DETAILED LESSON PLAN IN SCIENCE 6

Learning Area: Science 6 Grade Level: Six (6) Time Allotment: 60 minutes

Content Standard:

Mixtures and the products of their separation techniques are very useful in our daily lives.

Performance Standard:

By the end of the Quarter, learners demonstrate an understanding of the benefits of various
separation techniques. They recognize and apply their understanding of reversible and irreversible
changes to materials and demonstrate skills in using separation equipment.

Learning Competency:

Demonstrate various techniques in separating mixtures such as decantation, winnowing, scooping,

picking, evaporation, filtering, sieving, and using magnets.

I. Objectives

At the end of the lesson, the learners are expected to:

• K (Knowledge): Identify separating techniques such as handpicking, decantation, filtration,

sieving, evaporation, winnowing, and magnetism.

• S (Skills): Select and perform the appropriate technique to separate given mixtures and explain
the reason for the choice.

• A (Attitudes): Demonstrate care for safety and appreciate the importance of clean water,
recycling, and resource conservation.

II. Subject Matter

Topic: Separating Mixtures

Materials: trays, plastic cups, beakers or clear glasses, filter paper/clean cloth, funnel,
strainer/sieve, magnet, spoon, basin, salt, water, sand, rice mixed with small stones, iron filings
mixed with sand (or paper clips mixed with sand), electric fan or cardboard for winnowing, marker,
manila paper, activity sheets, projector (optional).

References: Science Beyond Borders Grade 6 Book, Unit 1, Chapter 2, Lesson 4–6, pp. 21–31

III. Procedure

Teacher’s Activity (Left Column) Pupils’ Activity (Right Column)

A. Preliminary (All stand.) A student leads the prayer;
everyone participates respectfully.
1. Prayer
Invite a student leader to lead the class prayer.
2. Greetings & Health Check “Good morning, Sir/Ma’am!”
“Good morning, class! Please take a deep Students respond: “We are fine, thank you.”
breath and relax. How are you today?”
3. Attendance and Cleanliness Secretary reports: “All present, Sir/Ma’am.”
“Secretary, please report the attendance.” Students tidy their area and sit properly.
“Before we begin, kindly check under your
chairs and pick up any litter.”
4. Classroom Agreements Students chorus: “Yes, Sir/Ma’am!”
“Remember our rules: (1) Listen attentively,
(2) Speak one at a time, (3) Raise your hand
before speaking, (4) Follow safety
instructions.”
“Is that clear?”
B. Review (5 minutes) Students give examples: fruit salad, trail mix,
“Last meeting we learned that a mixture is a saltwater, muddy water, air, etc.
combination of two or more substances that do
not chemically combine. Give examples of
mixtures you see at home.”
C. Motivation (3 minutes) “No, it’s dirty.”
(Show three transparent containers: muddy Students suggest ideas: filter, let it settle and
water, saltwater, and rice with small stones.) pour, use a magnet, pick out stones, boil and
“Would you drink the muddy water? Why?” evaporate, etc.
“How can we make each container clean or
usable?”
D. Safety First (1 minute) Students listen and agree to follow safety rules.
“During the activity: handle glass carefully,
keep water away from outlets, do not taste any
materials, wash hands after the activity. Ask for
help if unsure.”
E. Presentation & Group Activity (20 minutes) Students move to assigned stations and read
“We will rotate through stations. Read the task task cards. A leader records observations on
card and perform the separation method. the activity sheet.
Record your steps and results.”
Groupings: 5–6 members per group.
Rotation time: ~4 minutes per station; whistle
means rotate.
STATION 1 – Sand + Water Students set up funnel with filter/cloth, pour
Materials: beaker with sand+water, clean the mixture.
cloth/filter paper, funnel, cup. Expected: Sand is trapped (residue); clear
Task: Separate sand from water using the best water passes through (filtrate).
method available.
Guide: If you pour gently through a filter, what
is retained? What passes through?
STATION 2 – Salt + Water Students predict and observe teacher demo (or
Materials: cup with saltwater, shallow dish, sample setup).
heat source (teacher demo/video), or place Expected: Water evaporates; salt crystals
under heat/light. remain on the dish.
Task: Predict what will remain after water
changes to vapor.
Guide: Which substance evaporates? Which
stays?
STATION 3 – Rice + Small Stones Students use handpicking to remove visible
Materials: tray with rice & stones, tweezers, stones; if sieve is available, they shake gently to
shallow bowl, sieve/strainer (if available). separate by size.
Task: Separate the stones from the rice using Expected: Clean rice in bowl; stones removed.
the most efficient way.
Guide: When do we use handpicking vs.
sieving?
STATION 4 – Iron Filings + Sand Students move the wrapped magnet over the
Materials: magnet wrapped in plastic, tray with mixture; iron filings attach.
mixture. Expected: Remove plastic to release filings
Task: Separate the iron filings from the sand easily; sand remains.
safely.
Guide: Why wrap the magnet in plastic?
STATION 5 – Rice Husks + Palay (or pepper + Students gently toss the mixture in a tray while
flour) – Winnowing/Decantation Analogy fanning; lighter husks blow away.
Materials: mixture and small fan/cardboard. Expected: Heavier grains remain. If decantation
Task: Use moving air to blow away lighter demo: top liquid is poured off due to density
particles (winnowing). If using oil+water demo, difference.
show decantation by carefully pouring off the
top layer.
Guide: Which property allows separation?
Processing of Activity (5 minutes) Group reporters share: “Filtration works
Ask each group: because sand particles are larger than holes of
1) Which method did you use? 2) What the filter.”
property made the method work (particle size, “Magnetism works because iron is magnetic.”
magnetism, solubility, density)? 3) Where do “Evaporation removes water and leaves salt.”
we use this in daily life?
F. Discussion (5 minutes) Students take notes; underline key terms.
Explain clearly: They match each method to one of the stations.
• Handpicking – removes big, visible impurities
(e.g., stones in rice).
• Sieving – uses a screen to separate by particle
size.
• Filtration – separates insoluble solid from
liquid using a filter (residue vs. filtrate).
• Decantation – carefully pouring off a liquid
from settled solid or from another immiscible
liquid (oil and water).
• Evaporation – removes a liquid (usually
water) to recover a dissolved solid (salt).
• Winnowing – uses wind/air to blow away
lighter particles.
• Magnetism – uses a magnet to pull magnetic
materials (iron, nickel, cobalt).
G. Abstraction (3 minutes) Students answer: “properties.”
“Complete the rule: We choose a technique They copy the concept map into notebooks.
based on the ______ of the materials.” (size,
solubility, magnetism, density).
Show a quick concept map linking mixtures →
properties → techniques.
H. Guided Practice (5 minutes) Sample answers: 1) Handpicking or sieving
Show items and ask: Which technique will you (depending on size)
use? 2) Sieving
1) Coffee powder mixed with sugar (want them 3) Decantation
separate) = ______ 4) Filtration (then decant if needed)
2) Pebbles mixed with sand (different sizes) = 5) Evaporation
______
3) Oil floating on water = ______
4) Muddy water = ______
5) Sea salt from seawater = ______
I. Assessment (8 minutes) Expected answers:
A. Identification – Write the method. 1) Magnetism
1) To separate iron nails from sand: __________ 2) Sieving
2) To separate flour from lumps: __________ 3) Handpicking
3) To separate stones from beans: __________ 4) Evaporation
4) To recover salt from saltwater: __________ 5) Filtration
5) To separate mud from water using filter 6) Decantation – pour off clear oil from
paper: __________ particles.
7) Winnowing – use wind to blow away light
B. Application – Choose the best method and husks.
explain briefly:
6) A vendor needs clean cooking oil after
frying.
7) A farmer removes husks from grains after
drying.
J. Values Integration (1 minute) Students: “To keep the environment safe, avoid
“Why is it important to keep our water clean diseases, and save resources.”
and to dispose of waste properly after
experiments?”
K. Assignment (2 minutes) Students copy the assignment.
At home, find two mixtures. For each, write: (a)
materials in the mixture, (b) property used, (c)
best separation technique, (d) simple steps.
Example: sand in aquarium water → particle
size → filtration → use a clean cloth filter.
L. Remediation/Enrichment (Optional) Struggling learners practice with concrete
Remediation: Practice sorting mixed buttons objects; advanced learners prepare short
by size/color and explain which technique this research shares.
models.
Enrichment: Research another method
(chromatography or distillation) and share a
one-slide summary next meeting.
IV. Rubrics for Group Activity (10 pts)
• Procedure followed safely (3)
• Correct method used (3)
• Teamwork & participation (2)
• Accuracy of explanation (2)

V. Answer Key (for Teacher)

Guided Practice: 1 Handpicking/Sieving, 2 Sieving, 3 Decantation, 4 Filtration, 5 Evaporation

Assessment A: 1 Magnetism, 2 Sieving, 3 Handpicking, 4 Evaporation, 5 Filtration
Assessment B: 6 Decantation, 7 Winnowing