Daily Lesson Plan
Daily Lesson Plan
Daily Lesson Plan
First Quarter
Section and Time
Felicity: 8:20 - 9:10 A.M.
Fortitude: 9:11 - 10:00 A.M.
Fidelity: 10:01 – 10:51 P.M.
Faithful: 1:31 - 2:20 P.M.
I. OBJECTIVES:
A. Content Standards:
The learners demonstrate understanding of different techniques to separate mixtures.
B. Performance Standard:
The learners should be able to separate desired materials from common and local products.
C. Learning Competencies/Objectives:
Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet,
sieving, filtering, and evaporation.
Differentiate Distillation and Crystallization of Separating Mixture
Write the LC code
S6MT-Id-f-2
II. CONTENT: Distillation and Crystallization of Separating Mixture
IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson.
Jumbled word:
Show students jumbled words about methods of separating mixtures. Students must be able to
arrange the letters correctly and explain the method.
Using Magnets Winnow Sieve Decantion Filtration Evaporation
Handpicking
B. Establishing a purpose for the lesson..
The teacher shows bottle of distilled water and ask how to purify water of this kind
In either case the process exploits differences in the volatility of the mixture's components.
In industrial chemistry, distillation is a unit operation of practically universal importance, but it is a
physical separation process and not a chemical reaction.
For example, distillation can be used to purify water. After distillation, all of the contamination or
components added to water including essential minerals are separated, thus producing purified
drinking water.
To do this water is boiled producing water vapor that is eventually condensed. Droplets of water is
formed and collected. Distillation is a simulation of the water cycle.
Crystallization is the (natural or artificial) process by which a solid forms, where the atoms or
molecules are highly organized into a structure known as a crystal. Some of the ways by which
crystals form are precipitating from a solution, freezing, or more rarely depositiondirectly from
a gas.
Attributes of the resulting crystal depend largely on factors such as temperature, air pressure, and
in the case of liquid crystals, time of fluid evaporation.
D. Discussing new concepts and practicing new skills # 1.
I. Evaluating Learning
Ask the students to write down the similarities and differences of the three methods of
separating mixtures presented.
J. Additional activities for applications or remediation.
K. REMARKS:
L. REFLECTION:
M. No. of learners who earned 80% in the evaluation
O. Did the remedial lessons work? No. of learners who continue to require remediation.
R. What difficulties did I encounter which my principal or supervisor can help me solve.
S. What innovation or localized materials did I use/discover which I wish to share with other teachers?
I. OBJECTIVES:
A. Content Standards:
The learners demonstrate understanding of different techniques to separate mixtures.
B. Performance Standard:
The learners should be able to separate desired materials from common and local products.
C. Learning Competencies/Objectives:
Demonstrate how simple mixture of fine and coarse particles of solid materials are separated.
Write the LC code
S6MT-Id-f-2
II. CONTENT: Separating Mixtures
IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson.
Venn Diagram:
The teacher asks the students to compare and contrast distillation and crystallization
GO AND SEPARATE!
Activity 6.2
Day 3-4
In this lesson, students explore how knowledge of the properties of objects (mainly size) can be
useful in separating mixtures. Students cooperate as engineers to solve a real world problem. Given a
container filled with water mixed with soil, Styrofoam, pebbles, and leaves, students use a variety of
filtering tools to create a cleaner water sample.
MATERIALS:
PROCEDURES:
1. Listen to the teacher as he/she gives ideas about the activity. He/She will show a container filled
with “polluted” water which is a mixture of soil, pebbles, leaves, and Styrofoam.
Scientists use knowledge about separating mixtures to solve real world problems. Humans
and other animals need clean water to survive. Sometimes, water can get polluted from litter, oil
spills, soil erosion, etc. When water is polluted, often scientists look for ways to clean the water.
2. Get the different filtering materials (strainers, mesh screens with safe edges, cheese cloth, coffee
filter, funnel, cotton, spoons, etc.). You are tasked to find a way to separate the components of the
mixture to obtain the cleanest water sample you can using the materials provided. After your group
has created a plan, you need to sketch the plan, carry out the plan, and record the results.
3. Share the results of your investigations with the rest of the class.
Worksheet:
Problem:
Help! Some water has become polluted with extra soil, trash, and other materials. Find
a way to clean up the water sample you have been given using materials provided by
your teacher.
1. PLAN
Draw a sketch of your plan for cleaning the water in the space below. Be sure to label
your sketch.
TEST
2. RESULTS
Use words and/or pictures to describe what happened after testing out your plan.
Guide Questions:
I. Evaluating Learning
Can you give industries in your locality that apply different methods of separating mixtures to manufacture
their products?
B. REMARKS:
C. REFLECTION:
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who continue to require remediation.
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?
I. OBJECTIVES:
A. Content Standards:
The learners demonstrate understanding of different techniques to separate mixtures.
B. Performance Standard:
The learners should be able to separate desired materials from common and local products.
C. Learning Competencies/Objectives:
Summative Test
D. Write the LC code for each
S6MT-Id-f-2
IV. PROCEDURES:
A. Reviewing previous lesson or presenting the new lesson.
The teacher gives a 30 items unit test and a concept mapping activity of all the methods of
separating mixtures discussed.
B. Establishing a purpose for the lesson.
I. Evaluating Learning
I. Describe how the following mixtures can be separated, through picking or not. Put X to the line
before the number if the mixture can be separated by picking if it can’t be don’t put any answer
to the number.
_____ 1. nails and stones
_____ 2. lemon juice
_____ 3. chocolates and marshmallows
_____ 4. pepper seeds and mongo seeds
_____ 5. corn and palay grains
II. Identify what is being describes in each number. Choose the appropriate term from the box.
Write your answer on the space provided.
IV. Check the statements that describe the process of separating mixture through funnel.
_____ 1. Immiscible liquids can be separated through the use of the separating funnel.
_____ 2. Liquids that do not dissolve very well in each other can be separated through funnel.
_____ 3. liquids
_____ 4. Separating funnel is used in separating immiscible liquids.
_____ 5. Mixture
V. Choose which of the following are magnetic. Put (√) in the blank if magnetic and (X) if not.
______ 1. Zipper ______ 6. Iron paper clip
______ 2. Thumbtacks ______ 7. Gold ring
______ 3. Nails ______ 8. paper
______ 4. Stainless steel knife ______ 9. Comb
______ 5. Pencil ______10. Plastic glass
V. REMARKS:
VI. REFLECTION:
A. No. of learners who earned 80% in the evaluation
C. Did the remedial lessons work? No. of learners who continue to require remediation.
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?