Grades 6 School SUPON ES Grade Level VI
DAILY LESSON LOG Teacher KRISTINE MARIE S. ALCORIZA Learning Area SCIENCE
Teaching Dates and October 12, 2023-Thursday Quarter 1
Time 10:55-11:45 A.M
I. OBJECTIVES
A. Content Standards The learners demonstrate
understanding of different techniques to
separate mixtures
B. Performance Standards The learners should be
able to describe techniques in separating
mixtures such as decantation,
evaporation, filtering, sieving and using
magnet
C. Learning Competencies/ Objectives Describe techniques in separating
Write the LC code for each mixtures such as decantation,
evaporation, filtering, sieving and using
Magnet
* identify mixtures that can be separated through sieving; and
*demonstrate sieving as a method in separating mixtures
II. CONTENT Separating Mixtures: Sieving
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages MELC in Science 6, First Quarter, p. 382
2. Learner’s Materials pages SLMs in Science 6, Quarter 1, Module 2 Lesson 1, ADM
3. Textbook pages Science Beyond Borders 6 p. 27
4. Additional Materials from Learning Resource
(LR) portal
B. Other Learning Resources Smart TV, laptop, real objects, power point presentation
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new Review: Separating Mixtures: Using a magnet
lesson
Arrange the jumbled words to form the answer.
We can separate mixtures that are composed of metals and non-metals through the
use of a ________
gnamet
B. Establishing a purpose for the Show a picture of a a building under construction.
lesson/Motivation/Motive Questions Ask: Why do buildings need a strong foundation?
Then, show two men working in the construction site.
Ask: What are the men doing?
Why are they sieving the sand?
Sequence the pictures according to its correct time order. (with integration to literacy-
sequencing of events)
C. Presenting examples/instances of the new lesson Enable
Present the lesson objective.
Show an actual sieve to the class. Show how it looks, to what materials it is made of,
and tell what are its uses.
D. Discussing new concepts and practicing new Engage
skills #1
Teacher shows a flour.
Ask: What are the uses of flour?
Ask: How much is each kilo of flour in the market now?
If each kilo of flour costs P55.00, how much is the cost of 3 kilograms? (with
integration to numeracy)
Teacher demonstrates using a sieve to the class (Sieving flour)
Ask one pupil to do the same.
Let the class take note of their observation.
Guide questions:
1. What material did we use in separating the fine flour from the coarse flour?
2. What is sieving?
3. What other mixtures can be separated through sieving?
Discuss.
E. Discussing new concepts and practicing new Elevate
skills #2
Activity:
Show mixtures. Let the class tell if they can be separated through sieving or not.
Shout Hurray if the mixture to be shown can be separated through sieving and Hep-
hep if it cannot be.
1. Oil and water
2. Whole pepper and ground pepper
3. Assorted nuts
4. Pebble stone and soil
F. Developing mastery (leads to Formative Extend
Assessment 3)
Group Activity
Mechanics:
Group the pupil into five.
Each group will be given mixtures and a sieve.
They will perform sieving the given mixtures.
Then, they will answer the given questions:
a. What mixture did you sieve?
b. What happened to the mixture after putting it in the sieve?
SCORING RUBRICS:
5-All group members demonstrated sieving in correct manner
4-80% of the group members demonstrated sieving in correct manner
3-60% of the group members demonstrated sieving in correct manner
2-40% of the group members demonstrated sieving in correct manner
1-20% of the group members demonstrated sieving in correct manner
G. Finding practical applications of concepts and What other activities within your home or community use sieving as a method in
skills in daily living separating mixtures?
H. Making generalizations and Complete the statement.
abstractions about the lesson
____________________ is as a separation method in which two or more components of
different sizes are separated from a mixture on the basis of the difference in their
sizes which uses a sieve.
H. Evaluating Learning Direction: Write S if the mixtures can be separated through sieving and C if it
cannot be.
1. whole garlic and garlic powder -
2. coffee bean and coffee powder
3. oil and water
4. corn and green peas
5. chili flakes and chili powder
Remarks
Prepared by:
Reviewed by:
KRISTINE MARIE S. ALCORIZA Noted:
Teacher II FRITZIE S. ALCANTARA
Master Teacher I
GOLDIE MAE A. FRIALES
Principal I
Group 3: What I am?
1. You can usually find me during flag ceremonies. I help
the flag reach the top of the pole.
2. I help Mr. Porter put the box to the truck.
3. Hey-o-hey-o, said the dwarf as he lift me to whack
the rock into two.
4. I am Mr. See-saw.
5. The cyclist is looking for me, his bike won’t move
without me.
6. “I need you”, said Mr. Hinge,” the door and I
can’t connect”.
wedge screw inclined plane
lever pulley wheel and axle
Group Presentations
-10 minutes only for group sharing and planning
- 3 minutes only for each group presentation
(Learners are given utmost recognition in the task they
are presented.)
H. Making generalizations and abstractions about Concept mapping: PPST MODULE 10
the lesson KRA 4, OBJ. 10
1. What are the different simple machines? Designs, selects, organizes and uses diagnostic,
formative and summative assessment
strategies consistent with curriculum
requirements.
MOV—Formative questions are raised to
learners to diagnose how far they have learned
Simple or if the objectives of the lesson are carried.
Machine
eElabor
ation
Group
Activity
Group
1:
Crosswo
rd
Puzzle.
the
simple
machine
being
describe 2. Describe each simple machine.
d es
3. Did you show politeness with each member of
your group during the activity? Why is politeness
important?
I. Evaluating learning EVALUATION: PPST MODULE 10
Directions: Read carefully, and then choose the correct KRA 4, OBJ. 10
answer by writing the letter on your answer sheet. -Designs, selects, organizes and uses
diagnostic, formative and summative
1. Which of the following best explains why lifting a assessment strategies consistent
heavy object with a single fixed pulley and rope makes with curriculum requirements.
the task seem easier? MOV---The use of formative assessment
a. Less force is needed to lift the object consistent with curriculum requirements is
b. The direction of the force required to lift the object followed in order to interpret the result of
is changed the learners’ progress.
c. Less work is done when moving the object d. The
force needed to move the object is applied over a PPST MODULE 11
greater distance KRA 4, OBJ. 11
2. The three types of pulleys systems are: Fixed, Monitors and evaluates learners’ progress
Movable and. and achievement using learners’ attainment
a. Block and Attack b. Tackle and Sing data. MOV—Results of evaluation are
c. Movable and Pull d. Block and Tackle monitored and reflected on the Learners’
3. A stiff bar that moves about a fixed point is a Data in order to support and assess learners’
a. lever b. wheel and axle progress and achievement.
c. wedge d. inclined plane
4. Which simple machine would stairs be an example?
a. a wedge c. a pulley
b. an inclined plan d. a lever
5. Which is an example of a wheel and axle?
a. Hammer c. Ramp
b. Wagon d. Flag Pole
*Checking of answer sheets and submission of papers for
recording is done right away after the test to interpret the
result of the learners’ progress.
J. Additional activities for application or remediation Extend:
Give some safety measures in handling simple machines.
V. REMARKS
VI. 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 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?
Prepared by:
EVA M.
CORVERA MT 2
