WEEKLY
LEARNING
PLAN
MELCs
Day
1
School:
Teacher:
Subject:
KASIGLAHAN VILLAGE ELEMENTARY SCHOOL
SONNY V. MATIAS
SCIENCE 6
Quarter:
Week:
Date:
Quarter 1
Week 4
September 12-16, 2022
Describe techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnet
Objectives
Content
Standard:
Different
techniques to
separate
mixtures.
Performance
Standard:
Separate
desired
materials from
common and
local products.
Learning
Competency:
Enumerate
techniques in
separating
mixtures such
as decantation,
evaporation,
filtering, sieving,
and using
magnet; and
(S6MT-Idf-2)
Topic/s
Separating
Mixtures
Through
Picking
Classroom-Based Activities
A. Preparatory Activities:
Review: The teacher will ask the pupils this
question.
Why are mixtures important?
(Ans. Mixtures are useful when you want to
combine elements of multiple materials into one
product.)
Drill: Reading of Important Science Terms in
flashcards or projected on TV screen:
Mixtures
Emulsions
aerosols
colloids
foams
solution
sol
suspension
gel
B. Motivation: The teacher presents a picture and
ask; how do we separate the components of this
mixture? (Ans. through hand picking)
This morning we are going to study about
separating mixtures through “Hand-picking”
Home-Based Activities
E. Homework:
Let the learners watch the video
https://www.youtube.com/watch?v=n5TFJ-y8aVk
on Separating Mixture through Hand Picking.
Let the learners do the attached activities.
Activity:
The teacher will divide the class into three groups.
Group 1 – Name each material/component shown
in the mixture and tell whether the material can be
separated through picking or not.
(Attachment A)
Group 2 – Given set of pictures, the group will
identify the name of the materials/components of
the mixtures and separate them from each other
(Attachment B)
Group 3 – Giving sets of mixtures out of the given
sample materials (Attachment C)
Giving of Instructions:
1. Each group will choose a leader and a reporter.
2. Each group will be given an activity card.
3. The activity card serves as your guide on the
activity
that you are going to perform.
4. All the members in the group must work as a
team.
5. After the activity write the results of your activity
in the manila paper to be reported by the reporter.
The teacher will let the pupils report their work in
front of the class.
Analysis:
The teacher asks the pupils the following
questions:
1. For Group A, what are the materials found in the
mixtures? (Ans. Beans and rice grains, different
fruits) Will it be easy for us to separate them? (Ans.
Yes)
Can we separate them through picking? (Ans. Yes)
2. For Group B, what are the materials/components
of the mixture? (Ans. pebbles chalk mongo seed
candies marbles stones beans marshmallow)
How did you separate them? (Ans. Through
picking)
3. For Group C, what are the mixtures you came
up with using the given materials? (Ans. corn and
marshmallows, soybeans and stones, rice and
mongo seeds)
Can we separate them using picking or manual
separation? (Ans. Yes)
Abstraction:
The teacher will discuss the concept.
In everyday life, we use several mixtures and one
need to separate useful components from the
mixture. Thus, the separation of substances is
performed by various methods like hand-picking.
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. When the
components of a mixture are slightly larger in size,
it is easier for us to pick and separate them.
Direct the pupil’s attention to the PowerPoint
Presentation.
Application:
Let the pupils give a particular situation in their
houses especially in the kitchen where separation
of mixtures through handpicking is being done.
(Ans. When you want to separate rice grains from
stones or pebbles before cooking.)
C. Generalization:
1. What method of separating mixtures is being
used when materials in a mixture are slightly
larger in size? (Ans. Picking)
2. When do we use picking as a method of
separating mixtures? (Ans. When we separate
the components of a mixture that are slightly
larger in size)
3. What are the examples of mixtures that can be
separated through picking?
(Ans. Sliced fruits, vegetables and fruit mix)
4. Why is separating of mixture through picking
important? (Ans. It is important because it
allows us to separate components of
heterogeneous mixture and will help us identify
each component from the other.)
D. Evaluation: See (Attachment E)
2
Content
Standard:
Different
techniques to
separate
mixtures
Performance
Standard:
Separate
desired
materials from
common and
local products.
Learning
Competency:
Enumerate
techniques in
separating
mixtures such
as decantation,
evaporation,
filtering, sieving,
and using
magnet; and
(S6MT-Idf-2)
Separating
Mixtures
Through
Sieving/Sifting
A. Preparatory Activities
Review: To review, the teacher will let the pupils
answer these questions
.
Describe how the following mixtures can be
separated, through picking or not. Put a √ if it can
be separated through picking.
_____1. nails and stones (ans.√)
_____2. lemon juice
_____ 3. chocolates and marshmallows (ans.√)
_____ 4. pepper seeds and mongo seeds (ans.√)
_____ 5. corn and palay grains (ans.√)
Drill: Reading of Important Science Terms in
flashcards or projected on TV screen:
Picking
Dry mixtures
rice hull
rice grains
sift
sieve
Unlocking of Difficulties: Unlock the words used
in the drill.
Picking- to gather or harvest something using
hands.
Sift-to separate or remove using a sifter
Sieving-to pass through a sorting device like a
screen to sort, separate the coarse from the fine
particle, or to break up lumps, as o flour.
B. Motivation: The teacher presents a picture and
ask, where do we usually see this kind of activity?
(Ans. Construction site)
What the person is doing in the picture?
(Ans. separating sand from gravel)
E. Homework:
Let the learners watch the video
https://www.youtube.com/watch?v=zC3J7Mdt8W4
on Separating Mixture through Sifting/Sieving.
Let the pupils do the attached activities.
https://images.app.goo.gl/E8Pf86LK98fDMeSG9
This morning we are going to study about
separating mixtures through “Sifting/Sievin
Activity:
The teacher will divide the class into three groups.
But before having the activity, present first the
Standards for Science Simple Activity
Activity 1 (Attachment A)
I. Title: Identify dry mixtures that can be separated
through sifting and sieving.
II. Materials: real objects of dry mixtures such as
flour and sugar, rice grains and hull, salt and
pepper, strainer, bowl
III. Procedures:
1. Sift the mixtures.
2. Identify the mixtures separated.
IV. Questions:
1. Based on your activity how can dry
mixtures
be separated? (Ans. Through sieving)
2. Describe how to separate dry mixtures.
3. What device can be used in sifting or
sieving dry mixtures? (Ans. sieve, sifter, strainer)
After the activity write the results of your activity in
the manila paper to be reported by the reporter.
The teacher will let the pupils report their work in
front of the class.
Analysis:
The teacher asks the pupils the following
questions:
1. What are the different mixtures?
(Ans. Flour and sugar, rice grains and hull, salt and
pepper)
2. Where can these dry mixtures be found?
(Ans. Kitchen, farm)
3. How can these mixtures be separated?
(Ans. Through sieving, sifting)
4. What device is used to separate these mixtures?
(Ans. Sifter and sieve)
Abstraction:
The teacher will discuss the concept.
Our lesson this morning deals with separating of
dry mixtures through sifting or sieving. Dry
mixtures can be separated through sifting or
sieving. Sifting is defined as to pass through a
sorting device like a screen to sort, separate the
coarse from the fine particle, or to break up
lumps, as o flour. Sieving is separating bigger dry
mixtures such as sand and gravel. Sifting or
sieving is another technique of separating
mixtures.
To separate the components of a dry mixture
sifting is done.
Sifting - is used to separate smaller solid
particles from larger solid particles.
Used to separate a dry mixture which contains
substances of different sizes by passing it
through a
sieve, a device containing tiny holes.
- For example, the mixture of different sized solid
particles can be put into a container that has a
screen material at the bottom with holes of certain
size. - When the mixture is shaken, the smaller
particles go through the screen leaving the larger
particles in the container.
- Cooks, for example, sift flour to get a smaller
particle size for backing leaving larger particles of
flour in the sifter above the screen. - Sand and
gravel companies, for example, separate rocks into
different sized particles for road building and other
construction projects using this method.
Application:
Put a √ beside the mixtures that can be separated
through picking.
1. Sliced fruits ________
2. flour and sugar ________ (Ans. √)
3. beans and corn _______
4. sand and gravel _______ (Ans. √)
5. salt and pepper _______ (Ans. √)
Let the pupils give a particular situation in their
houses especially in the kitchen where separation of
mixtures through sieving/sifting is being done.
(Ans. Draining a pasta, separating powdered milk
from sugar, when rice grain mixed with sugar)
C. Generalization:
1. What method of separating mixtures is being
used when separating dry mixtures? (Ans. sieving)
2. What are the materials we used in separating
mixtures through sieving and sifting? (Ans. Sieve,
sifter, strainer)
3. What are the examples of mixtures that can be
separated through sieving and sifting? (Ans.
Dry mixtures and mixtures that are not of the same
sizes as sugar and flour, sand and gravel)
4. Why is separating of mixture through sieving
and
sifting important? (Ans. It is important for it can
be used as a filter or a strainer. It can filter the big
stones from the soil when you garden. It makes life
easier.)
3
Content
Standard:
Separating
Mixtures
D. Evaluation: See (Attachment C)
A. Preparatory Activities
E. Homework:
Different
techniques to
separate
mixtures
Performance
Standard:
Separate
desired
materials from
common and
local products.
Learning
Competency:
Enumerate
techniques in
separating
mixtures such
as decantation,
evaporation,
filtering, sieving,
and using
magnet; and
(S6MT-Idf-2)
Through
Winnowing
Review: The teacher will ask the pupils this
question.
What was our lesson yesterday?
(Ans. Our lesson was about Sieving- a method of
separating mixtures)
What do you mean by sifting or sieving?
(Ans. It is separating bigger dry mixtures such as
sand and gravel. Sifting or sieving is another
technique of separating mixtures.)
Drill: Reading of Important Science Terms in
flashcards or projected on TV screen:
Winnow
rice chaff
rice hull
mongo pods
B. Motivation:
The teacher presents a picture.
Here is a picture (picture of a person winnowing).
Look at the picture. What is it all about?
(Ans. An old woman separating rice grains form its
chaff)
https://images.app.goo.gl/S5idiCoQzQaee
Have you seen people doing this at home or in
your locality? (Ans. Yes)
Let
the
learners
watch
the
video
https://www.youtube.com/watch?v=_AxxyAKTZ-g
on Separating Mixture through Winnowing.
Let the learners do the attached activities.
This morning we are going to study about
separating mixtures through “Winnowing”
Activity:
The teacher will divide the class into three groups.
But before having the activity, present first the
Standards for Science Simple Activity
Group 1 – Observe how the person separates the
materials using the process of winnowing. Refer to
the activity/task card for the instructions on what to
do.
(Attachment A)
Group 2 – Describe how mixtures are separated
through winnowing (Attachment B)
Group 3 – Draw the winnower and describe how it
is being used (Attachment C)
Giving of Instructions:
1. Each group will choose a leader and a reporter.
2. Each group will be given an activity card.
3. The activity card serves as your guide on the
activity
that you are going to perform.
4. All the members in the group must work as a
team.
5. After the activity write the results of your activity
in the manila paper to be reported by the reporter.
The teacher will let the pupils report their work in
front of the class.
Analysis:
The teacher asks the pupils the following
questions:
1. For Group 1, What did you do? (Ans.
Demonstrating how winnowing is done based on
the picture provided)
What happened to the palay and hull after
winnowing? (Ans. They are separated)
2. For Group 2, what are the materials/components
of the mixture?
(Ans. Mongo seeds and mongo pods, rice grains
and hulls How did you separate them?
(Ans. By using a winnower)
3. For Group 3, how did you separate the
components of the mixtures? (Ans. Through
winnowing and by using a tool called a winnower)
Abstraction:
The teacher will discuss the concept.
Winnowing is another way to separate
mixtures. It is the process of freeing (grain) from
the lighter particles of chaff, dirt, etc., especially by
throwing it into the air and allowing the wind or a
forced current of air to blow away impurities.
Winnower is a tool used in this process of
separating mixtures called winnowing.
Winnowing is the method in which heavier
components of mixture are separated from the
lighter substances with the help of the wind. This
method is used for separating grains from husk
after the process of threshing.
It is a farming method developed by ancient
people for separating grain from chaff. It is also
used to remove weevils or other pests from stored
grain. Threshing, which is the loosening of grain or
seeds from the husks and straw, comes before
winnowing.
In its simplest form it involves throwing the
mixture into the air so that the wind blows away the
lighter chaff. The heavier grains fall back down for
recovery. This method is called "wind-grading".
Other methods include using a winnowing fan (a
shaped basket shaken to raise the chaff). Yet
another is using a tool (a winnowing fork or shovel)
on a pile of harvested grain.
Winnowing can also describe the natural removal
of fine material from a coarser sediment by wind or
flowing water. This is like separating wheat from
chaff.
Application:
In your own words, describe briefly how
winnowing is done in separating mixtures.
______________________________________
______________________________________
(Ans. The is a process of separating lighter
particles from heavier particles; with the help of
wind, Farmers drop the mixture of wheat and husk
from a height.)
Practical Application. Let the pupils give a particular
activity where the process of winnowing on
separating components of mixture can be used.
(Ans. When you’re in the farm, you use winnowing
in separating rice grains from rice hulls)
C. Generalization:
1. What is the other technique/way of separating
mixture? (Ans. Winnowing)
2. What is winnowing?
(Ans. The process of separating lighter particles
from heavier particles; with the help of the wind.)
3. How can mixtures be separated in winnowing?
(Ans. With the help of the wind, lighter component
will be separated from the heavier one and by
dropping the mixture from a certain height)
4. How important is the process of winnowing in
our daily living?
(Ans. Winnowing is very useful especially in
agriculture, the farmers will be able to separate rice
grains from lighter impurities such as husk, hulls,
stones to have a clean and quality agricultural
product)
4
Content
Standard:
Different
techniques to
separate
mixtures
Separating
Mixtures
Through
Filtration
D. Evaluation: See (Attachment E)
A. Preparatory Activities
Review: The teacher shows pictures, and let the
pupils identify what method/technique/process of
separating mixtures is best to use.
E. Homework:
Let the learner do the attached activities:
Performance
Standard:
Separate
desired
materials from
common and
local products.
Learning
Competencies:
Enumerate
techniques
in
separating
mixtures such
as decantation,
evaporation,
filtering, sieving,
and
using
magnet; and
(S6MT-Idf-2)
(Ans. Picking)
(Ans. Winnowing)
Drill: Reading of Important Science Terms in
flashcards or projected on TV screen:
filter
filtration
filtrate
residue solid
Let the learners label the parts of the filtration
process.
liquid
(Ans.
Unlocking of Difficult Terms: The teacher gives
the meaning of difficult words.
funnel)
1. filter – an apparatus containing a filter medium
2. filter medium – example filter paper or cloth
3. residue – a usual small amount of something
that remain after a process has been completed or
a thing has been removed
4. filtrate – something that remain after a process
has been completed or a thing has been removed.
Paper)
(Ans.
C. Motivation: The teacher presents a picture.
Ask the pupils what the picture is all about.
(Ans. Residue)
(Ans. Filtrate)
https://images.app.goo.gl/LGdf8oYBMk5pi3Gm8
https://images.app.goo.gl/jCiFKRN4QW727wCr6
(Ans. The picture is all about the process of making
the muddy water clean)
Filter
This morning we are going to study about
separating mixtures through “Filtration”
Activity:
The teacher will divide the class into two groups.
But before having the activity, present first the
Standards for Science Simple Activity
Group 1 – Separating mixtures through filtering.
Refer to the activity/task card for the instructions on
what to do. (Attachment A)
Group 2 – Separating mixtures through filtering
(Attachment B)
Giving of Instructions:
1. Each group will choose a leader and a reporter.
2. Each group will be given an activity card.
3. The activity card serves as your guide on the
activity
that you are going to perform.
4. All the members in the group must work as a
team.
5. After the activity write the results of your activity
in the manila paper to be reported by the reporter.
The teacher will let the pupils report their work in
front of the class.
Analysis:
The teacher asks the pupils the following
questions:
For Group 1,
1.What did you do? (Ans. We filter)
2. What are the materials you used? (Ans. Cloth-a
porous material used as strainer, a container
where the residues are placed, funnel.)
3. What happened to the muddy water after
filtering? (Ans. It becomes cleaner and clearer)
4. Are there remains of solid on the filter paper?
(Ans. Yes) What about the water where did it go?
(Ans. It goes to the container)
5. How can we separate solid-liquid mixtures?
(Ans. Through filtration)
For Group 2,
1. What are the materials/components of the
mixture? (Ans. Native coffee beans and water)
2.How did you separate them? (Ans. Through
filtering)
3.What happened to the native coffee and water
mixture after filtering?
(Ans. The coffee granules are separated)
4. Are there remains of solid on the filter paper?
(Ans. Yes)
5. How can we separate solid-liquid mixtures?
(Ans. Through filtration)
Abstraction:
The teacher will discuss the concept.
So, our lesson this morning deals about
separating of mixtures through filtering or filtration.
Filtration is the process of separating solid
substances from a liquid using a filter paper or any
cloths that can be used as a filtering medium.
These solid residues are trapped by the filter paper
or cloth, which allow the liquid substances to pass
through in the process.
It is the process of separating an insoluble solid
from the liquid substance by allowing the liquid to
pass through a porous material. The porous
material is usually a filter paper. The method of
separation applies only to suspensions because
solute and colloidal particles are too small to be
retained on the filter paper. In this process, the
filter paper allows the liquid to pass through it and
retains the solid particles. The solid is called the
residue, while the liquid is called the filtrate.
Application:
Underline the mixtures that can be separated
through filtration.
Sand and water
oil and water
Soybeans and water
water
Rice grain and sugar
milk
soil and water
salt solution
pepper and
grated coconut and coconut
General Application: You noticed that your water
has small particles of sand. What method can you
use to make it clean and safe to drink?
______________________________________
______________________________________
.
(Ans. The method that can be used to make the
water clean and safe to drink is filtration.)
C. Generalization:
Therefore, what do you mean by filtration? How do
you describe filtration as one of the techniques in
separating mixture?
(Ans. Filtration is a process used to separate
insoluble solids from the liquid in a solid-liquid
mixture like sand and water.)
(Ans. It uses a porous barrier to separate solid
from the liquid. The liquid passes through leaving
the solid in the filter paper.)
5
Content
Standard:
Different
techniques to
separate
mixtures
Performance
Standards:
Answer
questions in the
Summative
Test
D. Evaluation: See (Attachment C)
A. Preparation
Review:
Short review of the past lesson:
A.
Ask: What are the different techniques to separate
Mixture?
Ans: (Decantation. Filtration, Sieving, Hand
picking,
Using magnet, evaporation, winnowing, etc.).
Who can give one example of mixture and
identify
E. Homework:
Make a scrapbook about different technique to
separate mixture.
different
techniques of
separating
mixtures with
80-100%
accuracy.
Learning
Competency:
Enumerate
techniques
in
separating
mixtures such
as decantation,
evaporation,
filtering, sieving,
and
using
magnet; and
(S6MT-Idf-2)
the appropriate method to separate the
mixture?
 (Sand and gravel - can be separated by
pouring the mixture into a sieve with holes
small enough to trap the gravel but large
enough to let the sand through, so it is
sieving method.)
 (Oil and Vinegar – can be separated
through decantation, when a mixture of the
two liquids is allowed to settle, the oil will
float on top of the water so the two
components may be separated.)
B. Describe the following whether mixture or not.
Clap your hands if its mixture and stamp your feet
if not.
 soy sauce and cooking oil
 macaroni pasta and mayonnaise
 water
 soybeans and mango beans
 soil
C. Giving of Standards of the test.
 Prepare the materials needed in the test.
 Read and carefully answer the questions in
the test.
 Communicating with your classmates
during the test is prohibited.
 If you have questions or clarification, ask
your teacher.
 After answering the test, remain seated and
quiet and review your answers.
D. Giving of Instructions:

Instruct the pupils that they are taking 20
item test for 20 minutes.
 Distribute the test questionnaires.
 Test proper
E. Summative Test Proper: Please see attached
Test Paper.
Attachments:
Day 1
ATTACHMENT A
(Attachment for Activity – Group 1)
Instruction/s:
Name each material/component shown in the mixture and tell whether the material can be separated through picking or not.
____________________________
__________________________
ATTACHMENT B
(Attachment for Activity – Group 2)
Instruction/s: The teacher gathers the materials a day before.
.
I. Title: Identify the names of materials in a mixture.
II. Materials: pebbles chalk mongo seed candies marbles stones beans marshmallow
III. Procedures:
1. List down the names of the materials for each mixture inside the bottle.
2. Separate the components or contents from each mixture.
IV. Question: 1. How did you separate the mixtures?
ATTACHMENT C
(Attachment for Activity – Group 3)
I. Title: Identify the names of materials in a mixture.
II. Materials: pebbles soybeans mongo seeds rice stones marbles corn marshmallow
III. Procedures:
1. By using the materials provided give four sets of mixtures out of the said materials.
2. Fill in the table below.
ATTACHMENT E
(Attachment for Evaluation)
Name of Learner: __________________________ Grade & Section: ___________ Score: ______
Instruction/s: Write the letter of the correct answer.
1. When can we separate the components of a mixture through picking?
A. When the materials are liquid
C. when the materials are solid and are big enough
B. When the materials are soft
D. when the materials are light and colorful
2-4. Which of the following mixtures can be separated though picking?
A. Corn and mongo seeds
B. Lemon juice and oil
C. water and sugar
A. water and salt
B. salt and sugar
C. pebbles and gravel
A. marshmallows and rice grains
B. nails and pins
C. sliced fruits D. A, B and C
5. Which of the following sentences tell the advantages of separating mixtures through hand picking?
A. Individual materials being separated can be used for a specific purpose.
B. The easiest way of separating mixtures.
C. No need to use any machinery, your hands are already enough.
D. All of the above.
For numbers 6-10, encircle the mixtures that can be separated through picking.







Rice with stone and dirt impurities.
Oil and water
Rotten fruits and fresh fruits.
Macaroni pasta and fruits
Rotten vegetables and fresh vegetables.
Lotion and hair gel
Chocolates and marshmallows
ANSWER KEY: 1. C, 2. A, 3. C, 4. C, 5. D
Rice with stone and dirt impurities
Macaroni pasta and fruits
Rotten fruits and fresh fruits.
Rotten vegetables and fresh vegetables.
Chocolates and marshmallows
RUBRICS for Performing an Activity
Points
5
4
3
2
1
Indicators
Shows eagerness and cooperation to do the task, participates actively
Shows eagerness and cooperation to do the task, good followers only
Participated but sometimes misbehaving and making some interruptions
Participated but most of the time misbehaving and making some interruption
No interest in participating the activity
Day 2:
ATTACHMENT A
(Attachment for Activity 1)
Instruction/s:
The teacher will prepare the following mixtures, flour and sugar, rice grains and hull, salt and pepper. Pictures of the materials are also given as
reference for the pupils.
https://images.app.goo.gl/Muaor4CjEDbQFpFJ9
https://images.app.goo.gl/qLY7LwhSBuf1No3X6
https://images.app.goo.gl/fToGTiJ1MHLCPGto8
https://images.app.goo.gl/W2RTwh2zydrwsA1q6
ATTACHMENT B (Pictures)
https://images.app.goo.gl/DgruGEBy2URfMMtG7
https://images.app.goo.gl/wPUgrXTc85fujGBU7
https://images.app.goo.gl/hxwYz8CTfnRiRVCh6
ATTACHMENT C
(Attachment for Evaluation)
Name of Learner: __________________________ Grade & Section: ___________ Score: ______
Describe how mixtures mentioned below are separated. Write your answer on the space provided after each number.
1. sugar and salt__________________
2. flour and rice___________________
3. sand and gravel_________________
4. marbles and stones______________
5. powdered milk and sugar______________
For numbers 6-10, identify what is being described in each number. Write your answer in the space provided before each number. Choose from the
words inside the box.
Dry mixtures
sieve
sifting
cooks construction companies
6. _______________mixture of these kinds is usually separated though sifting and sieving.
7. _______________is used to separate smaller solid particles from larger solid particles.
8. _______________a device containing tiny holes.
9. _______________ they sift flour to get a smaller particle size for backing leaving larger particles
of flour in the sifter above the screen.
10. ______________ they separate rocks into different sized particles for road building.
ANSWER KEY: 1. sifting, 2. sifting, 3. sifting, 4. sifting, 5. Sifting, 6. Dry mixtures, 7. Sifting,
8. sieve, 9. Cooks 10. Construction companies
RUBRICS for Performing an Activity
Points
5
4
3
2
1
Indicators
Shows eagerness and cooperation to do the task, participates actively
Shows eagerness and cooperation to do the task, good followers only
Participated but sometimes misbehaving and making some interruptions
Participated but most of the time misbehaving and making some interruption
No interest in participating the activity
Day 3:
ATTACHMENT A
(Attachment for Activity – Group 1)
Instruction/s: Carefully read the task card. Discuss your answers among your group members.
Activity 1 -Group 1
Title: Demonstrate the proper way of winnowing.
II. Materials: - palay, winnower - picture of a person winnowing.
III. Procedures:
Observe the picture carefully.
Imitate the person in the drawing.
Actual demonstration of winnowing.
IV. Questions:
What did you do?
What happened to the palay and hull after winnowing?
https://images.app.goo.gl/nCUDSmmXRtqXzix68
ATTACHMENT B
(Attachment for Activity – Group 2)
The teacher gathers the materials a day before.
Instruction/s: Carefully read the task card. Discuss your answers among your group members.
Activity 2-Group 2
Title: Describe how mixtures are separated through winnowing.
II. Materials: - rice and hull, mongo seed and mongo pods
III. Procedure:
Using a winnower try to separate the following mixtures.
a. rice and hull
b. grains and chaff
IV. Question: What are the materials you have separated using the process of
winnowing?
How did you separate the following mixtures?
ATTACHMENT C
(Attachment for Activity – Group 3)
Activity 3-Group 3
Title: Draw and describe the use of winnower in separating mixtures.
II. Materials: - rice and hull - palay and pebbles - mongo seed and mongo pods
III. Procedure:
Using a winnower try to separate the following mixtures.
rice and hull
b. palay and pebbles
c. grains and chaff
IV. Question: What are the materials you have separated using the process of
winnowing?
ATTACHMENT E
(Attachment for Evaluation)
Name of Learner: __________________________ Grade & Section: ___________
Test A. Read each statement carefully. Write T if the statement is true and F if it is false.
________1. Winnowing is separating heavier components of mixture from the lighter
substances with the help of the wind.
________2. In the process of winnowing, we use our hands to pick each component of the
mixture.
________3. This method is used for separating grains from husk after the process of threshing.
________4. It is a farming method developed by ancient people.
________5. Winnowing can also describe the natural removal of fine material from a coarser
sediment by wind or flowing water.
Test B. Fill in the blanks to complete the concept.
Winnowing is another _____________ used in _____________ ______________ by using a tool called _______________.
ANSWER KEY: 1. T, 2. F, 3. T, 4. T, 5. T
Winnowing is another method/technique used in separating mixtures by using a tool called winnower.
Day 4:
ATTACHMENT A
(Attachment for Activity – Group 1) Materials are prepared by the teacher a day before.
Instruction/s: Carefully read the task card. Discuss your answers among your group members.
Activity 1 -Group 1
Title: I. Title: Separating mixtures through filtering.
II. Material: muddy water, filter paper, container
III. Procedures:
1. Check the apparatus to be used.
2. Filter the mixture using the filter paper.
IV. Questions:
1. What happened to the muddy water after filtering?
2. Are there remains of solid on the filter paper? What about the water
where did it go?
ATTACHMENT B
(Attachment for Activity – Group 2)
The teacher gathers the materials a day before.
Instruction/s: Carefully read the task card. Discuss your answers among your group members.
Activity 2-Group 2
I. Title: Separating mixture through filtering.
II. Materials: - native coffee beans, water, filter paper, container
III. Procedures:
1. Filter the tea using the apparatus.
2. Observe what happened to the mixture after filtering it.
IV. Questions:
1. What happened to the tea after filtration?
2. Are there remains of solid on the paper?
ATTACHMENT C
(Attachment for Evaluation)
Name of Learner: __________________________ Grade & Section: ___________
Test A. Read each statement carefully. Write T if the statement is true and F if it is false.
________1. A clean piece of cloth can also be used if filter paper is not available.
________2. A mixture of liquid and tiny particles of solid which have not been dissolved can be
separated through filtration.
________3. Filtration is used in the process of making the muddy water clean.
________4. It can also be used in separating rice grains from its husks.
________5. Coconut milk can be separated from the remains of grated coconut using a
strainer.
Test B. To explain the process of filtration, complete the statement below by supplying with the appropriate words found inside the box below.
liquid
solid
removed
retains
pass
filter medium
Filtration, the process in which (1.)_________particles in a liquid are (2.)________ by the use of a (3.)_____________ that permits the fluid to
(4.)_________ through but (5.)_________ the solid particles.
ANSWER KEY: 1. T, 2. T, 3. T, 4. F, 5. T
1. solid
2. removed
3. Filter medium
4. Pass
5. retains
RUBRICS for Performing an Activity
Points
5
4
3
2
1
Indicators
Shows eagerness and cooperation to do the task, participates actively
Shows eagerness and cooperation to do the task, good followers only
Participated but sometimes misbehaving and making some interruptions
Participated but most of the time misbehaving and making some interruption
No interest in participating the activity
Day 5:
ATTACHMENT
(Summative Test)
Republic of the Philippines
Department of Education
Region ___________________
Schools Division of _______________
_______________ Sub Office/District
_______________ Elementary School
Read and understand carefully each item and write the letter of the correct answers on your answer sheet.
1. What method of separating mixture does the diagram illustrate?
A. It is a process of separating mixture by heating.
B. It is when solutions or gasses pass through a filter.
C. It is when the sediments are allowed to settle at the bottom of the container and then the liquid is carefully poured out.
D. It is the process of separating course substances from fine particles using a screen.
2. How would you describe evaporation as a process of separating mixtures?
I. The water and other liquids change from vapor or gas state.
II. It is a great method for separating a mixture of a soluble solid and a solvent.
III. The process involves heating the solution until the solvent evaporates leaving the
Solid residue.
IV. It is a way of separating up the process of sedimentation.
A. I
C. I, II, III
B. II
D. I, II, III, IV
3. What technique is used in separating fine sand from rocks in the mixture of gravel and sand?
A. Evaporation
C. Filtration
B. Handpicking
D. Sieving
4. Which of the following CORRECTLY describes the techniques of separating mixture called winnowing?
A. It is a process of separating mixture by allowing immiscible liquids to settle at the bottom.
B. It is a process of separating mixture by allowing insoluble substances to settle at the bottom.
C. It is when the sediments is allowed to settle at the bottom of the container and then the liquid is carefully poured out.
D. It is the process of freeing grain from the lighter particles of chaff by throwing it into the air and allowing the wind forced current of air to blow
away impurities.
5. What method of separation of mixture can CORRECTLY describe the diagram?
A.
B.
C.
D.
Decantation
Evaporation
Sieving
Filtration
6. Which mixture can be separated by decantation process?
A. Mixed nuts
B. Gravel and sand
C. Rice grains and water
D. Solution of water and salt
7. What do we do with immiscible liquid in order to be separated from each other?
A. Separate them through separating funnel.
B. Separate them through winnowing.
C. Separate them through picking
D. Separate them through sieving.
8. Acetone and water can be separated by using a simple distillation technique. What Correctly describes using this method of separating of
mixtures?
A. The process that involves letting an insoluble substance settles at the bottom of a solvent.
B. The process in which heavier components of the mixture are separated from the lighter substances with the help of wind.
C. The process of heating a liquid mixture to form vapor and then cooling that vapor to get a liquid.
D. The process of separating smaller solid particles from larger solid particles.
9. What will happen if a piece of magnet is placed in the mixture of sulfur powder and iron filings?
A. The iron filings are attached to the magnet leaving the sulfur powder on the dish.
B. The sulfur powder is attracted to the magnet leaving the iron filings on the dish.
C. Both sulfur powder and iron filings are attracted to the magnet.
D. There is no effect on the sulfur powder and iron filings.
10. Which mixture CANNOT be separated through hand picking?
A. Grains and mongo seeds
B. Oil and vinegar
C. Nails and pins
D. Sliced fruits
11. Which of the following shows a beneficial effect of the separating mixture through sedimentation?
A. A mud deposited on the riverbed.
B. The water is purified after some time.
C. Sediments clog drainage and rivers.
D. Breeding place of aquatic animals are covered with eroded soil.
12. Which mixture can be separated through hand picking?
A. Creamer
B. Orange juice
C. Soft drinks
D. Sliced mixed fruits
13. Rona mixed water and oil unconsciously while cooking. What is the best thing that Rona will do in order to separate the mixture?
A. She will let the denser liquid to settle and then removed the oil by using spoon or scoop.
B. She will let the liquid to settle at the bottom of the solvent
C. She will use the filter paper in separating water and oil.
D. She will use the screen to separate the two liquids.
14. Which of the following CORRECTLY describes hand picking as a process of separating mixtures?
A. Is a technique used in separating a less dense liquid from a denser one.
B. Is a technique used in separating large solid components of a heterogeneous mixture.
C. Is a technique that separates components of mixtures based on the ability of each component to be drawn across the surface of another
material.
D. Is a technique that uses a porous barrier to separate a solid from a liquid.
15. James wants to separate stones, insects and other unwanted materials in his mixture of grains and corn. What technique of separating mixture
is appropriate?
A. Filtering
C. Winnowing
B. Magnetism
D. Hand picking
16. Eden is baking a cake for her mother. She wants to separate some lumps and larger particles in the flour. What method of separation is she
going to use?
A. Sifting
C. Winnowing
B. Filtration
D. Decantation
17. Which technique is used in separating a less-dense liquid from a denser one?
A. Filtration
C. Distillation
B. Evaporation
D. Decantation
18. Which of the following method would be most appropriate to separate grains from husks?
A. Hand picking
C. Decantation
B. Winnowing
D. Sieving
19. Which can be used to separate rocks into different sized particles for road building and other construction projects?
A. Sieving
C. Decanting
B. Winnowing
Hand picking
20. What technique of separating mixture does the picture show?
A.
B.
C.
D.
Sifting
Decantation
Evaporation
Hand Picking
(Attachment B. for Answer Key)
1. D
11. A
2. C
12. D
3. D
13. A
4. D
14. B
5. D
15. C
6. C
16. A
7. A
17. D
8. C
18. B
9. A
19. A
10. B
20. D