present first the
Standards for Science Simple Activity

Activity 1 (Attachment A)
I. Title: Identify dry mixtures that can be separated
through sifting and sieving.
II. Materials: real objects of dry mixtures such as flour
and sugar, rice grains and hull, salt and pepper, strainer,
bowl
III. Procedures:
1. Sift the mixtures.
2. Identify the mixtures separated.
IV. Questions:
1. Based on your activity how can dry mixtures
be separated? (Ans. Through sieving)
2. Describe how to separate dry mixtures.
3. What device can be used in sifting or sieving
dry mixtures? (Ans. sieve, sifter, strainer)

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. What are the different mixtures?

(Ans. Flour and sugar, rice grains and hull, salt and
pepper)
2. Where can these dry mixtures be found?
(Ans. Kitchen, farm)
3. How can these mixtures be separated?
(Ans. Through sieving, sifting)
4. What device is used to separate these mixtures?
(Ans. Sifter and sieve)

E. Abstraction The teacher will discuss the concept.

Our lesson this morning deals with separating of dry
mixtures through sifting or sieving. Dry mixtures can
be separated through sifting or sieving. Sifting is
defined as to pass through a sorting device like a
screen to sort, separate the coarse from the fine
particle, or to break up lumps, as o flour. Sieving is
separating bigger dry mixtures such as sand and
gravel. Sifting or sieving is another technique of
separating mixtures.

To separate the components of a dry mixture sifting is

done.
Sifting - is used to separate smaller solid particles
from larger solid particles.

Used to separate a dry mixture which contains

substances of different sizes by passing it through a
sieve, a device containing tiny holes.

- For example, the mixture of different sized solid

particles can be put into a container that has a screen
material at the bottom with holes of certain size. -
When the mixture is shaken, the smaller particles go
through the screen leaving the larger particles in the
container.

- Cooks, for example, sift flour to get a smaller particle

size for backing leaving larger particles of flour in the
sifter above the screen. - Sand and gravel companies,
for example, separate rocks into different sized
particles for road building and other construction
projects using this method.
F. Application Put a √ beside the mixtures that can be separated
through picking.
 1. Sliced fruits ________
2. flour and sugar ________ (Ans. √)
3. beans and corn _______
4. sand and gravel _______ (Ans. √)
5. salt and pepper _______ (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 sieving/sifting is being done.
(Ans. Draining a pasta, separating powdered milk from
sugar, when rice grain mixed with sugar)
H. Generalization 1. What method of separating mixtures is being used
when separating dry mixtures? (Ans. sieving)
2. What are the materials we used in separating
mixtures through sieving and sifting? (Ans. Sieve,
sifter, strainer)
3. What are the examples of mixtures that can be
separated through sieving and sifting? (Ans. Dry
mixtures and mixtures that are not of the same sizes as
sugar and flour, sand and gravel)
4. Why is separating of mixture through sieving and
sifting important? (Ans. It is important for it can be
used as a filter or a strainer. It can filter the big stones
from the soil when you garden. It makes life easier.)
I. Evaluation See (Attachment C)
J. Additional activities for Let the learners watch the video
application or https://www.youtube.com/watch?v=zC3J7Mdt8W4 on
remediation Separating Mixture through Sifting/Sieving.
(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 work?

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:
The teacher will prepare the following mixtures, flour and sugar, rice grains and hull, salt
and pepper. Pictures of the materials are also given as reference for the pupils.

https://images.app.goo.gl/Muaor4CjEDbQFpFJ9 https://images.app.goo.gl/fToGTiJ1MHLCPGto8

https://images.app.goo.gl/qLY7LwhSBuf1No3X6

https://images.app.goo.gl/W2RTwh2zydrwsA1q6
ATTACHMENT B (Pictures)

https://images.app.goo.gl/DgruGEBy2URfMMtG7 https://images.app.goo.gl/wPUgrXTc85fujGBU7

https://images.app.goo.gl/hxwYz8CTfnRiRVCh6
ATTACHMENT C
(Attachment for Evaluation)

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

Describe how mixtures mentioned below are separated. Write your answer on the space provided
after each number.

1. sugar and salt__________________

2. flour and rice___________________
3. sand and gravel_________________
4. marbles and stones______________
5. powdered milk and sugar______________

For numbers 6-10, identify what is being described in each number. Write your answer in the space
provided before each number. Choose from the words inside the box.

Dry mixtures sieve sifting

cooks construction companies

6. _______________mixture of these kinds is usually separated though sifting and sieving.

7. _______________is used to separate smaller solid particles from larger solid particles.
8. _______________a device containing tiny holes.
9. _______________ they sift flour to get a smaller particle size for backing leaving larger particles
of flour in the sifter above the screen.
10. ______________ they separate rocks into different sized particles for road building.

ANSWER KEY: 1. sifting, 2. sifting, 3. sifting, 4. sifting, 5. Sifting, 6. Dry mixtures, 7. Sifting,
8. sieve, 9. Cooks 10. Construction companies

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