School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners's Materials Pages
3. Textbook Pages
4. Additional Materials from LR
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
COMMUNAL ELEMENTARY SCHOOL Grade Level
Teacher EDGAR I. MANRIQUEZ Learning Area
Teaching Dates and Time June 3-7, 2019 Quarter
Monday Tuesday Wednesday Thursday
The learners demonstrate understanding of different types of mixtures and their characteristics. Tha learners demonstrates understanding of the different types of
characteristics.
The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines. The learners should be able to prepare beneficial and useful mixtu
food and herbal medicines.
Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1 The learners should be able to describe the
appearances and uses of uniform and non-
uniform. S6MT-1a-c-1
Describe the appearance of mixtures formed from the combination of : Solid and solid, solid and liquid, solid and gas. Mixtures and their Characteristics:
Describe the characteristic of uniform
mixtures (Homogeneous)
Cyber Science pp. 1-15, Internet Cyber Science pp. 1-15, Internet Cyber Science pp. 1-15, Internet K to 12 Science Curriculum Guide August
2016 Cyber Science p. 4
mlyblycity.weebly.com/find-resources.html
mlyblycity.weebly.com/find-resources.html
mlyblycity.weebly.com/find-resources.html
http://mlyblycity lrmds.weebly.com/find-
resources.html
Classify the following materials according to their Think-Pair and Share: Let the pupils to Ask the group to make a list atleast 4-6 main Ask questions about the previous lesson.
observable characteristics. (Solid, Liquid and Gas) choose their partner. The teacher will thoughts as a means of summarizing the topic
give a strips with two materials being before proceeding to do more in-depth
combined. activities.
In this lesson, you will learn the appearance of In this lesson, you will learn the In this lesson, you will learn the appearance of I DO. The teacher will prepare a breakfast.
mixtures formed from the combination of solid appearance of mixtures formed from the mixtures formed from the combination of gas Ask: what do you observed in the
and solid, solid and liquid and solid and gas. combination of liquid and liquid, liquid and gas, gas and solid, gas and liquid. preparation of hot choco and sandwich?
and solid, , liquid and gas.
C. Presenting examples/instances The teacher will give a passage. Let the pupils
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living They Do. Using the chart Complete the concept map.
H. Making generalizations and
abstractions about the lesson
The teacher present a video clip Picture Analysis: The teacher presents a Setting of Standards: We Do: Group Work.
write one paragraph reaction to it. Title: Street presentation inline with the lesson. Th picture and let the pupils say something about You mix me. You mix me not. Group the
Food Safety Street food has been part of the eteacher gives guide questions regarding the picture. class into 3. Group 1 Prepare an orange
Filipino food culture. It is available to everyone the lesson being viewed. juice. Group 2 prepare hot choco.
and anyone here in the country. There are even
specific places where only street food is sold.
Despite the growing popularity of street food,
one must be careful of eating such kinds of food.
In particular, people who are vulnerable to food
allergies or to those with "sensitive stomachs"
need to choose wisely the food they will eat.
Now, the question is this: How can street food
vendors make sure the food they are safe for
consumption?
Setting of standards for group activity.Group Group Work (Explicit Instruction)I DO Group work: (D.I.)The teacher will present a Presentation of output per group.
Work (Differentiated Instruction The teacher will :Experimentation:Observe whether the video clip. Let the group depict what they
present the 3 set ups such: a.) solid and solid water mixing becomes cloudy, formed have understand about the video. Group 1-
mixtures b.) solid and liquid mixtures 3.) solid and layers or cannot be distinguished interpretative dance Group 2- rap, Group 3-
gas mixtures.Ask the pupils to do the ff.: Gr. 1-2: anymore. STar - CLoudy , Heart- form illustrate it by drawing, Group 4 -
illustrate the appearance of mixtures formed layers and Circle for cannot be Dramatization
when combined Gr. 3-4 compare the appearance distringuish .
of the following set-ups. and Gr. 5-6 predict the
appearance of the following set-ups
Process the output of the pupils and present a WE DO:Write the following signs before Perform a simple investigatory report. Process the output of the pupils and discuss
video clip that would enhance their the number that describe the result. Use the appearance of uniform mixtures or
understanding to their prior knowledge. the following materials given. Homogenous mixtures.
Explain the appearance of mixtures formed from YOU DO: Draw a happy face if the Group Work. Using the chart describe the
the combination of : Solid , liquid and gas and statement is true and sad face if the mixtures.
vice-versa. statement is false.
They Do. Using the chart Complete the
concept map.
What is the appearance of solid when combined What is the appearance of liquid when What is the appearance of gas when Identify the uniform mixtures that can be
such as: solid and solid materials, solid and liquid, combined such as: liquid and liquid combined such as: gas and gas materials, gas found in your home.
solid and gas. materials, liquid and solid, liquid and gas. and liquid, gas and solid.
I. Evaluating learning Directions : Tell whether the solid mixture is Directions: Describe what will happen to Directions: Categorize the mixtures as uniform Most of the things around us are mixtures.
heterogenous. Write smile face if the solid mixed the different liquids when mixed with or non-uniform. The materials we used at home and the food
can be distinguished and sad face if the solids water. we prepare are mixture. List down ten
cannot be distinguished. examples of homogenous or uniform
mixtures.

J. Additional activities for
application or remediation
The teacher will give a passage. Let the pupils List down five examples of liquid Make a poster showing the proper Answer Word Puzzle. Look for the word
write one paragraph reaction to it. Title: Street mixtures. Find out why sea water are usage/procedure in mixing materials. related to mixture.
Food Safety Street food has been part of the called homogenous mixture?
Filipino food culture. It is available to everyone
and anyone here in the country. There are even
specific places where only street food is sold.
Despite the growing popularity of street food,
one must be careful of eating such kinds of food.
In particular, people who are vulnerable to food
allergies or to those with "sensitive stomachs"
need to choose wisely the food they will eat.
Now, the question is this: How wcan street food
vendors make sure the food they are safe for
consumption?

V. REMARKS
VI. REFLECTION

B. No. of learners who require

additional activities for
remediation who scored below
80%

C. Did the remedial lessons work?

No. of learners who 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 innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
 SIX
SCIENCE
First (WEEK 2)
Friday
ng of the different types of mixtures and their
acteristics.
beneficial and useful mixtures such as drinks,
erbal medicines.
The learners should be able to describe
the characteristics of non-uniform
mixtures

Classify mixtures into

uniform(homogenous) and non-uniform
(heterogenous).

Giving of Rules during summative test.


DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners's Materials Pages
3. Textbook Pages
4. Additional Materials from LR
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
School COMMUNAL ELEMENTARY SCHOOL
Teacher EDGAR I. MANRIQUEZ
Teaching Dates and Time JUNE 10 -14, 2019
Monday Tuesday Wednesday
The learners demonstrate understanding of different types of mixture and their characteristics
The learners should be able to prepare beneficial and useful mixtures such as drinks,foods,and herbal medicines.
The learners should be able to describe the appearance and uses uniform and non-uniform mixtures: (S6MT-Ia-c-1)
Describe the characteristics of solution. Describe the uses of solutions. Perform experiements to how factors affecting
solubility such as (nature of solvent, size of solute,
and manner of stirring).
Cyber Science pp. 2-6,Science Links Cyber Science pp. 2-6,Science Cyber Science 6 page 10 -12
pp.71-82 Links pp.71-82
LRMDS (Module 7 - Solutions)
Identify uniform and non-uniform Give five examples of solutions Describe the characteristics of mixtures. Enumerate
mixture. Group commonly used at home.Fill in the the uses of solutions.
pictures as uniform and non-uniform table column A Solution,column B
mixture. (cough its Components(solute & solvent)
syrup ,halo-halo,fruit salad,alcohol,oil &
water,vinegar,hot coffee. )
Classify some common household Show pictures of different In this lesson the learners will perform an
materials used. solutions. Let the learner identify expirements to show factors affecting solubility
each pictures. (nature of solvent, size of solute, manner of
stirring).
C. Presenting examples/instances of Set up a substances that can be dissolved Video presentation (uses of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
and cannot be dissolved. Through the set solution)
up learners can identify whether it is
solute or solvent.
Setting of Standards.Group the class into
five. Let each group list down example of
solutions of different types:Group 1 Solid
solution,Group 2 Liquid solution,Group 3
Gaseous solution. Let them present their
output through;Group 1 cheering,Group
2 rapping,Group 3 Poem.
Fill the table.Column A example of
solution,Column B types of
solution,Column C component of
solution.(solvent & solute)
Group activity.Set standards.Give
examples of solution used at
home and their uses.Present the
output through:Group 1-song,
Group 2-cheer, Group 3-rapping,
Group 4-poem,Group 5 role play.
Web Map. Group 1 Give examples Classify the factors affecting solubility (nature of
of solution used for
grooming/cosmetics. Group 2
Used for food preparation. Group
3 Used for Medicines.Group 4 for
cleaning.
"WORD CHOP" On a given chart there are words
that have been chopped in half. Find the pieces that
fit together that show factors affecting solubility.
Write them on the space provided.
Setting of Standards. Form 4 groups. Let each group
perform a specific activity. Imagine in your group to
performed an experiment in which of them
dissolves fastest, faster, and slowest. Group 1 -
materials (water,refined salt) Group 2 - materials
(water, granulated salt) Group 3 - materials (hot
water, refined salt) Group 4 - materials (hot water,
granulated salt). Observed which materials that
dissolve faster than the others.
Make a Mind Map that show factors affecting
solubility.
solvent, size of solute and manner of stirring).
G. Finding practical applications of Is solution important in our daily life? Can you suggest ways by which we Is it important to dissolve a substance to make a
concepts and skills in daily living can safeguard the environment, drinks, food or herbal medicine? Why?
particularly water, soil and air in
order to maximize their uses

H. Making generalizations and What is solution?Give its characteristics. What are the uses of solution. What are the factors affecting solubility?
abstractions about the lesson

I. Evaluating learning Describe a solution as a uniform mixture. Matching Type. Describe the uses Complete the table below. How do you dissolve
Circle the letter of the correct answer of solution. substances faster?

J. Additional activities for Collect atleast 5 pictures of solution used Make a Fish Bone about the uses Make a scenario that shows the factors affecting
application or remediation at home and give its component and of solutions. solubility.
types of solution.

V. REMARKS
VI. REFLECTION
A. No. of learners who eraned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who 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 innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 Grade Level SIX
Learning Area SCIENCE AND HEALTH
Quarter First (WEEK 3)

Thursday Friday

Perform experiements to how factors affecting Infer that not all solute
solubility such as (amount of soulte and dissolved in solvent.
temperature).

Cyber Science 6 page 10 -12

LRMDS (Module 7 - Solutions) LRMDS (Module 7 - Solutions)

What are some factors affecting solubility? What are the factors affecting
solubility?

In this lesson the learners will perform an In theis lesson the learners will
expirements to show factors affecting solubility infer that not all solute
(amount of solute and temperature). dissolved in solvent.
Setting of Standards (Experimentation) Group Video Prresentation (What
the class into 2. Give each group their distinguishes solutions from
materials (sugar, beaker, stirring rod, salt, hot non-solutions?)
water, and water) Group 1 - How the amount
of solute affects the solubility of a substances?
Group 2 - How the temperature of solvent
affects the solubility of a substances?

Setting of Standards. Each

group must infer that solute
will not dissolved by solvent.
Group 1 Concept Mapping,
Group 2 Fish Bone, Group 3
Role Playing, Group 4 Jig Saw
Puzzle

What are the factors that affect solubility? Process group output.
What can you do to increase solubility of
substances?

In which solvent the solutes dissolved faster? Why some solute will not be
dissolved by solvent?
Is it important to dissolve a substance to make
a drinks, food or herbal medicine? Why? How can we show in preparing
beneficial and useful mixtures
such as drinks,foods,and herbal
medicines if the substances
cannot be dissolved?.

Have you tasted a glass of juice or a tea? How Why do you need to know
would you change or adjust the taste of juice solutions or non-solutions?
or tea?

What kind of mixture is formed in one Answer the questions briefly.

substance dissolved in another substance?

Let them make a concentrated solution out of List down some solute that are
the household material. not dissolved in solvent.
 School COMMUNAL ELEMENTARY SCHOOL Grade Level
DAILY LESSON LOG Teacher EDGAR I. MANRIQUEZ Learning Area
Teaching Dates and Time June 17 - 21 2019 Quarter

I. OBJECTIVES Monday Tuesday Wednesday Thursday

A. Content Standards The learners demonstrate understanding of the different types of mixtures and their characteristics.

B. Performance Standards The learners should be able to prepare beneficial and useful mixtures such as drinks, food and herbal medicines.
C. Learning Competencies The learners should be able to describe the appearance and uses of uniform and non-uniform mixtures. (S6MT-IC-1)
Describe the characteristics of Describe the characteristics of simple Classify the different types of colloids Classify the different types of colloids
suspension and state its uses. colloids and state its uses. such as: Aerosols, Foams, Gel such as: -sols and Emulsions
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners's Materials Pages
3. Textbook Pages Cyber Science 6, pp. 5, 15-27 Cyber Science 6, pp. 5, 15-27 Cyber Science p.21-25 Cyber Science 6, pp.25
http://mlyblycitylrmds.weebly.com/find.resources.html

4. Additional Materials from LR

Portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or Identify the mixture presented as to State the characteristics of suspension 1. Describe the characteristic of Show pictures. Let them classify into
presenting the new lesson solution, suspension, or colloid. and its uses. suspension and simple colloids. gel foams and aerosols.
2.State the uses of suspension and
colloids.

B. Establishing a purpose for the What happened to the child in the What component of the circulatory Which of the given household Video presentation
lesson picture? Have you been sick before? system distributes nutrients and materials can be characterized as gel,
Why did you get well? oxygen to the entire body? aerosol and foam?

C. Presenting examples/instances of Identify the common household Identify the common household Illustrate the characteristic of aerosol, Identify the following materials as to
the new lesson materials that are suspension. materials that are simple colloids. foam and gel. the type of colloids (With emphasis on
paint, mayonnaise, shaving foam).
D. Discussing new concepts and Setting of standards on group activity.
practicing new skills #1 Prepare a 2-3 minute presentation
about the characteristics and uses of
suspension that the group picked.
Group 1: Composed a song; Group 2:
Composed a poem; Group 3: Act out a
situation where the material is used;
Group 4: Pantomimed the situation
where the material is used; Group 5:
Find the listed words in the crossword
puzzle. Match the words to its
meaning. (With teacher made rubrick)
E. Discussing new concepts and List down the characteristics of the
practicing new skills #2 given suspension by completing the
diagram. Discussion (filterability,
number of phases, degree of settling,
particle size and their ability to scatter
light).
F. Developing Mastery Fill the table. (For Column A, kinds of
suspension; for Column B,
characteristic of the suspension; for
Column C, uses of the suspension)
G. Finding practical applications of In what situation suspensions are
concepts and skills in daily living important?
H. Making generalizations and Why are suspensions helpful?
abstractions about the lesson
I. Evaluating learning Write a check mark if the sentence
states the characteristic of suspension,
and draw a happy face if it states its
use.
Setting of standards on group activity.
Prepare a 2-3 minute presentation
about the characteristics and uses of
simple colloids that the group picked.
Group 1: Composed a song; Group 2:
Composed a poem; Group 3: Act out a
situation where the material is used;
Group 4: Pantomimed the situation
where the material is used; Group 5:
Find the listed words in the crossword
puzzle. Match the words to its
meaning. (With teacher made rubrick)
List down the characteristics of the
given simple colloid by completing the
diagram. Discussion (filterability,
number of phases, degree of settling,
particle size and their ability to scatter
light).
Fill the table. (For Column A, kinds of Classify the different kinds of Colloids
simple colloids; for Column B,
characteristic of the simple colloids; for Aerosol,Foam and Gel.
Column C, uses of the simple colloids)
In what situation simple colloids are
important?
Why are simple colloids helpful?
Write a check mark if the sentence
states the characteristic of simple
colloids, and draw a happy face if it
states its use.
Setting of standards on group activity. I DO.: Explain and show the sols:
Fish Bone Activity. Fill the bones of the ( paint, blood, ink, colored glass) the
fish of the characterisitics and uses of emultions( milk, toothpaste, lotion,
suspension and simple colloids. Fish A: etc) WE DO: Call on
Difference between the characteristics students to classify which are sols and
of suspension and simple colloids. Fish which are emultions.
B: Differences between the uses of
suspension and simple colloids.
Process the output of the pupils and YOU DO: Group activity base on the
discuss the different types of colloids materials given to your group classify
particularly aerosol, foam and gel and them into sols and emultions.
their characteristics.
Presentations of activity by group.
and discuss the characteristic of
What are the different types of Give the importance of the type of
colloids?Why do we need to know the colloids; as sols and emultions to our
characteristic of each kind of colloids? daily lives.
Expalin the proper usage of the How will you identify substances as to
following colloids: aerosol, foam and sols or emulsions?
gel to protect our environment.
Fill in the table by identifying the uses Classify the colloids into sols and
of each type of colloids. Copy the chart emultions from the list in the box.
on the board. Write them in their proper collumn.
J. Additional activities for Make a poster showing the importance Make a poster showing the importance Write A if the materials in the chart is Learn more about colloids. Surf the
application or remediation of suspension in our daily lives. of simple colloids in our daily lives. an Aerosol, F if it’s a Foam and G if it’s internet and know how to prepare the
a Gel.1. Shoe Polish 2. yeast 3. Silica following colloids. -mayonnaise
Gel -paint

V. REMARKS
VI. REFLECTION
A. No. of learners who eraned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

C. Did the remedial lessons work?

No. of learners who 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 innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 SIX
SCIENCE AND HEALTH
1-C

Friday
tics.

Performance Assessment

What are the uses of suspension and

simple colloids in our daily lives?

What happened to the child in the

picture? Have you been sick before?
Why did you get well?

Prepare herbal medicine for cough and

treating wound.
Setting the standards on group activity.
How are you going to make an herbal
medicine out of kalabo leaves and
malunggay leaves? Modelling.

Which leaves are used for cough? For

wounds? Discussion.

When are herbal plants useful?

What are the other uses of kalabo and

malunggay leaves? What other leaves
can be used as herbal medicine?

Group presentation rubrick.

List down other herbal plants that can
be used as herbal medicine.

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners's Materials Pages
3. Textbook Pages
4. Additional Materials from LR
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of Video presentation of water refilling
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
School
Teacher
Teaching Dates and Time
Monday Tuesday
Different techniques to separate mi
Separate desired materials from common an
Tell the benefits of separating mixtures from products in t
Describe/Investigate the ways where separating mixtures benefit the community:
Separating Mixtures
Science Links pages 92-93
https://www.youtube.com/watch?
v=qBh8KjwQHJ0
https://www.youtube.com/watch?
v=PKwdczhI094
https://www.youtube.com/watch?
v=vchSmUmRRZs
ORAL RECITATION
Tell the benefits of sieving,
decanting, filtering, evaporating and
using magnets
What is the source of your drinking
water? Have you gone to a water
refilling station?
station
Setting of standards. Group the pupils.
Let them observe the video and
discuss among themselves the given
questions. ●
What are the benefits you can get in a
water refilling station? How this
happened?
Presentation of output through
reporting
Describe the ways where separating
mixtures benefit the community?
G. Finding practical applications of
concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who eraned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

C. Did the remedial lessons work?

No. of learners who 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 innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 Grade Level SIX
Learning Area SCIENCE AND HEALTH
Quarter First (WEEK 8)

Wednesday Thursday Friday

Different techniques to separate mixtures
Separate desired materials from common and local products
benefits of separating mixtures from products in the community. (S6MTIg-j-3)
fit the community: ●Water
Refilling Station
Separating Mixtures

Herbal Medicine

Critiquing of Group outputs/

Feedbacking
Make a concept map about the
benefits you can get in separating
mixtures of water refilling station.
Reporting

What are the benefits benefits of

water refilling stations in our
community?

Paper pencil Test

Choose the best answer.
Rizza makes sure that
her drinking water is clean? What
practices she applies?

Poster making about the benefits of a

water refilling station in a community?
 School COMMUNAL ELEMENTARY SCHOOL
DAILY LESSON LOG Teacher EDGAR I. MANRIQUEZ
Teaching Dates and Time JULY 24 - 28, 2017

I. OBJECTIVES Monday Tuesday

A. Content Standards Different techniques to separate mi

B. Performance Standards Separate desired materials from common an

C. Learning Competencies Tell the benefits of separating mixtures from products in the community. (S6MTIg-j-3)
Describe/investigate the ways where separating mixturesin he
II. CONTENT Separating Mixtures
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners's Materials Pages
3. Textbook Pages
4. Additional Materials from LR
Portal
B. Other Learning Resources Power Point Presentation on Herbal
Medicine
Journey into the World of Science 6,
TM pp. 51 - 53

IV. PROCEDURES
A. Review previous lesson or Name the different ways to separate
presenting the new lesson water
B. Establishing a purpose for the How useful are herbal medicines to
lesson our lives? Do you think herbal
medicines served as alternative
medicines?

C. Presenting examples/instances of Describe herbal medicine Complete

the new lesson the concept map of herbal medicine.

Herbal Medicine

D. Discussing new concepts and

practicing new skills #1

E. Discussing new concepts and

practicing new skills #2
F. Developing Mastery

G. Finding practical applications of

concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson
I. Evaluating learning

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who eraned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

C. Did the remedial lessons work?

No. of learners who 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 innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 Grade Level SIX
Learning Area SCIENCE AND HEALTH
Quarter First (WEEK 10)

Wednesday Thursday Friday

Different techniques to separate mixtures
Separate desired materials from common and local products
munity. (S6MTIg-j-3)
ways where separating mixturesin herbal medicines benefit the community.
Separating Mixtures

Present standard.Group activity.

Demonstration on how to separate
mixtures in herbal medicines through
filtering and steeping.

Demonstration on how the group

perform filtering and steeping.

What benefits we can get from herbal

medicines?

What are the steps in separating

herbal medicines?
.Conduct critiquing on the presentation Paper pencil test
of outputs for each group through
Rubrics.

Make a scrapbook of herbal medicine

found in your community.
 School COMMUNAL ELEMENTARY SCHOOL Grade Level
DAILY LESSON LOG Teacher EDGAR I. MANRIQUEZ Learning Area
Teaching Dates and Time August 13 - 15, 2019 Quarter

I. OBJECTIVES Monday Tuesday Wednesday Thursday

A. Content Standards Different techniques to separate mixtures

B. Performance Standards Separate desired materials from common and local products
C. Learning Competencies Tell the benefits of separating mixtures from products in the community. (S6MTIg-j-3)
Describe/investigate the ways where separating mixtures in waste segregation benefit the community.
II. CONTENT Separating Mixtures
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners's Materials Pages
3. Textbook Pages
4. Additional Materials from LR
Portal
B. Other Learning Resources

IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for the What do you feel if you can see wastes
lesson scattered in your community and
school premises? Are there remedies
to control this problem? In what way?
C. Presenting examples/instances of Video presentation on waste
the new lesson segregation. Ask the students their
observations on the video presented.
Say orally the materials found on the
video and identify whether it is
biodegradable, non-biodegradable,
and hazardous.

D. Discussing new concepts and Set standards. Have each group

practicing new skills #1 perform apublic awareness campaign
on waste segregation.

E. Discussing new concepts and

practicing new skills #2
F. Developing Mastery List down examples of biodegradable
materials and non-biodegrable
materals.

G. Finding practical applications of Share how your own family and

concepts and skills in daily living neighborhood dispose wastes? What
are the benefits everyone can have if
there is waste segragation.

H. Making generalizations and How are wastes separated? What can

abstractions about the lesson be done to improve the waste disposal
systems?

I. Evaluating learning Conduct critiquing/feedbacking of

group outputs.

J. Additional activities for Conduct a survey from other sections

application or remediation how they wrap their meriendas and
food for lunch?
V. REMARKS
VI. REFLECTION
A. No. of learners who eraned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%

C. Did the remedial lessons work?

No. of learners who 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 innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 SIX
SCIENCE AND HEALTH
First (WEEK 10)

Friday

the community.
Classify the following waste materials
as: biodegradable, non-biodegradable,
hazardous and pathological. 1.used
batteries 2.plastic drinking straw
3.animal bones 4..used cotton balls
5.expired medicines