School NAVOTAS ELEMENTARY Grade Level SIX

Teacher Maria Virginia Egipto Learning Area SCIENCE

Teaching August 30, 2023 Quarter FIRST
Dates and
GRADES 1 TO Time Vibora-5:50-6:40
12 Magdalo-7:20-8:10
DAILY
LESSON PLAN

I. OBJECTIVES
A. Content Demonstrate an understanding of different types of mixtures and their
Standards characteristics.
B. The learners should be able to prepare beneficial and useful mixtures
Performance such as drinks, food, and herbal medicine.
Standards
C. Learning Describe the appearance and uses of homogeneous and heterogeneous
Competencies mixtures.
/ Objectives
Write the LC  Describe the appearance of the combination of solid -liquid
code for each
materials.

 Show awareness and carefulness in handling materials/things.

 Understand the characteristics of homogenous and heterogenous

mixtures.

II. CONTENT

III. LEARNING
RESOURCES

A. References
1. Teacher’s NA
Guide pages
2. Learner’s NA
Material pages
3. Textbook Cyber Science 6, Myrna Q. Adduru, pp.175-179
pages The New Science Links 6 , Evelyn Castante—Padpad, pp.269-274
4. Additional NA
Materials from
Learning
Resource (LR)
portal
B. Other Mercado, M.P & Dela Paz, S.S. (2016). Explore and Experience Science 6.
Learning Valenzuela City. JO-ES Publishing House, Inc.
Resources
Sarte, E.T. , et.al. (2016). Science Beyond Borders 6. Quezon City: Vibal Group
Inc.
IV.
PROCEDURES

A. Reviewing Elicit: Psychosocial Learning (Show Me Board)

(The activities in
previous this section will Based on your current mood, draw an emoji that will best
lesson or evoke or draw out describe it.
prior concepts or (Call students to explain their emoji)
presenting prior experiences
from the
the new students) Review: (from assignment)
lesson Share your thoughts on the following questions:

a. How did your understanding of the appearance

changes in solid materials improve during this
lesson?
b. Can you think of any real-life situations where
knowledge of the appearance changes in solid
 materials would be important?

B. Engage: Challenge: Present students with a set of five mixed solid

(The activities in
Establishing a this section will materials (marbles, water, milk , coffee, mongo seeds) and ask
purpose for stimulate their them to observe and describe the appearance of each material
thinking and help individually
the lesson them access and
connect prior
knowledge as a
C. Presenting jumpstart to the Thought-Provoking Questions:
examples/ present lesson)

instances for  How would you describe the appearance of mongo? What
the new about coffee?
lesson
 Can you find any similarities or differences between the
appearance of water and milk?
 What observations can you make about the appearance
of marbles?
D. Discussing Explore: Experiment #1
new concepts
(In this section,
and students will be  Divide students into groups and provide them with a
practicing given time to selection of solid and liquid materials.
think, plan,
new skills #1 investigate, and
organize collected  Instruct them to create their own combinations and
information; or
the performance
record their observations on appearance.
of the
planned/prepared
activities from the
 Students can present their findings to the class and
students’ manual compare the appearances of different combinations.
with data
gathering with
Guide Questions) Safety Precautions: Before conducting any activity,
ensure that students are aware of safety guidelines,
such as not tasting or ingesting any of the materials
used. Remind students to wash their hands after
handling the materials.
Answer the table.
Describe the appearance of the combination of solid and liquid
mixtures.
Materials Appearanc Color Texture Smell
e

(write
here the
materials
you
combined)

Answer and discuss the following:

1. What happened when you mixed solid and liquid
materials?
2. Can you still identify the materials when it is already
mixed?
3. Was there a change in the materials after they were
mixed?
4. Were the materials still visible after they were mixed?

E. Discussing Jigsaw Discussion

new concepts
and practicing a. Reorganize the small groups so that each group consists of
new skills #2 one student from each of the expert groups.

b. In their new groups, students should take turns sharing the

information they learned from their expert groups about the
appearance of different solid-liquid mixtures.
 c. Encourage students to ask questions and engage in a
discussion on the various appearances of the mixtures.

F. Developing Answer the following questions briefly.

Explain:
mastery (In this section, 1. Why is it important to use our senses when describing
students will be
(Leads to involved in an analysis the appearance of a combination of solid-liquid
of their exploration.
materials?
Formative Their understanding is
clarified and modified 2. How can different combinations of solid-liquid materials
Assessment because of reflective
activities)/Analysis of have different appearances?
3) the gathered data and
results and be able to 3. Why do you think it's important to understand the
answer the Guide
Questions leading to appearance of solid-liquid combinations in science?
the focus concept or
topic for the day.

G. Finding Elaborate: Analyze and answer the situation.

(This section will
practical give students the
applications opportunity to Scenario 1: John was conducting an experiment where he mixed
expand and
of concepts solidify/concretize
sand and water. He observed that the sand particles settled
their down at the bottom of the container, while the water remained
and skills in understanding of on top. He wondered why this happened.
daily living the concept
and/or apply it to
a real-world Question 1: Can you explain the observation made by John?
situation)
Why did the sand settle at the bottom while the water remained
on top??
H. Making What is a solid-liquid mixture?
generalizations
and It is a mixture based on the combination of solid and liquid
abstractions materials.
about the
lesson

I. Evaluating Evaluation: Analyze each sentence and identify if it is True or False.

learning (This section will
provide 1. True or False: When a solid is mixed with a liquid, the
opportunities for solid particles will completely dissolve in the liquid.
concept check
test items and 2. True or False: When a solid is mixed with a liquid, it will
answer key which always form a homogeneous mixture.
are aligned to the
learning
3. True or False: When a solid is mixed with a liquid, the
objectives – solid particles will always settle to the bottom of the
content and container.
performance
standards and 4. True or False: When a solid is mixed with a liquid, the
address resulting mixture will have the same appearance
misconceptions- if throughout.
any)
5. True or False: When a solid is mixed with a liquid, the
solid particles can be seen floating or suspended in the
liquid..

J. Additional Extend: Analyze and answer the situation.

activities for (This section
application gives situation  Imagine you have a material that can switch between
that explains the being a solid and a liquid. How do you think this
for topic in a new
context, or material's appearance would change when it transitions
remediation
integrate it to from a solid state to a liquid state? What visual cues
another
discipline/societal
might indicate this transition?
concern)
V.REMARKS ______ Proceed ______ Re-teach

VI.REFLECTIO
N

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?