TAPEL ELEMENTARY SCHOOL Tapel, Gonzaga, Cagayan Gonzaga East District LEARNING AREA: SCIENCE VI 1st QUARTER WEEK 3: Day 1 NAME OF TEACHER RUBELYN M. BAQUIRAN DATE/TIME: September 12, 2022 @ 8:45-9:35 DAILY LESSON LOG (5E Model) I. Objectives Content: MIXTURES A. Content Standard: B. Performance Standard: C. Learning Competencies: Unpacked: Learning Code II. CONTENT A. References: The learners demonstrate understanding of different types of mixtures and their characteristics The learners should be able to prepare beneficial and useful mixtures such as drinks, food and herbal medicine -Classify mixtures as homogeneous and heterogeneous mixture -Describe the appearance of homogeneous and heterogeneous mixture S6MT-la-c-l Classifying Homogeneous and Heterogeneous Mixtures C. Process Skills MELCS/CURRICULUM GUIDE Textbook Pages-Science Links pp.38-41 Different mixtures (realia)PowerPoint presentation, task cards Observing, Inferring, Classifying and Experimenting D. Values Integration Importance of Mixture to Our Daily Lives, Cooperation E. Subject Integration Mathematics, Health, English B. Materials: A. PRELIMINARY ACTIVITIES A. Reviewing previous lesson or presenting the new lesson ENGAGE 1. Drill “GIVE ME 5” Let the learners give 5 ingredients of the following: 1. Pinakbet 2. Fruit salad 3. Pizza 4. Macaroni soup 5. Adobo 2. REVIEW “REMEMBER ME” -Show pictures of the following items on the screen -Let the learners tell if the picture is a mixture or not 1. 2. 3. 4. 5. Ask: How are mixtures formed? 3. Motivation: “Minute to Win It” B. Establishing a purpose for the lesson -The class will play “Minute to Win It. Look for 2 challengers for each task from the class who can do it in one minute. CHALLENGER I-Prepare DingDong Mixed Nuts and the challenger must separate the nuts in one minute CHALLENGER II- The challenger must dissolve sugar in 1 minute. -Divide the class into 2 groups. Each group will be given materials and a task card. Group 1 Mixture A: Step 1: Fill the large plastic container with 250ml of water Step 2: Add 2 table spoon of salt Step 3: Mix it with the spoon and observe the mixture. Label it with mixture A C. Presentation/ Discussing new concepts and practicing new skills #1 Mixture B: Mix all the ingredients for pinabet mix. Label it with Mixture B Group 2 Mixture A: Step I: Fill the large plastic container with 250 ml of water Step II: Add 2 table spoon of milk and 1 table spoon of sugar. Label it with mixture A. Mixture B: Mix all the ingredients for dinengdeng. Label it with mixture B. Let the learners put their outputs on the table. Separate mixture A with mixture B. Ask: 1. What are your observations in Mixture A? (Possible response of the learners) -You can’t see the ingredients/substances/being mixed. -You can’t identify one substance from the other -What kind of mixture do you think Mixtures A? -Class, this kind of mixture is called HOMOGENEOUS MIXTURE “homo” means the same “genous means kind -it is a mixture in which the composition is uniform throughout the mixture. -there is only one phase of matter observed. -you cannot identify one substance from the other Examples: Coffe blood paint Wine ketchup milk Vinegar lemonade Now, take a look at Mixture B. What can you say about it? What are your observations? (Possible answers) -the materials/ingredients/substances are visible -you can easily identify the materials Ask: What kind of mixture is Mixture B? Class, this kind of mixture is called HETEROGENEOUS MIXTURE. “hetero”-meaning different “geneous” means kind -has a non-uniform composition -has 2 or more phases -the materials/substances are visible -you can identify the materials? Examples: Halo-halo buko salad Pizza mixed nuts Pinakbet sand and pebbles “CLICK and SHOP” -The learners will do an online shopping. On the screen, show pictures of different products in the grocery store. Call learners to click and shop products that are classified as homogeneous and heterogeneous mixtures. D. Discussing new concepts and practicing new skills #2 EXPLORE EXPLAIN F. Developing mastery leads to Formative Assessment Ask the following questions?1. How did you group the following products? 1. Why chocolate chip cookies a heterogeneous mixture? 2. Why liquid dishwashing soap a homogeneous mixture? “Let’s Put Together” Divide the class into 3 groups. Each group has a corresponding task to do. 1. GROUP 1. The Chemist -Let the learners prepare a mixture of natural medicine using different herbal plant found in their locality. 2. GROUP 2. The Dietician -Let the learners prepare a healthy food and drinks using the following ingredients; Calamansi Juice 1. calamansi 2. Hot water 3. sugar G. Finding practical applications of concepts and skills in daily living Vegetable salad 1. Carrot 2. Cabbage 3. Tomato 4. Onion ELABORATE 3. GROUP 3. The Artist -Let the learners make 2 columns in a manila paper and draw examples of homogeneous and heterogeneous mixtures. ‘POP THE MAGIC BALLOON” -Provide balloons on the wall and dart pin. Put questions inside the balloon and let the learners pop the balloon and have them answer the question. H. Making generalizations and abstractions about the lesson Ask: - What are the two types of mixtures? How can you say that it is a homogeneous mixture? How can you say that it is a heterogenous mixture? Why mixtures are imported to our daily lives? The teacher summarizes the lesson through a graphic organizer for clearer understanding. Mixtures Homogenous - Components of are uniformly distributed throughout the mixture. - Invisible/You cannot see the different phases or parts. - EVALUATE Examples: Soda Vinegar Soy sauce Coffee Milk Heterogenous - Components are not uniformly distributed. - Visible – you can see the phases or parts. - Easy to determine the substances - Examples: Pinakbet Adobo Mixed nuts Pizza Dinengdeng Direction: Classify the following products if it is a homogeneous or a heterogeneous mixture. I. Evaluating Learning J. Additional Activities for Application or remediation V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation AGREEMENT Give 10 examples of mixtures that can be found in your kitchens and identify if it is a homogenous or heterogenous mixture. B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? 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 used/discove r which I wish to share with other teachers Prepared by: RUBELYN M. BAQUIRAN, T3 Grade 6 Class Adviser Checked and Observed by: BENJIE I. SUPRANES Master Teacher II MELVIE A. MADRONIO Principal II
