Lesson Plan: Techniques in Separating Mixtures

Grade: 6th Science

Objective: By the end of this lesson, students will be able to describe

and demonstrate techniques in separating mixtures such as sieving,
winnowing, hand-picking, and the use of a magnet. They will also be
able to identify mixtures that can be separated through these
techniques.

Standards:

 Science: Recognize and describe how mixtures can be

separated based on their properties (DepEd K to 12 Curriculum
Guide, Science 6, p. 43)
 Technology and Livelihood Education: Apply the basic principles
of technology and use appropriate tools and equipment in the
separation of mixtures (DepEd K to 12 Curriculum Guide, TLE 6,
p. 9)

Materials:

 Various mixtures (e.g., sand and pebbles, rice and husk, iron
nails and sand)
 Sieve
 Winnowing tray
 Magnets
 Tweezers
 Hand lenses
 Chart paper and markers
 Worksheet for recording observations

Procedure:

I. Introduction (10 minutes) A. Engage students by showing them a

mixture of sand and pebbles, and ask them how they would separate
the two components. Write their responses on the chart paper. B.
Present the objective of the lesson and explain the importance of
understanding techniques in separating mixtures. C. Discuss the
connection between this lesson and the real-world applications of
these techniques.

II. Sieving (15 minutes) A. Define sieving and explain how it works.
Emphasize that sieving separates larger particles from smaller ones
using a mesh or sieve. B. Demonstrate the process of sieving by using
a mixture of sand and pebbles. Discuss the retained and passed
components. C. Divide the class into small groups and provide each
group with a different mixture to separate using sieving. D. Have
students record their observations and discuss their findings as a
class.

III. Winnowing (15 minutes) A. Define winnowing and explain how it

works. Emphasize that winnowing separates lighter components from
heavier ones by using air or wind. B. Demonstrate the process of
winnowing by using a mixture of rice and husk. Discuss the separated
components. C. Divide the class into small groups and provide each
group with a different mixture to separate using winnowing. D. Have
students record their observations and discuss their findings as a
class.

IV. Hand-Picking (15 minutes) A. Define hand-picking and explain how

it works. Emphasize that hand-picking separates components based
on their physical properties. B. Demonstrate the process of hand-
picking by using a mixture of iron nails and sand. Discuss how the
magnetic property of iron nails helps in separation. C. Divide the class
into small groups and provide each group with a different mixture to
separate using hand-picking. D. Have students record their
observations and discuss their findings as a class.

V. Use of Magnet (15 minutes) A. Define the use of magnet in

separating mixtures and explain how it works. Emphasize that a
magnet attracts magnetic components, allowing them to be separated
from non-magnetic components. B. Demonstrate the process of using
a magnet by using a mixture of iron nails and sand. Discuss the
separated components. C. Divide the class into small groups and
provide each group with a different mixture to separate using a
magnet. D. Have students record their observations and discuss their
findings as a class.

VI. Conclusion (10 minutes) A. Recap the techniques learned and

their applications in everyday life. B. Discuss the importance of
understanding the properties of mixtures in order to separate them
effectively. C. Summarize the key takeaways from the lesson and
address any remaining questions or concerns.

Extensions and Modifications:

1. For advanced learners, provide more challenging mixtures (e.g.,

a mixture of different sizes of sand and pebbles) to enhance
critical thinking and problem-solving skills.
2. For students who require extra support, provide visual aids or
additional demonstrations to clarify the concepts.
3. Bring in samples of mixtures commonly found in the Philippines
and discuss their separation techniques in relation to the
country's resources and industries.

Connections to Standards:

 Science: Students will recognize and describe how mixtures can

be separated based on their properties.
 Technology and Livelihood Education: Students will apply the
basic principles of technology and use appropriate tools and
equipment in the separation of mixtures.

By incorporating engaging activities and connecting the lesson to

specific standards, this lesson plan aims to provide students with a
clear understanding of the techniques used to separate mixtures.
Lesson Plan: Separation of Mixtures and Context Clues

Grade Level: 6th Grade Subject: Science

Learning Objectives:

1. Understand the concept of separation of mixtures.

2. Identify different methods of separation, such as sieving,
winnowing, hand-picking, and the use of magnets.
3. Apply context clues to determine the appropriate method of
separation for different mixtures.
4. Develop critical thinking and problem-solving skills through
hands-on activities.

Standards: Philippines K-12 Science Curriculum Framework (Grade 6)

1. Identify different methods of separating mixtures based on their

physical properties (Content Standard 2.1).
2. Analyze and evaluate the effectiveness of different separation
techniques (Process Skill 1.3).
3. Apply scientific concepts to real-life situations (Process Skill 2.1).

Materials:

 Various mixtures (e.g., sand and pebbles, rice and dal, iron
filings and sand)
 Sieve
 Winnowing tray
 Magnets
 Hand lens or magnifying glass
 Chart paper and markers
 Worksheets for recording observations

Procedure:

I. Introduction (10 minutes) A. Engage students by presenting them

with a mixture of objects (e.g., sand and pebbles) and ask them how
they would separate the substances. B. Discuss the importance of
separating mixtures in daily life and how it helps us obtain pure
substances. C. State the learning objectives for the lesson and explain
the connection to the Philippines K-12 Science Curriculum
Framework.

II. Context Clues and Discussion (15 minutes) A. Introduce the

concept of context clues and how they can help us determine the
appropriate method of separation for different mixtures. B. Provide
examples of context clues that can be observed in different mixtures
(e.g., size, shape, color, magnetic properties). C. Facilitate a class
discussion to identify and discuss various context clues.

III. Hands-on Activity 1: Sieving (20 minutes) A. Divide students into

small groups and provide each group with a mixture (e.g., rice and
dal). B. Instruct students to use a sieve to separate the mixture,
considering the context clues they observed. C. Encourage students
to record their observations and discuss the effectiveness of the
sieving method. D. Bring the groups together for a class discussion to
share their findings and evaluate the effectiveness of sieving as a
method of separation.

IV. Hands-on Activity 2: Winnowing (20 minutes) A. Provide each

group with a mixture (e.g., wheat and husk) and a winnowing tray. B.
Instruct students to use the winnowing method to separate the
mixture, considering the context clues they observed. C. Guide
students to record their observations and discuss the effectiveness of
winnowing. D. Conduct a class discussion to share findings and
evaluate the effectiveness of winnowing as a method of separation.

V. Hands-on Activity 3: Magnetic Separation (20 minutes) A. Provide

each group with a mixture (e.g., iron filings and sand) and a magnet.
B. Instruct students to use the magnet to separate the mixture,
considering the context clues they observed. C. Guide students to
record their observations and discuss the effectiveness of magnetic
separation. D. Facilitate a class discussion to share findings and
evaluate the effectiveness of magnetic separation as a method of
separation.
VI. Conclusion and Wrap-up (10 minutes) A. Review the different
methods of separation discussed during the class. B. Summarize the
importance of context clues in determining the appropriate method of
separation. C. Conduct a brief quiz or worksheet to assess students'
understanding of the lesson. D. Connect the lesson to the learning
objectives and the specific standards for the state of the Philippines.

Note: Throughout the lesson, encourage students to ask questions,

make predictions, and engage in scientific inquiry. Provide
opportunities for students to work collaboratively and share their
observations and findings.

Sieving is a separation technique used to separate particles of different sizes from a

mixture based on the difference in their size 1. The process involves passing the
mixture through a sieve, which is responsible for retaining the larger particles. The
smaller particles pass through the sieve and are collected separately 1. Sieving is
commonly used in industries such as agriculture, food processing, and mining to
separate impurities from the desired product 1.

I hope that helps! Let me know if you have any other questions.

Winnowing is a method of separating mixtures that involves the use of wind to

separate heavier components from lighter ones 1. It is commonly used to separate
grains from husks after threshing, which is the process of separating grain from chaff
1
.

The process of winnowing involves dropping a mixture from a height and allowing
the wind to blow away the lighter component, while the heavier component falls back
down for recovery 2. This method is useful for separating grains from husks after
threshing 1.

Winnowing is a simple and inexpensive method that does not require any machines
for its function 1. However, it is not effective for materials heavier than grains, such as
stones 1.

I hope this helps!

Hand-picking is a separation technique that is used to separate substances from a
mixture by picking them out with the help of hands 1. This method is useful when the
substance that needs to be separated is in small quantities and can be separated on the
basis of size, color, shape, weight, etc1. For example, our mothers separate stones and
insects from rice simply by hand 1. However, this method is not feasible for a large
quantity of substances and is only possible when substances are visibly different 1.

I hope this helps! Let me know if you have any other questions.

Magnetic separation is a process of separating magnetic materials from non-magnetic

ones in a mixture. The process involves passing the mixture through a magnetic field,
which attracts the magnetic materials while the non-magnetic materials remain
unaffected. The separated materials are then collected in separate containers 1.

This technique is commonly used in various industries such as dairy, grain and
milling, plastics, food, chemical, oils, textile, and more 2. For example, a mixture of
iron filings and sulfur powder can be separated by using a magnet. The iron filings are
attracted by the magnet while sulfur is not 3.

I hope this helps!

Hand-picking is a method of separating a solid-solid mixture by using hands 1. It is a

simple and straightforward technique that relies on the manual selection and removal
of individual components from a mixture. Hand-picking is commonly used in various
household activities. For instance, when sorting a bowl of mixed nuts, you can use
hand-picking to separate shells or undesirable nuts from edible ones 2.

Here are the steps to perform hand-picking:

1. Gather the mixture in a basin.

2. Pick out the components that you want to separate from the mixture using your
hands.
3. Collect the separated components in separate containers.

This method is simple and doesn’t require any machines for its function. It is
completely based on human activity and hence it takes less time to process and is
definitely very cheap 1.

I hope this helps!