Grades 1 to 12 DAILY LESSON LOG School Teacher Grade Level Learning Area Date & Time Quarter Six SCIENCE- 6 1st QUARTER I.OBJECTIVES A. Content Standard The learners demonstrate understanding of different techniques to separate mixtures. B. The learners should be able to separate desired materials from common and local products. Describe techniques in separating mixtures such as decantation, evaporation, filtering, sieving, and using a magnet. (S6MT1d-f-2) Performance Standard C. Learning Competencies Learning Objectives: (Contextualized) ● Identify mixtures that can be separated through filtration and sieving; ● Enumerate mixtures that can be separated through filtration and sieving, Describe how mixtures can be separated through filtration and sieving. Separating Mixtures through Filtering and Sieving ● II. Subject Matter: III. LEARNING RESOURCES A. References Links https://www.youtube.com/watch?v=w4-CJTEMet0 CG p. 92 B. Other Learning Resources C. Materials Integration Teaching strategies Values Padpad Evelyn, C. (2017). The New Science Links Worktext in Science and Technology 6. 856 Nicanor Reyes, Sr. St, Manila Philippines. Rex Book Store, Inc. Laptop, Projector, worksheet 1.Math - Students can calculate the percentage of each component in a mixture. 2. Technology and Livelihood Education - Students can explore the use of different separation techniques in different industries. Differentiated Instruction, Collaborative Learning, Explicit Teaching Concern of one’s safety Make decision wisely ACTIVITIES IV. PROCEDURES A) Reviewing previous lesson or presenting the new lesson Prayer ELICIT Checking of attendance Good morning children. For us to be guided on the things that we are doing today let us all remember the following classroom guidelines and health protocols. (Teacher will present through PowerPoint presentation 1. Classroom Rules New Normal 2. Health Protocols) 3. Review: In the previous lesson, you have learned the different kinds of mixtures. You also learned about suspension and their characteristics. Now, you will learn more about the techniques This illustrates observable # 5: Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures in separating mixtures such as filtering and sieving. But before that, let’s have a quick review first. Directions: Draw a smiley face if the mixture is a suspension and a sad face if not. 1. 2. 3. 4. juice drink chalk dust and water dust and air mixture sugar and water mixture wow… you did great! ENGAGE B) Establishing the purpose for the lesson Mixture is all around us. In fact, even the air that you are breath right now is a mixture of different gases. It is part in our daily living from the air that we breathe down to the food that we eat are examples of a mixture. Thus, learning and understanding more about it is important. MOTIVATION PICTURE ANALYSIS: Show different pictures of workers used framed wire screen to separate stones from sand and worker sipping coffee. 1. Let the learners describe what each worker is doing in the picture. Guide Questions: What is each worker doing in the picture? What will they do to be safe while doing these activities? In building houses and other structures, we often see workers used framed wire screen to separate stones from sand before it is mixed with cement. They want the sand to be as fine as possible before they mix it with the cement. This will result to a better cement mixture resulting to stronger walls, flooring, and foundation of any building. On the other hand, carpenters love to sip coffee early in the morning before starting to work. They usually brew coffee and use cloth to filter the insoluble ground coffee from the liquid. This illustrates observable #3 Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills ) These two processes of separating mixtures involve filtering and sieving that will be discussed in our lesson for today. (EXPLAIN) Now, let’s find out the details of these two techniques. Separating technique of insoluble solid from a liquid is done with the use of a cloth or filter paper. A common example that uses cloth or filter paper is when brewing coffee in the morning. When separating two solid materials where one particle is fine and the other is coarse, one uses a strainer. Here are the other techniques of separating mixtures that involve the following: What is filtering? This illustrates observable #4 Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning Filtering Solid and liquid components can be separated with the use of filter paper or filter cloth as a medium in which liquid passes through a filter paper leaving insoluble solid material in the medium. What is sieving? Sieving is as a 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. D) Discussing new concepts and practicing new skills #1 Let’s Do It! (Improvised Filter Device) A. Directions: In this activity, you will experience making an improvised filter device and learn how filtration process is done and at the same time mastering physical separation technique. In doing this activity, make sure to handle the materials carefully to avoid getting hurt. Materials: * Empty plastic bottle of 1.5L * pair of scissors * cotton balls * pebbles * mixture of water and soil * Stones * rubber band * cloth 1.The particles of sand remain on the cloth. 2. Water becomes clear. 3. Yes C) Presenting examples/instances of the new lesson For us to know more about the process of filtering and in order to deepen your knowledge of our lesson, you need to watch this video carefully. Are you ready? https://www.youtube.com/watch?v=w4-CJTEMet0 . Guide Questions: 1. Now, what is a filtering? 2. What material remains in the filter cloth or paper when filtering is used to separate mixtures 3. What material passes through a hole of a strainer when sieving is used to separate mixtures? 4. What is the difference between sieving from filtering? Separating mixtures can also be beneficial to us. The following are some of the useful benefits of separating mixtures Some Useful Benefits of Separating Mixtures Separation by Filtration We have clean water to drink mainly because of filtration. This is the most important process in water treatment facilities. Water is filtered through layers of sand and anthracite, a special kind of carbon, which removes the impurities in it. Separation by Sieving This is also known as straining. Brewed leaves are separated from the liquid tea by using a strainer. Sand can be separated from rocks and pebbles by passing them through a fine wire mesh for construction use. Direction: Write Sieving or Filtering in identifying the appropriate technique of separating mixtures. 1. flour from small pebbles - _________________ 2. mongo from baby powder - ________________ 3. milk from grated coconut - ________________ This illustrates observable #3 Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills ) 4. dried tea leaves from hot water - ___________ 5. sand from water - _________________ 6. water from the faucet - _________________ 7. seeds from flour - _________________ 8. stones from water - _________________ 9. gasoline from marbles - _________________ 10. grind rice from pebbles - _ Discussing new concepts and practicing new skills #2 (EXPLORE) GROUP ACTIVITY: EXPLORATION 1. Group the pupils into 3 groups. 2. Distribute the cards that indicate a certain task. 3. For Group 1 & 2, let each group answer the ff questions: a. Name the substance present in the mixture. b. What appropriate method/ technique do you use in order to separate the given mixture? c. Is the process useful to our daily life? In what way? This illustrates observable #6 Maintained learning environments that promote fairness, respect and care to encourage learning. Present the rubric to the learners before doing their task on the different activities. Rubric: criteria 1. contributi on 2. On Task 3. Communi cation 4. Coopera tion 3 All members contribute equally and some even contribute more than was required. Team is on task all of the time. Does not need any teachers’ reminders. Each member listens well to others members. Each member speaks in friendly and encouraging tones. All members work well together all of the time; assist other when needed Activity 1 (Group 1) Activity 2. (Group 2) 2 All members contribute equally 1 All members contribute but some contribute more than others Team is on task most of the time. Does not need any teachers’ reminders. All members listen to each other and speak to each other in equal amounts. Team is on task some of the time. needs teachers’ reminders. members work well together most of the time; Members need some teacher intervention to be able to listen to each other and speak to each other privately. members work well together some of the time; some teachers intervention needed This illustrates observable #2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills This activity fosters kinesthetic learning, helps learners apply theoretical knowledge, and enhances both literacy and numeracy skills through reading, following directions, and measuring materials. Activity 3 (Group 3) Sort out the mixtures inside the box and arrange them in their proper column. D. Explanation: 1. Let each group publish their answers on the board using manila paper. 2. Have them choose their reporter to report the output. 3. Guide the pupils by analyzing their outputs and give additional inputs to them for clarification. Say: a. For group 1, the appropriate method to separate the given mixture is through sifting/ sieving. Sieving is used to separate a dry mixture which contains substances of different sizes by passing it through a sieve. While doing the activity I am observing each group using this “Traffic Light Behavior Chart”. When your number is in the Red Light it means you are noisy and you are given a sad face. When in Yellow Light it means that you are still thinking and nothing is happening on your group yet. When in Green Light it means that you actively and happily done APPLICATION: Direction: In your journal write a short explanation on the following situations. 1. Kyle wanted to bake a cake for the birthday of his cousin. He found out that the flour he will be using mixed up with some dried seeds. What technique will he use and why? 2. What type of mixture will you form when you put dried tea leaves in hot water and then put some ice cubes and sugar on it? What separating technique did you use to extract dried tea leaves from hot water? Explain why you used such technique. ELABORATE Making generalization and abstractions about the lesson Filtering of solid and liquid mixtures can be separated with the use of ____________ or ____________ as a medium in which ____________________ passes through a filter paper leaving ____________________ material in the medium. This illustrates observable #6 Maintained learning environments that promote fairness, respect and care to encourage learning. Sieving is a method in which __________________ of ______________________ sizes are separated from a mixture on the basis of the _______________________. EVALUATION H) Evaluating Learning Direction: Choose the letter of the correct answer. Use separate sheet for your answers. 1. What method of separating mixtures will you use if you want to remove small shells in a grind/ground coffee? a. filtering c. evaporation b. sieving d. decantation 2. Which of the following mixtures use filter cloth to separate solid from a liquid extract? a. flour with stones c. baby powder with pebbles b. powder chalk with seeds d. milk from grated coconut 3. In filtering technique of separating mixtures, what type of material passes through a filter paper or cloth? a. liquid c. solid b. gas d. plasma 4. Yesha accidentally mixed the grind/ground rice that she will be using in making “bebingka” or rice cakes and “puto” with pebbles while looking for her other ingredients. How will Yesha removes the pebbles from the grind/ground rice? a. She will use filter paper to remove it. b. She will use evaporation process to remove it. c. She will use decantation process to remove it. d. She will use a sieve to remove it. 5. How will you separate the calamansi seeds from calamansi juice? a. by sieving G) EXTEND V. REMARKS c. by filtering b. by picking d. by sedimentation Direction: Write a short explanation on the following questions. Write the answers in your journal. VI. REFLECTIONS Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions. 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 lesson work? No. of learnerswho 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 innovations or localized materials did I use/discover which I wish to share with other teachers? annotations: Observable #1: Apply knowledge of content within and across curriculum teaching areas. In this lesson, the teacher demonstrates observable #1 by connecting the concept of separating mixtures to real-world examples, such as workers using framed wire screens and coffee filtration. The teacher effectively integrates knowledge from e from multiple subjects, including,Mathematics (for percentage calculations), and Technology and Livelihood Education (TLE) to provide a comprehensive understanding of separation techniques and their real-world applications. Observable #2: Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. Observable #2 is illustrated as the teacher engages students in a variety of activities, such as drawing smiley and sad faces, watching a video, and participating in group activities. These strategies enhance students' literacy and numeracy skills by encouraging them to think critically, analyze information, and collaborate with peers while developing a deeper understanding of the topic. Observable #3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. The teacher fulfills observable #3 by employing teaching strategies that stimulate critical and creative thinking. By asking open-ended questions about the workers' activities, guiding students to analyze pictures, and facilitating group activities with questions that require thoughtful responses, the teacher encourages students to develop higher-order thinking skills and apply them to practical situations. Observable #4: Displayed proficient use of Mother Tongue, Filipino, and English to facilitate teaching and learning. Observable #4 is evident as the teacher effectively communicates in multiple languages (Mother Tongue, Filipino, and English) to ensure students' comprehension. This approach promotes inclusivity and caters to the diverse linguistic backgrounds of the students, making the lesson accessible to a wider audience. Observable #5: Establish safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines, and procedures. The teacher adheres to observable #5 by setting the stage with classroom guidelines and health protocols, ensuring a safe and secure learning environment. This step is vital, especially in the context of the "New Normal," where health and safety considerations are paramount. Observable #6: Maintained learning environments that promote fairness, respect, and care to encourage learning. Observable #6 is reflected in the teacher's emphasis on fairness, respect, and care throughout the lesson. By using a "Traffic Light Behavior Chart" to monitor and guide student behavior, the teacher fosters an environment where students are encouraged to interact respectfully, collaborate, and actively participate in the learning process.
