School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE

Grade Six Teaching Date April 25-29,2022/2:10 – 3:00 Quarter Four
and Time

WEEKLY LEARNING PLAN IN SCIENCE 6

MOST ESSENTIAL LEARNING Describe the changes on earth`s surface as a result of earthquakes and volcanic eruptions (S6ES-Iva-1)
COMPETENCIES:
DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 EARTHQUAKE A. Reviewing the previous lesson or presenting the new lesson (Day 1) MONDAY
(Mon.)  Describe / AND Pre-Test
illustrate VOLCANIC Read each item carefully. Write your answer on your answer sheet or Under” Pre-Test and Looking Back”
changes on the ERUPTION illustration board. read the directions carefully ,then
earth`s surface AND THEIR
1. The Reynoso family is having dinner when suddenly the floor begins answer the following questions. Write
because of EFFECTS ON
earthquake and EARTH`S to shake. What could have caused this movement your answers on the provided answer
volcanic SURFACE a. Earthquake c. thunderstorm sheets.
eruptions. b. Fire d. typhoon
 Compare an
area hit not hit II. Looking Back
by an Identify the concept being described in each item. Use the picture clues
earthquake and below. Write the
volcanic letter of the correct answer on your answer sheet.
eruptions ,and
 Predict what will
happen to the
earth`s surface
with occurrence
of successive A B C D E
earthquake or __________1. The breaking down of rocks into smaller pieces physically or
volcanic chemically
eruptions __________2. Non- living liquid agent of weathering.
__________3. Living agent that breaks down rocks into smaller pieces.
B. Establishing a purpose for the lesson
What do you think will happen on earth`s surface if the earthquake has
intensity of 7?
C. Presenting examples/ instances of the new lesson
Show a videoisbdnet.com/how-do-earthquakes-change-the-earths-
surface/

Discussion
How do earthquakes change the earth’s surface
what are the effects of earthquake on the earth surface and human life
what causes changes in the earth’s surface
the effect of an earthquake on the earth’s surface is called the magnitude
changes on earth’s surface caused by volcanic eruption
describe the changes on the earth’s surface as a result of earthquakes and
volcanic eruptions
5 changes on earth’s surface after an earthquake
earthquake epicenter
earthquake diagram
D. Discussing new concepts and practicing new skills #1
Activity 1
Task 1Arrange the jumbled letters in column A to name the picture in
column B TASK 2 Choose the
letter under column C that best describe the picture in column B
1.SEDILSDNAL
2.ELIQUCFATION
3.NATIONDEFOR DNLA CESURFA
4.FLASHFLOOD
E. Discussing new concepts and practicing new skills # 2
Activity 2: Spot the Difference.
Observe the two sets of pictures and describe them by using the appropriate
descriptive words below B. safe ruin A.Loss of tourist attraction Worship
place

F. Developing mastery (leads to Formative Assessment 3)

Write T if the statement is true and F if the statement is false.
1. Volcanic eruptions bring harmful effects to man and the
environment Land, slippage, landslide, and land rapture are some
of the changes on the surface of the
earth caused by an earthquake or affected by volcanic eruption.
G. Finding practical applications of concepts and skills in daily living
What have you learned from our topic this morning?
 What will you do in case of this calamity occur or happen?
How can you help?
H. Making generalizations and abstractions about the lesson
Describe the changes on the earth’s surface as a result of earthquakes and
volcanic eruptions

Earthquakes often cause dramatic changes at Earth's surface. In addition to the ground
movements, other surface effects include changes in the flow of groundwater, landslides,
and mudflows. Earthquakes can do significant damage to buildings, bridges, pipelines,
railways, embankments, dams, and other structures.

Volcanoes change the earth's surface by allowing molten rock, or magma, to escape the
earth and create rock formations or mountains. … When it cools it solidifies, creating
hardened lava flows and rock formations. This changes the topography of the earth.
I. Evaluating Learning
Choose the letter of the correct answer. Write your answer on your answer
sheet.
1. Which statement shows changes on the earth`s surface because of
volcanic eruption?
A. Residents in the area will evacuate the place.
B. The health condition of the residents will be affected
C. More people will visit the erupting volcano to take selfies.
D. Some places will be unrecognizable because of the lahar flow and
ashfall.
2. What will happen to the surface of the earth if an active volcano will
erupt every year?
A. Many people will choose to leave the place
B. The surface of the earth will be seriously damaged .
C. The air in the community will bring danger to the health of the
residents.
D. The residents in the community will harvest more crops.
3. The following are the effects of an earthquake on the surface of the earth
except:
A. landslides C. loss of lives
B. liquefaction D. deformation of the ground surface
4. The area shown in the picture experienced a high magnitude earthquake.
Which statement best describes the picture A and BA. Picture A - the
church was in good condition before the earthquake
Picture B - the church was severely damaged after the earthquake.
B. Picture A - the church was not in good condition before the
earthquake Picture B - the church was damaged after the earthquake.
C. Picture A - the church was in good condition before the earthquake
 Picture B - the church was slightly damaged after the earthquake.
D. Picture A - the church was not in good condition before the
earthquake
Picture B - the church was slightly damaged after the earthquake.
5. Barbara’s family is going to evacuate because of the erupting volcano
near their barangay. Which of the following essentials should they
bring?
A. table, chairs, and toys. C. food, water, and clothes
B. plants, pots, and water D. books, paper, and pencil
J. Additional activities for application or remediation
 Since earthquakes and volcanic eruption occur unexpectedly, what
should you do to prepare for these kinds of calamities?
 Draw some examples of materials that should be present in your
emergency backpack or emergency kit.
2  Discuss the brief
(Tues.) introduction/Explain /describe the
changes of the earth`s surface when
earthquake /volcanic eruption
occur.
 Answer Activity 1: Earthquake, what
have you done?
3  Follow-up/ Feedbacking of pupils
(Wed.) and parents
4  Do activities under activity 2 and
(Thurs. Check Your Understanding
)
5  Answer the activity under Post Test
(Fri.) and Reflection on page 8 of this
module
 Homeroom Guidance
 Distribution of modules and
retrieval of answer sheets
Prepared By: Checked and Validated: Noted:

ELVIE V. CABREROS OFELIA O. CANIEDO, Ph.D JOEY H. VILLANUEVA, Ph. D

Master Teacher II Principal IV PSDS

School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE
 Grade Six Teaching Date May 24-27,2022 / 2:10 – 3:00 Quarter Four
and Time Note: Same WLP ( not accomplish due to the Rapid Assessment –Grade 2 Pupils)

WEEKLY LEARNING PLAN IN SCIENCE 6

MOST ESSENTIAL LEARNING Enumerate what to do before, during, and after earthquake and volcanic eruptions. (S6ESIVb-2)
COMPETENCIES:
DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 BE A. Reviewing the previous lesson or presenting the new lesson (Day 1) MONDAY
(Mon.)  Enumerate PREPARED Pre-Test
and illustrate FOR Directions: Draw a happy face if the statement is a correct safety measure Under” Pre-Test and Looking Back”
what to do NATURAL for any natural disaster and a sad face if not. Write your answers on your read the directions carefully ,then
before, during, DISASTERS answer sheet. answer the following questions. Write
and after ____1. Store emergency kits at home. your answers on the provided answer
earthquake ____2. Stay away from open spaces during an earthquake. sheets.
and volcanic ____3. Listen to the radio for important updates about the calamity and
eruptions; instructions from authority.
 Design a ____4. During a volcanic eruption, protect your face and skin from ashfall.
preparedness ____5. If you are inside a car and an earthquake occurs, get out
/emergency immediately and go to an open and safe area.
plan and kit
for Looking Back
earthquake Directions: Write the effects of earthquake and volcanic eruption on the
and volcanic earth’s surface. Write your answer on your answer sheets
eruption.
B. Establishing a purpose for the lesson
Take a look at the picture.
What comes out from the crater of the volcano?
What should you do if there is volcanic eruption?

C. Presenting examples/ instances of the new lesson

https://uwiseismic.com/volcanoes/preparedness/
https://www.alberta.ca/what-to-do-before-during-and-after-an-
emergency.aspx
Watch the video.
Discussion
What should you do before volcanic eruption? During? After?
What are the precautionary measures before, during and after volcanic eruption?
D. Discussing new concepts and practicing new skills #1
Activity 1
 Determine whether each safety measure is done before, during and
after an earthquake by writing the number of the answer on the
correct box on your answer sheet.

1. Strap heavy furniture to walls.

2. Store breakable items and harmful chemicals in lower shelves.
3. Inspect emergency alarms and exit.
4. Get away from power lines, posts, walls and other structures that may
collapse.
5. Do the Duck, Cover and Hold when you feel the earth shaking.
E. Discussing new concepts and practicing new skills # 2
Activity 2
Complete the chart by writing your experiences before, during and
after an earthquake occur. Write your answers on the answer sheet.
Activity 3
Directions: List down important actions that you should do before,
during and after volcanic eruption. Write your answers on the answer
sheet.
F. Developing mastery (leads to Formative Assessment 3)
Directions: Write B if the following actions should be observed before
the natural disaster, D if during the natural disaster and A if after the
natural disaster. Write your answer on your answer sheet.
1. Prepare emergency kit at home like water, food, and flashlight.
2. Check electrical wires or any damages to your home.
3. Do not panic. Walk toward the safest place.
4. Be prepared for aftershocks.
5. Appliances should be unplugged when not in use.
G. Finding practical applications of concepts and skills in daily living
Directions: Make a comic strip that shows actions you should do
before, during and after volcanic eruption. Do this on a separate bond
paper.
How do you show your concern to the people affected by volcanic
eruption?
H. Making generalizations and abstractions about the lesson
Enumerate what to do before, during, and after earthquake and
volcanic eruptions
I. Evaluating Learning
Directions: Write TRUE if the following sentence is correct and FALSE if the
sentence is wrong. Write your answer on your answer sheet.
 1. Volcanic eruption is the shaking and trembling of earth’s surface.
2. Magma is extremely hot molten rock from beneath the earth’s crust.
3. Natural disasters like earthquake and volcanic eruptions can change
earth’s surface.
4. People should panic if they are experiencing earthquake in their
community or workplace.
5. Volcanic eruption and earthquake are natural disasters that can be
prevented.
J. Additional activities for application or remediation
Now, using your creativity, design an emergency plan/kit to protect you,
your family and your property in case of earthquake and volcanic
eruption.
2  Discuss the brief
(Tues.) introduction/Explain /describe the
changes of the earth`s surface when
earthquake /volcanic eruption
occur.
 Answer activities 1 & 2
3  Follow-up/ Feedbacking of pupils
(Wed.) and parents
4  Do activities under activity 3 and 4
(Thurs. Check Your Understanding
)
5  Answer the activity under Post Test
(Fri.) and Reflection on page 8 of this
module
 Homeroom Guidance
 Distribution of modules and
retrieval of answer sheets
Prepared By: Checked by:

ELVIE V. CABREROS OFELIA O. CANIEDO, PD

Master Teacher II Principal IV

School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE
Grade Six Teaching Date May 30 ,2022 – June 3,2022 / 2:10 – 3:00 Quarter Four
and Time
 Note: Same WLP ( not accomplish due to the Rapid Assessment –Grade 2 Pupils)

WEEKLY LEARNING PLAN IN SCIENCE 6

MOST ESSENTIAL LEARNING The learners should be able to describe the different seasons in the Philippines .(S6ES-IVc-3)
COMPETENCIES:
DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 Describing A. Reviewing the previous lesson or presenting the new lesson (Day 1) MONDAY
(Mon.) analyze the the different Pre-Test
weather data seasons in Choose the letter of the correct answer. Write your answer on the Under” Pre-Test and Looking Back”
in each month the provided answer sheet on page 9. In answering items 1 and 2, refer to read the directions carefully ,then
of the year; Philippines . the graph below. answer the following questions. Write
 infer on the your answers on the provided answer
season sheets.
through
weather
patterns in the
Philippines
using weather 1. From June to September, what brings heavy rains to the western
data; coastal area of the Philippines?
 determine A.northeast monsoon C. southeast monsoon
the B. northwest monsoon D. southwest monsoon
occurrence of Looking Back
dry and wet Directions: Write a check (/) mark if the statement is a safety measure
seasons in the and a cross (X) mark if it is not. Write your answers on the provided
Philippines answer sheet .
using a graph; 1.Participate in an earthquake drill.
 describe the 2. Rush to the overcrowded exit.
different 3. Keep calm, don’t panic.
seasons in the B. Establishing a purpose for the lesson
Philippines; Unlocking of Difficulties
and
 explain the What is season?
importance of A season is a division of the year based on changes in weather,
knowing the ecology, and the number of daylight hours in a given region.
weather
patterns and How many seasons are there in the Philippines?
seasons in the -the climate of the country can be divided into two major seasons:
(1) the rainy season, from June to November; and (2) the dry
season, from December to May.
Philippines What season is the best time to go swimming in the beach?
C. Presenting examples/ instances of the new lesson
What are the 4 seasons in the Philippines?
Can you describe them?

D. Discussing new concepts and practicing new skills #1

Activity 1
Study the forecast and answer the questions that follow. Write your
answers on the answer sheet provided.
DAILY WEATHER issued at 3:00 PM, March 12, 2021
At 3:00 PM today, the Low-Pressure Area (LPA) was estimated based on all
available data at 100 Km West Southwest of Zamboanga City. Zamboanga
del Sur (6.7°N, 121.2°E). Northeast Monsoon affecting Extreme Northern
Luzon.

Answer the following:

1. When was the weather forecast issued?
2. What agency issued the forecast?
E. Discussing new concepts and practicing new skills # 2
Perform the following activities on pages 4-6 in the module
Activity 2
How did you find the first activity? Were you able to interpret the
weather forecast? That’s nice. I hope that you will enjoy the next
activity. Read the dialogue below.
1. Based on the dialog, what are the two prevailing seasons in the
Philippines?
2. When does the wet season occur in Metro Manila? How about the
dry season?

Activity 3
Determine the cause and the effect in each situation. Write your
answers on the provided answer sheet
1. Because it was raining outside, I used an umbrella.
Cause: _________ Effect: __________

Activity 4
 Study the two pictures. Which is favorable to you?
Complete the table below. Write your answers on page 10.

F. Developing mastery (leads to Formative Assessment 3)

Find them out from the puzzle below. The ten words may be found
horizontally, vertically or diagonally. Write the words on the answer
sheet.

G. Finding practical applications of concepts and skills in daily living

Direction: Read each item carefully, then write your answer to each
question on the answer sheet on page 10. 1. March is usually the start
of the hot dry season. It is the season where most of you do activities
outside of your home or town. Why can’t you do those usual activities
nowadays? What hinders you in going out?

H. Making generalizations and abstractions about the lesson

A season is a division of the year based on changes in weather,
ecology, and the number of daylight hours in a given region.

There are three recognized seasons: Tag-init or Tag-araw (the hot

season or summer from March to May), Tag-ulan (the rainy season
from June to November), and Taglamig (the cold season from
December to February). The humid southwest monsoon (May-October)
is known as “Habagat”.
I. Evaluating Learning
Did you understand the lesson? Let me see if you did. Read the test
carefully then write the letter of the correct answer on page 10. For
items 1 and 2, refer to the graph below.

1. Which months have the least amount of rain? A. January to March C.

February to April B. January to April D. March to May 2. Why do we
experience hot days during the dry season? It is because the __________.
A. days are shorter during the dry season B. sun shines brightly during the
dry season C. rays of the sun are vertical or direct D. trays of the sun are
 slanted during the afternoon
J. Additional activities for application or remediation
List some activities you do on the following seasons.
Summeror Hot Rainy Season Habagat
Season

2  Discuss the brief

(Tues.) introduction/Explain /describe the
changes of the earth`s surface when
earthquake /volcanic eruption
occur.
 Answer activities 1 & 2
3  Follow-up/ Feedbacking of pupils
(Wed.) and parents
4  Do activities under activity 3 and 4
(Thurs. Check Your Understanding
)
5  Answer the activity under Post Test
(Fri.) and Reflection on page 8 of this
module
 Homeroom Guidance
 Distribution of modules and
retrieval of answer sheets
Prepared By: Checked by:

ELVIE V. CABREROS OFELIA O. CANIEDO, PD

Master Teacher II Principal IV

School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE
Grade Six Teaching Date May 30 ,2022 – June 6-10 ,2022 / 2:10 – 3:00 Quarter Four
and Time
 WEEKLY LEARNING PLAN IN SCIENCE 6
MOST ESSENTIAL LEARNING Differentiate between rotation and revolution and describe the effects of the Earth`s motion ( S6ES-IV-f-5
COMPETENCIES:
DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 A. Reviewing the previous lesson or presenting the new lesson (Day 1) MONDAY
(Mon.) Differentiate (Turn Around) Pre-Test
rotation and Under” Pre-Test and Looking Back”
revolution Differentiating read the directions carefully ,then
B. Establishing a purpose for the lesson
between Unlocking of Difficulties answer the following questions. Write
Demonstrate /
illustrate rotation and Give the meaning of the following through illustration your answers on the provided answer
rotation and revolution What is rotation? Revolution? sheets.
revolution of and describe
the earth using the effects of C. Presenting examples/ instances of the new lesson
a model or the Earth`s Tell to watch the video. While viewing take down note on the important details about.
illustration motion https://www.britannica.com/video/151528/Earth-rotation-axis-revolution-Sun
https://www.youtube.com/watch?v=CqkQv617bcw
Construct a https://www.youtube.com/watch?v=cDed5eXmngE
model of Sun-
Earth-Moon to Discussion
demonstrate How does earth rotate on its axis?
the rotation Does the earth rotate once every 24 hours?
Does the earth rotate on its axis every 365 days?
and revolution
Why does the earth rotate from west to east?
of the earth
D. Discussing new concepts and practicing new skills #1
Illustrate the
rotation and Activity 1
revolution of
earth
E. Discussing new concepts and practicing new skills # 2
Perform the following activities on pages 4 in the module
Activity 1
Complete the table below by writing the correct information about
rotation and revolution of earth. Choose the letter of the answer.
Activity 2
Perform the given activity and answer the questions that follow
 F. Developing mastery (leads to Formative Assessment 3)
Group Activity
Group A will perform the activity 3
Group 2 will do the task activity 4.
G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Differentiate rotation and revolution
"Rotation" refers to an object's spinning motion about its
own axis. "Revolution" refers the object's orbital motion
around another object.

I. Evaluating Learning

J. Additional activities for application or remediation

Read the situation found in your module on page 8
Answer: What can you contribute each day for one year to help solve
this problem.
2  Discuss the brief
(Tues.) introduction/Explain /describe the
changes of the earth`s surface
when earthquake /volcanic
eruption occur.
 Answer activities 1 & 2
 3  Follow-up/ Feedbacking of pupils
(Wed.) and parents
4  Do activities under activity 3 and 4
(Thurs. Check Your Understanding
)
5  Answer the activity under Post Test
(Fri.) and Reflection on page 8 of this
module
 Homeroom Guidance
 Distribution of modules and
retrieval of answer sheets
Prepared By: Checked by:

ELVIE V. CABREROS OFELIA O. CANIEDO, PD

Master Teacher II Principal IV

School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE
Grade Six Teaching Date May 30 ,2022 – June 13-17,2022 / 2:10 – 3:00 Quarter Four
and Time

WEEKLY LEARNING PLAN IN SCIENCE 6

MOST ESSENTIAL LEARNING Differentiate between rotation and revolution and describe the effects of the Earth`s motion ( S6ES-IV-f-5
COMPETENCIES:
DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
1 A. Reviewing the previous lesson or presenting the new lesson (Day 1) MONDAY
(Mon.) Differentiate (Turn Around) Pre-Test
rotation and Under” Pre-Test and Looking Back”
revolution Differentiating read the directions carefully ,then
B. Establishing a purpose for the lesson
between Unlocking of Difficulties answer the following questions. Write
Demonstrate /
illustrate rotation and Give the meaning of the following through illustration your answers on the provided answer
rotation and revolution What is rotation? Revolution? sheets.
and describe
revolution of the effects of C. Presenting examples/ instances of the new lesson
the earth using the Earth`s Tell to watch the video. While viewing take down note on the important details about.
a model or motion https://www.britannica.com/video/151528/Earth-rotation-axis-revolution-Sun
illustration https://www.youtube.com/watch?v=CqkQv617bcw
https://www.youtube.com/watch?v=cDed5eXmngE
Construct a
model of Sun- Discussion
Earth-Moon to How does earth rotate on its axis?
demonstrate Does the earth rotate once every 24 hours?
the rotation Does the earth rotate on its axis every 365 days?
Why does the earth rotate from west to east?
and revolution
of the earth
D. Discussing new concepts and practicing new skills #1
Illustrate the Activity 1
rotation and
revolution of
earth E. Discussing new concepts and practicing new skills # 2
Perform the following activities on pages 4 in the module
Activity 1
Complete the table below by writing the correct information about
rotation and revolution of earth. Choose the letter of the answer.
Activity 2
Perform the given activity and answer the questions that follow

F. Developing mastery (leads to Formative Assessment 3)

Group Activity
Group A will perform the activity 3
Group 2 will do the task activity 4.
G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

 Differentiate rotation and revolution
"Rotation" refers to an object's spinning motion about its
own axis. "Revolution" refers the object's orbital motion
around another object.

I. Evaluating Learning

J. Additional activities for application or remediation

Read the situation found in your module on page 8
Answer: What can you contribute each day for one year to help solve
this problem.
2  Discuss the brief
(Tues.) introduction/Explain /describe the
changes of the earth`s surface
when earthquake /volcanic
eruption occur.
 Answer activities 1 & 2
3  Follow-up/ Feedbacking of pupils
(Wed.) and parents
4  Do activities under activity 3 and 4
(Thurs. Check Your Understanding
)  NAT orientation of pupils` parents
5  Administration of National
(Fri.) Achievement Test
 Homeroom Guidance
 Distribution of modules and
retrieval of answer sheets
Prepared By: Checked by:

ELVIE V. CABREROS OFELIA O. CANIEDO, PD

Master Teacher II Principal IV
 School Tala Elementary School Grade Level SIX
Teacher ELVIE V. CABREROS Learning Area SCIENCE 6
Grade Six Teaching Date September 12-16,2022 Quarter One
and Time

WEEKLY LEARNING PLAN IN SCIENCE 6

MOST ESSENTIAL LEARNING Describe the appearance and uses of homogeneous and heterogeneous mixtures (1S6MT-I a-c 1- 1.2
COMPETENCIES:
DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES

(Mon) A. Flag Raising Do /Perform the following activities

 Describe the Describing the
B. Opening Prayer
Curie appearance of Appearances Monday Activity
and Uses of C. Checking of Attendance
6:50-7:40 the combination Pre-Test
Mixtures D. Review
Darwin of: a. solid and Read each question carefully. Encircle
8:10-9:00
Use the given arrangement of solid, liquid, and gas molecules below
solid, b. Solid the letter of the correct answer.
to answer the statements that follow. Write the state of matter inside
and liquid, c. 1. Fruit salad is an example of a
the box provided before the number.
Liquid and mixture. How would you describe
Tuesday Solid Liquid Gas
liquid; this type of mixture? A. made up of
Curie 1. Matter in this state has compact molecules.
pure C. chemically combined B.
9:50-10:40 •Describe the 2. Matter in this state spreads and mixes quickly with air.
made up of one substance D.
Darwin appearance of a 3. Water, oil, and soy sauce are examples of this state of matter.
physically combined
11:10- homogeneous and E. Pre-Test
12:00 heterogeneous Read each question carefully. Encircle the letter of the correct Looking Back
mixture; and answer. Use the given arrangement of solid,
1. Fruit salad is an example of a mixture. How would you describe liquid, and gas molecules below to
Wed. • Do mixture this type of mixture? answer the statements that follow.
Einstein activities with A. made up of pure C. chemically combined Write the state of matter inside the
6:00- 6:50 great care. B. made up of one substance D. physically combined
Galilei box provided before the number.
9:50 - 10:40
2. Joel, a grade six pupil prepares egg sandwiches for their TLE lesson.
Newton How would you describe the appearance of the solid-solid mixture? 1. Matter in this state has compact
This mixture
 11:10-12:00 F. Presentation or Brief Introduction of the lesson molecules
Questions to ask
What are your favorite food and drinks? Have you ever wondered
that these foods are the results of the mixing of substances with
varied phases of matter?
Thursday Tuesday Activity
Galilei
6:50 – 7:40 Can you think of mixture which comes from blending solid-solid, solid- Activity 2
Newton liquid or liquid-liquid substances? What do you think will be the Read the paragraph carefully then,
8:10 – 9:00 appearance of these mixtures? A mixture that has a uniform answer the following question below
Einstein appearance is called a homogeneous mixture like coffee, juice and tea. Wednesday Activity
9:00 – 9:50 In contrast, the heterogeneous mixture does not have a consistent Check Your Understanding
appearance or composition such as salad, pizza or mixed vegetables. But J. Identify the following substances,
what makes homogeneous and heterogeneous distinct or different from whether it is a solid-solid mixture,
each other? solid-liquid mixture or liquid - liquid
Let`s do this activity mixture. Write your answer on the
Discussion/Brainstorming about the presented topic space provided

G. Making generalizations and abstractions about the lesson II. Draw a mug of chocolate drink if the
What are the different types of mixtures statement describes a homogeneous
Describe the appearances/uses of the combination of diff. mixtures mixture and pizza if it’s
heterogeneous.
H. Answer Activity 1 Thursday Activity
Directions: Follow the instructions on different mixtures below. Post Test
Observe each mixture carefully. Then, Write TRUE if the statement is Describe the appearances of the
Friday correct and FALSE if not on the space provided mixture. Encircle the letter of the
correct answer.
I. Explaining/Instructing what the pupils do for the home-based Friday Activity
Distance
activities Reflection
Learning
(Modular- Suppose, today is your birthday and
Based) you plan to prepare some food to
celebrate since God gives you another
year to live.
1. List one of kind food that you wish
to eat.
2. What can you say about the mixture
of the food that you plan to prepare?
3. What value should you show since
God gave you another year to live?
Prepared By: Checked by:
ELVIE V. CABREROS OFELIA O. CANIEDO, Ph.D
Adviser – Einstein Principal IV

School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE 6
Grade Six Teaching Date and September 19-20,2022 Quarter One
Time

WEEKLY LEARNING PLAN IN SCIENCE 6

MOST ESSENTIAL LEARNING ⚫ Describe the appearance and uses of homogeneous and heterogenous mixtures (S6MT-Ia-1)
COMPETENCIES:
DAY OBJECTIVE/S TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES

(Mon) A. Opening Prayer

 describe the Describing the Monday Activity
C. Checking of Attendance Perform the following activities
Curie characteristics appearance and D. Review (Looking Back) Pre-Test
6:50-7:40 of homogeneous uses of Do you still remember your previous lesson? Let me see if you can Before you proceed to study this
Darwin and homogeneous recall the science concepts. Please write TRUE if the statement is module, let’s find out what you
8:10-9:00 heterogeneous and correct and FALSE if not. Write your answers on page 8. already know about the topics to
mixtures; heterogenous ___1. A mixture is a combination of two or more substances that be discussed in this module.
➢ classify mixtures mixtures
Tuesday are not chemically combined. Cheer up and give your best!
into
Darwin ____2. In a mixture of solid materials, the materials appear to be Directions: Write the missing
homogeneous
9:50-10:40 non-uniform. letters to form the word being
and
Curie ____3. All solid materials dissolve in any kind of liquid. described. Write your answer on
heterogeneous;
11:10- ____4. Solid and liquid materials always form a solution. the provided answer sheet on
12:00 ➢ define and ____5. Combining liquid to another liquid may either form a
identify the page 8.
uniform or non-uniform 1. H ___ M ___ G ___ N E ___ U
solute and the E. Motivation
solvent in a ___ has uniform composition all
Wed. Do you like fruit salad? Do you its ingredients? throughout the mixture,
Einstein solution; Are you familiar with the song fruit salad? Can you sing the song? components are
6:00- 6:50 ➢ identify common Come on, sing with the corresponding action.
Galilei undistinguishable or cannot be
examples of
9:50 - 10:40 recognized and has one phase.
solutions found Watermelon, watermelon
Newton 2. ___ E ___ E ___ O ___ ___ N
at home and Papaya, papaya
11:10-12:00 ___O ___ S or non-uniform which
describe their Banana, banana components can be recognized or
uses; and, Fruit salad, fruit salad
 ➢ infer through distinguished and may produce
simple Fruit Salad Watermelon, watermelon Papaya, papaya Banana, two or more phases.
experiments banana Fruit salad, fruit salad That’s great! You did it well! You can Looking Back
the conditions teach the song to your siblings and sing with them. Now, how will B. Review (Looking Back)
Thursday (e.g. size of you describe a fruit salad? Can you name the ingredients used in a Do you still remember your
Galilei particles, fruit salad? What was done to create a fruit salad? Fruit salad is an previous lesson? Let me see if
6:50 – 7:40
Newton stirring of example of mixture. Do you want to learn more about mixtures? Do you can recall the science
8:10 – 9:00 mixture, you want to know how to classify and categorize the different concepts. Please write TRUE if
Einstein temperature) mixtures you have at home based on their characteristics? Go the statement is correct and
9:00 – 9:50 that affects the through the module to find out. FALSE if not. Write your
formation of a answers on page 8.
mixture. F. Unlocking of Difficulties ___1. A mixture is a
Directions. Write the missing letters to form the word being combination of two or more
described. 1. H ___ M ___ G ___ N E ___ U ___ has uniform substances that
composition throughout the mixture, components are are not chemically combined.
undistinguishable or cannot be recognized and have one phase. ____2. In a mixture of solid
2. ___ E ___ E ___ O ___ ___ N ___O ___ S or non-uniform which materials, the materials appear
components can be recognized or distinguished and may produce to be non-uniform.
two or more phases. ____3. All solid materials
3. S ___ ___ U ___ I ____ N is a homogeneous mixture where the dissolve in any kind of liquid.
solute is evenly distributed all throughout the solvent producing one ____4. Solid and liquid
phase materials always form a
G. Presentation or Brief Introduction of the lesson solution.
Friday Show the mixture/The pupil will perform the following activity ____5. Combining liquid to
Distance another liquid may either form
Learning a
(Modular- uniform or non-uniform
Based) Tuesday Activity

Activity 1
In the box are different mixtures.
Classify them into homogeneous
or heterogeneous and give a brief
description of each mixture.

Wednesday Activity
Questions to ask. Answer activity 2
What can you say about the appearance of homogeneous mixture? How about Now, your task is to classify the
heterogeneous mixture?P common household solutions
that are listed in the box
 H. Making generalizations and abstractions about the lesson according to its purpose. Write
What are the two classification of mixtures? How can you describe? your answers in the proper
category where they belong. A
I. Perform Activity 1 table is

Thursday Activity
Answer briefly the following
questions. Write your answers on
the answer sheet on page 9.
___1. What are the characteristics of
homogeneous and heterogeneous
mixtures?
____ 2. Give at least three examples
Check Your of homogeneous and heterogeneous
Understanding mixtures not given in this module.
Answer briefly the
___ 3. How is a solution formed?
following questions. Write your answers on the answer sheet on page 9. 1. What are
4. What solutions are available in
the characteristics of homogeneous and heterogeneous mixtures? _________ 2. Give
at least three examples of homogeneous and heterogeneous mixtures not given in this your home? What are their uses?
module. ____________________________________________________________ ___5. What are the factors that
Read the test carefully and write the letter of the best answer on the provided answer affect the solubility of a material?
sheet on page 9. ___
1. How will you classify the mixtures in the box? Check Your Understanding Describe the appearances of the
Post-test SODA PIZZA OIL & WATER COFFEE ICE CREAM CHOCO VINEGAR OIL mixture. Encircle the letter of the
1 2 3 4 5 6 7 8 0 7 A. 1, 2, 3, and 4 are homogeneous while 5, 6, 7, and 8 are correct answer.
heterogeneous B. 1, 3, 5, and 7 are homogeneous while 2, 4, 6, and 8 are
Friday Activity
heterogeneous C. 1, 4, 7, and 8 are homogeneous while 2, 3, 5 and 6 are
heterogeneous D. 1, 3, 4, and 6 are homogeneous while 2, 5, 7, and 8 are
Answer the question (Post Tes)
heterogeneous Did you understand the lesson? Let
me see if you did. Read the test
J. Explaining/Instructing what the pupils do for the home-based activities carefully and write the letter of the
best answer on the provided answer
sheet on page 9. 1. How will you
classify the mixtures in the box?
Reflection
Apply What You Learned! What can
you recommend to your friend who
wants to prepare a cold chocolate
drink faster? ________

Prepared By: Checked by:

ELVIE V. CABREROS OFELIA O. CANIEDO, Ph.D

Adviser – Einstein Principal IV

School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE 6
Grade Six Teaching Date and October 3-7,2022 Quarter One
Time

WEEKLY LEARNING PLAN IN SCIENCE 6

MOST ESSENTIAL LEARNING
COMPETENCIES:
Describe the appearance and uses of homogeneous and heterogeneous mixtures (S6MT-Ia-1) W3
Content Standard: The learners demonstrate an 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
 DAY OBJECTIVE/S TOPIC/S CLApppSSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES

(Mon) A. Opening Prayer Monday Activity

describe Describing the B. Checking of Attendance Perform the following activities
Curie suspension as appearance and C. Setting of Classroom Rules Pre-Test
6:50-7:40 a uses of D. Reviewing previous lesson or presenting the new lesson Directions: Read the following
Darwin heterogeneous homogeneous questions and write the letter of
8:10-9:00 mixture; and E. Establishing a purpose for the lesson your answer on the space
✔ identify heterogenous To settle or not to settle? You have learned from the previous provided.
common mixtures modules that a heterogeneous mixture is a non-uniform mixture in ____1. Which best describes a
Tuesday suspensions which the particles can be easily identified and thus, can be easily suspension? It is __. A. composed
Darwin and their uses; separated. of solute and solvent B. a kind of
9:50-10:40
✔ infer that colloid You will discover more of the appearances and examples of heterogeneous mixture with
Curie soluble solutes
is a heterogeneous and colloid mixtures
11:10-
12:00 heterogeneous Unlocking of Difficulties/Spelling
mixture; Colloids Bottom Suspension /Tindal Effect Tuesday Activity
✔ identify Read the lesson about Suspensions and Colloids and take note of the Perform Activity 1
Wed. common important terms that may help you understand the lesson. Study the After performing the activity.
Einstein household table that shows examples of colloids on page 15 then answer the Answer the questions that follow
6:00- 6:50 colloids and questions on page 16-17. Guide Question: 1. What are suspensions?
Galilei their uses; and Colloids? 2. Differentiate a colloid from a suspension and a solution.
9:50 - 10:40 F. Presentation or Brief Introduction of the lesson
✔ prepare
Newton
11:10-12:00 beneficial and
useful
mixtures such
as drinks, Wednesday Activity
food, and Do Activities 1..1 & 2
herbal Directions: From the given
Guide Question: choices on the right, look for the
medicines.
Thursday 1. What happened to the soil and water after mixing them? common suspension being
Galilei ____2. What are the different phases of matter found in the mixture? referred to by the following.
6:50 – 7:40 ___3. What happened to the soil after 2 minutes? Write the corresponding letter of
Newton ___ 4. Did the soil dissolve in water?
8:10 – 9:00 your answer in the space
___ 5. Try separating the mixture by pouring the water out. Did they provided.
Einstein separate easily?
9:00 – 9:50

G. Discussing new concepts and practicing new skills #1

Perform Activity 1.1 Thursday Activity
Directions: From the given choices on the right, look for the common Answer the activity under “Check
Your Understanding
 suspension being referred to by the following. Write the corresponding Direction: Write S on the blank if
letter of your answer in the space provided. the statement describes a
Suspension and C if it describes a
H. Discussing new concepts and practicing new skills #2 Colloid.
Answer Activity 2 Friday Activity
Direction: Write S on the blank if the statement describes a Answer the question (Post Tes)
Suspension and C if it describes a Colloid. Direction: Read the following
_____ 1. Their particles are not heavy enough to settle down. questions carefully and write the
_____ 2. They can be easily separated by pouring out the liquid and letter of your answer in the space
Friday leaving the suspended particles behind. provided.
Distance
Learning I. Developing mastery (leads to formative assessment )
(Modular- The following pictures are common household colloids. Identify their
Based) uses by writing the correct letter that corresponds to each statement
below. _____ 1. It is commonly used as a substitute for cooking oil to
add flavor to fried or sautéed dishes. _____ 2. It helps in the
circulation of oxygen, nutrients, and defense of the body. _____ 3. It
is used as a decorative or finishing material in industrial jobs.

K. Finding practical applications of concepts and skills in daily

living
What is the essence of mixture in our daily life? Can you give an example?
Direction: Write S on the blank if the statement describes a Suspension Making
generalizations and abstractions about the lesson
What is suspension? Colloids)

L. Evaluating learning
Direction: Read the following questions carefully and write the letter of your
answer in the space provided.
____ 1. What kind of mixture will be formed if water and flour are mixed?
A. Solution B. Suspension C. Uniform Mixture D. Colloid

M. Additional activities for application / remediation

Performance Task : After studying suspension and colloids as kinds of
Heterogeneous mixtures, Now... 11-15 Draw one example of suspension and one
example of colloid. Then label your work You may use the back part of the activity sheet.
(5 points)

V. REMARKS
VI. REFLECTION
______ of Learners who earned ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
A. No. of learners who earned
80% above earned 80% above earned 80% above earned 80% above earned 80% above
80% in the evaluation
 ______ of Learners who require ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
B. No. of learners who require
additional activities for remediation require additional activities require additional activities require additional require additional activities
additional activities for
for remediation for remediation activities for remediation for remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught up ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
caught up with the lesson the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
______ of Learners who continue ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
D. No. of learners who continue
to require remediation continue to require continue to require continue to require continue to require
to require remediation
remediation remediation remediation remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why
did this work?
F. What difficulties did 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?

Prepared By: Checked by:

ELVIE V. CABREROS OFELIA O. CANIEDO, Ph.D

Adviser – Einstein Principal IV

School Tala Elementary School Grade Level SIX

Teacher ELVIE V. CABREROS Learning Area SCIENCE 6
Grade Six Teaching Date and October 10-14,2022 Quarter One
Time

WEEKLY LEARNING PLAN IN SCIENCE 6 ( Week 4)

MOST ESSENTIAL LEARNING Describe techniques in separating mixtures such as decantation, evaporation, filtering, sieving, and using a magnet.
COMPETENCIES:
Content Standard: The learners demonstrate an understanding of different techniques to separate mixtures.
Performance Standard: The learners should be able to separate desired materials from common and local products
DAY OBJECTIVE/ TOPIC/S CLASSROOM-BASED ACTIVITIES HOME-BASED ACTIVITIES
S

(Mon) A. Opening Prayer Monday Activity

Day 1-2: (Defining and B. Checking of Attendance Perform the following activities
Curie Illustrate Describing each C. Setting of Classroom Rules Pre-Test
6:50-7:40 and technique D. Reviewing previous lesson or presenting the new lesson Do the activity under “Pre-Test”
describe Classify the pictures below into homogeneous or heterogeneous Directions: Read each sentence
Darwin techniques mixture carefully. Choose the letter of the
8:20-9:10 in correct answer.
separating
mixtures. Tuesday Activity
Tuesday (Define and Do the task under “Looking Back”
Curie describe Directions: Classify the pictures
6:50-7:40 each below into homogeneous or
technique) heterogeneous mixture.
Darwin
8:20-9:10 E. Establishing a purpose for the lesson
Curie Mixing two or more substances is quite easy. But, how about
separating them? Have you ever wondered about that? If so, then why
Wed. is doing it important? All these questions will be answered at the end
Einstein of this lesson
6:00-6:50 Spelling
Decantation,evaporation,filtration,magnetism,sieving
Newton
9:20- F. Presentation or Brief Introduction of the lesson
10:10 You will learn about different techniques on how to separate mixtures
Video title: Separating Mixture Through Decantation, Evaporation and
Galilei Filtration Description: This video lesson is all about separating mixtures
11:20- through decantation evaporation and filtration.
12:10 Wednesday Activity
Guide Question: 1. What is Decantation? Evaporation? Filtration? Preform Activity 1 & 2.Then answer the
2. How can we separate solid and liquid substances? questions that follow
3. What are the processes to be used in separating solid and liquid
Thursday
substances? Link: https://www.youtube.com/watch?v=pgaAvk53WFE
https://www.youtube.com/watch?v=4uCsq8Vp1yw
Thursday Activity
Einstein https://www.youtube.com/watch?v=0DU0VP5lCPA 3 DepEd TV/E-
Answer the activity under “Check
6:00-6:50 TULAY/ CID FB Learning Station Schedule: (October 4, 2021) (1:25 pm – Your Understanding”
1:50pm) Directions: Analyse the situation
Newton Title of the Lesson: Episode 7- Separating Mixtures through Filtering and below, explain it briefly
9:20- Sieving Guide Questions: 1. Why do we use filter on our faucets? 2. What
10:10 material will you use if you’re going to make coffee out of ground coffee Friday Activity
for your visitors? 3. How can you separate? Answer the question “Post Test”
Galilei Direction: Read the sentence
11:20- carefully. Choose the letter of your
G. Discussing new concepts and practicing new skills #1
12:10
Small group work answer in the parenthesis
G1 : Perform Activity 1.Then answer the questions that follow
 Guide Question: What processes and tools are involved in
separating
H. Discussing new concepts and practicing new skills #2
Group 2 Perform Activity 2 Heat Is On
Materials needed: water, salt, plastic cup, casserole, gas burner
Follow the instruction carefully:
1. Prepare a salt solution by dissolving 1 tablespoon of salt in 1⁄4
glass of water.
2. Place 1/4 cup of salt solution in the casserole, turn on the gas
Friday burner. 3. Boil the salt solution until it dries up.
Distance 3. Wait for the casserole to cool down and observe.
Learning I. Developing mastery (leads to formative assessment )
(Modular- Analyse the situation below explain it briefly. (Under Check
Based) Your Understanding)
J. Finding practical applications of concepts and skills in daily living.
You are going to cook rice for lunch, before cooking it, you need to
wash the rice grain.
a. What technique will you use so that the rice will not go down the
drain? b. Give the importance of the process
K. Making generalizations and abstractions about the lesson
What is Decantation? Evaporation? Filtration?

L. Evaluating learning
Direction: Read each sentence carefully. Choose the correct answer in
the parenthesis and write it on your answer sheet.
_________1. Which process is usually used to separate solid particles
like flour from a liquid substance using a piece of cloth. (decantation,
evaporation, filtration, magnetisms)
_________2. This process is used when preserving fish by drying
under the sunlight. (decantation, evaporation, filtration, magnetisms)
_________3. Filter paper or strainer can be used in this process of
separating a mixture. (decantation, evaporation, filtration,
magnetisms)
_________4.This process involves letting the mixture stand, prior to
pouring the liquid components into another container without
disturbing the sediment at the bottom.

M. Additional activities for application / remediation

Let’s Move and Separate: Reflective Learning Sheet. It’s time to share
What have you learned from this lesson? A. Cite activities you do that
 show the application of evaporation, decantation, and filtration.
Techniques in Separating Mixture ACTIVITIES HOME SCHOOL
COMMUNITY DECANTATION EVAPORATION FILTRATION B. What is
the
Importance of separating mixtures in our daily life?

V. REMARKS
VI. REFLECTION
______ of Learners who earned ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
A. No. of learners who earned
80% above earned 80% above earned 80% above earned 80% above earned 80% above
80% in the evaluation
______ of Learners who require ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
B. No. of learners who require
additional activities for remediation require additional activities require additional activities require additional require additional activities
additional activities for
for remediation for remediation activities for remediation for remediation
remediation
C. Did the remedial lessons work ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
? No. of learners who have ______ of Learners who caught up ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
caught up with the lesson the lesson caught up the lesson caught up the lesson caught up the lesson caught up the lesson
______ of Learners who continue ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
D. No. of learners who continue
to require remediation continue to require continue to require continue to require continue to require
to require remediation
remediation remediation remediation remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why
did this work?
F. What difficulties did 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?

Prepared By: Checked by:

ELVIE V. CABREROS OFELIA O. CANIEDO, Ph.D

Adviser – Einstein Principal IV
 School: TALA ELEMENTARY Grade Level: VI
GRADES 1 to 12 Teacher: ELVIE V. CABREROS Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: OCTOBER 17-21, 2022 (WEEK 5) Quarter: 1ST QUARTER

MONDAY VI-Curie & Darwin TUESDAY (VI-Curie/Darwin) FRIDAY

6:50- 7:40 / 8:20 – 9:10
WEDNESDAY- Einstein/Galilei/Newton THURSDAY Einstein/Galilei/Newton HOME-BASED
6:00-6:50/9:50 - 10:40 / /11:10-12:10
ACTIVITY
CLASSROOM-BASED ACTIVITTIES CLASSROOM-BASED ACTIVITTIES
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/ Enumerate techniques in separating mixtures such as picking, winnowing, and decantation, use of magnet, sieving, filtering, and evaporation.
Objectives (S6MT-Id-f-2)
Write the LC code for each
Describe techniques in separating mixtures such as decantation, evaporation, filtering, sieving, and using magnet (MELC p. 382)
Separate the components of common solid mixtures containing magnetic and non-magnetic materials.
 II. CONTENT Separating Mixtures: Sieving/Magnetism Separating Mixtures: Filtration

III. LEARNING RESOURCES

A. References

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
1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
2. EASE Science II. Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1 (accessed May52007)

IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
Read the following sentences on techniques in
separating mixture. Write the letter that corresponds
to your answer.
1. The process of separating mixture from big and fine
components using strainer or fine screen. A. flotation
B. picking C. scooping D. sieving
Answer the “Pre-Test’
Directions: Read the questions carefully. Encircle the
letter of the correct answer and write it also in the
answer sheet found in page 9 of this module. 1. Joey
opened a water refilling station and assured the people
that the water is clean and safe. Which method was
applied to ensure the quality of water? A. decantation C.
filtration B. evaporation D. use of magnet 2. Nica wanted
to sleep but her hair was still wet, until she saw the
dryer. What do you call this method of separation that
causes Nica’s hair to dry up? A. chromatography C.
evaporation B. decantation D. filtration
Tell the pupils to answer the “Pre-Test on
pages 2-3
Read the following sentences on techniques
in separating mixture. Write the letter that
corresponds to your answer.
1. The process of separating mixture from
big and fine components using strainer or
fine screen. A. flotation B. picking C.
scooping D. sieving

B. Establishing a purpose for the The teacher asks students how they can separate Answer “Looking Back “ on page 3-4
lesson magnetic materials from non-magnetic materials in a
junk yard. Let us recall the three processes you learned
from the previous module. DECANTATION
EVAPORATION FILTRATION Technique in
separating mixture from a less-dense
substance from a denser one Technique in

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
What is sieving?
Today you will learn the other techniques in
separating mixture.
https://www.youtube.com/watch?v=zyBbs_A5LMk
Ask questions
We want to remove impurities from the mixture.
What do we do?
What you need: strainer, ½ cup of mongo seeds, 1 cup
of flour, 1 plastic spoon, 2 empty basins What to do:
1. In an empty basin, mix the flour and mongo seeds
using a plastic spoon.
2. After mixing, get the strainer, and separate the two
materials combined.
3. Observe what happens to the flour and mongo
seeds.
4. Write down the answers in your notebook for the
questions given below.
Guide Questions:
Do Activity 5.1 Magnetic or Not?
Teacher gives initial instructions about the activity.
separating a soluble solid from a liquid
Technique in separating mixture by using
filter paper and mesh cloth Now, are you
ready to learn new techniques in separating
mixtures? Go over this module and enjoy
your new discovery. Enjoy learning!
Activity 1: Sieve and Attract
What you need: strainer, ½ cup of mongo
seeds, 1 cup of flour, 1 plastic spoon, 2
empty basins What to do:
1. In an empty basin, mix the flour and
mongo seeds using a plastic spoon.
2. After mixing, get the strainer, and
separate the two materials combined.
3. Observe what happens to the flour and
mongo seeds.
4. Write down the answers in your notebook
for the questions given below.
Guide Questions:
1. What are the two materials you mixed?
2. How did you mix them? 3. What device
did you use to separate the two materials?
4. Why do you think the flour passed
through the strainer? 5. What happened to
the mongo seeds? Why do you think so? 6.
What technique of separating mixture does
the activity show?
What you need: paper cut into small pieces,
paper clips, plastic buttons, needles, pins,
hook and eye, plastic basin, and magnet
What to do: 1. In an empty basin, combine
all the materials mentioned except the
magnet. 2. Hold the magnet and let it pass
through the basin. 3. Observe what happens
to the materials placed in the basin and
answer the questions that follow. Brief
Introduction Activity 1: Sieve and Attract 4
Guide Questions: 1. What are the things you

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
1. What are the two materials you mixed?
2. How did you mix them? 3. What device did you use
to separate the two materials? 4. Why do you think
the flour passed through the strainer? 5. What
happened to the mongo seeds? Why do you think so?
6. What technique of separating mixture does the
activity show?
What you need: paper cut into small pieces, paper
clips, plastic buttons, needles, pins, hook and eye,
plastic basin, and magnet What to do: 1. In an empty
basin, combine all the materials mentioned except
the magnet. 2. Hold the magnet and let it pass
through the basin. 3. Observe what happens to the
materials placed in the basin and answer the
questions that follow. Brief Introduction Activity 1:
Sieve and Attract 4 Guide Questions: 1. What are the
things you combined? 2. How did you mix them? 3.
What device did you use to take out the pins, needles,
and paper clips? 4. What kind of things does magnet
attract? 5. What technique of separating mixture was
used?
Activity 2: Wow Enjoy!
What I need: 1 glass cup white cloth/bond paper
ruler pencil 1 barbecue stick water ink glue
dropper
What to do:
1. Prepare a clear glass cup and fill it with 5 spoonsful
of clean water. 2. Cut a bond paper with the length of
3 inches and 2 inches wide that fit in the glass cup
that you have. Be sure that one end will not touch the
bottom of the cup with water. 3. Paste the other end
combined? 2. How did you mix them? 3.
What device did you use to take out the
pins, needles, and paper clips? 4. What kind
of things does magnet attract? 5. What
technique of separating mixture was used?
Activity 2: Wow Enjoy!
Answer the guide questions
What to do: 1. Prepare a clear glass cup and
fill it with 5 spoonsful of clean water. 2. Cut
a bond paper with the length of 3 inches and
2 inches wide that fit in the glass cup that
you have. Be sure that one end will not
touch the bottom of the cup with water. 3.
Paste the other end of the bond paper in a
stick to serve as a hanger. 4. Draw a straight
line across the edge of the paper to be
submerged inside the glass cup. Put 1 drop
of the ink in the middle of the line and soak
it inside the cup. 5. Wait a couple of minutes
and observe what happens. Guide
Questions: 1. What happens to the ink
dropped in the line? 2. Why do you think it
happens? 3. What technique was used in
separating the different colors of the ink? 4.
How will you describe the changes that
appeared in the wet bond paper and the dot
of ink? Activity 2: Wow Enjoy! 5
Show video on Magnetic Separation used in Show video on water filtration technology.
industries
https://www.youtube.com
/watch?v=2jfAnGA40NE
https://www.youtube.com/
/

H. Making generalizations and
abstractions about the lesson
of the bond paper in a stick to serve as a hanger. 4. watch?v=31ZUXx6NXDA
Draw a straight line across the edge of the paper to be
submerged inside the glass cup. Put 1 drop of the ink
in the middle of the line and soak it inside the cup. 5.
Wait a couple of minutes and observe what happens.
Discuss Filtration as a method of separating mixtures.
Sieving allows the fine particles to pass through the
holes of the sieve while the bigger impurities remain
on the sieve

I. Evaluating learning Answer the Evaluation in the Activity.
Directions: Read the description given in each
number. Choose the letter that corresponds to
your answer.
1. The process of separating mixture from big
and fine components using a strainer or fine
screen.
A. flotation B. picking C. scooping D. sieving
2. Pure water, distilled water, and ethanol came
from this technique of separating mixture, what
is it?
A. flotation B. scooping C. sieving D. simple
distillation
3. A needle was misplaced in a small piece of
cloth. Which is the best material to use in finding
the needle?
A. clean cloth B. magnet C. strainer D. water
The teacher will ensure that the students were able to
come up with their output.
. corresponds to your answer.
Answer the Evaluation in the Activity.
Directions: Read the description given in
each number. Choose the letter that
1. The process of separating mixture
from big and fine components using a
strainer or fine screen.
A. flotation B. picking C. scooping D.
sieving
2. Pure water, distilled water, and
ethanol came from this technique of
separating mixture, what is it?
A. flotation B. scooping C. sieving D.
simple distillation
3. A needle was misplaced in a small
piece of cloth. Which is the best material
to use in finding the needle?
A. clean cloth B. magnet C. strainer D.
water

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned ______ of Learners who earned 80% above ______ of ______ of ______ of ______ of Learners who earned 80% above
80% in the evaluation Learners who Learners who Learners who
earned 80% above earned 80% above earned 80%
above

B. No. of learners who require ______ of Learners who require additional activities ______ of ______ of ______ of ______ of Learners who require additional
additional activities for for remediation Learners who Learners who Learners who activities for remediation
remediation require additional require additional require
activities for activities for additional
remediation remediation activities for
remediation

C. Did the remedial lessons ______Yes ______No ______Yes ______Yes ______Yes ______Yes ______No
work? No. of learners who ______ of Learners who caught up the lesson ______No ______No ______No ______ of Learners who caught up the lesson
have caught up with the ______ of ______ of ______ of
lesson Learners who Learners who Learners who
caught up the caught up the caught up the
lesson lesson lesson
D. No. of learners who continue ______ of Learners who continue to require ______ of ______ of ______ of ______ of Learners who continue to require
to require remediation remediation Learners who Learners who Learners who remediation
continue to continue to continue to
require require require
remediation remediation remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why
did these 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?
 School: TALA ELEMENTARY Grade Level: VI
GRADES 1 to 12 Teacher: ELVIE V. CABREROS Learning Area: SCIENCE
DAILY LESSON LOG Teaching Dates and Time: OCTOBER 17-21, 2022 (WEEK 5) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

D. Content Standards The learners demonstrate understanding of different techniques to separate mixtures.
E. Performance Standards The learners should be able to separate desired materials from common and local products.
F. Learning Competencies/ Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation.
Objectives (S6MT-Id-f-2)
Write the LC code for each
Separate the components of common solid mixtures containing magnetic and non-magnetic materials. Separate insoluble solid from a liquid using filtration.

III. CONTENT Separating Mixtures: Separating Mixtures: Filtration

III. LEARNING RESOURCES

C. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

 3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
K. Reviewing previous lesson or
presenting the new lesson
L. Establishing a purpose for the
lesson
M. Presenting
examples/instances of the
new lesson
N. Discussing new concepts and
practicing new skills #1
5. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
6. EASE Science II. Chemistry Module 4. Lesson 2.
7. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
8. Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
TeacherEngineering.n.d.https://www.teachengineering.org/activities/view/van_cleanupmess_act1 (accessed May52007)
Read the following sentences on techniques Thumbs up or down. The teacher asks about Jigsaw Puzzle The teacher asks about the part
in separating mixture. Write the letter that the part of the activity of the activity the students
corresponds to your answer. The teacher shows pictures of the students The teacher will give cut- performed the other day.
various objects then students performed the other out pictures of methods
1. The process of separating mixture from will show thumbs up if day. of separating mixtures
big and fine components using strainer or magnetic and thumbs down if which the students will
fine screen. A. flotation B. picking C. non-magnetic. put together and explain
scooping D. sieving after.
The teacher asks about students’ prior idea The teacher asks students how The teacher show picture
about magnetic object. they can separate magnetic of filtration device for
materials from non-magnetic water in the faucet and
materials in a junk yard. ask how it works.
Do Activity 5.1 Magnetic or Not? Do Activity 5.2 Clean this Mess! Do Activity 5.3 Filtration
Challenge.
Teacher gives initial instructions about the Teacher gives initial
activity. instructions about the activity.
Teacher gives initial
instructions about the
activity.
What you need: strainer, ½ cup of mongo Students present their Students present their output on
seeds, 1 cup of flour, 1 plastic spoon, 2 output on the activity. the activity. The teacher will give
empty basins What to do: The teacher will give Note: Water standards feedback about the result.
1. In an empty basin, mix the flour and "A," "B" and "C" (C is
feedback about the
mongo seeds using a plastic spoon. filtered through some
result.
2. After mixing, get the strainer, and grass, B is filtered through
separate the two materials combined.
a coffee filter, and A is
3. Observe what happens to the flour and
mongo seeds. filtered through 2 coffee

O. Discussing new concepts and
practicing new skills #2
P. Developing mastery (leads to
Formative Assessment 3)
Q. Finding practical applications
of concepts and skills in daily
living
4. Write down the answers in your notebook filters with a paper towel
for the questions given below. in the middle).
Guide Questions:
1. What are the two materials you mixed?
2. How did you mix them? 3. What device
did you use to separate the two materials? 4.
Why do you think the flour passed through
the strainer? 5. What happened to the
mongo seeds? Why do you think so? 6. What
technique of separating mixture does the
activity show?
What you need: paper cut into small pieces, Answer the Guide Answer the Guide Questions.
paper clips, plastic buttons, needles, pins, Questions.
hook and eye, plastic basin, and magnet
What to do: 1. In an empty basin, combine
Discuss Filtration as a method of
all the materials mentioned except the
Discuss Magnetic separating mixtures.
magnet. 2. Hold the magnet and let it pass
Separation as a
through the basin. 3. Observe what happens
method of separating
to the materials placed in the basin and
mixtures.
answer the questions that follow. Brief
Introduction Activity 1: Sieve and Attract 4
Guide Questions: 1. What are the things you
combined? 2. How did you mix them? 3.
What device did you use to take out the pins,
needles, and paper clips? 4. What kind of
things does magnet attract? 5. What
technique of separating mixture was used?
Activity 2: Wow Enjoy! Original File Submitted and
What I need: 1 glass cup white Formatted by DepEd Club
cloth/bond paper ruler pencil 1 barbecue Member - visit depedclub.com
stick water ink glue dropper for more
What to do: Show video on Show video on water filtration
1. Prepare a clear glass cup and fill it with 5 Magnetic Separation technology.
spoonsful of clean water. 2. Cut a bond used in industries.
paper with the length of 3 inches and 2
inches wide that fit in the glass cup that you
have. Be sure that one end will not touch the
 bottom of the cup with water. 3. Paste the https:// https://www.youtube.com/
other end of the bond paper in a stick to www.youtube.com
serve as a hanger. 4. Draw a straight line watch?v=31ZUXx6NXDA
across the edge of the paper to be /watch?
submerged inside the glass cup. Put 1 drop v=2jfAnGA40NE
of the ink in the middle of the line and soak it
inside the cup. 5. Wait a couple of minutes
and observe what happens.
R. Making generalizations and
abstractions about the lesson

S. Evaluating learning Answer the Evaluation in the Activity. The teacher will ensure that The students will peer- The teacher will ensure The teacher gives five-question
the students were able to come evaluate their that the students were quiz about filtration.
Directions: Read the description given in up with their output. presentation based on able to come up with
each number. Choose the letter that criteria. their output/worksheet.
corresponds to your answer.

1. The process of separating mixture

from big and fine components using a
strainer or fine screen.
A. flotation B. picking C. scooping D.
sieving
2. Pure water, distilled water, and
ethanol came from this technique of
separating mixture, what is it?
A. flotation B. scooping C. sieving D.
simple distillation
3. A needle was misplaced in a small
piece of cloth. Which is the best material
to use in finding the needle?
A. clean cloth B. magnet C. strainer D.
water

T. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION

H. No. of learners who earned ______ of Learners who earned 80% above ______ of Learners who earned ______ of Learners ______ of Learners who ______ of Learners who earned
80% in the evaluation 80% above who earned 80% above earned 80% above 80% above

I. No. of learners who require ______ of Learners who require additional ______ of Learners who require ______ of Learners ______ of Learners who ______ of Learners who require
additional activities for activities for remediation additional activities for who require additional require additional additional activities for
remediation remediation activities for activities for remediation remediation
remediation

J. Did the remedial lessons ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No ______Yes ______No
work? No. of learners who ______ of Learners who caught up the lesson ______ of Learners who caught ______ of Learners ______ of Learners who ______ of Learners who caught
have caught up with the up the lesson who caught up the caught up the lesson up the lesson
lesson lesson
K. No. of learners who continue ______ of Learners who continue to require ______ of Learners who ______ of Learners ______ of Learners who ______ of Learners who continue
to require remediation remediation continue to require remediation who continue to continue to require to require remediation
require remediation remediation
L. Which of my teaching Strategies used that work well:
strategies worked well? Why
did these work?
M. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
N. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?