Grades 1-12 School PALAGAY INTEGRATED SCHOOL Subject SCIENCE 6

Daily Lesson Log Teacher MRS. CECILIA G. DUMLAO Week 8

Teaching Dates September 16-20, 2024 Quarter 1st

FRIDAY
MONDAY TUESDAY WEDNESDAY THURSDAY
Grade 6 – Dumlao 7:00 - 7:45
Grade 6 – Leaño 1:45 – 2:30
I. OBJECTIVES At the end of the lesson,
the learners should be
able to evaluate and
present the designed
products.
The learners demonstrate understanding of different techniques to separate mixtures The learners demonstrate
an understanding of
A .Content Standards
different techniques to
separate mixtures.
The learner should be able to separate desired materials from common and local The learners should be
B .Performance products. able to separate desired
Standards materials from common
and local products.
Describe techniques in separating mixtures such as decantation, evaporation, filtering, Measure one’s abilities to Tell the benefits of
sieving and using magnet. apply knowledge and separating mixtures from
C. Learning
skills in a concept learned products in the
Competencies/
to answer questions in a community; S6MT-Ig-j-3.
Objectives
summative test with 75% Catch Up Friday
Write the LC code for
proficiency level Personal Awareness
each
Peace Educatiob
Separating mixtures Using Separating mixtures Using Comparing Techniques in Summative Test
II. CONTENT Magnet Magnet Separating Mixtures
III. LEARNING
RESOURCES
A.References
DepEd- Most Essential
Learning Competencies
1. Teacher’s Guide SCIENCE 6- K to 12 MELC d. SCIENCE 6- K to 12 MELC SCIENCE 6- K to 12 MELC d. Dayucos, A. (2019). Self-
pages 382 d. 382 382 Learning Kit Grade 6
Quarter 1 Week 8.
lrmdsnegor.net/#
2. Learner’s Materials
pages
3. Textbook pages
4 Additional Materials
from Learning Resource
(LR) portal
Smith, M. (2024). How
can recycling impact a
community?
https://tinyurl.com/
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https://tinyurl.com/
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https://tinyurl.com/
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https://tinyurl.com/
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https://tinyurl.com/
B. Other Learning
2mmwrabc
Resources
https://tinyurl.com/
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https://tinyurl.com/
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https://tinyurl.com/
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https://tinyurl.com/
mu7fuxm3
IV. TEACHING AND
LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Test Paper
IV. PROCEDURES
A. Reviewing previous What separation technique Review: Review: Recall their past lessons. The teacher will read the
lesson or presenting the is used in the illustration instruction)
new lesson below? 1. How can we separate Put a check (/)if the Preparation of test a.
mixtures using a magnet? mixtures can be separated materials You are going to group
by a magnet and (X) if not. yourselves into five. Each
group will have an
1. oil and water assigned color.
Group 1- red
1. 2. flour and pins Group 2- yellow
Group 3- green
3. staple wire and tissue Group 4- Blue
Group 5- orange
paper
b.
Pick a plastic egg in the
4. thumb tacks and bits of
basket randomly and go
paper to your corresponding
2. group according to the
5. talc powder and bond color of the egg you
paper picked.
(The basket will be filled
with five assorted colors
 that are equal to the
number of pupils you
have. The teacher may
opt for another object in
replacement of the eggs.)
c.
Arrange the jumbled
3. letter of recyclable
material provided in an
envelope.
d.
Paste the words you
formed on the manila
4. paper.
e.
The group that has the
highest number of correct
words for recyclable
materials will be the
winner.
What if you accidentally Now that you already know Now that you already know Teacher’s Instruction As a continuation of our
dropped a pin in a bowl of how mixtures can be the five different ways to learning, I will show some
flour, what will you do to separated using a magnet. separate mixtures. Let’s The teacher will give pictures of the products
Let’s have an enrichment have an enrichment of our made from waste
get it?
of our lesson. lesson. reminders to the students materials. Let us
B. Establishing a on procedures of testing. understand and identify
How will you separate the
purpose for the lesson what materials are used
pin from the flour? and transformed into
useful products and how
these materials have a
beneficial effect on our
community.
C. Presenting Ask the following questions: Look around you, which Identify the method by Setting of standards in Based on the pictures
examples / instances of objects do you think are which the given mixtures taking the test above, I would love to
the new lesson 1. What do you usually do attracted to a magnet? will be separated. Choose hear your answers to
when a needle in your these questions.
the letter of the correct
house is mixed with other (The teacher reads the
answer inside the box. first question and calls a
nonmetal materials?
learner to answer. The
remaining questions will
2. Have you tried using a
be read and answered by
magnet to find it? I. water in cloth the learners.)
1.
3. How a magnet can be 2.needle flour What type of waste
used to separate mixtures? materials were used to
3. salt solution create these products?
4. muddy water
 5. pebbles and water

6. il and water

7. boiled pasta

8. rice grains and rice chaffs

9. pins and wooden clips

10. water turning into steam

D. Discussing new 1. The class will be divided Components of mixtures Read the statements below Distributes test materials The teacher prepares the
concepts and practicing into 3 groups. can be separated in many and complete the cross- to the pupils. crossword puzzle on a
new skills #1 ways. The method that is word puzzle. manila paper. He or she
2. Each group will choose a displays the prepared
being used usually
leader and a reporter. instructional material on
depends on the type of the board and provides a
mixture. Metal and non- colored pen for tracing.)
3. Each group will be given
an activity sheet. metal objects can be
separated by using a
4. The activity card serves
magnet. There is no
as your guide on the Across
chemical reaction involved
activity that you are going
in the separation of 1. It is a method used to
to perform.
components. separate particulates from a
5. All the members in the liquid by allowing the solids
Metals which are made up
group must work as a team. to settle at the bottom of
alloy, nickel, or cobalt are
the mixture.
6. After the activity write easily attracted to the
the results of your activity magnet, while non-metals 3. A tool to separate iron
on the activity sheet. are not. Iron fillings, thumb fillings and paper clips.
tacks, staple wire,
7. The leader will present 4. A method in which two or
the results/findings. pins, coins, and needle are more components of
some common examples of different sizes are separated
objects that are attracted from a mixture on the basis
to the magnet. When they of the difference in their
Activity mixed with non-metals, sizes.
these could be
Title: Magnetic or Not?
6. This is what you apply
separated by magnet. during the separation of
mixtures using evaporation.
Materials:
1 pc iron filings

1pc pencil Down

1 pc magnet 2. It is a method that will

cause the liquid in a mixture
1pc paper to evaporate leaving the
other component/ substance
1 pc comb
behind.
1 pc paper clip
5. A tool to separate the
pebbles and water.
1 pc Plant twig

1 pc coin

Procedure:

1. Gather the needed

materials.

2. List all the materials to

be tested in the Table 1.

3. Predict first if the

materials you have is either
magnetic by putting (√) or

Non-magnetic (x) based on

its physical appearance.
Write your prediction

in Table 1.

4. Now, try to check if the

materials are magnetic or
not by testing if they can

be attracted to a
permanent magnet then
put √ or x.

5. Upon completion of the

tests, discuss the results.
 Materials Magnetic
or Non-
magneti
c

iron filings

Thumbtack
s

Comb

Nail

Cotton

Coin

Plant twig

Paper clip

Paper

Pencil

Guide Questions:

1. Which materials are

attracted to magnet? Why?

2. Which materials are not

attracted to magnet? Why?
E. Discussing new Presentation of output. Identify common separation Answering of test items Read or act out this
concepts and practicing techniques used to discussion. The first row
new skills #2 will be for the storyteller,
separate the components of the second row for Izzy,
the following mixtures. the third row for the
robot and Mico, and the
1. Getting the liquid portion fourth row for Sheena.
of iced coffee

2. Straining pancit canton in

a colander
 3. Separating pasta off cup

noodles

4. Window screens allowing

air in while keeping insects
out

5. Making coffee using

ground coffee beans

6.Drying clothes (separating

water from fabric)

7. Separating minute metal

shards from a sandy floor

F. Developing Mastery Give 3 examples of mixture Choose from the word box Group the following After reading the
(Leads to Formative that can be separated using the mixtures that can be mixtures as shown below conversation, I would like
Assessment) a magnet. separated by magnet. according to how the you to answer the
following questions. Then
components are to be
share your answers with
separated. Write the letters the class.
only. LESSON SCRIPT IN
SCIENCE 6
A. Fruit cocktail with juice 8

The teacher posts the

questions on the board
and learners start to
discuss and share the
answers with the class.

B. Sand and water

c. sand and pebbles

 d. salt and water

1. Sieving -

3. Filtration -

4. Evaporation -

5. Decantation -
What activity in our What activity in our Mrs. Salazar will make For further discussion, I
community where magnetic community where macaroni salad for her son’s would love to get your
separation is applicable? magnetic separation is birthday. She prepares the attention on the pictures
applicable? that depict the current
ingredients needed. She environmental conflict
cooked the pasta, opened a situation. What are your
can of fruit cocktail as well thoughts on these
G. Finding practical as other ingredients. She images?
application of concepts needs to remove some
and skills in daily living water and juice from these
ingredients. Can you help
her decide the best way to
do it?

H. Making Complete the statements Complete the statement What are the different ways The teacher flashes the
generalizations and below by choosing the to separate mixtures? pictures found in Annex
abstractions about the correct answers from the The most important B. As the pictures are
lesson concept that we discussed presented to the learners
given choices in the box.
today was __________ with their group, they will
write down the hashtag
on cardboard.)
(The teacher will provide
 the cardboard for each
group cut already in
different shapes
I learned that (1) ________

is a technique used to
separate (2)______ from (3)
________. Metals are
attracted to the

(4) _________

while non-metals are not.

Mixture of (5) __________

and talc powder can be

separated by magnetism.

I. Evaluating learning Choose the letter of the Rose wants to remove the Write the letter in Column B Checking and recording The teacher prepares
best answer. staple wires on the rice that corresponds to the of test results cards with the words
that she will be cooking. statements in column A. excellent, good, and
1. Metal and non-metal needs improvement. This
Using her knowledge on
objects can be separated by set of cards will be
the process of separating distributed to every
using a mixtures she is using group together with a
magnet to repel the staple copy of the rubrics.)
a. filter
wire from the rice.
b. magnet
Questions:
c. sieve
1. Do you think Andrea
d. water Rose will be successful in
her plan?
2. How will you separate
mixture of metal and 2. How would you describe
nonmetal objects? the process of separating
mixture through magnet?
a. by decantation
3. An object that has the
b. by winnowing ability to attract the other
substance is called
c. by using a magnet
4. In the given situation,
d. by evaporation what is considered as the
3. Needle in sawdust can be
 separated by means of magnetic object?

a. decantation 5. Since rice does not repel

with the magnet, what kind
b. magnetic separation of substance is it?

c. filtration

d. sifting

4. How will you separate

mixture of staple wire and
chalk powder?

a. by decantation

b. by winnowing

c. by using a magnet

d. by evaporation

5. Mrs. Cruz's needle was

mixed with bits of paper.
How will she

separate the needle safely

from the bits of paper?

a. by decantation

b. by winnowing

c. by using a magnet

d. by evaporation
J. Additional activities Test item analysis.
for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who ___ of Learners who earned ___ of Learners who earned ___ of Learners who ___ of Learners who
earned 80% on this 80% above ___ of Learners who 80% above earned 80% above earned 80% above
formative assessment earned 80% above
B. No. of learners who ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who ___ of Learners who
require additional additional activities for additional activities for additional activities for require additional require additional
activities for remediation remediation remediation activities for remediation activities for remediation
remediation
C. Did the remedial ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
lessons work? ____ of Learners who caught ____ of Learners who ____ of Learners who caught ____ of Learners who ____ of Learners who
No. of learners who up the lesson caught up the lesson up the lesson caught up the lesson caught up the lesson
have caught up the
lesson
D. No. of learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
continue to require continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation remediation
E. Which of my teaching Strategies used that work Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? well: well: well: well: well:
Why did these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Power Point ___ Power Point ___ Power Point Presentation ___ Power Point ___ Power Point
Presentation Presentation ___ Answering preliminary Presentation Presentation
___ Answering preliminary ___ Answering preliminary activities/exercises ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises ___ Discussion activities/exercises activities/exercises
___ Discussion ___ Discussion ___ Case Method ___ Discussion ___ Discussion
___ Case Method ___ Case Method ___ Think-Pair-Share (TPS) ___ Case Method ___ Case Method
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Rereading of ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of Paragraphs/ ___ Rereading of ___ Rereading of
Paragraphs/ Paragraphs/ Poems/Stories Paragraphs/ Paragraphs/
Poems/Stories Poems/Stories ___ Differentiated Instruction Poems/Stories Poems/Stories
___ Differentiated ___ Differentiated ___ Role Playing/Drama ___ Differentiated ___ Differentiated
Instruction Instruction ___ Discovery Method Instruction Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method Why? ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Complete IMs ___ Lecture Method ___ Lecture Method
Why? Why? ___ Availability of Materials Why? Why?
___ Complete IMs ___ Complete IMs ___ Pupils’ eagerness to ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials learn ___ Availability of ___ Availability of
___ Pupils’ eagerness to ___ Pupils’ eagerness to ___ Group member’s Materials Materials
learn learn Cooperation in doing their ___ Pupils’ eagerness to ___ Pupils’ eagerness to
___ Group member’s ___ Group member’s tasks learn learn
Cooperation in doing their Cooperation in doing their ___ Group member’s ___ Group member’s
tasks tasks Cooperation in doing Cooperation in doing
their tasks their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ __ Pupils’
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude behavior/attitude
help me solve?
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs __ Colorful IMs
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable __ Unavailable
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Technology Technology
 Internet Lab Internet Lab Internet Lab Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Science/ Computer/ __ Science/ Computer/
__Reading Readiness __Reading Readiness __Reading Readiness Internet Lab Internet Lab
__Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __ Additional Clerical __ Additional Clerical
works works
__Reading Readiness __Reading Readiness
__Lack of Interest of __Lack of Interest of
pupils pupils
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
used/discover which I __ Making use big books __ Making use big books __ Making use big books __ Making use big books __ Making use big books
wish to share with other
from from from from from
teacher?
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics to __ Recycling of plastics __ Recycling of plastics
be used as Instructional be used as Instructional be used as Instructional to be used as to be used as
Materials Materials Materials Instructional Materials Instructional Materials
__ local poetical __ local poetical __ local poetical __ local poetical __ local poetical
composition composition composition composition composition
__Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
__Pictures __Pictures __Pictures __Pictures __Pictures