School: IMELDA CENTRAL SCHOOL Grade Level: VI

GRADES VI Teacher: RENATO R. AGAD JR. Learning Area: SCIENCE

1to 12
DAILY Teaching Dates 1ST
LESSON PLAN and Time: JULY 22 , 2019 Quarter: QUARTER

I. OBJECTIVES
➢ The learners demonstrate understanding of the different
A. Content Standards techniques to separate mixtures.

➢ The learners should be able to separate desired

B. Performance Standards
materials from common and local products
C. Learning Competencies/ ➢ Describe a way of separating mixtures through picking
Objectives (S6MT-Id-f-2)
Write the LC code for each ➢ Give the importance of separating mixtures through picking in
our daily lives
➢ Actively cooperate with the group activity
➢ Values Focus: Carefulness in holding of materials while
performing the activity.

II. CONTENT Separating Mixtures: Picking

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pp 56-59
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Real object/real mixtures: dishes, cups, marbles, coins,
Learning Resource (LR) candies, rice, pebbles, mongo seeds, pepper seeds, nails and
portal screws, activity cards, charts
B. Other Learning Resources

IV. PROCEDURES
ENGAGEMENT
 Prelimenary Activities Singing of song.
Setting of standards.
Drill:
A. Reviewing previous Through a powerpoint presentation, the class decodes the following
lesson or presenting the words:
new lesson (Enhancement of literacy skills)
 mixtures
 techniques
 components
 hand picking
 dishes
 peppers
 grains
 pebbles
 manual separation
 physical manipulation

Review: Strategy – Cabbage Peeling

(Implementing developmentally sequenced teaching and
learning process)

What is mixture?
 What are the different ways of separating components in mixture?

Motivation: Strategy – Game: Filling Dishes

(Applies kowledge of content across curriculum teaching
areas - MATH)
(Enhancing numeracy skills)
(Strategy to develop critical and creative thinking)
Game Mechanics:
In a mixture of marbles, coins, and candies, each group
will fill their dishes with the exact number of objects as instructed.
Dish A are for marbles, Dish B are for coins and Dish C are for
candies. To know how many objects to fill in each dish solve the
following:
Dish A: 3 + 3 x 3 – 7
Dish B: 20 – 5 x 2 – 5
Dish C: Square root of 25 (√5)
Fastest group wins.

Presentation of lesson: Simultaneously posting the

objectives in the board.
From the activity that we have, we were able to separate
the components from the mixture of marbles, coins, and candies.
But the question is:

1. What do we use to separate the components from the

mixture? (hands)
2. How we were able to separate the components of the
mixture? (picking)

Our lesson for today is all about SEPARATING MIXTURES

THROUGH PICKING.
B. Establishing a purpose Look at these bottles on the table. Let us describe the
for the lesson mixtures in each of these bottles.
Bottle A: A mixture of rice and pebbles.
Bottle B: A mixture of mongo seeds and pepper seeds
Bottle C: A mixture of nails and screws
Where can we usually find these kinds of mixtures?
How can these mixtures be separated?
What shall we use to separate these mixtures?
In this lesson, we will group ourselves to perform an
activity and learned the techniques in separating mixtures through
hand picking or physical manipulation or manual separation.
EXPLORATION Group Activity: Strategy – Collaboration of ideas.
(Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
C. Presenting
discovery and hands-on activities within a range of
examples/instances of physical learning environments)
the new lesson
1. Groupings
2. Setting of standards in group activity
3. Presentation of the RUBRICS
4. Distribution of activity cards
5. Activity proper
(Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments)

RUBRICS

CATEGORY EXCELLENT VERY GOOD GOOD FAIR

 /CRITERIA (10 POINTS) (8 POINTS) (6 POINTS) (4 POINTS)

GROUP All members 75% 50% 25%

COOPERAT of the group members of members of members of
ION cooperate the group the group the group
actively in cooperate cooperate cooperate
performing actively in actively in actively in
the activity. performing performing performing
the activity. the activity. the activity.

Content of All of the 75% of the 50% of the 25%of the

the output information information information information
needed are needed are needed are needed are
delivered delivered delivered delivered
correctly correctly correctly correctly

Note: the total points gain of each group

= group cooperation + content of the output
2
perfect score is 10

Group I
Activity I – Separating mixtures
(Uses differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs,
strengths, interests and experiences)
I Problem: Separate the components of mixtures using real objects.
II. Materials: Mixture of rice and pebbles
III. Procedure:

1. As a group separate the components of mixture using your

hands.
2. Complete the table and answer the questions below.

Table 1

MIXTURES SEPARATED COMPONENTS

Bottle A
IV. Questions:

1. What kind of mixtures is in Bottle A?

2. What are the different components of the mixture?
3. Why were you able to separate the mixture?
4. How were you able to separate the mixture?
5. Where can you usually find this kind of mixture?
6. What process is involved when you are washing rice
before cooking it? (Decantation)
(Applies knowledge of content within curriculum teaching
area)

Activity II - Role playing

Role play an event at home in which we use hand

picking to separate mixtures.

Group II
Activity I – Separating Mixtures
I. Problem: Separate the components of mixtures using real objects.
II. Materials: Mixture of mongo seeds and pepper seeds
III. Procedure:
1. As a group separate the components of mixture using
 your hands.
2. Complete the table and answer the questions below.

Table 1

MIXTURES SEPARATED COMPONENTS

Bottle B
IV. Questions:
1. What kind of mixtures is in Bottle B?
2. What are the different components of the mixture?
3. Why were you able to separate the mixture?
4. How were you able to separate the mixture?
5. Where can you usually find this kind of mixture?

Activity II - Presentation of Song

Present a song with an action in the tune of “This is the Way I Brush my
Teeth” using the words below.
(Applies knowledge of content across curriculum teaching areas) –
MAPEH

This is the way we pick up things, pick up things, pick up things

This is the way we pick up things in a mixture.
(Repeat 3x)

Group III
Activity I – Separating mixtures
I. Problem: Separate the components of mixtures using real objects.
II. Materials: Mixture of nails and screws
III. Procedurea:
1. As a group separate the components of mixture using your
hands.
2. Complete the table and answer the questions below.
Table 1

MIXTURES SEPARATED COMPONENTS

Bottle C

IV. Questions:
1. What kind of mixtures is in Bottle B?
2. What are the different components of the mixture?
3. Why were you able to separate the mixture?
4. How were you able to separate the mixture?
5. Where can you usually find this kind of mixture?

Activity II - Poster-making
(Applies knowledge of content across curriculum teaching areas) –
MAPEH
Using the materials given to your group, make a poster
describing hand picking as way of separating mixtures.
D.Discussing new concepts Presentation of outputs for every group.
and practicing new skills #1

E. Discussing new concepts Checking of outputs, giving emphasis on the discussion of their answers
and practicing new skills #2 and valuing the importance of separating mixtures through picking.

EXPLAIN (Applies a range of teaching strategies to develop critical

and creative thinking, as well as other higher-order
thinking skills)
F. Developing mastery (leads
Analysis and discussion:
to Formative Assessment 3)
What do we use of separating components in a mixture
through picking?

Are all components in a mixture can be separated through

 picking?

What should be the characteristics of components that

can be separated through picking?

Given with this kind of characteristics of a component in a

mixture, how can they be separated?

Cite importance of separating mixtures in our daily lives.

ELABORATION In everyday life, we use a number of mixtures and one

need to separate useful components from the mixture. Thus,
the separation of substances is performed by various
G. Finding practical
methods like hand-picking, threshing, sieving and winnowing,
applications of concepts and etc. separation can include separation of stones from rice,
skills in daily living separating bran from flour, etc. separation is done to remove
impurities and to get a useful product.
Mixtures are combinations of two or more substances not
chemically bonded where each substance retains its chemical
entity and properties. One of the techniques of separating
mixtures is through picking. For instances, a mixture of grains
and corn can be separated through picking by using our bare
hands.
Examples of mixtures that can be separated through
picking:
- grains and mongo seeds
- nails and pins
- sliced fruits
- rice grains and pebbles

Clap once if the following mixtures can be separated through picking and
clap twice if it cannot be.
_____1. water and alcohol
_____2. sliced mixed fruits
_____3. salt and water solution
_____4. nails and thumbtacks
_____5. stones and pebbles
H. Making generalizations and 1. What are mixtures?
abstractions about the 2. Based on the activity that you had, what is one of the techniques of
separating mixtures?
lesson 3. Describe how do you separate mixture through picking?
4. What is the importance of separating mixtures in our daily living?
EVALUATION
Test I
I. Evaluating learning
Directions: Choose the letter of the correct answer.

1. Which of the following environmental problems can be separated by

physical manipulation / picking?
A. Oil spill C. flood water
B. garbage in the landfill D. smog

2. Which of the following can be separated by picking?

A. Mixed nuts C. inky water
B. salt and water D. fats that float in your sinigang

3. Which is true about the benefits of picking in separation of mixtures?

A. It doesn’t remove impurities
B. It separates the same components of mixtures
C. It needs machinery to separate substances.
 D. It purifies substances

4. Which method of separating mixtures is useful in sorting harvested

fruits according to size?
A. filtration B. picking C. magnetism D. decantation

5. Which of the following pictures use the picking method in separating

mixture?
B.
A.

B. D.

Test II

Directions: Draw a smiley face beside the mixtures that

can be separated through picking.
_______1. water and alcohol
_______2. sliced mixed fruits
_______3. mixed nuts
_______4. nails and iron strips
_______5. stones and pebbles

J. Additional activities for Cut or draw at least three (3) pictures in your notebook of
application or remediation mixtures that can be separated through picking.

V. REMARKS
VI. REFLECTION

A. No. of learners who earned 29

80% in the evaluation
B. No. of learners who require 0
additional activities for
remediation
C. Did the remedial lessons None
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue none
to require remediation
E. Which of my teaching Cooperative learning. Learners learned from their peers and
strategies worked well? Why developed social skills in learning.
did these works?
F. What difficulties did I None in particular for this lesson.
encounter which my
 principal or supervisor can
help me solve?
G. What innovation or localized Concrete materials readily available within the locality where
materials did I use/discover learners can manipulate like pins, stones, rice and other
which I wish to share with materials I used in this lesson.
other teachers?