Republic of the Philippines

Department of Education Document Code: SDO-QF-CID -00XX

Region III Revision: 00
Mexico West District
PANDACAQUI RESETTLEMENT ELEMENTARY SCHOOL Effectivity Date: 05/08/2018
Mexico, Pampanga
Name of Office:
SEMI-DETAILED DAILY LESSON LOG IN SCIENCE 6 PANDACAQUI RESETTLEMENT ES

July 2, 2019

I. OBJECTIVES
A. Content Standards  The learners demonstrate understanding of different techniques to separate mixtures.
 The learners should be able to separate desired materials from common and local
B. Performance Standards
products.
C. Learning Competencies/ Objectives  The learner enumerate techniques in separating mixtures such as decantation,
evaporation, filtering, sieving and using magnet. S6MTId-f-2
(5. Developed and applied effective strategies in the planning and management of
developmentally sequenced teaching and learning processes to meet curriculum
requirements and varied teaching contexts.)
II. CONTENT / TOPIC
Techniques in Separating Mixtures such as Decantation, Evaporation, Filtering, and Using
Magnet
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages CG in Science, p. 82
2. Learner’s Materials pages Not Applicable
3. Textbook pages Not Applicable
4. Additional materials from MISOSA 5. Module 17
BEAM III. Unit 2. 7 Demonstrate knowledge of simple techniques. Separating and
LRMDS portal Preparing Mixtures.
PowerPoint presentation, meta cards, chart, jigsaw puzzle pieces, materials for
B. Other Materials
experiment.
IV. PROCEDURES
A. Reviewing previous lesson or presenting the CLASSIFY US
new lesson (Review) 1. Group the class into 4 groups.
2. Provide them the meta cards with mixture and the chart.
3. Classify the mixtures as to heterogeneous or homogeneous.
4. Give them 3 minutes to finish the activity.
5. Remind them to maintain proper discipline while doing the activity and everyone must
participate actively.
6. Let the groups post their work on the board for the processing of their answer.
(4. Exhibit effective and constructive behavior management skills by applying positive
and none violent discipline to ensure learning-focused environment. SETTING
GUIDELINES AND ENSURING LEARNERS ACTIVE PARTICIPATION)

(1. Modeled effective applications of content knowledge within and across curriculum
teaching areas. ENGLISH INTEGRATION)
(2. Developed and applied effective teaching strategies to promote critical and creative
thinking as well as higher order thinking skills. COLLABORATIVE LEARNING)
The components of these mixtures can be separated in many ways.
Find out how in the following activities.

Ask learners if they have any question on how the groups got their answers to the
diagram.
(4. Exhibit effective and constructive behavior management skills by applying positive and
none violent discipline to ensure learning-focused environment. ENCOURAGING
LEARNERS TO ASK QUESTIONS)
B. Establishing a purpose for the Lesson SOLVE ME
(Motivation) 1. Group the class into 3.
2. Give them envelopes with puzzle pieces.
3. Give them 3 minutes to solve the puzzle.
4. Post it on the board and allow a member of the group to share what they understand
 about the formed puzzle.
(4. Exhibit effective and constructive behavior management skills by applying positive and
none violent discipline to ensure learning-focused environment. ALLOW LEARNER STO
SHARE THEIR IDEA)

Group 1 Group 2 Group 3

Ask:
What are the pictures about?
How were you able to solve the puzzle?
Guide them that they employed creativity, team work and cooperation to do the activity.
(1. Modeled effective applications of content knowledge within and across curriculum
teaching areas. VALUES INTEGRATION)
(2. Developed and applied effective teaching strategies to promote critical and creative
thinking as well as higher order thinking skills. PLAY-BASED)
(3. Worked with colleague to model and share effective techniques in the management of
classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. GROUP ACTIVITY)
(4. Exhibit effective and constructive behavior management skills by applying positive and
none violent discipline to ensure learning-focused environment. PROVIDING
MOTIVATION)
C. Presenting Examples/ instances of the New EXPERIMENT TIME!
Lesson 1. Group the class to conduct different experiments.
2. Let them write down their observation and answer the given questions.
3. A member of the group shall present their work in the class.
4. Make sure that each member of the group gets to participate in the experiment.
5. Each group will be given 10 minutes to perform the experiments.
(4. Exhibit effective and constructive behavior management skills by applying positive and
none violent discipline to ensure learning-focused environment. GIVING EQUAL
OPPORTUNITIES TO LEARNERS)

GROUP 1:
A salt solution is made up of water and salt. How do you separate these two components?
Find out in the following activity.
You will need the following materials:
1 teaspoon salt
2 tablespoons water
tin container
Bunsen burner
Do the following:
1. Mix the water and the salt in the tin container until all of the salt has dissolved in the
water.
2. Heat the tin container over the stove until all of the water has evaporated.
Observe the residue on the bottom of the container. What is it?
Take care not to touch the container while it is still hot.

GROUP 2:
Find out how filtration is carried out in this activity.
You will need the following materials:
mixture of sand and water
plastic funnel
2 glass jars
sheet of long bond paper
Do the following:
1. Put the sand-and-water mixture in one of the glass jars.
2. Let the mixture stand for around 10 minutes.
3. Prepare the filter paper from the bond paper as follows.
 Step 1: Step 2:

Step 3: Step 4:
4. Carefully pour the sand-and-water mixture through the plastic funnel into the other
glass jar. Observe what happens.

(2. Developed and applied effective teaching strategies to promote critical and creative
thinking as well as higher order thinking skills. HANDS-ON LEARNING)
(3. Worked with colleague to model and share effective techniques in the management of
classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. GROUP ACTIVITY)
D. Discussing New Concepts and Practicing New Let the learners present their experiment in class.
Skills #1 Allow them to explain their work.
Give the learners compliments in completing the experiment.
(4. Exhibit effective and constructive behavior management skills by applying positive
and none violent discipline to ensure learning-focused environment. PRAISING
LEARNERS)
E. Discussing New Concepts and Practicing New LEARN MORE
Skills #2 Discuss in class the different ways to separate mixtures.

(2. Developed and applied effective teaching strategies to promote critical and creative
thinking as well as higher order thinking skills. DISCUSSION METHOD)

Let the learners share their ideas about the different ways on separating mixture.
(4. Exhibit effective and constructive behavior management skills by applying positive and
none violent discipline to ensure learning-focused environment. ALLOWING LEARNERS
TO SHARE THEIR IDEA AND ENSURING LEARNERS ACTIVE PARTICIPATION)
F. Developing mastery (leads to formative THINK-PAIR-SHARE
assessment ) Instruction:
1. Pair the pupils by two.
 2. Ask them to answer the activity sheet
3. Pupils will be given 3 minutes to complete the activity.
4. Process if the pupils’ answers are correct.

(3. Worked with colleague to model and share effective techniques in the management of
classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. PAIRED ACTIVITY)
G. Finding practical applications of concepts and GROUP ACTIVITY
skills in daily living Provide each group with activity sheet.
Give them 5 minutes to answer the activity.
Ask one member to present their work in class
Check if they got the correct answer.

Group 1:

Group 2:

Group 3:

(2. Developed and applied effective teaching strategies to promote critical and creative
thinking as well as higher order thinking skills. COLLABORATIVE LEARNING and
DIFFERENTIATED ACTIVITY)
(3. Worked with colleague to model and share effective techniques in the management of
classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environment. GROUP ACTIVITY)
H. Making generalization and abstraction about the Ask:
lesson How can we separate mixtures?
Mixtures can be separated by:
- using cheesecloth with filter paper
- using a magnet to separate iron filings or magnetic materials;
- decantation wherein the sediment is allowed to settle at the bottom of the container and
then the liquid is carefully poured off; and
- filtration wherein solutions or gases pass through a filter
I. Evaluating learning A. Name at least three ways of separating mixture. Differentiate them from below.
1.
2.
3.
B. Identify the method you can use to separate the substance in each mixture below.
Write the answer in your notebook.
1. scrap iron and plastic
2. avocado, mango, and chico seeds
3. lime and water
4. sand and gravel
5. pebbles and water
J. Additional activities for application / remediation Answer each problem.

1. You made a cup of coffee. Unfortunately, you mistook the salt in your kitchen for sugar
and accidentally mixed with your coffee. Can you still separate the salt from your drink?
Why?

2. Your sister happened to mix iodized salt with white sugar. Can she still separate the
two substances? Why?

Prepared by: Checked and Observed by:

BELNORA D. DE GUZMAN BARBARA M. CADIANG

Master Teacher I Principal IV