Lesson Plan: Solutions and Their Characteristics

Grade Level: Grade 6 – 7

Subject: Science
Duration: 1 Hour
Topic: Solutions and Their Characteristics
Teaching Strategy: Inquiry-Based and STAR Approach (Situation, Task, Action, Result)
Materials: Sugar, salt, water, oil, beakers or cups, spoon, worksheet, chart paper, marker

I. Learning Objectives

At the end of the lesson, the students should be able to:

1. Define what a solution is.

2. Identify the components of a solution: solute and solvent.
3. Describe the characteristics of solutions (homogeneous, clear, stable, etc.).
4. Demonstrate and classify common examples of solutions.
5. Apply the STAR approach in explaining everyday solutions.

II. Content

 Definition of solution
 Solute and solvent
 Characteristics of solutions
 Examples of solutions in everyday life
 Difference between homogeneous mixtures (solutions) and heterogeneous mixtures

III. Procedure

A. Introduction (Engage) – 10 minutes

1. Motivation: Show a glass of water with sugar stirred in, and another with sand. Ask:
o “Which of these mixtures is a solution? Why?”
2. Link this with real-life situations (e.g., coffee, juice, sea water).

B. Lesson Proper (Explore and Explain) – 20 minutes

1. Definition and Parts of a Solution

o Solute: the substance that is dissolved (e.g., sugar)
o Solvent: the substance that does the dissolving (e.g., water)
2. Characteristics of Solutions
 oHomogeneous mixture
oClear or transparent
oCannot be separated by filtering
oStable and uniform appearance
3. STAR Approach Activity
o S (Situation): You're preparing a drink.
o T (Task): Mix ingredients to make a clear, tasty drink.
o A (Action): Add sugar to water and stir.
o R (Result): The sugar dissolves completely, forming a solution.

C. Group Activity (Elaborate) – 15 minutes

"Solution or Not?" Experiment

1. Give groups different materials (salt, sugar, oil, flour, water).

2. Ask them to mix combinations and identify which form solutions.
3. Let them record their observations using a worksheet.

D. Generalization (Evaluate) – 5 minutes

Ask:

 What are the components of a solution?

 How can you tell if a mixture is a solution?
 What are some examples of solutions at home?

IV. Assessment

✔ Written Quiz: Identify solute and solvent in given examples.

✔ Worksheet Check: Based on their experiment observations.
✔ Oral Recitation: STAR explanation of a real-life solution.

V. Assignment

Home Activity:

 List 5 solutions found at home.

 Identify the solute and solvent of each.
VI. Materials for Next Lesson

 Food coloring, vinegar, oil, plastic bottles (for concentration of solutions)

Lesson Plan: Solutions and Their Characteristics

Grade Level: Grade 6Subject: ScienceDuration: 1 HourTopic: Solutions and Their

CharacteristicsTeaching Strategy: Inquiry-Based and STAR Approach (Situation, Task, Action,
Result)Materials: Sugar, salt, water, oil, beakers or cups, spoon, worksheet, chart paper, marker

I. Learning ObjectivesAt the end of the lesson, the students should be able to:

Define what a solution is.

Identify the components of a solution: solute and solvent.

Describe the characteristics of solutions (homogeneous, clear, stable, etc.).

Demonstrate and classify common examples of solutions.

Apply the STAR approach in explaining everyday solutions.

II. Content

Definition of solution

Solute and solvent

Characteristics of solutions

Examples of solutions in everyday life

Difference between homogeneous mixtures (solutions) and heterogeneous mixtures

III. Procedure

A. Introduction (Engage) – 10 minutes

Motivation: Show a glass of water with sugar stirred in, and another with sand. Ask:

“Which of these mixtures is a solution? Why?”

Link this with real-life situations (e.g., coffee, juice, sea water).

B. Lesson Proper (Explore and Explain) – 20 minutes

Definition and Parts of a Solution

Solute: the substance that is dissolved (e.g., sugar)

Solvent: the substance that does the dissolving (e.g., water)

Characteristics of Solutions

Homogeneous mixture

Clear or transparent

Cannot be separated by filtering

Stable and uniform appearance

STAR Approach Activity

S (Situation): You're preparing a drink.

T (Task): Mix ingredients to make a clear, tasty drink.

A (Action): Add sugar to water and stir.

R (Result): The sugar dissolves completely, forming a solution.

C. Group Activity (Elaborate) – 15 minutes"Solution or Not?" Experiment

Give groups different materials (salt, sugar, oil, flour, water).

Ask them to mix combinations and identify which form solutions.

Let them record their observations using a worksheet.

D. Generalization (Evaluate) – 5 minutesAsk:

What are the components of a solution?

How can you tell if a mixture is a solution?

What are some examples of solutions at home?

IV. Assessment✔ Written Quiz: Identify solute and solvent in given examples.✔ Worksheet Check:
Based on their experiment observations.✔ Oral Recitation: STAR explanation of a real-life solution.

V. AssignmentHome Activity:

List 5 solutions found at home.

Identify the solute and solvent of each.

VI. Materials for Next Lesson

Food coloring, vinegar, oil, plastic bottles (for concentration of solutions)

Lesson Plan: Separating Mixtures – DECANTATION (STAR Approach)
Grade Level: 6
Subject: Science
Topic: Methods of Separating Mixtures – DECANTATION
Duration: 45 minutes

I. Learning Objectives

At the end of the lesson, students should be able to:

 Define decantation as a method of separating mixtures.

 Identify mixtures that can be separated through decantation.
 Demonstrate understanding of decantation using the STAR approach.
 Appreciate the importance of separating mixtures in everyday life.

II. Materials

 Clear glasses or containers

 Water
 Cooking oil
 Sand
 Spoon
 Worksheet / paper / STAR template

III. Procedure

A. Introduction (Motivation)

Ask:
🧠 "What happens when you mix sand and water?"
🧠 "Have you seen oil floating on top of water when cooking?"

Show students a glass of sand and water, and another with oil and water. Let them observe.

B. Lesson Proper

1. Situation

Present this scenario:

“You accidentally spilled cooking oil into a glass of water. You want to reuse the water for
watering the plants. What should you do?”

Relate this to real-life kitchen experiences or clean-up situations.

2. Task

Ask students:

“How can you separate the oil from the water without using any equipment like a strainer or
filter paper?”

Guide students to the term “decantation” – the process of carefully pouring out the liquid
without disturbing the settled particles or lighter liquid floating on top.

3. Action (Activity)

Group Activity:
Students perform decantation using mixtures:

 Sand and water

 Oil and water

Instructions:

 Let the sand settle at the bottom or the oil float on top.
 Carefully pour the upper layer into another container.

Ask them to write or draw their STAR explanation of the activity:

 S – Situation: What was the problem?

 T – Task: What did you need to do?
 A – Action: What steps did you take?
 R – Result: What happened in the end?

4. Result (Discussion)

Review student answers. Emphasize:

 Decantation is used when solids settle at the bottom (like sand) or when a lighter
liquid floats on a heavier one (like oil on water).
 It’s useful in kitchens, laboratories, and environmental cleanups.
 IV. Generalization

📝 Decantation is a way to separate a mixture by pouring off the top layer of liquid once
the heavier substances have settled or the lighter ones have floated.

V. Assessment

Worksheet or Oral Recap

1. Define decantation in your own words.

2. Give two examples of mixtures that can be separated by decantation.
3. Why is it important to learn about separating mixtures?

VI. Assignment

Ask students to observe a mixture at home (e.g., cooking oil and water, sand in water after
cleaning vegetables) and write a short STAR paragraph explaining how they would separate
the mixture using decantation.

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You said:
Define decantation as a method of separating mixtures. Identify mixtures that can be separated
through decantation. Demonstrate understanding of decantation using the STAR approach.
Appreciate the importance of separating mixtures in everyday life. identify cognitive, psychomotor,
affective

ChatGPT said:

Here’s how your objectives align with the Cognitive, Psychomotor, and Affective domains
of learning using Decantation as a method of separating mixtures:

Learning Objectives Categorized by Domain

Learning
Objective Explanation
Domain

Define decantation as a method of Focuses on knowledge and understanding of

Cognitive
separating mixtures. the concept of decantation.
 Learning
Objective Explanation
Domain

Identify mixtures that can be separated Requires students to recall and recognize
Cognitive
through decantation. real-life examples where decantation is used.

Demonstrate understanding of Involves performing the activity (decanting

Psychomotor
decantation using the STAR approach. mixtures) and organizing observations clearly.

Shows valuing and attitude development

Appreciate the importance of separating
Affective toward applying science in real-world
mixtures in everyday life.
situations.

Let me know if you'd like this in a Word document or included in a full lesson plan format!
STAR LESSON PLAN

Subject: Science
Grade Level: 6
Topic: Separating Mixtures – Filtration and Sieving
Time: 45 minutes
Teaching Strategy: Inquiry-based, Experiential Learning, Think-Pair-Share
Assessment Type: Formative, Performance-based, Reflective

I. Learning Objectives (with Domains)

1. Cognitive: Identify and explain the processes of filtration and sieving.

2. Psychomotor: Perform a simple experiment using filtration and sieving to separate
mixtures.
3. Affective: Appreciate the importance of separating mixtures in food preparation and
sanitation.

📝 Annotation: Objectives address knowledge, skills, and attitudes, following Bloom's

Taxonomy.

II. Materials Needed

 Sand, gravel, rice, water, filter paper, funnel, strainer, spoon, 2 clear containers
 Worksheets for STAR responses
 Chart paper and markers

III. STAR Approach with Integrated Strategies

⭐ S – Situation

Teacher Prompt:

“Imagine you’re preparing food at home. You noticed your rice has tiny stones, and the water
from the faucet looks cloudy. What would you do to make sure it’s safe to use?”

Strategy Used: Contextualization / Real-life scenario

HOTS Involved: Analyzing – students identify the problem in a real-life situation.

📝 Annotation: Engages students with relevant and meaningful situations to activate prior
knowledge.
⭐ T – Task

“Your task is to find a way to separate the unwanted particles from rice and from water using
available tools at home or in the classroom.”

Strategy Used: Inquiry-based task

HOTS Involved: Applying – students apply learned concepts to decide the appropriate
method.

📝 Annotation: Encourages independent and group exploration to solve a practical problem.

⭐ A – Action

Group Activity Instructions:

1. Group 1: Use a sieve to separate rice and small stones.

2. Group 2: Use filtration to separate sand from water.
3. Observe and record what happens during each process.

Strategy Used: Hands-on Experimentation / Collaborative Learning

HOTS Involved: Evaluating – students assess the effectiveness of each method.

📝 Annotation: Psychomotor skills are developed through real experimentation. Group work
promotes cooperation and social interaction.

⭐ R – Result

Guide Questions:

 What did you observe in the mixtures before and after the process?
 Which method worked best for the materials used? Why?
 Where else can we apply these techniques in our daily lives?

Strategy Used: Think-Pair-Share + Class Discussion

HOTS Involved: Creating – Students explain and extend their understanding to new
situations.

📝 Annotation: Reflection promotes critical thinking and helps students internalize the value
of the techniques learned.

IV. Generalization
"Filtration and sieving are methods of separating mixtures. Sieving is used when components
have different sizes, like stones in rice. Filtration is used when a solid is suspended in a
liquid, like sand in water."

V. Evaluation / Assessment

Formative Tasks:

 Group performance and observation

 STAR reflection worksheet:
o S: What problem did we face?
o T: What did we need to do?
o A: What did we do to solve it?
o R: What was the outcome, and what did we learn?

Subject: Science
Grade Level: Grade 6
Topic: Separating Mixtures – Sieving and Using a Magnet
Time Allotment: 45–60 minutes
Teaching Strategies: Inquiry-Based Learning, Hands-on Experimentation, Group Work,
Think-Pair-Share
Assessment Types: Formative (Observation & Reflection), Performance-based

I. Learning Objectives (with Domains)

Objective Domain

Identify and explain how sieving and magnets are used to separate mixtures. Cognitive

Demonstrate how to separate mixtures using a sieve and a magnet. Psychomotor

Appreciate the usefulness of sieving and using magnets in daily life (e.g., food safety,
Affective
recycling).

📝 Annotation: These objectives ensure that students acquire knowledge, perform practical
skills, and develop positive attitudes toward science.

II. Materials

 Mixture of rice and pebbles

 Mixture of sand and iron filings
 Sieve
 Magnets
 Plastic trays
 Clear containers
 STAR worksheet template
 Chart paper for group reporting

⭐ III. STAR Approach with Strategies and HOTS

⭐ S – Situation

Teacher Prompt:

“Imagine you are working in a rice mill and you find small stones mixed with rice. Or you
are helping collect scrap materials and you need to separate iron nails from sand. What will
you do?”
Lesson Plan: Separating Mixtures – Sieving and Using Magnet (STAR
Approach)

Subject: Science
Grade Level: 6
Topic: Separating Mixtures – Sieving and Using a Magnet
Time Allotment: 45–60 minutes
Approach: STAR (Situation – Task – Action – Result)
Teaching Strategies: Inquiry-based learning, group activity, hands-on experiment, class
discussion

I. Learning Objectives

By the end of the lesson, learners should be able to:

1. Cognitive: Identify and describe the processes of sieving and using a magnet in
separating mixtures.
2. Psychomotor: Perform the actual separation of mixtures using a sieve and a magnet.
3. Affective: Appreciate the importance of separating mixtures in keeping food and
materials clean and safe.

II. Materials Needed

 Mixture of rice and small stones

 Mixture of sand and iron nails or filings
 Sieves
 Magnets
 Plastic containers or trays
 Worksheets (STAR template)

⭐ III. STAR Teaching Procedure

⭐ S – Situation

Teacher Says:

“At home, have you ever seen rice with tiny stones in it? Or sand mixed with nails in a
toolbox? How do you think people separate these unwanted materials?”

Purpose: Activate prior knowledge and connect the lesson to real-life situations.
⭐ T – Task

“Your task today is to work in groups and figure out how to separate two different mixtures
using a sieve and a magnet. You will observe, record, and explain how these methods work.”

Group Tasks:

 Group 1: Separate rice and stones using a sieve.

 Group 2: Separate iron nails from sand using a magnet.

⭐ A – Action

Group Activity (20 minutes):

1. Each group performs their assigned task.

2. They record:
o What materials they used
o What steps they followed
o What happened during separation

STAR Worksheet Sample:

Part Group Response Example

S "Our rice had small stones mixed in."

T "We needed to remove the stones from the rice."

A "We used a sieve to separate them based on size difference."

R "We were able to remove the stones and make the rice clean."

⭐ R – Result

Class Discussion Questions:

 What did you observe after doing the activity?

 Which materials were easier to separate?
 Where else can these techniques be used in your daily life?

Groups share their findings with the class.

IV. Generalization
"Sieving is a method used to separate solid mixtures based on particle size, like rice and
stones. Using a magnet is helpful for separating magnetic materials like iron from non-
magnetic ones. These techniques are useful in the kitchen, recycling, construction, and more."

V. Evaluation

Assessment Tools:

 Group Performance (checklist for participation, correct method, cooperation)

 Completed STAR Worksheet
 Oral sharing or quiz with the following questions:
1. What is sieving used for?
2. What kinds of materials can be separated using a magnet?
3. Why are these methods important at home or in the community?

VI. Assignment

Observe and write about one real-life situation at home or in your community where sieving
or magnets are used. Use the STAR format to explain it.

Strategy Used: Real-life connection / Situational problem

HOTS Involved: Analyzing – students think about practical problems involving mixtures.

📝 Annotation: This activates prior knowledge and makes the lesson relatable by using
familiar real-world contexts.

⭐ T – Task

“Your task is to figure out how to separate the mixtures using only a sieve and a magnet. You
will work in groups, observe what happens, and share your process and findings.”

Strategy Used: Inquiry-based task, collaborative learning

HOTS Involved: Applying – students use tools to solve a real problem.

📝 Annotation: Tasks are hands-on and student-centered, encouraging discovery and

critical thinking.

⭐ A – Action
Group Activities:

 Group 1: Use a sieve to separate rice and stones.

 Group 2: Use a magnet to separate iron filings from sand.
 Record your steps, observations, and outcomes.

Strategy Used: Hands-on experimentation and group discussion

HOTS Involved: Evaluating – students assess if the method was effective and why.

📝 Annotation: Action phase taps into the psychomotor domain and promotes teamwork and
cooperative learning.

⭐ R – Result

Reflective Questions (Class discussion / Think-Pair-Share):

 What changes did you observe in the mixtures?

 Was the method effective? Why or why not?
 Where else can we use sieving or magnets in real life?

Strategy Used: Think-Pair-Share and class reflection

HOTS Involved: Creating – students extend their learning by imagining other uses and
reporting results creatively.

📝 Annotation: Reflection encourages students to deepen understanding and communicate

their learning clearly.

IV. Generalization

"Sieving is used to separate solids of different sizes. A magnet is used to separate magnetic
materials like iron from non-magnetic substances. These techniques are used in industries,
households, and even in schools."

V. Assessment

Formative Assessment Tools:

 Group observation checklist (participation, use of tools, cooperation)

 STAR worksheet completion
 Oral or written sharing of group results

📝 Annotation: Assessments measure both content mastery and process skills, not just final
answers.
VI. Assignment / Application

At home or in your community, observe where sieving or magnets are used to separate
mixtures. Interview someone who uses them (e.g., rice vendor, recycler, baker).
Write a short STAR paragraph describing the experience.

📝 Annotation: Extends learning beyond the classroom, applying concepts to community and
home contexts (affective learning).

"What's in the Mix?"

Step 1: Show the Class These Two Scenarios (or Real Samples)

 A bowl of uncooked rice mixed with small pebbles

 A pile of sand mixed with iron nails or paper clips

Activity Title: "What's in the Mix?"

Step 1: Show the Class These Two Scenarios (or Real Samples)

 A bowl of uncooked rice mixed with small pebbles

 A pile of sand mixed with iron nails or paper clips

You may show real samples, a picture, or short video clip.

Step 2: Ask HOTS-Based Questions

Question HOTS Level Purpose

1. What do you observe in these mixtures? Analyzing Encourage careful observation
 Question HOTS Level Purpose
and identification of
components.
2. Why do you think these materials got Ask students to think about
Evaluating
mixed together? real-life situations or causes.
3. If you only had a sieve and a magnet, Applying / Promotes logical thinking on
what would you do? Why? Analyzing using the correct method.
4. Can you think of another situation at Creating
Encourages students to relate
home or in the community where we need to
science to daily life.
separate mixtures?

✅ Wrap-up Prompt

"Today, you will become young scientists who will explore how to separate mixtures using
sieving and magnets—just like in these real-life examples. Let’s discover how science helps
make food safer and materials reusable!"

📝 Annotation: This motivation sets the stage by using real, observable problems, then
pushing learners to use higher-level thinking to explore tools and make decisions—perfect
for engaging both curiosity and critical thinking at the start of the lesson.

Motivation with HOTS and Integration

Topic: Separating Mixtures – Sieving and Using Magnet

Time: 7–10 minutes
Approach: Constructivist / Inquiry-Based
Integrated Subjects:

 English (ELA) – Oral/written explanation

 Araling Panlipunan (AP) – Community livelihood connection
 EPP – Application in food handling or recycling

🎯 Teacher Setup (Visual / Real Object Prompt)

Display two containers in front of the class:

1. A bowl of rice mixed with small stones

2. A pile of sand mixed with nails or iron filings

🗣️Teacher Says:
“Imagine you are helping in the kitchen and you’re about to cook rice, but you notice there
are small stones in it. Or you're helping a neighbor who collects scrap materials and you see
metal nails mixed with sand.

What would you do if no one tells you how to separate them?”

💬 Ask HOTS-Based Questions:

HOTS Integrated
Question Purpose
Level Subject

"What do you notice about these Encourages detailed observation

Analyzing English
mixtures?" and description

"What do you think is the best way to Lets students justify their
Evaluating Science & EPP
separate the materials? Why?" method choice

"Where have you seen people doing Connects science to daily

Applying AP & EPP
something like this in real life?" community life

"If you were to teach your younger

Develops communication and
sibling how to do this safely, how would Creating English
leadership through explanation
you explain it?"

✏️Extension (Optional Writing Prompt for English):

"Write a 2-3 sentence instruction on how to separate rice and stones or sand and nails using a
simple tool."

✅ Purpose of this Motivation:

 Engages curiosity by showing real-life mixtures

 Uses critical thinking to solve problems
 Integrates values of cleanliness, safety, and responsibility
 Links science to language, livelihood, and community awareness

Would you like this motivation formatted into a lesson plan or a printable student worksheet?

Ask ChatGPT
Certainly! Here's a Motivation Activity for "Separating Mixtures: Sieving and Using
Magnet", designed for Grade 6, that includes:

 Higher Order Thinking Skills (HOTS)

 Subject Integration (English, Araling Panlipunan, and EPP)
 A real-life situation to connect the topic meaningfully

🧠 Motivation with HOTS and Integration

Topic: Separating Mixtures – Sieving and Using Magnet

Time: 7–10 minutes
Approach: Constructivist / Inquiry-Based
Integrated Subjects:

 English (ELA) – Oral/written explanation

 Araling Panlipunan (AP) – Community livelihood connection
 EPP – Application in food handling or recycling

🎯 Teacher Setup (Visual / Real Object Prompt)

Display two containers in front of the class:

1. A bowl of rice mixed with small stones

2. A pile of sand mixed with nails or iron filings

🗣️Teacher Says:

“Imagine you are helping in the kitchen and you’re about to cook rice, but you notice there
are small stones in it. Or you're helping a neighbor who collects scrap materials and you see
metal nails mixed with sand.

What would you do if no one tells you how to separate them?”

💬 Ask HOTS-Based Questions:

 HOTS Integrated
Question Purpose
Level Subject

"What do you notice about these Encourages detailed observation

Analyzing English
mixtures?" and description

"What do you think is the best way to Lets students justify their
Evaluating Science & EPP
separate the materials? Why?" method choice

"Where have you seen people doing Connects science to daily

Applying AP & EPP
something like this in real life?" community life

"If you were to teach your younger

Develops communication and
sibling how to do this safely, how would Creating English
leadership through explanation
you explain it?"

✏️Extension (Optional Writing Prompt for English):

"Write a 2-3 sentence instruction on how to separate rice and stones or sand and nails using a
simple tool."

✅ Purpose of this Motivation:

 Engages curiosity by showing real-life mixtures

 Uses critical thinking to solve problems
 Integrates values of cleanliness, safety, and responsibility
 Links science to language, livelihood, and community awareness

Would you like this motivation formatted into a lesson plan or a printable student worksheet?

Ask ChatGPT

You said:
if that would be my motivation what is my presentation using star approach and with hots

ChatGPT said:

Great follow-up! Since your Motivation is now about real-life mixtures (rice & stones,
sand & nails) with HOTS and integration, here’s how you can smoothly transition into the
Presentation part of your lesson using the STAR Approach and still apply HOTS (Higher
Order Thinking Skills).
🎓 PRESENTATION USING STAR APPROACH + HOTS

Topic: Separating Mixtures – Sieving and Using Magnet

Grade Level: 6
Following the Motivation ("What would you do if no one told you how to separate them?")

⭐ S – Situation (with HOTS: Analyzing)

Teacher Says:

"Let’s pretend you are a quality inspector in a rice mill. You discover that many sacks of rice
contain small stones. Another group is helping at a recycling center where sand is mixed with
iron nails.
You are told to clean the rice and recover reusable metal. What should you do?"

HOTS Focus:

 Analyzing the problem based on real-world roles

 Connecting with practical situations (AP and EPP integration)

⭐ T – Task (with HOTS: Evaluating, Predicting)

Teacher Prompt:

"Your task is to figure out and test two methods of separation:

 One for separating solid particles of different sizes

 Another for separating magnetic and non-magnetic materials.
You must explain why you chose each method and predict what will happen when
you try it."

HOTS Focus:

 Evaluating tools and methods

 Predicting outcomes before doing the experiment

⭐ A – Action (with HOTS: Applying and Creating)

Student Activity:

1. Group 1: Use a sieve to separate rice and stones

2. Group 2: Use a magnet to remove nails from sand
3. Each group:
 oPerforms the separation
oRecords step-by-step process
oDiscusses what worked and what didn’t
4. Each group creates a mini-poster or oral report showing their process

HOTS Focus:

 Applying knowledge in a physical activity

 Creating a short explanation or visual summary

⭐ R – Result (with HOTS: Reflecting and Creating)

Class Reflection Prompt:

 What did you learn from your group task?

 Was your prediction correct?
 How can you use this skill at home or in your community?
 If you had to teach someone else, how would you explain it simply?

HOTS Focus:

 Reflecting on results and decision-making

 Creating knowledge through real-life application

📝 Summary Table

STAR Phase Description HOTS Skill Integration

Situation Real-life rice mill/recycling roles Analyzing Araling Panlipunan, EPP

Solve the problem using sieving or

Task Evaluating, Predicting Science
magnet

Action Perform and document separation Applying, Creating Science, ELA

Result Reflect and explain learning Reflecting, Creating ELA, Values, AP

Lesson Plan

Subject: Science
Grade Level: Grade 6
Topic: Separating Mixtures – Sieving and Using Magnet
Time Allotment: 45–60 minutes
Approach Used: STAR (Situation–Task–Action–Result)
Teaching Strategies: Inquiry-Based Learning, Hands-On Experimentation, Think-Pair-
Share, Group Work
Integrated Subjects:

 English – communication and explanation of process

 EPP (TLE) – application in home and livelihood (e.g., cleaning rice, recycling)
 Araling Panlipunan – connection to community roles (e.g., farmers, recyclers)

I. Learning Objectives

At the end of the lesson, students should be able to:

Domain Objective

Identify and describe the processes of sieving and using a magnet in separating
Cognitive
mixtures.

Psychomotor Perform the actual separation of solid mixtures using a sieve and a magnet.

Show appreciation of how separating mixtures helps in food safety and waste
Affective
management in the community.

II. Materials Needed

 Mixture of rice and small stones

 Mixture of sand and iron nails/paper clips
 Sieve or strainer
 Magnets
 Plastic trays or containers
 STAR Worksheet (Situation–Task–Action–Result)
 Chart paper / markers for group output

III. Procedure (Using STAR Approach)

⭐ S – Situation (Motivation with HOTS & Integration)

Strategy: Real-life scenario + Inquiry Questioning

Teacher Says:

"Imagine you are helping your parents cook rice and find small stones in it. Or you're helping
collect recyclable items and find iron nails mixed with sand. What will you do?"

Questions (HOTS – Analyzing, Evaluating):

  “What materials are mixed together?”
 “How are they different?”
 “What do you think is the best way to separate them?”

Integrated Subjects:

 EPP: Food preparation (clean rice)

 AP: Roles in the community (farmers, recyclers)
 English: Oral explanation of observation and prediction

⭐ T – Task

Strategy: Inquiry-Based Task

Instructions:

"Your group is assigned to separate two mixtures:

 Rice and stones (Group 1)

 Sand and iron nails (Group 2)
You will use a sieve or a magnet and explain how and why it works."

HOTS Focus: Evaluating methods, predicting results

⭐ A – Action

Strategy: Hands-On Group Experiment

Steps:

1. Groups perform separation activity

2. They document:
o Tools used
o Steps taken
o Observations
3. Groups prepare a mini-poster or short oral report using the STAR format

STAR Worksheet Sample Prompts:

 S – What was the problem in your mixture?

 T – What did you need to do?
 A – What steps did your group take?
 R – What was the result?

HOTS Focus: Applying, Creating

⭐ R – Result

Strategy: Think-Pair-Share and Class Reporting

Guide Questions:

 What did you observe in the process?

 Was your method effective? Why?
 Where else can this technique be used in daily life?

HOTS Focus: Reflecting, Creating

Integrated Subjects:

 ELA: Reporting findings orally or in writing

 ESP: Valuing cleanliness and proper waste management

IV. Generalization

“Sieving is used to separate materials of different sizes, like rice and stones. A magnet is used
to separate magnetic materials, like nails from sand. These methods are used in homes, farms,
and industries to help keep food clean and support recycling.”

V. Evaluation / Assessment

 ✔ STAR worksheet completion

 ✔ Observation checklist (participation, tool use, teamwork)
 ✔ Group output (poster or oral presentation)
 ✔ Short oral quiz or reflective sharing (HOTS questions)

VI. Assignment (Application)

"At home or in your barangay, observe one situation where people separate mixtures (e.g.,
cleaning rice, sorting waste, sifting flour). Interview someone or take notes, then write a short
STAR paragraph describing it."