Republic of the Philippines

Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF CATBALOGAN CITY
MANGUIHAY ELEMENTARY SCHOOL
Manguihay, Catbalogan City

A CONTEXTUALIZED SEMI-DETAILED LESSON PLAN IN SCIENCE

FOR MULTI-GRADE CLASSES OF GRADE V AND GRADE VI

Teacher Wilmar D. Adic Learning Areas Science

School Manguihay Grade level Multigrade
Elementary School -Grade 5
-Grade 6
Teaching Time 10:50-11:50 am Quarter 1
50 mins
Week 8
Date Day 1

Grade Level Grade 5 Grade 6

Content Standard Materials undergo Changes to Oxygen Different Technique to separate mixtures
The learner and heat
demonstrate
understanding of
Performance Uses local recyclable solid and / or liquid Separate desired materials from common
Standard materials in making useful products and local products
The Learner
Competencies Recognize the importance of recycle , Write the benefits of separating mixtures
reduce, reuse, recover and repair in waste from products in community
management S6MT-Ig-j-3
S5MT-Ie-g-3
Lesson Objectives To recognize the importance of recycle, To write the benefits in separating
reduce, reuse, recover and repair in waste mixtures
management
Process Skills: Appreciation
Process Skills: observing, identifying
demonstrating Values Integration: Appreciate the
beneficial effect of separating mixtures
Values Integration: Practice the
 importance of waste management.
Subject Matter Properties of Matter Properties of Matter
Changes that MaterialsSeparating
Undergo mixtures
Learning Resources BOW, The New Science Links Work text BOW, The New Science Links Work text
in Science and Technology pp. 68-80 in Science and Technology pp. 68-80
Real Life Science 5 p. 50 Real Life Science 5 p. 50
DLHTM - Indigenous People and DLHTM-Indigenous People and
Materials Materials
Materials Laptop, Visual Aids, Pictures of 5Rs, (Hand Picking or Manual Separation)
Contextualized Materials for Grade V -Corn and Stone
- Plastic bottles, cans, bottles, caps
and other recycle materials found (Filtration)
within the community. -soil, water, cloth, container

(Decantation)
-Muddy Water, Container
(Magnetic Separation)
-Magnet, Nails, thumbtack, Rice
(Evaporation)
-Lamp/ Bunsen burner, beaker,
Kangkong stalk and water.

Procedure Grouping Structures (tick boxes):

 Whole Class  Ability Groups
Describe the parts of the lesson (for  Friendship Groups
example the introduction), where you  Other (specify)
Use these letter icons may address all grade levels as one  Combination of Structures
to show methodology group.
and assessment  Mixed Ability Groups
activities.  Grade Groups
Teaching, Learning and Assessment Activities
Teacher’s Activity
Direct Teaching 3.1 Daily Routine
3.1.1Opening Prayer
3.1.3 Checking of Attendance
Group Work 3.1. Engage

Independent I have here a box, this box can be called “Flash Box”. Inside the box, there are
metacards of two set of colors. Green for Grade 5 and Yellow for Grade 6. Written
Learning
on the metacards are questions about our lesson yesterday.

Assessment You will pass the box to your seatmate as I play the music. When the music
stops the one who is holding the box will read and answer the question.

Elicit Elicit
 Showing a damp truck 4 Pics 1 Word. They will guess the 4 Pics
1 word (The four pictures is all about
Mixtures.)

DT

The teacher ask the following questions?

Explore
1. Have you seen tracks damping
garbage’s on the garbage damp?
GW
2. What happen to the garbage damp
Explore when it is already full? The teacher instruct the pupils to group
Write their thoughts on the board the class into 3,

The teacher show/ present some
example of waste
materials .When the teacher
presented example of waste
materials, let the pupils tell how
each material can be still reuse
and recovered.
Let them prepare the following materials
and do the activity.
Tell to the pupils that there are many
ways by which mixtures can be
separated. Here is one example
Let them prepare the following materials
and do the activity.

a. Soil

b. Screen wire

c. Water

d. Cloth

e. 2 glass jars

See Appendix A
 3. The teacher introduces the
concept of 5R’s (Reduce, Reuse,
Recycle, Recover, Repair)

1. What is Reduce?

(Reduce – means to minimize

wastes.)
2. What is reuse?

(Reuse – to use the same

material as many times as
possible. Many materials can
be reused for their original
purpose.
3. What is Recycle?

(Recycle – to use the material

again in another way or for
another purpose.)
4. What is Recover?

(Recover- involves getting

materials or substances from
garbage and having these
processed then reused.)
5. What is repair?

(Repair- means to fix

anything broken.)
(Explain)
 GW
Elaborate
The teacher instruct the pupils for the
following:
1. Divide the class into 2 groups.
2. Each group take the new item out
of the garbage box provided by
the teacher and the member get an
item and move to their own area.
3. Have them jot down some points
on how they might use the 3R’s
on the items they’ve chosen
4. Have them write down their ideas
and which of the 3R’s they are
using.
Let the children write their
answer in a 1 whole manila paper
and one of the member in each
group to report their work.
See Appendix B
DT
Explain
When you combine two or more
substances, you form a mixture. Mixtures
are different from compounds because
the mixture doesn’t have a new chemical
property when blended. The substances
combined in a mixture can be separated
into pure elements. The two main
categories of mixtures are homogeneous
and heterogeneous. Homogeneous
mixtures have a unified or same
composition throughout, while
heterogeneous mixtures have an uneven
composition.
The teacher shows and explain
the different ways of separating mixtures.
There are several ways of separating
mixture
Elaborate
1. Hand Picking or Manual Separation
- It is done to mixtures whose
components differ in sizes. Rocks can be
separated from salt by hand picking with
the use of fingers or even tweezers. But
this method can be boring, tiresome and
would take too much time.
Examples:
-Sorting out corns and stones

2. Filtration

- The process of filtering. This is a bit

more sophisticated than manual picking
out stuff. Filtration id the most common
technique to remove the solid material.

Example of filtration:

-Filtrating using cloth to separate soil

from water

3. Sifting or Sieving

- It used to separate a dry mixture which

contains substances of different sizes by
passing it through a sieve, a device
containing tiny holes.
 What is the value of recycling?
What is the importance of recycle
recycling?
How can we protect our Mother Earth?
Values Integration
Source:DLHTM-Indigenous People and
Materials
Example of sifting/sieving:
- Using a sieve to separate sand
from pebbles
Why is it important to learn about
separating mixtures?
What is the importance of separate?
4. Decantation-
 -Is a process for the separation of
mixtures, by removing the top layer of
liquid from which precipitate has settled.
It is a process used to separate the liquid
from the denser solid by simply pouring
the liquid out from the beaker.

Example of decantation:
-Clear water from a muddy water.

5. Evaporation

-This is where the thermally substances is

heated till it dry to obtain the crystals.

Example of Evaporation:

- Homogeneous liquid mixture is

heated to let the water evaporate.

Extend 6. Magnetic Separation

- If one component of the mixtures has

magnetic properties, you could use a
magnet to separate the mixture.
 Example of Magnetic separation:

- Using magnet to separate from

wood chips.

Say: you have learned how mixtures are

formed. But can you separate mixtures?
How can you separate mixtures?

Extend
Group Activity
Group 1: (Hand Picking or Manual
Separation)
-Corn and Stone

Group 2: (Filtration)
-soil, water, cloth, container

Group 3:(Sifting or Sieving)

- Sand and pebbles

Group 4: (Decantation)
-Muddy Water, Container

Group 5: (Evaporation)
-Lamp/ Bunsen burner, beaker,
Kangkong stalk and water.

Group 6: (Magnetic Separation)

-Magnet, Nails, thumbtack, Rice

See Appendix C

Evaluate Evaluate
 IL IL

Evaluate Base on the explanations about the Base on the explanation on about
concept of 3R’s separating mixtures, write benefits of it
on your paper.
Write materials that can be reuse, reuse,
recycle, 5 examples each and write in
your notebook

A A
Remarks
Reflection

Appendix A

Day 1, Grade 6
Q1-W8

Do it by group,
Steps:
 1. Mix water and soil in the first glass jar. Describe the soil and water mixture.
2. Put cloth over the screen and place then over the second jar’s mouth
3. Pour the soil and water mixture from the first jar into the second jar
4. Observe what happens to the water and soil mixture.
5. Answer this questions
5.1 did all the water and soil transfer to the second glass?
___________________________________________________
5.2 Why was the water separated from the soil?
___________________________________________________
5.3 What prevented the soil from transferring to the second glass?
___________________________________________________
5.4 How can this activity help us n filtering water and home?
___________________________________________________
6. Compare your answers with this sentences.
6.1 The water was separated from the soil that was collected in the cloth and screen wire.
6.2 The screen wire and cloth served as a filtering material that separated water and soil. You will
noticed that not all the soil was separated.
6.3 This process is called filtering. Our drinking water if filtered, one filtering is usually not enough.

7. Answer this questions.

7.1 Why is it important to drink clean water?
7.2 How can we be sure that the water we drink is always clean?
7.3 How can we separate mixtures by filtering?

Appendix B.

Day 1, Grade 5

Q1-W8

What do you need:

Trash Box filled with trash, for example scrap paper, tin cans, toilet paper rolls, empty Kleenex boxes, empty
milk cartons, empty pop bottles, tin foil and newspaper.

What to do:
1. Divide the class into two groups.
2. Listen to the instruction given by the teacher
3. Use hand gloves in handling waste materials.
4. Each group take a few items out of the garbage can and move to their own area.
5. Have them jot down some points on how they might use the 2 R’s on the items they’ve chosen.
6. Have them write down their ideas and which of the 2 R’s they’re using.
7. Identify the importance of recycle and reduce
8. Let the pupils do lesson 5: Activity 1 in the LM
9. Supervise the pupils while they are doing the activity.
10. Prepare a group presentation to be performed in class.

Guide Question:
1. What are the recyclable materials found in the garbage can or trash bin?
2. What are the materials that can be recycled?
3. What are the materials that can be reduce?
4. Differentiate between Recycle and reduce?
5. Give another example of recyclable materials.
6. Why is it important to recycle and reduce waste?
7. What did you learn in this activity?

Remember These:

Reduce=> make less garbage. For example, instead of buying juice boxes for lunch, buy a large
container of juice and use a washable single serving container to take it to school.
 => buy items in refillable containers
 Use cloth bag/eco bag/paper bag/native baskets instead of plastic bag, when you buy
groceries.

 Avoid buying disposable items or single use products such as batteries, razors, utensils,
plates, cups etc.

 Reducing is important because they decrease the amount of waste on the planet and
preserve natural resources by maintaining space and cutting down on landfills.

 Reduce consumption of new material and save energy.

Recycle=> turn an item into another useful item. For example, scrap paper from the classroom
might be turned into newspaper or paper bags when sent to the recycling plant.
 Do not throw away used newspapers or used writing pads. Sell them or bring them into
usable paper again.

 Use bottles, tin cans rubber tires can be recycled into useful materials.

Appendix C

Day 1, Grade 6
Q1-W8

By group,
Steps:
The class is divided into 6 group

Group 1(Hand Picking or Manual Separation)

Contextualize Materials: Corns and Stones
1. Mix the corns and the stones together
2. Separate the two things manually and put on different container

Group 2-(Filtration)
Contextualize Materials: soil, water, used cloth, Container
1. Mix water and soil in the first glass jar. Describe the soil and water mixture.
2. Put cloth over the screen and place then over the second jar’s mouth
3. Pour the soil and water mixture from the first jar into the second jar
4. Observe what happens to the water and soil mixture.

Group 3 (Sifting or sieving)

Contextualize Materials: Sieve, sand and pebbles, containers
1. Mix the sand and pebbles in one container
2. Sieve the sand and pebbles to separate from one another

Group 4 (Decantation)
Contextualize Materials; Muddy Water, Container
1. In a container, separate the mixtures of immiscible liquids such as water and solid mixture such as mud as a
suspension

Group 5
(Magnetic Separation)
-Magnet, Nails, thumbtack, Rice
1. Separate the nails, thumbtacks and rice using the Magnet

Group 6
(Evaporation)
-Lamp/ Bunsen burner, beaker, Kangkong stalk and water.
1. Using the lamp/ Bunsen burner, place the beaker to evaporate the water and Kangkong