School: STO.
NINO ELEMENTARY SCHOOL
DAILY / WEEKLY
LEARNING PLAN
CONTENT STANDARD: The learners demonstrate understanding of different types of mixtures and their characteristics.
PERFORMANCE STANDARD: The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
MELC / OBJECTIVES: Describe the appearance and uses of homogeneous and heterogenous mixtures
MONDAY
I. OBJECTIVE
Describe mixtures. (S6MT-Ia-c-
1)
II. SUBJECT MATTER
A. Skill: Describing mixtures
B. Reference: Science for
Active Minds 6 pp. 55-59,
Science, Health and
Environment 5 pp.
269-272, Cyber Science 6 pp.
2-4
C. Materials: 3 small clean
bottles with water, sugar,
sandy soil, flour
III. INSTRUCTIONAL
PROCEDURE
Grade Level: 6
Teacher: AMIEL E. RIVERA Learning Area: SCIENCE
Teaching Dates and
Time: SEPTEMBER 4 - 8, 2023 (WEEK 1) Quarter: 1ST QUARTER
TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVE I. OBJECTIVE I. OBJECTIVE
Identify the kinds of mixtures. Describe uniform and non-uniform Describe the appearance and uses
(S6MT-Ia-c-1) mixtures. (S6MT-Ia-c-1) of solutions such as:
 Liquid to liquid ASSESSMENT
 Liquid to gas
 Gas to liquid
SUBJECT MATTER  Solid to solid
II. SUBJECT MATTER II.
A. Skill: Describing uniform and non-uniform
Gas to gasmixtures.
A. Skill: Identifying the kinds of B. Reference: Cyber Science 6 pp.
 (S6MT-Ia-c-
mixtures 2-4
1)
B. Reference: Science and Health
4 pp. 107- 109, High School C. Materials: four glasses, tap
Science Today pp. 74-75 water, teaspoon, salt, powdered
DCCM VIII Food & Local Products milk, oil, gravel
III INSTRUCTIONAL PROCEDURE II. SUBJECT MATTER
C. Materials: Science for Active . A. Engagement
A. Skill: Describing the appearance
Minds 6 pp. 59-60 Ask: What are they doing?
and uses of solutions.
clear plastic jar with cover, gravel, Do you also help your mother
B. Reference: Cyber Science 6 pp.
sand, loam soil, water, prepare food? 4, Moving Ahead with Science 4 pp.
newspapers
160-161.
Sugar, carrots (cut into small
A. Engagement
 Ask the pupils: Do you like to
eat halo-halo? If you were to
prepare halo-halo, what
ingredients would like to use?
 How will you prepare your
halo-halo?
 What are we going to do
with the ingredients that we
have identified? (Mix/combine
all the ingredients.)
Teacher presents the lesson
about describing mixtures.
B. Exploration
1. Organize the class into small
groups.
2. Check the materials brought
by the students. Give them the
activity sheet, manila
paper and marking pen.
3. Give the necessary
instructions in doing the
activity (allotted time for the
activity, the
data to be accomplished,
group presenter/member’s
role/ responsibility,
precautionary measures, etc.)
4. Let the students perform
the activities.
5. Supervise the students while
cubes), medium-sized bowl, 500
mL mayonnaise,
cold water, kaong (green and
red), powdered orange juice (one
sachet), pitcher,
250 g
macaroni noodles (cooked), ladle,
one can condensed milk, spoon,
cheese, glass
III. INSTRUCTIONAL PROCEDURE
A. Engagement
1. Review
Say: Give examples of mixtures?
How are mixtures formed?
2. Introduce the lesson by asking:
Do you know how to prepare
lemonade?
You can make lemonade by
adding sugar and freshly
squeezed calamansi juice to
water. The ratio of the amount of
sugar and calamansi juice may
vary depending on
your taste.
Lemonade is a mixture. Do you
know that there are kinds of
mixtures?
Today you will be assigned to
perform an activity in identifying
mixtures.
B. Exploration
1. Divide the class into small
groups.
2. Introduce Lesson 2 Activity:
Mixtures
3. Check the materials brought by
the students. Give them the
C. Materials: laptop, projector,
pictures, video clips
III. INSTRUCTIONAL PROCEDURE
A. Engagement
1. Review
Say: What are uniform and non-
uniform mixtures?
Describe uniform mixtures.
Describe non-uniform mixtures.
2. Introduce the lesson by asking:
What do you use in preparing juice,
Have you ever made a drink with
salad and sandwiches?
water and a powder? How about
In this lesson, you will describe
lemonade from a mix?
uniform and non-uniform mixtures.
This is an example of a solution.
What does the powdered drink
B. Exploration
look like after you stir it
1. Divide the class into three
in water? Is it all the same color
groups.
and consistency? It probably is, and
2. Set norms to follow during group
that is one
activity.
characteristic of a solution — that
3. Have each group put out the
it is homogeneous (or that it is
materials assigned for them to
uniform throughout).
bring.
What other solutions have you
4. Say: “The materials you brought
made? (Solicit answers like: salt
are needed for the activity that we
water, mud pies, bubbles,
will be
etc.) Solutions are types of
performing today”.
mixtures.
5. Instruct the students on how to
Today we are going to describe the
go about Lesson 3.
appearance and uses of solutions
6. Go around and inspect what the
such as:
students are doing. Ask or answer
• Liquid to liquid
question if
• Liquid to gas
necessary.
• Gas to liquid
Activity 1
• Solid to solid
Forming & Describing Mixtures
• Gas to gas
Let’s find out: How can you form
B. Exploration
mixtures?
1. Group the pupils into three.
Let’s use these materials: four
doing the activity. activity sheet, manila glasses, tap water, teaspoon, salt, 2. Recall standards in conducting
paper and marking pen. powdered milk, oil, an activity.
Activity for all Group 4. Give the necessary instructions gravel 3. Distribute activity cards to each
Title: Describing Mixtures in doing the activity (allotted time Let’s do it this way: group and let them do the activity.
Materials: 3 small clean bottles for the activity, the 1. Half-fill the four glasses with tap 4. Supervise the pupils’ work
with water, sugar, sandy soil, data to be accomplished, group water. during the conduct of activity
flour presenter/member’s role/ 2. Put a teaspoon of salt in one
Procedure: responsibility, glass. Stir. Label it as “Mixture A.” Activity: (For all group)
1. Label the bottles A, B and C. precautionary measures, etc.) 3. Put a teaspoon of powdered Title: Mix, Mix, Mix
2. Fill half of each bottle with 5. Let the students do any of the milk in another glass. Stir. Label it Materials: alcohol, water, sugar,
water. Put a spoonful of sugar following activities: “Mixture B.” lemon juice, glass, bottle of soft
into the bottle 4. Put a teaspoon of oil in the third drinks
A. Label it Sugar. Stir the Activity 1: Mixtures glass. Stir. Label it as “Mixture C.” Procedure:
mixture and taste the water. 5. Put a teaspoon of gravel in the Solution A
3. Put a spoonful of flour. clear plastic jar fourth glass. Stir. Label it as 1. Mix sugar, lemon juice in a glass
Label it Flour. Stir the mixture. Materials: with cover, gravel, “Mixture D.” of water
4. Put two spoonfuls of sandy sand, loam soil, 6. Leave the set-ups for about 1 2. Describe its appearance.
soil into Bottle C. Label it water, newspapers minute. Observe each set-up. 3. What is the use of this solution?
Sandy Soil. Procedure: Compare them. Solution B
5. Observe the particles of the 1. Cover your work area with 7. Fill in the table below. 1. Mix the alcohol and water.
substances added to the water newspaper. 2. Describe its appearance.
in each 2. Place gravel up to 1 cm high in 3. What is the use of this solution?
bottle. Look at the color of a clear plastic jar. Flatten the Solution C
each mixtures. gravel layer. 1. Observe a bottle of soft drinks.
6. Record your observations. 3. Repeat step 2 using sand and 2. What phase of matter did you
Use the table below. then loam soil to create three see?
distinct layers in the jar. 3. Describe its appearance. Tell
4. Fill the jar with water. 1. Which mixtures can you not what phase of matter are the
5. Cover the jar tightly and shake distinguish the components? bubbles?
it. Turn it upside down, then right _____________________________ 4. What is the use of this solution?
side up. Leave it _____________________________ Solution D
undisturbed for 10 minutes or 2. Which mixtures can you still 1. How do you feel today?
What have you observed? distinguish the components? Give
until the sediments settle. Which 2. Why do you feel hot/cold?
1. What happened to the the components.
particles settled 3. Is air important?
particles in each mixture? _____________________________
first? Which settle next? Last? 3. Do you know its components?
Bottle A _____________________________
6. Describe the resulting material. 4. What is its use?
_________________________ Let’s share our knowledge:
7. What do you call the resulting Solution E
Bottle B Describe uniform mixtures
material? 1. Watch the video clips on how to
_________________________ __________________________
8. How many substances can you

Bottle C
_________________________
2. What is the color of each
kind of the three mixtures?
_________________________
3. In which mixture did the
added substance spread
evenly?
4. Which substance sank to the
bottom of the bottle?
_________________________
C. Explanation
1. Have the group
representative present the
results of the activity. Five
minutes maybe
given per group presentation.
2. Analysis and discussion of
group output.
How do mixtures differ?
Describe mixtures.
D. Elaboration
1. Have the pupils formulate
the generalization by asking:
What is mixture?
2. Teacher discuss further the
lesson.
3. Have the pupils understand
the following concepts:
A mixture is a combination of
two or more substances that
are not chemically
combined. The substances are
put together but no new
substance is formed. In your
activity, you prepared some
mixtures. The first mixture you
recognize from the materials in
the bottle?
9. What kind of mixture is this?
Activity: “You Mix Me, You Mix
Me Not”
Materials: Sugar, carrots (cut into
small cubes), medium-sized bowl,
500 mL mayonnaise,
cold water, kaong (green and
red), powdered orange juice (one
sachet), pitcher, 250 g
macaroni noodles (cooked), ladle,
one can condensed milk, spoon,
cheese, glass
Procedure:
1. Wash your hands thoroughly.
2. Fill a pitcher with one liter of
cold water.
3. Open the sachet of orange
juice. Pour its contents on a glass
and dissolve it
by adding a glass of water. Stir
evenly.
4. When the juice powder is
already dissolved, put the mixture
in a pitcher of
cold water. Add sugar for the
desired taste. Stir to dissolve the
sugar and set
aside.
5. Wash your hands thoroughly.
Put the macaroni noodles in a
medium-sized
bowl.
Add the carrots, kaong,
condensed milk, cheese, and
mayonnaise. Set aside.
Describe non-uniform mixtures
_____________________________
_____________________________
C. Explanation
1. Ask each group to present the
results of their experiment and the
answer to the guide
questions.
2. Analysis, Discussion and
Abstraction of group output
Ask:
 What are the characteristics of
each mixture?
 How do each mixture differ?
 What did you learn in this
activity?
D. Elaboration
(Comprehensive discussion by the
teacher)
Homogeneous refers to a
substance that is consistent or
uniform throughout its volume.
They
consist of a single phase, be it
liquid, gas, or solid, no matter
where you sample them or how
closely you examine them.
Examples: Air is considered a
homogeneous mixture of gases.
A heterogeneous mixture is a
mixture having a non-uniform
composition. The composition
varies from one region to another,
with at least two phases that
remain separate from each
other, with clearly identifiable
properties. If you examine a
make stainless steel.
https://www.youtube.com/watch?
v=sTrvSXJW8zw
(Use picture if video is not
available)
Answer the following questions:
1. Describe its components.
2. What is its use?
C. Explanation
1. Posting / reporting activity result
by group.
2. Analysis and discussion of the
activity results and answers of the
pupils.
3. Outline pupil’s answers on the
board.
D. Elaboration
1. Further discussion on describing
the appearance and uses of
solutions.
2. Giving more examples of
solutions.
3. Refer to other books for more
explanations and additional
information.
BACKGROUND INFORMATION FOR
TEACHERS
A solution is a homogeneous
mixture. Homogeneous mixture
has the same properties
throughout the sample. It means
that the substances mixed
prepared is a combination
of sugar and water. The next
mixture is a combination of
flour and water. The last
mixture is a combination of
sandy soil and water.
A mixture can come in any
form. It may be solid, liquid, or
in gaseous form. Fruit
salad, 3-in-1 coffee powder,
chicken breeding, and mixed
gravel are examples of solid
mixtures. Your fruit juices, hot
coffee, hot chocolate drink,
and hot milk are liquid
mixtures. Air is a gaseous
mixture.
E. Evaluation:
Name some mixtures that you
have seen.
How are mixtures formed?
IV. ASSESSMENT:
Describe the following
mixtures:
Questions: sample of a heterogeneous
1. What are mixed to make the mixture,
orange juice? you can see the separate
___________________________ components.
2. What happened to the juice
and sugar? EXAMPLES OF HETEROGENEOUS
___________________________ MIXTURES
3. How many phases can you see  Concrete is a heterogeneous
inside the pitcher of juice? mixture of an aggregate, cement
___________________________ and water.
4. What kind of mixture is the  Sugar and sand form a
orange juice? heterogeneous mixture. If you look
___________________________ closely, you can identify tiny sugar
5. How did you prepare the crystals and particles of sand.
salad? Can you still identify the  Ice cubes in cola form a
ingredients? heterogeneous mixture. The ice
6. What kind of mixture is the and the soda are two distinct
salad? Why do you say so? phases
___________________________ of matter (solid and liquid).
7. Fill out the data table.  Salt and pepper form a
Data table heterogeneous mixture.
 Chocolate chip cookies are a
heterogeneous mixture. If you take
a bite from a cookie, you may
not get the same number of chips
as you get in another bite.
 Soda is considered a
heterogeneous mixture. It contains
water, sugar, and carbon dioxide,
C. Explanation which forms bubbles. While the
1. Discuss group outputs. Let each sugar, water, and flavorings may
group present their work in class. form a chemical solution, the
2. Give feedback. carbon dioxide bubbles are not
3. Discuss the answer of the uniformly distributed throughout
question in the activities. the liquid.
D. Elaboration  Generalization
Teaching Part:
Mixtures can be homogeneous. A Answer the Guide Questions:
thoroughly, after stirring,
appeared as one substance. You
can no longer distinguish one
component from the other.
An example is a mixture of sugar in
water. When sugar dissolves in
water, the two
substances appear as one. The
sugar particles can no longer be
identified. However, the
taste of the water proves that the
sugar was not lost after mixing. Its
chemical property is
retained and so the water taste
sweet.
There are four types of solutions.
All these types are homogeneous.
1. Solid in liquid
A solid substance is dissolved in a
liquid substance. Examples are
sugar in water, salt
in water, juice powder in water, or
coffee in water.
2. Liquid in liquid
A liquid substance can also be
dissolved in another liquid and
these two
substances can be mixed
thoroughly. Examples of these are
alcohol and water, wine and
soda water, concentrated fruit
juice in water, or liquid milk and
water.
3. Gas in liquid
Certain liquids contain gaseous
substances. Soft drinks appear as
liquid, but they
actually contain carbon dioxide

V. ASSIGNMENT
Ask the students (by group) to
bring the following materials
for the next activity.
(You may choose any of these
group of materials)
Activity 1: Mixtures
clear plastic jar with cover,
gravel, sand, loam soil, water,
newspapers
Activity: “You Mix Me, You Mix
Me Not”
Sugar, carrots (cut into small
cubes), medium-sized bowl,
500 mL mayonnaise, cold
water, kaong (green and red),
powdered orange juice (one
sachet), pitcher, 250 g
macaroni noodles (cooked),
ladle, one can condensed milk,
spoon, cheese, glass
mixture is homogeneous, or what
is commonly called
as a solution, when the materials
in the mixture cannot be
recognized from one another.
You were able to identify the
different components that were
mixed because they were
not evenly distributed in the
mixture. The components
retained their own
characteristics. The mixture
produced in this activity is a
coarse or heterogeneous
mixture.
Formulation of Generalization
through questions:
 What are the kinds of mixture?
 Give examples of homogeneous
mixture found in our locality.
(buko juice, calamansi juice,
calamay etc.)
 Give examples of
heterogeneous mixture found in
our locality.
(nilupak, biko, masi etc.)
Value Focus: (Observe
precautionary/safety measures in
using mixtures of solid and
liquid materials.)
 Have you experienced having
accidents during mixing the
substances?
 What should you do to avoid it?
E. Evaluation
Identify the different substances
into homogeneous or
heterogeneous mixture:
Are the mixtures the same? gas. This can be observed when a
How do they differ? bottle of soft drink is
Describe uniform and non-uniform shaken or opened, bubbles appear
mixtures. and gas is released.
Oxygen is also present in water.
F. Evaluation (Fixing Skills) Plants use them during the food –
What kind of mixtures are the making
following. Describe each. process. There is also oxygen in the
blood, and this makes our cells
function well.
4. Gas in gas
Air is a very good example of gas in
a gas solution. It is a mixture of
several gases
– oxygen, nitrogen, carbon dioxide,
and others.
5. Solid in solid
 Steel, basically a solution of
carbon atoms in a crystalline
matrix of iron atoms.
 Alloys like bronze and many
others.
 Polymers containing plasticizers.
F. Evaluation
Brainstorming: As a class, have the
students engage in open
discussion. Remind students
that in brainstorming, no idea or
suggestion is "silly." All ideas
Valuing
 should be respectfully heard.
Safety measures in using
Take an uncritical position,
mixtures
encourage wild ideas and
IV. ASSESSMENT
discourage criticism of ideas. Have
Describe uniform mixtures
them raise their hands to respond.
_____________________________
Write their ideas on the board. Ask
_____________________________
the students:
________________
What are some common solutions
Describe non-uniform mixtures.
 _____________________________ or mixtures that you know of?
_____________________________ (Possible answers:
________________ powdered lemonade, Kool-Aid®,
powdered iced tea, chocolate milk,
gasoline, household
cleaners, etc.)
 Describe its appearance.
palitaw Its color changes because of the
mixtures.
It appeared as one substance.
You can no longer distinguish one
component from the other.
 What are its uses?
Expected answers:
V. ASSIGNMENT Alcohol- use to disinfect
coffe Write 3 examples of uniform Juices- give refreshment
e mixtures and another 2 examples Air bubbles use as preservatives
of non-uniform mixtures. Stainless steel to avoid rust, for
Describe them. durability and to improved
products.
IV. ASSESSMENT
Have students create a list of
solutions they find around their
home or school. Describe the
hollowblocks appearance and uses of solutions
such as:
• Liquid to liquid
• Liquid to gas
• Gas to liquid
• Solid to solid
• Gas to gas
gin V. ASSIGNMENT
ataang halo halo Assign the students by group to
bring the materials for the next
ASSESSMENT activity:
IV
Identify the kind of mixtures as to four glasses filled with water, salt,
.
mixture: powdered juice, tissue paper, small
1. Milk basin with water,
 2. Buko juice spoon, detergent, sugar, black
3. Halo-halo pepper
4. Lemonade
5. Fruit salad
ASSIGNMENT
V.
Write 5 examples of mixtures and identify its kind

___Lesson carried. Move on to the next
objective.
___Lesson not carried due
to_____________________
___ of Learners who earned 80%
above
6 - Quezon _______
6 - Macapagal ________
6- Laurel __________
___ of Learners who require
additional activities for remediation
6 - Osmena _______
6 - Macapagal ________
6- Laurel __________
___Yes ___No
____ of Learners who caught up
the lesson
6 - Osmena _______
6 - Macapagal ________
6- Laurel __________
___ of Learners who continue to
require remediation
___Lesson carried. Move on to the next
objective.
___Lesson not carried due
to_____________________
___ of Learners who earned 80% above
6 – Quezon __
6 - Macapagal ________
6- Laurel __________
___ of Learners who require additional
activities for remediation
6 - Osmena _______
6 - Macapagal ________
6- Laurel __________
___Yes ___No
____ of Learners who caught up the
lesson
6 - Osmena _______
6 - Macapagal ________
6- Laurel __________
___ of Learners who continue to require
remediation
___Lesson carried. Move on to the next
objective.
___Lesson not carried due
to_____________________
___ of Learners who earned 80% above
6 - Quezon _
6 - Macapagal ________
6- Laurel __________
___ of Learners who require additional
activities for remediation
6 - Osmena _______
6 - Macapagal ________
6- Laurel __________
___Yes ___No
____ of Learners who caught up the
lesson
6 - Osmena _______
6 - Macapagal ________
6- Laurel __________
___ of Learners who continue to require
remediation
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
objective. objective.
___Lesson not carried due ___Lesson not carried due
to_____________________ to_____________________
___ of Learners who earned 80% above ___ of Learners who earned 80% above
6 -Quezon _____ 6 - Quezon __
6 - Macapagal ________ 6 - Macapagal ________
6- Laurel __________ 6- Laurel __________
___ of Learners who require additional ___ of Learners who require additional
activities for remediation activities for remediation
6 - Osmena _______ 6 - Osmena _______
6 - Macapagal ________ 6 - Macapagal ________
6- Laurel __________ 6- Laurel __________
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson
6 - Osmena _______ 6 - Osmena _______
6 - Macapagal ________ 6 - Macapagal ________
6- Laurel __________ 6- Laurel __________
___ of Learners who continue to require ___ of Learners who continue to require
remediation remediation

Checked by:

KAREN V. DELICA AMIEL E. RIVERA

Principal Teacher

School: STO. NINO ELEMENTARY SCHOOL Grade Level: 6

 DAILY / WEEKLY
LEARNING PLAN
PAMANTAYANG PANGNIALAMAN: Naipamamalas ang pag- unawa sa kahalagahan ng pakikipag kapwa-tao na may kaakibat na paggalang at responsibilidad
PAMANTAYAN SA PAGGANAP: Naisasabuhay ang pagkakaroon ng bukas na isipan at kahinahunan sa pagpapasiya para sa kapayapaan ng sarili at kapwa
MELC / KASANAYAN SA PAGKATUTO: 3. Nakapagpapakita ng paggalang sa ideya o suhestyon ng kapwa (sa social media) - ESP 6 P – IId-i-31
PAKSA: IT at media-suring Komento: PAKSA: IT at media-suring Komento:
Tungkulin sa Kapwa Tao
LUNES
UnangAraw
A.Panimulang Gawain:
Pagbati ng guro ng magandang
umaga sa mag-aaral.
Pagtsitsek kung sinong liban sa
klase.
Ipabasa ang panimula ng aralin.
Talakayin ang Mahalagang
Kaisipan.
B. Panlinang na Gawain
1. Alamin Natin
Paano maipahahayag ang
paggalang sa ideya ng
namumuno sa pamayanan?
Ipaskil ang larawan
Gamitin Lakip Blg. 1
Itanong: Hi-Tech ka ba?
Pamilyar ba sa inyo ang mga
nasa larawan?
Hikayatin ang mga mag-aaral na
magbahagi ng kanilang karanasan sa
paggamit ng mga social media
information
Itanong: Masasabi mo bang naging
maingat ka sa pagbibigay ng iyong
personal na komento o ideya sa
inyong usapan gamit ang social
media?
Teacher:
Teaching Dates and
Time:
PAKSA: IT at media-suring Komento:
Tungkulin sa Kapwa Tao Tungkulin sa Kapwa Tao
MARTES
Ikalawang araw
2. Isagawa Natin
Itanong: Ano ang kahalagahan ng
paggamit ng IT o media sa isang
usapan?
Ilahad ang layunin ng aralin
Ngayong araw ay masusukat ang
inyong pagsasabuhay sa paggalang sa
inyong kausap sa forum o chat
Anong kinalabasan ng inyong sagot
bilang panukat sa antas ng inyong
paggalang sa usapan gamit ang media?
Nakatulong ba ito sa inyong sarili?
Ang paggamit ng IT o media sa usapan
ay nakasalalay o nakabatay sa antas ng
inyong paggalang sa kapwa
Ano ang kabutihang dulot ng antas ng
inyong paggalang sa kapwa gamit ang
IT o media?
AMIEL E. RIVERA Learning Area: ESP
JANUARY 23-27, 2023 (WEEK 10) Quarter: 2ND QUARTER
PAKSA: IT at media-suring Komento: PAKSA: IT at media-suring Komento:
Tungkulin sa Kapwa Tao Tungkulin sa Kapwa Tao
MIYERKULES HUWEBES BIYERNES
Ikatlong Araw 1. Paghahanda 1. Paghahanda
3. Isapuso Natin Kunin ang lapis at papel Kunin ang lapis at papel
a. Balik-aral sa nakaraang 2. Paglalahad 2. Paglalahad
Basahin ang mga panuto sa Test
talakayan. Basahin ang mga panuto sa Test
paper.
paper.
Magbalik aral sa tamang pakikipag usap gamit 3.Pagsusulit
ang social media. Sagutan ang Pagsusulit 3.Pagsusulit
4. Pagwawasto Sagutan ang Pagsusulit
Tandaan:; Pagpapalitan ng papel sa 4. Pagwawasto
Ngayon naman ay matutunan natin ang kaklase. Pagpapalitan ng papel sa kaklase.
Responsableng pagsali sa discussion forum o 5. Pagtatala ng nakuhang marka. 5. Pagtatala ng nakuhang marka.
chat na maaring magpakita ng
pagmamalasakit sa kapwa at paggalang sa
kanyang opinion o ideya.
Gumawa ng isang resolusyon para sa iyong
sariling pagpapaunlad bilang paggalang sa
suhestyon o ideya ng kapwa gamit ang social
media.
Ano ano ang dapat tandaan upang matutunan
ang responsableng pagsali sa forum na
nagpapakita ng paggalang sa suhestyon ng iba
Paano mo masasabing naunawaan mo ang
mga hakbang na nabanggit?
Taglay mo na ba ang sumusunod na
kaalaman o kasanayan? Tsekan (√)
ang thumbs up icon kung taglay mo
na ito o ang thumbs down icon kung
hindi pa.

Talakayin ang naging sagot ng mga

mag-aaral. Ituon ang pansin sa mga
sitwasyong nagbigay respeto sila sa
ideya ng kanilang kausap sa chat
room.

Itanong:
Maari bang ikumpara ang pakikipag
usap ng personal sa pakikipag usap
sa pamamagitan ng paggamit ng
social media?Ipaliwanag ang sagot

Ano ang epekto ng paggamit ng

information technology sa paggalang
sa ideya ng iba?

Paano mo ginamit ang IT/media

upang ipakita ang paggalang sa ideya
ng kapwa?
___ Bilang ng bata naka kuha 80%
pataas
___ Bilang ng bata na
nangangailangan ng iba pang gawain
para sa remediation
___Oo ___Hindi
Bilabg ng mag – aaral na naka
unawa ng aralin
___ Bilang ng mag-aaaral na
magpapatuloy sa remediation
___ Bilang ng bata naka kuha 80%
pataas
___ Bilang ng bata na nangangailangan
ng iba pang gawain para sa
remediation
___Oo ___Hindi
Bilabg ng mag – aaral na naka
unawa ng aralin
___ Bilang ng mag-aaaral na
magpapatuloy sa remediation
___ Bilang ng bata naka kuha 80% pataas
___ Bilang ng bata na nangangailangan ng iba
pang gawain para sa remediation
___Oo ___Hindi
Bilabg ng mag – aaral na naka unawa ng
aralin
___ Bilang ng mag-aaaral na magpapatuloy
sa remediation
___ Bilang ng bata naka kuha 80%
pataas
___ Bilang ng bata na nangangailangan
ng iba pang gawain para sa remediation
___Oo ___Hindi
Bilabg ng mag – aaral na naka unawa
ng aralin
___ Bilang ng mag-aaaral na
magpapatuloy sa remediation
___ Bilang ng bata naka kuha 80% pataas
___ Bilang ng bata na nangangailangan ng
iba pang gawain para sa remediation
___Oo ___Hindi
Bilabg ng mag – aaral na naka unawa ng
aralin
___ Bilang ng mag-aaaral na
magpapatuloy sa remediation

Binigyang pansin:

KAREN V. DELICA AMIEL E. RIVERA

Punongguro Guro