Dlp-Elementary Science Vi 2020

ELEMENTARY SCIENCE VI
First Quarter
Week 1: Day 1
Date: June 3,2019
Monday
Grade and Section Time
Maroon 3:10-4:00
CONTENT STANDARD: Mixtures and their Characteristics

PERFORMANCE STANDARD: The learners should be able to prepare beneficial and useful
mixtures such as drinks, food ,and herbal medicines
LEARNING COMPETENCY: The learners should be able to describe the appearance and
use of uniform and non-uniform mixtures. (S6mt-ia-c-1)
I. LEARNING OBJECTIVES:
 Describe what mixture is
 Identify homogeneous and heterogeneous mixture
 Demonstrate cooperation and teamwork
II. SUBJECT MATTER: Mixtures
A. Concepts:
A mixture is combination of two or more substances. These substances may be in different
states. A mixture may be composed of very small particles that cannot be physically separated. It is
compose of big or insoluble particles that separate easily. Homogeneous mixture means that the
properties and composition are the same, uniform throughout material. Heterogeneous mixture means
that the properties and composition are not the same throughout.
B. Materials:
=3 small clean bottles /beakers =marking pen
=sugar =manila paper
=milk/ flour
=water
=spoon
=sandy soil
C. References:
Science for Active Minds 6 pp.55-59,
Science, Health and Environment 5 pp.269-272,
Cyber Science 6 pp.2-4
" http://blog.pawnhero.ph/wp-content/uploads/2015/05/halo-halo-philippines.png
https://www.google.com.ph/search?q=image+mixtures&source=lnms&tbm=isch&sa=X
&ved=0ahUKEwiSr7amlffTAhVFUbwKHQjoCD0Q_AUICigB&biw=1242&bih=611#tbm=is
ch&q=filipino+spaghetti+for+kids&imgrc
D. Process Skills
Identifying, describing, measuring and inferring
E. Values Integration
Cooperation, teamwork
III. LEARNING TASKS:
A. Elicit: Classify the following pictures
HOMOGENEOUS HETEROGENEOUS
B. Engage
 Do you prepare your own milk which you drink every morning? Can you show how?
 What properties of matter show when you are preparing a milk or coffee?
C. Explore
a. Class will be divided into 5 groups.
b. Setting of Standards
c. Distribution of Activity Sheet
d. Activity Proper
D. Explain
Answer the following questions:
1. What happened to the mixture in each cup when you stirred it?
2. In what way did the mixtures in the cups look the same when viewed with a hand lens?
3. In what way did they look different?
4. What did you observe with the beam of light when it passed through each liquid?
5. What are mixtures?
6. sGive examples of mixtures
7. What are the two kinds of mixtures?
8. Differentiate homogeneous mixtures from heterogeneous mixtures.
9. Give examples of homogeneous mixtures
10. Give examples of heterogeneous mixtures
11. Are mixtures important? Why?
E. Elaborate
What mixtures do you enjoy making at home? Can you describe how you form them?
F. Evaluate
Write T if the statement is correct. If false change the underlined word(s) to make the statement
correct. Write the answer on the blank.
__________ 1. Mixtures are a combination of two or more substances that are chemically
combined.
__________ 2. Homogeneous mixtures means that the properties and composition are the
same, uniform throughout the material.
__________ 3. A combination of sand and water is also an example of homogeneous mixture.
__________ 4. Salad is kind of heterogeneous mixture..
__________ 5. Cold soft drinks in sealed bottles are examples of homogeneous mixtures.
G. Extend:
List 5 mixtures you can find at home. Classify if solid, liquid, or gaseous. Identify if homogeneous or
heterogeneous. Fill in the table below
Mixtures State Homogeneous/Heterogeneous
V. ASSIGNMENT
Make a scrapbook of 5 examples of homogeneous mixture and heterogeneous mixture.
VI-Maroon
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IV. REFLECTION
__________________________________________________________________
ACTIVITY : MAKING MIXTURES
PROBLEM: What are mixtures?

“ Never let the
day pass without
teaching a lesson
to your pupils.
It may seem an
ordinary day for
you but who knows,
that day would be
the best day for
them.”
Date Values/Government Thrust Strategies Used Remarks

First Quarter
Week 1: Day 2
Date: June 4,2019
Tuesday
Maroon 3:10-4:00

 Describe what mixture is
 Identify homogeneous and heterogeneous mixture
 Demonstrate cooperation and teamwork
II. SUBJECT MATTER: Mixtures
A. Concepts:
A mixture can come in any form like solid, liquid and gas. A mixture is formed by
combining two or more substances that are physically not chemically combined.
Some liquids when mixed with water cannot be distinguished anymore.
Other liquids when mixed with water make the water cloudy.
Other liquids when mixed with water formed 2 or more layers.
Water is considered universal solvent because it can dissolve many substances.
B. Materials:
4 glasses teaspoon powder oil
Tap water salt gravel
C. Reference:
Cyber Science 6,pp.4,5,6
LM- Liquid with other Solids
D. Process Skills
combining, describing, measuring and collecting data
Carefulness and accuracy
A. Elicit:
Draw a happy face if the statement is true and sad face if the statement
is false.
1. All liquid when mixed with liquid dissolve completely.
2. Some liquid when mixed with water makes the water cloudy.
3. Not all liquid mixed with water makes the water cloudy.
4. Other liquid mixed with water forms 2 or more layers.
5. Alcohol mixed with water cannot be seen anymore.
B. Engage
 How do you form mixture?
C. Explore
d. Activity Proper
D. Explain
 What happens to the salt when mixed with water? Water and gravel? Water and
powder milk? Water and oil?
 How can you form mixtures? What do you call the mixture that the components can
be distinguished? Cannot be distinguished?
E. Elaborate
A. Write the following signs before then number that described the result.
cannot be distinguished from each other
become cloudy
formed 2 or more layers.
1. water and crude oil
2. water and coco milk
3. water and alcohol
4. water and kerosene
5. water and cooking oil
F. Evaluate
Write the true if the statement is correct and change the underlined word if it is false.
________1. A mixture is a combination of two or more substances that are physically combined.
________2. When gravel is mixed with water it is a homogenous mixture.
________3. Mixture can be formed by combining or mixing two components.
_________4. Oil and water is a heterogeneous mixture.
_________5. Homogenous mixture are substances that cannot be distinguished because they
G. Extend:
Describe what will happen to the different liquids when mixed with water. Write become
cloudy, formed 2 or more layers, cannot be distinguished from each other on the blank
below the picture.
1. soy sauce 2. soft drinks 3. alcohol
4. cooking oil 5. gasoline 6. vinegar
7. orange juice 8. evaporated milk 9. kerosene
10. used oil
V. ASSIGNMENT
List down different mixture that you found at home.
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IV. REFLECTION
ACTIVITY SHEET
I. Objectives
Form different kinds of mixtures
Participate actively in the group activity
II. Things to do
1. Half fill the four glasses with tap water
2. Put a teaspoon of salt in one glass. Stir . Label it as “Mixture A”
3. Put a teaspoon of powder milk in another glass. Stir. Label it as “Mixture B”
4. Put a teaspoon of oil in 3rd glass. Stir. Label it as “Mixture C”
5. Put a teaspoon of gravel in the 4th glass. Stir. Label it as “Mixture D”
6. Leave the set-up for about one minute. Observe each set up. Compare them.
7. Fill in the table below.
Mixture Components (before Phase after combining Can you still

mixing) the substances distinguished the
components?
A
B
C
D
III. Guide questions
1. Which mixtures can you still distinguish the components?
2. Which mixtures can you still distinguish the components?
3. What do you call a mixture that components can be distinguish? Mixture that cannot be distinguished?
Date: June 5,2019
Wednesday
NOTE: Holiday
First Quarter
Week 1: Day 4
Date: June 5,2019
Thursday
Maroon 3:10-4:00
I. OBJECTIVES
a. Measure the prior knowledge of pupils in Science 6
b. Show honesty in answering the test
II. Inventory / Diagnostic Test
Materials: Test Questionnaire
III. PROCEDURE
A. Preparation
B. Setting of standard in administering the test
C. Test Proper
D. Checking
E. Recording and Interpretation

First Quarter
Week 1: Day 5
Date: June 6,2019
Friday
Maroon 3:10-4:00
I. OBJECTIVES
a. Measure the prior knowledge of pupils in Science 6
b. Show honesty in answering the test
II. Inventory / Diagnostic Test
Materials: Test Questionnaire
III. PROCEDURE
A. Preparation
B. Setting of standard in administering the test
C. Test Proper
D. Checking
E. Recording and Interpretation

First Quarter
Week 2: Day 1
Date: June 10,2019
Monday
Maroon 3:10-4:00

a. Describe how mixture is formed
b. Describe uniform and non-uniform mixtures
c. Appreciate the importance of mixtures
II. SUBJECT MATTER: Describing uniform and non-uniform mixtures

A. Concepts:
A mixture can come in any form like solid, liquid and gas. A mixture is formed by
combining two or more substances that are physically not chemically combined.
Homogeneous refers to a substance that is consistent or uniform throughout its
volume. They consist of a single phase, be it liquid, gas, or solid, no matter where you
sample them or how closely you examine them.
Examples: Air is considered a homogeneous mixture of gases.
A heterogeneous mixture is a mixture having a non-uniform composition. The
composition varies from one region to another, with at least two phases that remain
separate from each other, with clearly identifiable properties. If you examine a sample
of a heterogeneous mixture, you can see the separate components.
B. Materials:
4 glasses teaspoon powder oil
Tap water salt gravel
C. Reference:
Cyber Science 6,pp.4,5,6
LM- Liquid with other Solids
https://www.thoughtco.com/examples-of-mixtures-608353
D. Process Skills
combining, describing, measuring and collecting data
Safety measures in using mixtures of solid and liquid.
A. Elicit:
Look at the picture.
Ask: What are they doing?

Do you also help your mother prepare food?
B. Engage
What do you use in preparing juice, salad and sandwiches?
C. Explore
d. Activity Proper
D. Explain
 Each group present the results of their experiment and the answer to the guide
 questions
 What happens to the salt when mixed with water? Water and gravel? Water and
powder milk? Water and oil?
 How can you form mixtures? What do you call the mixture that the components can
be distinguished? Cannot be distinguished?
 What are the characteristics of each mixture?
 How do each mixture differ?
 What did you learn in this activity?
E. Elaborate
Describe uniform and non-uniform mixtures
F. Evaluate
What kind of mixtures are the following. Describe each.
1 2 3 4 5
G. Extend:
Describe what will happen to the different liquids when mixed with water. Write become
cloudy, formed 2 or more layers, cannot be distinguished from each other on the blank
below the picture.
1. soy sauce 2. soft drinks 3. alcohol
4. cooking oil 5. gasoline 6. vinegar
V. ASSIGNMENT
Write 3 examples of uniform mixtures and another 2 examples of non-uniform mixtures.
Describe them.
VI-Maroon
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IV. REFLECTION
First Quarter
Week 2: Day 2
Date: June 11,2019
Tuesday
Maroon 3:10-4:00

a. Describe the appearance and uses of solutions such as:
Liquid to liquid
Liquid to gas
Gas to liquid
Solid to solid
Gas to gas
b. Appreciate appearance and uses of solutions
c. Show cooperation in group activity
II. Describing the appearance and uses of solutions.
A. Concept
A solution is a homogeneous mixture. Homogeneous mixture has the same properties
throughout the sample. It means that the substances mixed thoroughly, after
stirring, appeared as one substance. You can no longer distinguish one component from
the other. An example is a mixture of sugar in water. When sugar dissolves in
water, the two substances appear as one. The sugar particles can no longer be
identified. However, the taste of the water proves that the sugar was not lost after
mixing. Its chemical property is retained and so the water taste sweet.
There are four types of solutions. All these types are homogeneous.
1. Solid in liquid
A solid substance is dissolved in a liquid substance. Examples are sugar in water, salt in
water, juice powder in water, or coffee in water.
2. Liquid in liquid
A liquid substance can also be dissolved in another liquid and these two
substances can be mixed thoroughly. Examples of these are alcohol and water, wine
and soda water, concentrated fruit juice in water, or liquid milk and water.
3. Gas in liquid
Certain liquids contain gaseous substances. Soft drinks appear as liquid, but they
actually contain carbon dioxide gas. This can be observed when a bottle of soft drink is
shaken or opened, bubbles appear and gas is released. Oxygen is also present in
water. Plants use them during the food – making process. There is also oxygen in
the blood, and this makes our cells function well.
4. Gas in gas
Air is a very good example of gas in a gas solution. It is a mixture of several gases
– oxygen, nitrogen, carbon dioxide, and others.
5. Solid in solid
Steel, basically a solution of carbon atoms in a crystalline matrix of iron atoms.
Alloys like bronze and many others.
Polymers containing plasticizers.
B. Materials
laptop, projector, pictures, video clips, alcohol, water, sugar, lemon juice, glass, bottle of
soft drinks
C. References
Cyber Science 6 pp. 4, Moving Ahead with Science 4 pp. 160-161.
https://www.youtube.com/watch?v=sTrvSXJW8zw
D. Process Skills
Observing, Describing
Safety measures in using mixtures of solid and liquid.
III. Learning Tasks
A. Elicit
What are uniform and non-uniform mixtures?
Describe uniform mixtures.
Describe non-uniform mixtures.
B. Engage
Have you ever made a drink with water and a powder? How about lemonade from a
mix?
This is an example of a solution. What does the powdered drink look like after you stir it
in water? Is it all the same color and consistency? It probably is, and that is
one characteristic of a solution — that it is homogeneous (or that it is uniform
throughout).
What other solutions have you made? (Solicit answers like: salt water, mud pies,
bubbles,
etc.) Solutions are types of mixtures.
Today we are going to describe the appearance and uses of solutions such as:
• Liquid to liquid
• Liquid to gas
Gas to liquid
• Solid to solid
• Gas to gas
C. Explore
1. Group the pupils into three.
2. Recall standards in conducting an activity.
3. Distribute activity cards .
4. Activity Proper
D. Explain
1. Posting / reporting activity result by group.
2. Analysis and discussion of the activity results and answers of the pupils.
E. Elaborate
1. Further discussion on describing the appearance and uses of solutions.
2. Giving more examples of solutions.
F. Evaluate
Give the uses of the following solutions:
1. Alcohol-
2. Juices-
3. household cleaners
4. Stainless
5. Gasoline
G. Extend
Create a list of solutions they find around their home or school. Describe the
appearance and uses of solutions such as:
• Liquid to liquid
• Liquid to gas
• Gas to liquid
• Solid to solid
• Gas to gas
V. ASSIGNMENT
Bring the materials for the next activity :four glasses filled with water, salt, powdered juice,
tissue paper, small basin with water, spoon, detergent, sugar, black pepper
VI-Maroon
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IV. REFLECTION
Date: June 12,2019
Wednesday
NOTE: NO CLASSES (Independence Day)
First Quarter
Week 2: Day 4
Date: June 13,2019
Thursday
Maroon 3:10-4:00

a. Differentiating solutes from solvents.
b. Identify examples of solution
c. Work cooperatively
II. Differentiating solutes from solvents.
A. Concept
Solution is a mixture consisting of a solute and solvent. Solvent is the substance that
dissolves another substance. Most substances can be dissolve in water, which makes it
a universal solvent. While solute is the substance dissolved by the solvent.
B. Materials
four glasses filled with water, salt, powdered juice, tissue paper, small basin
with water, spoon, detergent, sugar, black pepper
C. References
Moving Ahead With Science 4 pp. 169 – 174, Science and Health 4 pp. 112 -113
https://www.youtube.com/watch?v=e-2EoyDYamg
D. Process Skills
Identifying, Classifying, experimenting
Taking extra care in handling materials.
III. Learning Tasks
A. Elicit
Show Me!
Identify whether the following are homogeneous or heterogeneous.
B. Engage
Have you experienced preparing sugar solutions?
A sugar solution is prepared by adding dissolving sugar in water. Sugar solution
consists of two components, namely, sugar and water. In general, solute is the
substance that is being dissolved and solvent is the medium in which solute is dissolved.
Today, you will do an activity that will help you understand the difference between
solutes from solvents.
C. Explore
1. Setting of standards
2. Performing the activity.
(See activity sheet)
D. Explain
Group Reporting :
Results/ findings of their activity.
1. What solid materials were dissolved in water?
2. What do you call this solid materials?
3. How about the materials that dissolve the solute, what do you call it?
E. Elaborate
Can you give other examples of solution at home?
Why is important to take extra care in handling solutions/materials at home?
F. Evaluate
Identify the solute and solvent in the following solutions?
G. Extend
Refer to the Venn diagram below to differentiate solutes from solvent. Write your answer
on the ears of the figure.
V. ASSIGNMENT
Visit your kitchen and identify at least 3 examples of solutions.
VI-Maroon
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IV. REFLECTION
Activity 1: ABRACADABRA
Problem: How do solvents work?
Materials: four glasses filled with water, salt, powdered juice, tissue paper, small basin
with Water, spoon, detergent, sugar, black pepper
Procedure:
1. Put one tablespoon of sugar in a glass filled with water. Stir with spoon and observe.
Do the same with the salt, powdered juice, and black pepper in separate glasses.
2. Place the bar of detergent into the basin with water. Place also the tissue paper
beside it. Leave it for a few minutes.
Observation:
1. What happened to the substances in the glasses after stirring?
____________________________________________________________________
2. Did all the substances dissolve when placed in the water?
____________________________________________________________________
3. Which among the substances dissolved thoroughly? Conclusion
_______________________________________________________________________
First Quarter
Week 2: Day 5
Date: June 14,2019
Friday
Maroon 3:10-4:00

a. Infer that not all solutes dissolve in all solvents.
b. Give examples of solutes and solvent
d. Work cooperatively
II. Inferring that not all solutes dissolve in all solvents.
A. Concept
Not all substance can be dissolved in water. Substances that can be dissolved are
soluble. Substances that cannot be dissolved are insoluble.
Some substances dissolve faster than others. Your mother can compare which
detergent soap bar dissolves faster. It is one factor to be considered in choosing the
soap to buy.
The size of the particles of the solute affects the rate of dissolving substances. Smaller
particles dissolve faster than substances with bigger particles.
B. Materials
2 Test tubes, test tube rack, 1 teaspoon chocolate powder, water,
bamboo stick, stopwatch/timer
C. References
Curriculum Guide for Science Grade 6
Science, Health and Environment (SHE) 6 pp. 198-199
By: Felix G. Escaldre, Elizabeth Siringan-Rasalan et. Al.
Science, Health and Environment (SHE) 5 pp.276-277,
By: Felix G. Escaldre, Elizabeth Siringan-Rasalan
Science for Daily Use 4 pp. 123- 125
By: Carmelita C. Coronel and Inocencia M Abracia
D. Process Skills
Practice good health habits.
III. Learning Tasks
A. Elicit
Classify materials as solute and solvent.
1.Salt
2. milk
3. water
4. chocolate
5. powder
B. Engage
Drill: Reading of Science terms in flashcards/in screen like solubility, solute, solvent
stirring, grinding, miscibility, particles, nature of solute, nature of solvent, temperature
Today we will find out some factors affecting solubility of solutes in a solvent.
C. Explore
1. Group the class into five.
D. Explain
Group Reporting :
Results/ findings of their activity.
For the first activity:
1. In which test tube did the chocolate powder dissolve faster?
2. What made the chocolate powder in a certain test tube dissolve faster?
3. So therefore, what factor affects the solubility of the chocolate powder?
For the second activity:
E. Elaborate
What are some factors that affect the rate of dissolving solutes in solvents?
How does each factor affect the solubility of a solute in a solvent?
F. Evaluate
G. Extend
Valuing:
Patrick eats his meal regularly and drink water after eating. But he feels pain every time he
removes his bowel because of constipation. What should Patrick do to avoid constipation? How
much water will he take everyday? Why?
V. ASSIGNMENT
Explain in two (2) to three (3) sentences for each item.
What will happen when milk is mixed with cold water? Why?
VI-Maroon
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IV. REFLECTION
First Quarter
Week 3: Day 1
Date: June 17,2019
Monday
Maroon 3:10-4:00

a. Infer that not all solutes dissolve in all solvents.
b. Give examples of solutes and solvent
II. Inferring that not all solutes dissolve in all solvents.
A. Concept
Not all substance can be dissolved in water. Substances that can be dissolved are
soluble. Substances that cannot be dissolved are insoluble.
Some substances dissolve faster than others. Your mother can compare which
detergent soap bar dissolves faster. It is one factor to be considered in choosing the
soap to buy.
The size of the particles of the solute affects the rate of dissolving substances. Smaller
particles dissolve faster than substances with bigger particles.
B. . Materials
2 Test tubes, test tube rack, 1 teaspoon chocolate powder, water,
bamboo stick, stopwatch/timer
C. References
Science, Health and Environment (SHE) 5 pp.276-277,
By: Felix G. Escaldre, Elizabeth Siringan-Rasalan
Science for Daily Use 4 pp. 123- 125
By: Carmelita C. Coronel and Inocencia M Abracia
D. Process Skills
Observing, describing, comparing, inferring, identifying, measuring
Practice good health habits.
III.Learning Tasks
A. Elicit
Classify materials as solute and solvent.
1.Sugar
2. coffee
3. water
4. muriatic acid
5. liquid detergent
B. Engage
Today we will have a continuation about the factors affecting solubility of solutes in a
solvent.
C. Explore
1. Experiment through demonstration by the teacher
D. Explain
Results/ findings of their activity
E. Elaborate
What are some factors that affect the rate of dissolving solutes in solvents?
How does each factor affect the solubility of a solute in a solvent?
F. Evaluate
G. Extend
V. ASSIGNMENT
Explain in two (2) to three (3) sentences for each item.
Why does a mixture of flour and tap water poured to a boiling water become sticky?
VI-Maroon
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IV. REFLECTION
First Quarter
Week 3: Day 2
Date: June 18,2019
Tuesday
Maroon 3:10-4:00

a. Describe the appearance and the uses of suspension.
b. Give examples of suspension.
II. Appearance and Uses of Suspension
A. Concept
Suspension is a heterogeneous mixture, which has particles that do not completely
dissolve and settle down at the bottom. Suspensions are cloudy mixtures.
Some substances do not dissolve completely in solvents. The particles that do not
dissolve settle down at the bottom of the container. An example of mixture is sand and
water used as construction materials. You had observed that particles settle down at the
bottom of the glass. The particles do not spread evenly unlike the solution. This mixture is
called suspension.
B. Materials
Flour, water, clear glasses, oil, vinegar, sand, sugar, stirring rod/bamboo
stick, milk of magnesia, cotrimoxazole
C. References
D. Process Skills
Following directions carefully.
III.Learning Tasks
A. Elicit
Checking of assignment.
What are the factors affecting the solubility of solute in a solvent?
B. Engage
Reading of Science terms in flashcards/ in screen.
Suspension, milk of magnesia, mayonnaise, cotrimoxazole, appearance, substance.
Today we will find out what is the appearance of a suspension and tell its uses.
C. Explore
1. Groupings
D. Explain
1. When the solute particles mixed with water, what do they become? ( mixture)
2. How do the solute particles behave after mixing with solvent?( settle at the bottom
/ float in the water)
3. Describe the appearance of the mixture done. ( cloudy)
4. What kind of mixture did you make? ( suspension)
5. In what preparation can this mixture be useful? (food preparation as thickening agent)
E. Elaborate
Based on the appearance and characteristics, what type of mixture are these
substances? (suspension)
So therefore, what is a suspension and how can this be useful?
F. Evaluate
Describe the appearance and uses of suspension listed below as:
for Food, for medicine, for beautification
G. Extend
Shopping Activity:
Group the class into six. Each group will examine all the presented substances.
Let them describe the appearance of the suspension. Tell the uses of each suspension.
Write under the column for each suspension of what have they observed.
V. ASSIGNMENT
Make a research on:
1. Kinds of suspension
2. Tell if they are beneficial or harmful to man and to the environment.
VI-Maroon
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IV. REFLECTION
First Quarter
Week 3: Day 3
Date: June 19,2019
Wednesday
Maroon 3:10-4:00

a. Describe the appearance and the uses of suspension.
b. Give examples of suspension.
II. Appearance and Uses of Suspension
A. Concept
Suspension is a heterogeneous mixture, which has particles that do not completely
dissolve and settle down at the bottom. Suspensions are cloudy mixtures.
Some substances do not dissolve completely in solvents. The particles that do not
dissolve settle down at the bottom of the container. An example of mixture is sand and
water used as construction materials. You had observed that particles settle down at the
bottom of the glass. The particles do not spread evenly unlike the solution. This mixture is
called suspension.
B. Materials
Flour, water, clear glasses, oil, vinegar, sand, sugar, stirring rod/bamboo
stick, amoxicillin, cotrimoxazole
C. References
D. Process Skills
Following directions carefully.
III.Learning Tasks
A. Elicit
Song
Identify what factor affect the solubility of a substance in the following activity?
1. It is easy to dissolve choco powder in hot water than in cold water.
2. It will take longer to dissolve a cup of sugar than a table spoon.
3. When you mix salt with oil it will not dissolve completely.
4. Nail polish can be remove by acetone easily.
5. Muriatic acid can remove stain in your toilet bowl.
B. Engage
Who among you here experience to take medicine like amoxicillin suspension?
What does your mother do first before you take it?
Today we will find out what is the appearance of a suspension and tell its uses.
C. Explore
4. Groupings
D. Explain
As you mix the solute particles in a solvent, what did you make?
How did the solute particles behave when mixed with the solvent?
Describe the appearance of the mixture you have done.
What kind of mixture did you make?
Describe the appearance of suspension.
Give the uses of these suspensions: (for food, medicines, beautification, etc.)
E. Elaborate
 Based on the appearance and characteristics, what type of mixture are these
substances? (suspension)
 So therefore, what is a suspension and how can this be useful?
 Give other examples of suspensions then describe.
F. Evaluate
Describe the appearance and uses of suspension listed below as:
for Food, for medicine, for beautification/construction
Examples of Suspension Describe its Appearance Describe its uses

1. Sand and water
2.Cefalexin suspension
3. Lechon sauce(Mang Tomas)
4.Peebles and sand
5.Sago’t gulaman
G. Extend
Shopping Activity:
Pick out examples of suspension from the list of mixtures. Describe the
appearance and its uses.
Valuing:
Carlo had a fever. Her sister was instructed by Mother to give him a medicine.
What should she observe and follow in order to avoid over dosage and poisoning?
.
V. ASSIGNMENT
Give other examples of suspension.
VI-Maroon
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IV. REFLECTION
Activity 1
I. Problem: Describe the appearance and uses of suspensions
II. Materials:
1 tablespoons of apple cider vinegar and 3 tablespoon of olive oil, 1 clear glass (container)
III. Procedure:
1. Put the oil in the glass and pour the vinegar after. Stir with a stick until it becomes a mixture.
2. Wait for 2 – 3 minutes and observe.
3. Record the appearance of the mixture.
IV. Questions:
1. When the 2 ingredients are combined, what do they become?
2. Describe the appearance of the mixture done.
3. What kind of mixture did you make?
4. In what preparation can this mixture be useful? (for vegetable salads)
V. Conclusions:
1. What is the name of the mixture that you make? (oil and vinegar mixture)
2. Based on the appearance and characteristics, what type is this mixture? (suspension)
3. So therefore, what is a suspension and how can this be useful?
Activity 2
II. Materials: ½ cup of raw sand and 1 glass of water
III. Procedure:
1. Add the sand to the water then stir the mixture well.
2. Let the mixture stand for a few minutes.
3. Observe and record what happen to the sand.
4. Describe the appearance of the mixture.
IV. Questions:
1. When the solute (sand) is introduced to the solvent (water), what do they become?
2. Describe the appearance of the mixture done.

3. What kind of mixture did you make?
4. In what preparation can this mixture be useful?
VI. Conclusions:
1. What is the name of the mixture that you make?
2. Based on the appearance and characteristics, what type is this mixture?
Activity 3
II. Materials: amoxicillin and cotrimoxazole
III. Procedure:
1. Prepare amoxicillin and cotrimoxazole suspension.
2. Describe the appearance of each substance.
3. Find out how these can be useful to us.
IV. Questions:
1. Describe the appearance of the examples of suspension.
2. What kind of mixture are amoxicillin and cotrimoxazole?
3. In what way can these suspensions be useful?
V. Conclusions:
(Guide question)
Based on the appearance and characteristics, what type of mixture are these substances?

First Quarter
Week 3: Day 4
Date: June 20,2019
Thursday
Maroon 3:10-4:00

a. Describe the appearance and uses of colloids. .
b. Give examples of colloids.
II. Appearance and Uses of Colloids
A. Concept
A mixture with particles evenly scattered in a dispersed medium without settling
down is a called colloid.
Investigating a colloidal property of the mixtures: flour dissolved in water is a colloid while
sugar dissolved in water is a solution. The flour particles can absorb, reflect and scatter
light; therefore a beam of light passing through the set-up was visible. This scattering of light
is called Tyndall Effect. Tyndall Effect is seen as a beam of
light in a colloid because there is a scattering of light when light beams pass through it due
to the dispersed particles which absorb, reflect and scatter the light.
B. Materials
White sugar, gaw-gaw (cornstarch), 3 beakers, boiling water, pen light
C. References
Science, Health and Environment (SHE) 5 pp 277 - 279, Chemistry III by Amelia Mapa
et al. pp 38-42, Science for Active Minds 6 pp 69-77, Cyber Science : Work text in
Science and Technology 6 pp 21-27 https://m.youtube.com>watch,
D. Process Skills
Observing, comparing, describing, identifying, inferring, measuring
Proper handling of materials to avoid accident.
III.Learning Tasks
A. Elicit
Identify whether the following mixtures are solution or suspension.
____1. soft drinks
____2. pizza
____3. ice tea
____4. oil and vinegar
____5. coffee
B. Engage
What can you say about the picture?
Today we will perform an activity to describe the appearance of colloids. We will

also identify the uses of colloids.
C. Explore
1. Groupings
D. Explain
1. Reporting of group outputs.
2. Which mixture exhibits rays that scatter when a beam of light is passed through
them?
What kind of test is applied to each mixture?
How do we know that a mixture is a colloid? Why?
E. Elaborate
What is a colloid?
Do you think colloids are important? Why?
How do you handle the materials especially boiling water in order not to cause burn?
F. Evaluate
Read the statement. Then encircle the YES if it is correct and NO if it is incorrect.
YES NO* 1. Colloids are homogeneous mixtures.
YES NO* 2. Light cannot pass through colloidal particles.
YES NO 3. The components of a colloid do not settle at the bottom.
YES NO* 4. Colloid particles are bigger than suspension particles.
YES* NO 5. Colloid particles are larger than solution particles.
G. Extend
Match the COLLOIDS to its uses.
V. ASSIGNMENT
Give other examples of COLLOIDS and its uses.
VI-Maroon
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IV. REFLECTION
NOTE: Not been taught due to meeting of Red Cross Advisers and Co-Advisers.
First Quarter
Week 3: Day 5
Date: June 21,2019
Friday
Maroon 3:10-4:00

A. Concept
B. Materials
C. References
D. Process Skills
III.Learning Tasks
A. Elicit
____1. soft drinks
____2. pizza
____3. ice tea
____4. oil and vinegar
____5. coffee
B. Engage

C. Explore
F. Groupings
G. Setting of standards
H. Performing the activity.
D. Explain
them?
E. Elaborate
What is a colloid?
F. Evaluate
Read the statement. Then encircle the YES if it is correct and NO if it is incorrect.
YES NO* 1. Colloids are homogeneous mixtures.
YES NO* 2. Light cannot pass through colloidal particles.
YES NO 3. The components of a colloid do not settle at the bottom.
YES NO* 4. Colloid particles are bigger than suspension particles.
YES* NO 5. Colloid particles are larger than solution particles.
G. Extend
Match the COLLOIDS to its uses.
IV. ASSIGNMENT
Give other examples of COLLOIDS and its uses.
VI-Maroon
5x
4x
3x
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V. REFLECTION
First Quarter
Week 4: Day 1
Date: June 24,2019
Monday
Maroon 3:10-4:00

A. Concept
B. Materials
C. References
D. Process Skills
III.Learning Tasks
A. Elicit
____1. Sago’t gulaman
____2. Muriatic acid
____3. Soft drinks
____4. Oil and apple cider vinegar
____5. juice
How does suspension differ from solution?
B. Engage
Reading of Science Terms in flashcards / in screen
Colloids, Tyndall Effect, exhibit, homogeneous, heterogeneous, transparent,
naked eye, scatters

C. Explore
a. Groupings
b. Setting of standards
c. Performing the activity.
D. Explain
them?
E. Elaborate
What is a colloid?
F. Evaluate
Write TRUE if the statement is correct. If it is false, change the underlined word to make
the statement correct.
__1. Colloids are homogeneous mixtures.
__2. Colloids are in constant, slow and random motion.
__3. Colloids are useful in foods and in ceramics.
__4. Concentrated colloids are often cloudy and opaque.
__5. Milk and fog are examples of colloids.
G. Extend
You and your mother brought the following items from the supermarket:
mayonnaise, butter, red sugar, milk, oil, salt, detergent powder, shampoo, canned goods,
dishwashing liquid, toothpaste, vinegar, soy sauce, olive oil, and ketchup.
Select 6 items that are colloids and describe its uses. Write your answers on the table
below:
IV. ASSIGNMENT
Write-up on colloid preparation
Group yourselves into three.
Have a research on the preparation of a colloid of your choice. Make a
write-up on the preparation of your colloid. Include the materials you used.
A. Title of Colloid Preparation
B. Materials
C. Write-up on the Preparation of the Colloid
VI-Maroon
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V. REFLECTION
First Quarter
Week 4: Day 2
Date: June 25,2019
Tuesday
Maroon 3:10-4:00

I. Learning Objectives
 Describe the characteristics of colloids.
 Know the importance of colloids
 Work cooperatively
II. Characteristics of Colloids
A. Concept
Colloids are mixtures consisting of particles that are suspended or dispersed uniformly in
any solvent like medium. The dispersed phase consists of the suspended particles. The
dispersing medium is the material in which the particles are suspended.
B. Materials
Cornstarch (1 box or 454g) Aluminum foils
Water Plastic cups
Mixing Bowl Zip lock sandwich bags
Spoon Candle
Hammer Waxed paper
Clothes pin
C. Reference
The New Science Links 6 p. 78
D. Process Skills
Taking extra care in handling materials.
III. Learning Tasks

A. Elicit
Show Me!
How does suspension differ from solution?
B. Engage
(Show a picture of a smoke)
Have you observed components of smoke?
C. Explore
1.Setting of standards
D. Explain
Group Reporting
-What have you observed when the source of light was pointed?
-What is the dispersing medium in the material?
-What phenomenon is shown in the activity?
What are the characteristics of colloids?
E. Elaborate
F. Evaluate
Write TRUE if the statement is correct. If it is false, change the underlined word to
make the statement correct.
__1. Colloids are homogeneous mixtures.
__2. Colloids are in constant, slow and random motion.
__3. Colloids are useful in foods and in ceramics.
__4. Concentrated colloids are often cloudy and opaque.
__5. Milk and fog are examples of colloids.
G. Extend
Give 5 examples of colloids.
IV. Assignment
Bring the following tomorrow:

Science textbooks, manila paper and pentel pen.
VI-Maroon
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4x
3x
2x
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V. REFLECTION
First Quarter
Week 4: Day 3
Date: June 26,2019
Wednesday
Maroon 3:10-4:00

 Enumerate the importance and uses of colloids.
 Identify the harmful effects of colloids in the environment.
II. Importance and Uses of Colloids
Effects of Colloids in the Environment
A. Concept
 Colloids play an important role in our daily lives. We use them at home and in our
daily activities. They are also important in making different products.
 Colloids are useful in living and non-living things. However, there are colloids that
have biological and environmental impact. Aerosols, spray and insecticides when
not used properly serve as extremely dangerous pollutants.
B. Materials
Manila paper and pentel pen
C. Reference
The New Science Links 6 p. 80
D. Process Skills
Identifying, Classifying
Care for the environment
III. Learning Tasks

A. Elicit
What are the types of colloids?
B. Engage
Unscramble the following words:
-mulsione
-los
-maof
C. Explore
1. Groupings
3.. Performing the activity.
D. Explain
Group Reporting
In what ways colloids are used?
How are colloids used in dialysis?
How are colloids used in pottery?
How are colloids used in artificial fiber industry?
How are colloids used in pharmaceutical industry?
What are examples of colloids that are pollutants?
What are examples of man-made aerosols?
Why are they detrimental to the ozone layer?
How about in human health?
How does it affect the health of the people?
E. Elaborate
In what ways colloids are used?
How are colloids used in dialysis?
How are colloids used in pottery?
How are colloids used in artificial fiber industry?
How are colloids used in pharmaceutical industry?
If there were no colloids, what do you think will happen? Why?
F. Evaluate
Identify whether the following shows harmful effects of colloids. Put a (/) check mark if
shows harmful effects and X if not.
__1. Fertility of the soil has been reduced.
__2. Used in pottery making.
__3. People suffer from respiratory diseases.
__4. Endangers the habitat of some species.
__5. Destroys the ozone layer.
G. Extend
Give 5 examples of colloids.
IV. Assignment
Make a collage of different examples of colloids.
VI-Maroon
5x
4x
3x
2x
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V. REFLECTION
First Quarter
Week 4: Day 4
Date: June 27,2019
Thursday
Maroon 3:10-4:00

 Classify the types of colloids as:
Sols
Emulsions
Forms
Aerosols
II. Types of colloids
A. Concept
Types of colloids as:
Sols
Emulsions
Forms
Aerosols
B. Materials
Paint, ink, muddy water, blood, pearl, clear glass
C. Reference
Science, Health and Environment (SHE) 5 pp 277-279
D. Process Skills
Observing, describing, comparing, classifying, inferring, identifying
Greenhouse Effect and Environmental Awareness
III. Learning Tasks

A. Elicit
Show Me!
Game: The first group who can give at least 5 examples of colloids will be declared
as winner
B. Engage
Unscramble the following words:
-mulsione
-los
-maof
C. Explore
1. Groupings
D. Explain
Group Reporting
How are the colloids classified? (according to types)
What are the types of colloid?
Do colloids have the same appearance?
Are there colloids environment friendly?
E. Elaborate
How are they important to man?
F.Evaluate
Classify the following colloid materials according to their types.
1. Opal/pearls
2. Whipped cream
3. Blood
4. Perfume spray
5. Silica gel
G. Extend
Artificial aerosols are not environment-friendly. These products contain
chlorofluorocarbons (CFC) which destroy the ozone layer.
Are you using artificial aerosols frequently?
What should you do to help in protecting the ozone layer?
IV. Assignment
Write one example of colloid in each type and give the importance.
VI-Maroon
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V. REFLECTION
First Quarter
Week 4: Day 5
Date: June 28,2019
Friday
Maroon 3:10-4:00

 Classify the types of colloids as:
Sols
Emulsions
Forms
Aerosols
II. Types of colloids
A. Concept
Types of colloids as:
Sols
Emulsions
Forms
Aerosols
B. Materials
Paint, ink, muddy water, blood, pearl, clear glass
C. Reference
Science, Health and Environment (SHE) 5 pp 277-279
D. Process Skills
Observing, describing, comparing, classifying, inferring, identifying
Greenhouse Effect and Environmental Awareness
III. Learning Tasks

A. Elicit
Show Me!
Choose at least 5 mixtures that can be classified as colloids.
Coffee tea milk pearl paint lipstick
Gummy salad gravel and sand
B. Engage
Drill: Reading of Science Terms: in flashcards/in screen
Emulsifying agents
Perfume Spray
Stabilize the emulsions
Whipped cream
Broth on a glass
Artificial Aerosol
Stable emulsions
C. Explore
1. Groupings
D. Explain
Group Reporting
How are the colloids classified? (according to types)
What are the types of colloid?
Do colloids have the same appearance?
Are there colloids environment friendly?
E. Elaborate
How are they important to man?
F.Evaluate
Classify the following colloid materials according to their types.
1. Mayonnaise
2. Milk
3. Soap lather
4. Paint
5. Toothpaste
G. Extend
1. Artificial aerosols are not environment-friendly. These products contain
chlorofluorocarbons (CFC) which destroy the ozone layer.
Are you using artificial aerosols frequently?
What should you do to help in protecting the ozone layer?
IV. Assignment
VI-Maroon
5x
4x
3x
2x
1x
0x
V. REFLECTION
First Quarter
Week 5: Day 1
Date: July 1,2019
Monday
Maroon 3:10-4:00

 Prepare beneficial and useful mixtures such as drinks, food and herbal medicines.
 Give the importance/benefits of seful mixtures such as drinks , food and herbal
medicines
II. Preparing Beneficial and Useful Mixtures such as Drinks, Food and
Herbal Medicines
A. Concept
Beneficial or useful mixtures can be prepared as food, drinks or herbal medicines. It can
be prepared in a simple way using the ingredients found in the locality. Some example of
these food mixtures that give health benefits from its nutrient content are vegetable
salad, desserts, and pickles. Useful drinks like beverage, shake or juice give us also
health benefits due to its nutrient content. It can also be prepared using simple
ingredients found in the local market.
B. Materials
10 guyabano leaves, 1 liter of clean water, kettle or casserole, kalamansi, buko pandan
gelatin powder, buko grated, milk
C. Reference
Cyber Science : Worktext in Science and Technology 6, page 6
http://www.chemistrylearning.com/examples-colloids/
http://www.foodandsoul.com/wp-content/uploads/2006/11/jellies.jpg
D. Process Skills
Describing, comparing, inferring, identifying, measuring
Practice proper hygiene when doing a food or drink preparation.
III. Learning Tasks

A. Elicit
Show Me!
Identify the types of colloids
1. Paint
2. Glade Dry (air freshener)
3. Cloud
4. Facial Cream (e.g. Ponds, Olay, etc.)
5. Froth on a glass of a beer
B. Engage
1. Drill: Reading of Science Terms: in flashcards/in screen
Herbal drinks, health benefits, medicinal components.
2. Have you experience drinking herbal medicine?
Why do we prefer to drink herbal than prescribed medicine?
Today we will prepare a beneficial and useful mixture.
C. Explore
1. Groupings
D. Explain
Group Reporting
What is the use of the mixture you prepared in your assigned activity?
Is it beneficial or not? Why?
What mixture can we prepare that give us health benefits?
E. Elaborate
In what way the mixture you prepared beneficial to man? (It can be as food,
drinks or medicine)
Valuing:
Aling Nena is a gulaman vendor in the school. The children like to eat her gulaman.
How should she prepare her gulaman mixture in order to avoid stomach trouble?
F.Evaluate
Rubrics Scoring can be used to evaluate the group’s performance.
G. Extend
What are the common herbal medicines that are sold in the market?
Are they beneficial to us?
IV. Assignment
Ask a resource person of some more examples of beneficial or useful mixtures such as
drinks, food or herbal medicines.
VI-Maroon
5x
4x
3x
2x
1x
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V. REFLECTION
Date: July 2,2019
Tuesday
NOTE: NO CLASSES due to Bad Weather
First Quarter
Week 5: Day 3
Date: July 3,2019
Wednesday
Maroon 3:10-4:00
I. OBJECTIVES:
* Answer questions about the parts and functions of the circulatory system
* Show honesty in answering the test
Values: honesty
II. SUMMATIVE TEST
III. PROCEDURE
A. Recall
* What is a mixture?
* What are the major types of mixtures?
* How do the homogenous and heterogeneous differ from each other?
* What are the other types of mixtures?
* Give examples of solutions, suspensions and colloids.
B. Setting of standards
C. Giving instructions about the test
D. Answering the test
V. RECORDING
VI. CHECKING
First Quarter
Week 5: Day 4
Date: July 4,2019
Thursday
Maroon 3:10-4:00
CONTENT STANDARD: The learners demonstrate understanding of…different techniques

to separate mixtures
PERFORMANCE STANDARD: The learners should be able to separate desired materials from
common and local products.
LEARNING COMPETENCY: The learners should be able to enumerate techniques in
separating mixtures such as decantation, evaporation, filtering, sieving
and using magnet S6MTId-f-2
 Describe how to separate mixtures through picking
 Show cooperation in doing group activity
II. Describing how to separate mixtures through picking
A. Concept
 In everyday life, we use a number of mixtures and one need to separate
useful components from the mixture. Thus, the separation of substances is
performed by various methods like hand-picking, threshing, sieving and
winnowing, etc. separation can include separation of stones from rice, separating
bran from flour, etc. separation is done to remove impurities and to get a useful
product.
 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.
 Examples of mixtures that can be separated through picking:
- grains and mongo seeds
- nails and pins
- sliced fruits
- rice grains and pebbles
B. Materials
real objects, flash cards, activity cards, charts
C. Reference
K to 12 Grade 6 Curriculum Guide, Exploring the Realms of Science
Integrated Science by Lucy Austria Magleo and Veronica Sigmundo Bernas page167-
168
D. Process Skills
observing, separating, communicating, describing
Carefulness and patience
III. Learning Tasks

A. Elicit
Read the words as I flash it on the screen.
- mixtures
- techniques
- separating mixtures
- through picking
- solid
- beans
- corn
- stones
- marbles
- palay grains
B. Engage
Let’s have a short review first on mixtures. What are mixtures?
So, mixtures contain two or more substances combined together.
Look at these bottles on the table. Do they contain something? Bottle A what does it
contain, bottle B and so on. (Bottle A contains beans and corn). How can we separate
beans from corns? How about rice and mongo? How about peanuts and corns, how
can we separate them?
C. Explore
1. Grouping: Divide the class into two (2) groups.
Giving of Instructions:
 Each group will choose a leader and a reporter.
 Each group will be given an activity card
3. Group Activity
D. Explain
Group Reporting
Based from the activity, how did you separate the mixtures?
Further explanation about picking up mixtures.
What value did you gained while doing the activity?
E. Elaborate
A. Describe the following whether mixture or not.
_____ 1. soy sauce and cooking oil
_____ 2. macaroni pasta and mayonnaise
_____ 3. water
_____ 4. soy beans and mango beans
_____ 5. soil
F. Evaluate
Describe how the following mixtures can be separated, through picking or not.
_____ 1. nails and stones
_____ 2. lemon juice
_____ 3. chocolates and marshmallows
_____ 4. pepper seeds and mongo seeds
_____ 5. corn and palay grains
G. Extend
Draw a smiley face beside the mixtures that can be separated
through picking.
1. water and alcohol
2. sliced mixed fruits
3. mixed nuts
4. nails and iron strips
5. stones and pebbles
IV. Assignment
Cut or draw at least three (3) pictures of mixtures that can be separated through
picking.
VI-Maroon
5x
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V. REFLECTION
First Quarter
Week 4: Day 5
Date: July 5,2019
Friday
Maroon 3:10-4:00

 Describe how to separate mixtures through sifting or sieving
 Show cooperation in doing group activity
II. Describing how to separate mixtures through sifting or sieving
A. Concept
 To separate the components of a dry mixture sifting is done.
 Sifting - is used to separate smaller solid particles from larger solid
 particles.
- 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.
B. Materials
real objects of dry mixtures such as flour and sugar, rice grains and
hull, salt and pepper, strainer, bowl
C. References
Integrated Science by Lucy Austria Magleo and Veronica Sigmundo Bernas and
Google.
D. Process Skills
Dispose materials properly after using.
DCCM VIII – Local Food Products
III. Learning Tasks

A. Elicit
Read the following words in the screen correctly
- Sieving
- Sifting
- dry mixtures
- smaller particles
- larger particles
B. Engage
What was our lesson yesterday? (separating mixtures through picking)
Observe closely what I am going to do. What did I do with the flour?
C. Explore
Grouping: Divide the class into five (5) groups.
o Setting of standards
o Group Activity (see activity sheet)
D. Explain
Group Reporting
What are the different mixtures?
b. Where can these dry mixtures found?
c. How can these mixtures be separated?
d. What device is used to separate these mixtures?
Further explanation about sieving.
After doing the activity, what did you do with the materials? What values should you
show?
E. Elaborate
Draw a for a dry mixture and if NOT.
_____ 1. lemonade
_____ 2. rice and sugar
_____ 3. vinegar and water
_____ 4. nails and pins
_____ 5. pepper and beans
F. Evaluate
Identify what is being describes in each number. Choose the appropriate
term from the box. Write your answer on the space provided.
sifter sifting gravel and sand
dry mixtures vegetable salad
____ 1. It’s a good food for dieting.

____ 2. Combinations of dry substance.
____ 3. A device used in sifting.
____ 4. It a technique used in separate smaller solid particles from larger solid
particles.
_____ 5. Mixtures that is used in building roads.
G. Extend
Describe how mixtures mentioned below are separated.
1. sugar and salt
2. flour and rice
3. sand and gravel
4. marbles and stones
5. powdered milk and sugar
V. Assignment
On a short bond paper, illustrate how sifting or sieving is done.
VI-Maroon
5x
4x
3x
2x
1x
0x
V. REFLECTION
First Quarter
Week 4: Day 1
Date: July 8,2019
Monday
Maroon 3:10-4:00

 Describe how to separate mixtures through winnowing
 Work independently
II. Describing how to separate mixtures through winnowing
A. 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
B. Materials
pictures
C. References
Google.
D. Process Skills
III. Learning Tasks
A. Elicit
Read the following words in the screen correctly.
- winnow
- winnowing
- chaff
- hull
- mongo puds
B. Engage
What was our lesson yesterday? What do you mean by sifting or sieving? Who can
give examples of dry mixtures that can be separated through sifting or sieving?
Here is a picture (picture of a person winnowing). Look at the picture. What is it all about?
Have you seen people doing this at home or in your locality?
So, this morning we will be talking about separating mixtures through winnowing.
B. Explore
Individual activity.
In your activity notebook, answer the activity independently.
(see activity sheet)
C. Explain
What did you do?
What happened to the palay and hull after winnowing?
What method is used to separate the mxture?
D. Elaborate
Based on the activity that you had, what’s the other technique/way of
separating mixture? What is winnowing? How can mixtures be separated in
winnowing? Describe how the technique winnowing is done in separating mixture.
E. Evaluate
Supply the blanks with the appropriate letter(s) to make the word complete.
1. W __ N __ __ __ __ N G
2. R I C E G __ __ __ N S
3. __ I N __ __ W E R
4. H __ L L
5. __ H __ F F
F. Extend
Fill in the blanks to make the statement in describing winnowing as a way of separating
mixtures correct.
Winnowing is one _____ the technique in _____________ ______________ by using a
tool called _______________.
V. Assignment
Practice separating mixture at home through winnowing.
VI-Maroon
5x
4x
3x
2x
1x
0x
V. REFLECTION
Activity 1
I. Title: Demonstrate the proper way of winnowing.

II. Materials:- palay , winnower
- picture of a person winnowing.
III. Procedures:
1. Observe the picture carefully.
2.Imitate the person in the drawing.
3.Actual demonstration of winnowing.
IV. Questions:
1. What did you do?
2. What happened to the palay and hull after winnowing?

First Quarter
Week 4: Day 2
Date: July 9,2019
Tuesday
Maroon 3:10-4:00

 Describe how to separate solid – liquid mixtures through filtering.
 Show cooperation in group activity
II. Describing how to separate mixtures through filtering
A. Concept
 Filtration is the process of separating solid substances from
a liquid through the use of 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.
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
B. Materials
Pictures, filter paper or cloth, beaker/containers, muddy water, funnel, tea, iron stand
C. References
Google.
D. Process Skills
III. Learning Tasks

A. Elicit
What method of separating mixtures have we discussed yesterday?
What is the tool is being used to winnow grains?
B. Engage
Look at the picture.
What do you think is the method being used to separate mixture?
C. Explore
o Group Activity
D. Explain
Reporting of group outputs
Analysis and abstraction of the activity results
1. What happened to the muddy water after filtering? How about the tea?
2. Are there remains of solid on the filter paper? What about the
water where did it go?
4. What method was used to separate mixtures?
E. Elaborate
What do you mean by filtration?
Further explanation of difficult words such as:
- Filter
- Filter medium
- Residue
- Filtrate
F. Evaluate
Identify the following materials used in filtering mixtures.
1. 2. 3.
4. 5.
G. Extend
What are common mixtures or substances that uses filtration at home?
V. Assignment
Draw the different materials being used in filtration.
VI-Maroon
5x
4x
3x
2x
1x
0x
V. REFLECTION
Activity 1
I. Title: Separating mixtures through filtering.
II. Material: muddy water, filter paper,
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?
Activity 2
I. Title: Separating mixture through filtering.
II. Materials:
- tea
- filter paper
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? What about the water, where did it
go?
First Quarter
Week 4: Day 3
Date: July 10,2019
Wednesday
Maroon 3:10-4:00

 Describe the process of separating mixtures through funnel
 Show attentiveness in the lesson
II. Describing how to separate mixtures through the use of a funnel
A. Concept
• The Separating Funnel
In this technique, two liquids that do not dissolve very well in each other
(immiscible liquids) can be separated with the concept of unequal density. A mixture of
oil and water, for example, can be separated by this technique.
 1. immiscible liquids– liquids that do not dissolve very well in each other
such as oil and water
 2. separating funnel – a separatory funnel, also known as separation funnel,
separating funnel, or colloquially sep funnel, is a piece of laboratory
glassware used in liquid-liquid extractions to separate (partition) the
components of a mixture into two immiscible solvent phases of different
densities.
B. Materials
real objects, flash cards, activity cards, pictures, charts,
separating funnel
C. References
K to 12 Grade 6 Curriculum Guide, YouTube, Exploring the
Realms of Science Integrated Science by Lucy Austria Magleo and
Veronica Sigmundo Bernas, Science and Health (third edition) by
Vengco Religioso
D. Process Skills
Proper handling of apparatuses in performing the activity
III. Learning Tasks

A. Elicit
What was our lesson yesterday? (Filtration) What is filtration?
B. Engage
Read the following words correctly.
- funnel
- separating funnel
- immiscible liquids
- density
- spout
Do you have any experience in separating two liquids that do not
dissolve very well in each other? (no ma’am) A mixture of oil and water for
example, can be separated by this technique.
So, this is our lesson this morning, the process of separating mixtures
through funnel.
C. Explore
o Group Activity
D. Explain
Reporting of group outputs
Analysis and abstraction of the activity results
Let’s go back to the result of your experiment, what are your
observations? What did you notice to the mixtures? Did the liquids separate
very well in each other?
Unlocking of difficulties such as:
-immiscible liquids
-separating funnel
E. Elaborate
 What do we do with immiscible liquids in order to be separated from each other?
 How do you separate liquids through the use of the separating funnel?
 What value did you gain while handling the materials?
F. Evaluate
Match column A with column B. Write the letter of the correct answer on the
space provided.
A B
_____ 1. separating funnel a. example of immiscible liquids
b. one technique in separating mixtures
_____ 2. immiscible liquids
_____ 3. oil and water c. liquids that do not dissolve very well in
each other
d. Erlenmeyer flask
e. separating funnel
_____ 4.
_____ 5.
G. Extend
Check the statements that describe the process of separating mixture through
funnel.
_____ 1. Immiscible liquids can be separated through the use of the separating
funnel.
_____ 2. Liquids that do not dissolve very well in each other can be separated through
funnel.
_____ 3. liquids
_____ 4. Separating funnel is used in separating immiscible liquids.
_____ 5. mixture
V. Assignment
Give at least three (3) examples of immiscible liquids that can be separated through
funnel.
VI-Maroon
5x
4x
3x
2x
1x
0x
V. REFLECTION
Activity 1 (For the whole class)
I. Title: Separating mixtures through funnel.
II. Material: mixtures of oil and water, oil and soy sauce
separating funnel
container
III. Procedures:
1. Using the separating funnel, separate the mixtures of oil and

water, and oil and soy sauce.
2. Observe carefully on what happens to the mixture.
IV. Questions:
1. What did you do with the mixture?

2. What apparatuses did you use in separating the liquid mixture?
3. Did the liquids dissolve very well on each other?

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ELEMENTARY SCIENCE VI

CONTENT STANDARD: Mixtures and their Characteristics

Mixtures State Homogeneous/Heterogeneous

PROBLEM: What are mixtures?

Date Values/Government Thrust Strategies Used Remarks

CONTENT STANDARD: Mixtures and their Characteristics

1. soy sauce 2. soft drinks 3. alcohol

4. cooking oil 5. gasoline 6. vinegar

7. orange juice 8. evaporated milk 9. kerosene

10. used oil

Form different kinds of mixtures

Participate actively in the group activity

1. Half fill the four glasses with tap water

2. Put a teaspoon of salt in one glass. Stir . Label it as “Mixture A”

3. Put a teaspoon of powder milk in another glass. Stir. Label it as “Mixture B”

4. Put a teaspoon of oil in 3rd glass. Stir. Label it as “Mixture C”

5. Put a teaspoon of gravel in the 4th glass. Stir. Label it as “Mixture D”

7. Fill in the table below.

Mixture Components (before Phase after combining Can you still

III. Guide questions

1. Which mixtures can you still distinguish the components?

2. Which mixtures can you still distinguish the components?

a. Measure the prior knowledge of pupils in Science 6

b. Show honesty in answering the test

II. Inventory / Diagnostic Test

Materials: Test Questionnaire

B. Setting of standard in administering the test

E. Recording and Interpretation

a. Measure the prior knowledge of pupils in Science 6

b. Show honesty in answering the test

II. Inventory / Diagnostic Test

Materials: Test Questionnaire

B. Setting of standard in administering the test

E. Recording and Interpretation

CONTENT STANDARD: Mixtures and their Characteristics

II. SUBJECT MATTER: Describing uniform and non-uniform mixtures

Ask: What are they doing?

4. cooking oil 5. gasoline 6. vinegar

CONTENT STANDARD: Mixtures and their Characteristics

CONTENT STANDARD: Mixtures and their Characteristics

Problem: How do solvents work?

with Water, spoon, detergent, sugar, black pepper

beside it. Leave it for a few minutes.

1. What happened to the substances in the glasses after stirring?

2. Did all the substances dissolve when placed in the water?

3. Which among the substances dissolved thoroughly? Conclusion

CONTENT STANDARD: Mixtures and their Characteristics

CONTENT STANDARD: Mixtures and their Characteristics

CONTENT STANDARD: Mixtures and their Characteristics

CONTENT STANDARD: Mixtures and their Characteristics

Examples of Suspension Describe its Appearance Describe its uses

I. Problem: Describe the appearance and uses of suspensions

2. Wait for 2 – 3 minutes and observe.

3. Record the appearance of the mixture.

1. When the 2 ingredients are combined, what do they become?

2. Describe the appearance of the mixture done.

3. What kind of mixture did you make?

4. In what preparation can this mixture be useful? (for vegetable salads)

3. So therefore, what is a suspension and how can this be useful?

I. Problem: Describe the appearance and uses of suspensions

II. Materials: ½ cup of raw sand and 1 glass of water

2. Let the mixture stand for a few minutes.