School: CAMP CRAME ELEM.

SCHOOL Grade Level: VI

Teacher: SIMEON O. TAYAWA JR Learning Area: SCIENCE
GRADE 6 Teaching Date: Quarter: FIRST QUARTER
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the 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/Objectives Write for The learners should be able to enumerate techniques in separating mixtures such as
the LC code for each decantation, evaporation, filtering, sieving, using magnet, etc. (S6MT-Id-f-2)

II. CONTENT SEPARATING SOLID MIXTURES THROUGH HANDPICKING

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 www.cpalms.org
IV. PROCEDURES

A. Review previous lesson or presenting the new Begin the lesson by engaging the pupils with the following StudyJams video about
lesson mixtures:
http://studyjams.scholastic.com/studyjams/jams/science/matter/mixt ures.html

Based from the video clip, let the pupils answer the following questions:
A. What are mixtures?
Mixtures are physical combinations of two or more substances that retain their
own properties and can be easily separated. B. What are the two different types of
mixtures?
Homogeneous mixtures and Heterogeneous mixtures
C. In which type of mixture can you see the different parts/ ingredients/
substances mixed together?
Heterogeneous mixtures
D. In which type of mixture where you can’t see the parts/ ingredients/
substances mixed together?
Homogeneous mixtures
E. What do you call the substance that is being dissolved in a solution?
Solute
F. What do you call the substance that dissolves another substance?
Solvent
G. What type of mixture is a solution?
Homogeneous mixture
H. In what phases/ states of matter can we form mixtures? Solid, Liquid, and
Gas

B. Establishing a purpose for the lesson Ask the pupils:

A. What heterogeneous mixture is presented in the video clip a while ago?
Answer: snack mix
B. What are the components/ ingredients of the snack mix presented in the
video clip? peanuts, pretzels, chocolate chips
C. How will you describe the state/ phase of each of the components of the
snack mix? The components/ ingredients of the snack mix presented in the video
clip are all solids.
D. Is it possible to separate the components of the snack mix? YES
C. Presenting examples/instances of the new Using the pupils’ responses, the teacher will present the lesson and tell the pupils:
lesson
Components of solid mixtures, like the snack mix presented in the video clip, can be
easily separated using barely our hands through picking.

D. Discussing new concepts and practicing new The teacher will discuss the following concepts:
skills #1
KEY POINTS

HANDPICKING: A SEPARATION TECHNIQUE

In our daily lives, we come across so many situations in which we have to separate
some substances from a mixture in order to get a suitable substance for use. Some of
the substances are easily separable just by taking out the impurities with hand. This
method of separation is known as handpicking.

The substances which are separated with the help of this method can be impurities
which need to be removed or both the substances which are separated can be useful
products.

This method is useful only when the substances which need to be separated are in
small quantity.

The substances in handpicking method can be separated on the basis of size, color,
shape, weight, etc.

For example:
You must have seen your mother or grandmother separates tiny stones from the rice
granules before having it cooked for your meal. In this scenario, your mother or your
grandmother, must have been used barely her hands to separate the impurities which
are the tiny stones from the useful substance which are the rice granules.

E. Discussing new concepts and practicing new The teacher will also lay emphasis on the following:
skills #2
The Advantages and Disadvantages of Handpicking as a Means of Separating Solid
Mixtures are mentioned below:

Advantages
1. It is the simplest method of separating substances from a mixture.
2. This method doesn’t need any special machinery for the separation of
substances.
3. It takes less time when used for a small quantity.

Disadvantages
1. It is not practical for large amount of substances.
2. It is only possible when components of the mixture are visibly different in
size or the size of each component of the mixture is enough for a human hand to
grasp or pick.
F. Developing mastery MINUTE TO SEPARATE IT!
( 1 class period)
 Let the pupils play the game in separating solid mixtures based from the
Game Show “Minute To Win It.”

 The teacher will be asking volunteer players, one after the other, to play
the game.

 Within the span of 1 minute, the player must be able to separate the
components of the following solid mixtures below.

 A consequence awaits for those players who can’t finish the task within 1
minute.

 Non-players must observe attentively the components of each mixture and

must be able to accomplish the table below.

(The teacher will use a one-minute timer for the game which will be projected using a
laptop computer and a projector)

Mixture 1: sand and pebbles

Mixture 2: mixture of different vegetable seeds
Mixture 3: mixed nuts

MEANS OF
COMPONENTS/
SEPARATING THE
MIXTURES INGREDIENTS OF
COMPONENTS OF
THE MIXTURE
THE MIXTURE
Mixture 1
Mixture 2
Mixture 3
G. Finding practical applications of concepts and VALUES INTEGRATION
skills in daily living Non-biodegradable wastes must never be mixed together with biodegradable wastes
and so with hazardous wastes.
What is the importance of this?

What will you do if you see a garbage bin which contains a mixture of non-
biodegradable wastes and biodegradable wastes?

H. Making generalizations and abstractions Let volunteer pupils state the advantages and disadvantages of handpicking as a
about the lesson means of separating mixtures.

I. Evaluating learning DEAL OR NO DEAL

Write DEAL if the following mixture reflected in each photo can be separated
by handpicking and NO DEAL if not. (refer to the PowerPoint presentation)

J. Additional activities for application or Cite at least 10 examples of mixtures at home that can be separated by handpicking.
remediation Write your answers in your Science notebook.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below 80%.

C. Did the remedial lessons work? No. of

learners who have caught up with the lesson.

D. No. of learners who continue to require

remediation.
E. Which of my teaching 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?

Prepared by: Noted by:

JAY CRIS S. MIGUEL GINA N. QUINAN Subject Teacher

School Principal III

School: Naruangan Central School Grade Level: VI

Teacher: Jay Cris Santiago Miguel Learning Area: SCIENCE
GRADE 6
Teaching Date: Quarter: FIRST QUARTER
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the 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/Objectives The learners should be able to enumerate techniques in separating mixtures such as
Write for the LC code for each decantation, evaporation, filtering, sieving, using magnet, etc. (S6MT-Id-f-2)

II. CONTENT SEPARATING MIXTURES THROUGH THE PROCESS CALLED SIEVING

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
IV. PROCEDURES

A. Review previous lesson or presenting the new The teacher will show the following pictures to the pupils.
lesson

(Cross-Curricular Integration in Home Economics)

B. Establishing a purpose for the lesson
After showing the pictures, the teacher will then ask the following questions:
1. In which part of the house can you see the object presented by the pictures?
Where can we usually find this object?
2. Who usually use this object?
3. In which activity do we use this object? When do we use this object?
4. What is the function of this object?
5. How do you call this object?

C. Presenting examples/instances of the new Using the pupils’’ responses, the teacher will then inform the pupils about the
lesson objectives and lesson for the day which is all about “Separating Mixtures through the
process called Sieving.”
D. Discussing new concepts and practicing new The teacher will then discuss the following important points about sieving.
skills #1
KEY POINTS
Sieving is done by using a device to separate different sizes of materials. The material
is subjected to a mechanical force of vertical and horizontal movement, with the help
of container of mesh or perforated bottom through which the material is shaken or
poured.

Sieving is the separation of mixtures judged by shape and size.

Sieving removes the impurities or separate two useful substances from a mixture. The
sieve only removes or holds particles that are larger than the pores in the sieve.
Therefore, we can design the sieve according to our need.

In the scientific terms, sieving means an instrument with a perforated or meshed

bottom (having a hole), used for untying coarse from fine parts of loose matter, for
straining liquids, etc., particularly one with

fine meshes or perforations and circular frame.

A real-life example of a sieve is a tea strainer, which is used to separate tea leaves
from the water. The sieve prevents the large particles which cannot pass through the
holes in the sieve and retains them on the sieve.

Factors to consider in sieving:

1. the type of particles
2. the number of particles
3. the size and thickness of particles and material that need to be separated

E. Discussing new concepts and practicing new The teacher will also discuss the advantages and disadvantages of sieving as a means
skills #2 of separating the components of a mixture.

ADVANTAGES
 It does not require much skill and is a traditional method used for separation.
 It is a very cheap method as we do not need the installation of sophisticated
equipment.
 Takes lesser time.

DISADVANTAGE
 Since the efficiency of this method is dependent on having a different particle
size, it cannot be used to separate mixtures which contain particles of the
same size.
F. Developing mastery SIEVE IT TO SEPARATE IT!
EXPERIMENT
(1 class period)

The teacher will call volunteer pupils to perform the following processes in front.
Other pupils must observe and record every important detail from the experiment.

Materials needed: sieve plate/ strainer, bowl, plastic cup, flour, rock salt, sand, and
pebbles

TASK 1 What
to do:
1. Prepare the sieve plate/ strainer, bowl, plastic cup, flour, and rock salt.
2. Mix or combine the flour and rock salt in the plastic cup.
3. Using the sieve plate/ strainer, perform the process of sieving to separate the
components of the mixture.
4. See to it that the bowl is aligned to the sieving plate/ strainer to catch the
component being sieved.
5. Observe what happens and record your observation in the table as presented
below.

TASK 2 What
to do:
1. Prepare the sieve plate/ strainer, bowl, plastic cup, sand, and pebbles.
2. Mix or combine the sand and pebbles in the plastic cup.
3. Using the sieve plate/ strainer, perform the process of sieving to separate the
components of the mixture.
4. See to it that the bowl is aligned to the sieving plate/ strainer to catch the
component being sieved.
5. Observe what happens and record your observation in the table as presented
below.

TABLE 1: SIEVING EXPERIMENT

TASK MATERIALS OBSERVATION

G. Finding practical applications of concepts and The teacher will ask the following questions:
skills in daily living • Have you seen someone performing the process of sieving?
• In which instances do we need to use the process of sieving?
• Why do we need to perform the process of sieving in these instances?

The teacher will say:

In the day to day life, there are times when we need to separate a useful substance
from the impurities in a mixture. This is done by using various methods of which one
of them is sieving.

H. Making generalizations and abstractions The teacher will let volunteer pupils to describe the process of sieving as a means of
about the lesson separating the components of a mixture. Furthermore, he will let other volunteer
pupils to identify the advantages and disadvantages of using this method.
I. Evaluating learning DEAL OR NO DEAL
Write the word DEAL if the following statements are true. Otherwise, write the word
NO DEAL.
1. Sieving is a method of separating mixtures which is judged by the size and
thickness of the particles of the components which make up the mixture.
2. Sieving can be applied in mixtures having components of the same particle
size.
3. Sieving can separate the components of all kinds of mixtures.
4. The sieve, which is the tool used in sieving, can only hold particles that are
smaller than the pores in the sieve.
5. The number of particles to be separated must be taken into consideration
when using the method of sieving.

J. Additional activities for application or Cite other examples of mixtures which can be separated through the process of
remediation sieving.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored below 80%.

C. Did the remedial lessons work? No. of

learners who have caught up with the lesson.

D. No. of learners who continue to require

remediation.
E. Which of my teaching 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?

Prepared by: Noted by:

JAY CRIS S. MIGUEL GINA N. QUINAN Subject Teacher

School Principal III

School: Naruangan Central School Grade Level: VI

Teacher: Jay Cris Santiago Miguel Learning Area: SCIENCE
GRADE 6 Teaching Date: Quarter: FIRST QUARTER
DAILY LESSON LOG

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of the 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/Objectives Write for The learners should be able to enumerate techniques in separating mixtures such as
the LC code for each decantation, evaporation, filtering, sieving, using magnet, etc. (S6MT-Id-f-2)

II. CONTENT SEPARATING MIXTURES THROUGH THE PROCESS CALLED

WINNOWING
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
IV. PROCEDURES

A. Review previous lesson or presenting the new To begin this learning encounter, the teacher will show photographs of some of the
lesson famous artworks or paintings created by Fernando A. Amorsolo, one of the
renowned Filipino Artists in the history of landscape painting. (Cross-Curricular
Integration in Arts)

(Photos retrieved from: www.mutualart.com)

B. Establishing a purpose for the lesson After presenting the photographs above, the teacher will then ask the pupils to answer
the following questions:
1. What kind of artwork is being portrayed in the photographs presented?
2. Who are the ones being portrayed in these paintings?
3. Did you know who created these paintings? If YES, who created them?
4. What Filipino value is reflected or depicted in these paintings of Fernando
A. Amorsolo?
5. What do you think are the people doing in these paintings?
6. Why do you think are they doing this?

C. Presenting examples/instances of the new Using the pupils’ responses, the teacher will then inform the class about the
lesson objectives and the lesson for today which is all about “Separating Mixtures through
the process called Winnowing.”
D. Discussing new concepts and practicing new The teacher will then discuss the following concepts:
skills #1
KEY POINTS
Winnowing is the method of separating mixture in which heavier components of the
mixture are separated from the lighter components with the help of the wind.

Winnowing is used to separate lighter components of the mixture from heavier

components through the wind.

We must understand that winnowing is the separation of mixtures judged by size and
weight whereas sieving is judged by shape and size.

Example:
Rice winnowing is a process of separating small and large grains by air flow
practiced since the ancient human history especially in societies where rice is the
main source of carbohydrate (Asia, Africa, and Latin America).

In open spaces, such as in paddy fields, winnowing process takes advantages of

natural wind blowing at the place. This process is often used by farmers who are
harvesting rice to separate the filled grains from the empty grains or unwanted
matters like weeds, straws, sand, dust particles, etc. to give cleaner outcome.

(Retrieved from: Experiment and Modeling of Rice Winnowing: Granular

Segregation Method in Ancient Traditions by Rahmawati
Munir, Handika Dany Rahmayanti, Riri Murniati, Dui Yanto Rahman, Sparisoma
Viridi, and Mikrajuddin Abdullah)

E. Discussing new concepts and practicing new The teacher will also discuss the following advantages and disadvantages of
skills #2 winnowing as a means of separating mixture.

ADVANTAGES
 Winnowing is a method that does not require machines for functioning.
 It is based on physical labor, and it takes less time for processing and very
cheap.

DISADVANTAGES
 Winnowing is a method where the heavier components of the mixture are
separated from the lighter substances. This process is not suitable for the
materials that are heavier than grains like stones.
 This method can be done only with the help of the wind.

F. Developing mastery KNOWING THE BASICS OF WINNOWING

EXPERIMENT
(1 class period)

The teacher will call volunteer pupils to perform the following processes in front.
Other pupils must observe and record every important detail from the experiment.

Materials needed: container/ plastic cups, plate/ flat container, dry sand, flour, saw
dust, small pebbles, hand fan

TASK 1
What to do:
1. Prepare the hand fan, plastic cups, plates, dry sand, and flour.
2. Mix or combine the dry sand and the flour in the plastic cup.
3. Put the plate/ flat container on top of the table.
4. Using the hand fan, perform the process of winnowing to separate the
components of the mixture.
5. Observe what happens and record your observation in the table/
 chart as presented below.

TASK 2
What to do:
1. Prepare the hand fan, plastic cups, plates, saw dust, and pebbles.
2. Mix or combine the saw dust and pebbles in the plastic cup.
3. Put the plate/ flat container on top of the table.
4. Using the hand fan, perform the process of winnowing to separate the
components of the mixture.
5. Observe what happens and record your observation in the table/ chart as
presented below.

TABLE 2: WINNOWING EXPERIMENT

TASK MATERIALS OBSERVATION

G. Finding practical applications of concepts The teacher will let volunteer pupils answer the following questions:
and skills in daily living 1. Can you still see farmers using the method of winnowing in separating the
filled grains of rice from the empty grains of rice they have harvested?
Some pupils may answer YES, some may answer NO.

2. If NO, what method are they using nowadays in order to separate the filled
grains from the empty grains?
Some farmers of today use machineries in separating the filled grains from the
empty grains.

3. Which is more practical to use? Winnowing or the method of today?

Answers may vary

H. Making generalizations and abstractions The teacher will let volunteer pupils to describe the process of winnowing as a means
about the lesson of separating the components of a mixture. Furthermore, he will let other volunteer
pupils to identify the advantages and disadvantages of winnowing.

I. Evaluating learning FACT OR BLUFF

Write the word FACT if the following statements are true. Otherwise, write the word
BLUFF.
1. Winnowing can be applied only in open spaces where there is a nice flow of
air/wind.

2. Winnowing can be used to separate the components of any mixture.

3. Winnowing is a method of separating the lighter components from the

heavier components of a mixture.

4. Winnowing is a means of separating the components of a mixture based on

color, shape and size.

5. Farmers commonly use winnowing to separate the unwanted empty grains of

rice from the filled grains of rice in their harvest.

J. Additional activities for application or Cite other examples of mixtures which can be separated through the process of
remediation winnowing.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional
activities for remediation who scored
below 80%.

C. Did the remedial lessons work? No. of

learners who have caught up with the lesson.

D. No. of learners who continue to require

remediation.
E. Which of my teaching 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?

Prepared by: Noted by:

JAY CRIS S. MIGUEL GINA N. QUINAN Subject Teacher

School Principal III