Science6 DLP Week5 Day1 5

Republic of the Philippines
Department of Education
Region IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS CITY
School Wawa Elementary School Grade Level VI

GRADES 1 to Teacher: JOCELLE FALLARCUNA Learning Area Science 6
12 September 18, 2023
DAILY LESSON BONIFACIO – 8:40 am – 9:30 am Quarter 1,
Date/ Quarter/
PLAN RIZAL – 9:50 am – 10:40 am Week 5,
Time: Week/Day
MALVAR – 10:40 – 11:30 Day 1
MABINI – 1:20 – 2:10
I. OBJECTIVES
MELC: Describe techniques in separating mixtures such as decantation, evaporation,
filtering, sieving and using magnet
Enabling Competencies:
1. Describe the process of separating mixture through decantation
2. Separate liquid and solid mixtures through decantation
3. Identify the methods used in the process of decantation
II. SUBJECT MATTER:

A. Skills: Describing decantation as a process of separating mixtures (observing, separating,
communicating, describing)
B. Reference : Science 6 page 83, ADM in Science 6
https://www.youtube.com/watch?v=PMB879NxGHU,
C. Materials: real objects, flash cards, activity cards, charts

D: Value Focus: Eating Healthy Foods
III. INSTRUCTIONAL PROCEDURES

A. Engagement:
1. Review
How do we separate mixtures through funnel?
2. Motivation
Play the game “Pick me Up from Decantation Box”
Mechanics: All pupils will pick a letter. Some of these letters have questions at the back
prepared by the teacher. Letters with questions must form the word
- D-E-C-A-N-T-A-T-I-O-N.
B. Exploration
1. What To Do:
a. Divide the class into 4 groups.
b. Distribute the task card.
c. Set standards to be followed while performing the activity.
d. Activity Proper. The pupils will perform the activity (See attached task card)
Educating one’s mind, nourishing one’s soul.
Address: Wawa Batangas City

Email Add: [email protected]
Telephone No. 043-757-5272
School ID-109581
Group Activity 1
The Heavy Rice: Settle or Float?
I. Objectives:
1. Describe decantation as a process of separating mixtures
II. Materials: ¼ kilo of newly grained Rice ½ liter of Water, Transparent pitcher Transparent
bowl
III. Procedures:
a. Gather all the materials needed.
b. Put the rice in a bowl then add ½ liter of water .
c. Wash the rice by stirring around with clean hands. Leave the water to settle for 1 minute.
d. Slightly tilt the pitcher to pour off only clean water into it. Stop when the water starts to
become cloudy (translucent).
e. Observe then answer the following:
IV. Guide Questions

1. What made up your mixture?
2. How did you separate the impurities from the rice before cooking?
3. What happened to the rice? Why?
4. What happened to the impurities (husk etc)? Why?
5. Can the solid particles be separated from water right after mixing without letting it
settle at the bottom of the bowl? Why?
Group Activity 2
I. Objectives:
1. Describe decantation as a process of separating mixtures
II. Materials: 500 mL beaker Graduated cylinder Stirring rod and spoon , Timer Tray Sand
Water Wood shavings
III. Procedures:
1. Gather all the needed materials.
2. Place two heaped tablespoons of soil or sand into one beaker and half fill with
water.
3. Mix the sand and water. Leave the water to settle for 1 minute then attempt to
pour off only clean water into the measuring cylinder.
4. Stop when the water starts to become cloudy (translucent). Repeat the activit
increasing the time left to settle the sediment.
5. Record your observation in the table.
6. Take note of the following terms in describing the mixtures:
Transparent - Light can pass through and objects are clearly seen e.g. window
Translucent- Semi-transparent (fuzzy image) e.g. milky glass
Opaque - Light cannot pass through e.g. brick

School ID-109581
Table 1: Water and Sand
Time to
Height/ Volume of Clear Water Comment on Clearness of Water
Settle
Test 1 Test 2 Test 3 Transparent Translucent Opaque
1 minute
3 minutes
5 minutes
Table 2: Water and Wood Shavings
Time to
Height/ Volume of Clear Water Comment on Clearness of Water
Settle
Test 1 Test 2 Test 3 Transparent Translucent Opaque
1 minute
3 minutes
5 minutes
IV. Guide Questions:

1. Can the solid particles be separated from water right after mixing without letting it settle
at the bottom of the container?
2. Did waiting a longer time improve the clarity of water? Why?
3. Do you think water becomes potable after decanting? Why?
4. What could water be used for after decanting?
C. Explanation
• Presentation of group output.
• Analysis, Discussion and Abstraction of group output.
• Teacher link/connect concept of the activity to the new lesson.
D. Elaboration
Separating Two or More Liquids

Another method of separating mixtures is to allow two immiscible liquids to separate and the
lighter liquid is poured or siphoned off. A common example is decantation of oil and vinegar.
When a mixture of the two liquids is allowed to settle, the oil will float on top of the water so
the two components may be separated. Kerosene and water can also be separated using
decantation.
Decantation is a technique used in separating a less-dense substance from a denser one.
In the process of decantation, the mixture is left undisturbed. When the components are
separated, the less-dense substance could be removed by scooping using a spoon or it can
be removed by slowly pouring out the less dense substance.

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E. Extension
1. Generalization
Answer the following questions:
 Based from the process that you used, how will you describe/define
decantation?
 What are the decantation methods?
2. Valuing
Show this picture to the pupils.
Ask the following questions:

 Is it necessary to decant the oil from this pork sinigang? Why?
 What should we do when we see these floating fats?
 Is it healthy to drink cold water after eating fatty foods?
3. Application
Write one paragraph with 4-6 sentences that describe the decantation process
RUBRICS FOR SCORING
CRITERIA 5 4-3 2 1
Organization All ideas are One idea is not Two ideas are not Three or more ideas
connected to each connected to each connected to each are not connected to
other other. other. each other.
Content The choice of word is The choice of words Some choice of The choice of words
correct and is a little correct and words is incorrect. It is incorrect and not
appropriate. It is appropriate. It is is not that relevant to appropriate. It is not
relevant to the topic. relevant to the topic. the topic. relevant to the topic.
Clarity All ideas are clear Most of the ideas are Some of the ideas Most of the ideas are
and all the concepts clear but some are a little bit unclear unclear and most of
are well explained concepts are not well and come concepts the concepts are not
explained are not explained well explained
well
Appropriateness The output and ideas The output and ideas The output and ideas The output and ideas
are related to the are related to the are related to the are related to the
given situation and given situation and given situation and given situation and
are pleasing in over- are moderately are a lit bit pleasing are unpleasing in
all pleasing in over-all in over-all over-all

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IV. EVALUATION
Describe decantation as a process of separating mixtures by completing the paragraph
below. Choose your answers from the words inside the box.
mixture scooping less-dense components

denser technique undisturbed pouring
Decantation is a _____________ used in separating a ____________ substance from a

________ one. In the process of decantation, the _____ is left _____________. When
the ______________ are separated, the less-dense substance could be removed
by_________ using a spoon or it can be removed by slowly _______ out the less dense
substance.
V. ASSIGNMENT
Complete the table below.
Mixtures that can be

separated using Decantation Techniques
decantation
Scooping Pouring
1.
2.
3.
4.
5.
No. of learners who earned 80% in the evaluation

No. of learners who require additional activities for remediation who scored
below 80% _____
Other activities:
Prepared by: Noted:
JOCELLE FALLARCUNA LEONCIA B. ESPINA, PhD.

Teacher III Principal IV

School ID-109581

Date/ Quarter/
Time: Week/Day
MALVAR – 10:40 – 11:30 Day 2
MABINI – 1:20 – 2:10
I. OBJECTIVE
1. Describe the process of separating mixtures through using magnets
2. Separate mixtures through using magnets
3. Classify materials as metallic and non-metallic
II. SUBJECT MATTER

A. Skills: Describing magnets as a process of separating mixtures (observing, separating,
communicating, describing)
B. Reference : ADM in Science 6, https.//www.slideshare.net/mobile/flamerock/wats-of-
separating-mixtures-26534628
C. Materials: real objects, flash cards, activity cards, charts

D. Value Focus: Carefulness
III. INSTRUCTIONAL PROCEDURES

A. Engagement
1. Drill/Review
Let the pupils “Guessing Game”. Identify the type of mixture stated in each strip of a
cartolina.
a. I separate pebbles from rice, what I am? __________

b. I separate the grains from the stalks of rice after harvesting, what I am? __________
c. I used to separate a dry mixture which contains substances of different sizes by passing
it through a sieve, what I am? _________
d. I separate the lighten components from the heavier ones because of wind or air blow,
what I am? ___________
e. I separate solids from from fluids, what I am? ___________
2. Motivation
Present a situation then answer the questions that follow.
Agnes was sent by his mother to buy a box of sewing pins from the supermarket.
On her way back she toppled and fell. All the pins poured into the sand and she
started crying.

School ID-109581
Questions:
How can you help her to recover the pins back?
How can prove that your strategy is effective?
Present a picture of magnet
What do you know about magnets?

What kind of materials are attracted to magnets?
Do you think this magnet can help Agnes solve her problem?
B. Exploration
1. Group the class into three. Each group will perform differentiated activity.
2. Distribute the activity cards.
3. Recall the standards in doing the activity.
Group Activity 1
I. Objective: Name the materials that are metallic or non-metallic that can be found inside
the classroom.
II. Materials: Things inside the classroom
III. Procedures:
1. Look around inside the room.
2. Identify the things that are made of metal (include your personal things).
3. List down these materials in the table below.
METTALIC MATERIALS NON-METTALIC MATERIALS

1. Name the things that you have seen inside the classroom.
2. Classify them as to metallic or non-metallic.

School ID-109581
Group Activity 2
I. Objective: Identify which material is attracted to magnet, iron filings or a salt
II. Materials: salt, iron filings, plate, magnet
III. Procedures:
1. Prepare the materials needed.
2. Combine the two substances, the salt and the iron filings.
3. Separate one substance to the other substance by using magnet to attract them.
4. What do you call the process of separating substance in a mixture using magnet?

1. Which substance is attracted to magnet?
2. What do you call this substance?
3. What is the importance of separating substance?
Group Activity 3
I. Objective: Identify which substance/s is attracted to magnet, staple wires, soil dust, or nails
II. Materials: magnet, staple wires, soil dust, nails, magnet
III. Procedures:
2. Put them together in a plate.
3. Use the magnet and hold it near the mixture.
4. Observe what happen.

1. What happen to the staple wires and nails as the magnet is near into it?
2. What happen to the soil dusts as the magnet is near into it?
3. What do you call those materials like staple wires and nails that they were attracted to
magnet?
4. Can you give another substance/s that can be considered as magnetic?
C. Explanation
 Presentation of group output.
 Analysis, Discussion and Abstraction of group output.
D. Elaboration
BACKGROUND INFORMATION FOR TEACHERS
Magnetism is an invisible force that can attract (or repel) certain materials, such as iron and
steel. This force is called magnetic field and is created by magnets.
What is magnet? Magnets are objects made of magnetic materials that produce a magnetic
field. Magnets pull other objects made of magnetic materials towards them. They will either
attracts or repel other magnets.
Magnetism is a process of separating mixture which magnetically susceptible material is

attracted from a mixture using a magnetic force. It is a form of separating mixtures which

School ID-109581
involves using a magnet to attract another magnetic object away from the substance it is in.
Some examples of separating magnetic substances from no magnetic substances are: separating
iron nails from glass chippings and separating iron paper clips from saw dusts. Magnetic
separators are used in factories. Materials are put on a conveyor belt that is spun by magnetic
wheels. As the objects are moved upside down the non-magnetic objects fall off and the
magnetic ones stay on. This separation technique can also be useful in mining as it is attracted
to a magnet. Moreover, magnetic separator is also used in milling. It removes metal species in
wheat, in order to ensure safety at work. To remove metal content from wheat to protect other
machines safety. And to remove metal powder mixed in flour during milling process and to
ensure product purity, magnetic separation is needed before finished product packaging.
E. Extension
1. Generalization
How would you describe the process of separating mixtures through magnet?
Is it useful to our daily life?
2. Valuing
In everything we do, we should always be extra careful especially in the food that we
are going to partake. Thus, it is very much important that in the processing period it should
always be clean and safe for eating.
3. Application
A. Choose which of the following are magnetic. Put (√) in the blank if magnetic and (X)
if not.
______1. zipper ______6. iron paper clip
______2. thumbtacks ______7. gold ring
______3. nails ______8. paper
______4. stainless knife ______9. comb
______5. pencil ______10. plastic glass
B. Describe the process of separating mixture through magnet using the given illustration
below. (sand with iron filings)

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IV. EVALUATION
Directions: Read the situation below then answer the following question.
Andrea Rose wants to remove the staple wires on the rice that she will be cooking. Using
her knowledge on the process of separating mixtures she is using magnet to repel the staple wire
from the rice.
Questions:
1. Do you think Andrea Rose will be successful in her plan? _________
2. How would you describe the process of separating mixture through magnet?
_________
3. An object that has the ability to attract the other substance is called ________.
4. In the given situation, what is considered as the magnetic object? _________
5. Since rice does not repel with the magnet, what kind of substance is it? _________
V. ASSIGNMENT
What is the implication of separating mixtures through magnet?

below 80% _____
Other activities:
Prepared by: Noted:


School ID-109581

Date/ Quarter/
Time: Week/Day
MALVAR – 10:40 – 11:30 Day 3
MABINI – 1:20 – 2:10
I. OBJECTIVE
1. Describe the process of separating mixtures through evaporation
II. SUBJECT MATTER:

A. Skill: Separating mixtures through evaporation.
(Observing, describing, identifying, analyzing, explaining, communicating)
B. References: MELCs in Science 6, Pivot IV A / ADM SLM
- https.//www.slideshare.net/mobile/flamerock/wats-of-separating-mixtures-
26534628
- study.com/academy/lesson/what-is-evaporation-definition-examples-quiz.html
-www.eschooltoday.com/science/elements-mixtures-compounds/what-isevaporation-
method-of-separation.html
C. Materials: Flash cards, activity cards, charts, manila papers, cartolina strips,pan, water,
table salt, stove or any cooking device, clean jar
III. INSTRUCTIONAL PROCEDURE:

A. Engagement
1. Review
A. Direction: Identify the technique of separating mixtures. Write F for filtering
and S for sieving. Use a separate sheet of paper.
1. powder milk with small stone - _______

2. sand from stone - _______
3. alcohol from coins - _______
4. grind rice from buttons - _______
5. grind coffee from hot water - _______
2. Motivation:
At the end of every day, we wipe off the blackboard with wet sponge to make it
clean and ready to use for the next day. After a few minutes, the water disappeared. Where
do you think the water goes? Why?
Information getting:

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Take the ideas of the pupils as to what is happening to water. Any other ideas?
Introduce the term evaporation if it doesn’t come up.
3. Presentation of the lesson:

Evaporation is the process of which water changes from a liquid to gas or
vapor.
B. Exploration:
a. Ask the pupils to prepare the materials for the experiment.
b. Group the class into three.
c. Distribute the activity cards to each group and let them perform the said activity.
d. Remind the class of the do’s and don’ts in conducting the experiment.
Activity 1(For all groups)
I. Objective: Perform the process of making a salt

II. Materials: Pan, water, table salt, stove or any cooking device, clean jar
III. Procedures:
1. Heat a pan of water.
2. Put a salt in it and stir in as much salt as you can.
3. Take the pan off the heat. Pour in about ¼ - ½ cup (60-120ml) of your salt and
stir until the water is clear. If you don’t see any salt grains in the water, stir in
another spoonful. Keep stirring more salt until you see salt grains that won’t
dissolve when you stir.
4. Carefully pour the water into a clean jar.

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5. Get a pencil or a stick. Make sure that they should be long enough to lie across
the top of a jar. Tie a string around a pencil/stick. Cut the string to the correct
size to dangle in the water.
6. Move the jar to safe place. Keep the jar under the heat of the sun and/or keep a
fan blowing near it on the lowest setting. Wait for crystals to form.

1. What are the two substances make the mixture indicated in the experiment?
2. How are salt crystals formed?
3. What process of separating mixture is being described in the experiment?
4. Is the process useful to us?
5. What are other mixtures that can be separated through evaporation?
C. Explanation:
1. Ask the pupils to report their findings in their experiment.

2. Let them answer the questions stated above. Have them chose their leader
to report their answers.
D. Elaboration:
Lead the pupils to formulate generalization by asking:
“How would you describe the process of separating mixture through evaporation
using the activity on making salt”?
2. For more information, guide the pupils to strengthen their understanding about
the following concepts:
Background Information for Teachers
Evaporation occurs everyday, both in natural and manmade environments.

Evaporation occurs most often in the oceans around the world .One by product of
evaporation can be used to seas from the season your food. Salt is extracted from the
seawater by allowing the water to evaporate over long periods of time. The salt that gives

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salt water its saline taste is left behind. Salt ponds evaporate slowly at normal temperatures.
The salt left over from the evaporated ponds is then used to make table salt.
Evaporation is the process by which water and other liquids changes from a liquid
state to a vapor or gas state. Evaporation is great for separating a mixture (solution) of a
soluble solid and a solvent. The process involves heating the solution until the solvent
evaporates (turns into gas) leaving behind the solid residue.
Here is an example involving a mixture of salt and water.
To get the salt back from the salt water, the solution is heated to boiling point. As it
boils, the water escapes as vapour (gas). After sometime, all the water evaporates, leaving a
layer of salt at the bottom of the beaker.
E. Extension
1. Generalization:
Ask: How is evaporation help in separating mixtures?
2. Application
Answer the following questions.
1. What do you call the process by which water changes from a liquid to gas or
vapor?___________
2. Making salt is an example of separating mixture through _________.
3-4. What are the two solutions in the mixture of making salt? _________&
_________
5. How would you describe the process of separating mixture through
evaporation? _________
IV. EVALUATION
Direction: Choose the letter of the correct answer. Write your answer in your
journal.
1. Lester had noticed that the amount of water in a container with a

plant becomes less as the days goes by. What do you think is
the reason of decreasing amount of water in a container?
a. Some insects sipped the water.

b. Water in the container was not changed.
c. Water evaporated because of heat.
d. The plant has a stem.

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2. Which of these examples show evaporation process as technique of

separating mixtures?
a. drying of water on the table
b. flooding of water in the river
c. cooling of water in the refrigerator
d. freezing of water in the ocean
3. What technique will Jocelyn use if she wants to separate salt mixed with
water in a container?
a. filtering c. picking
b. evaporation d. sedimentation
4. In evaporation process, liquid becomes _______________ when heated.

a. solid c. plasma
b. ice cubes d. vapor
5. It is a process of separating mixtures which involves heating leaving the

solid residue in a container.
a. evaporation c. distillation
b. precipitation d. sedimentation
II. Direction: Put a ü before the number if the technique used is Evaporation and
X if not.
_______ 6. water cycle

_______ 7. using cell phone
_______ 8. pulling a chair
_______ 9. drying of hair using hair dryer
_______ 10. boiling camote
V. ASSIGNMENT
What is the implication of the process of separating mixtures through
evaporation in our everyday life?

below 80% _____
Other activities:
Prepared by: Noted:


School ID-109581

Date/ Quarter/
Time: Week/Day
MALVAR – 10:40 – 11:30 Day 4
MABINI – 1:20 – 2:10
I. OBJECTIVE
1. Describe the process of separating mixtures through sedimentation
2. Identify the process of sedimentation
II. SUBJECT MATTER:

A. Skill: Separating mixtures through Sedimentation.
-https.//www.slideshare.net/mobile/flamerock/wats-of-separating-mixtures-
26534628
-https://crosswordhobbyist.com/95747
-https://separating-mixtures.wikispaces.com/sedimentation
C. Materials: : Flash cards, activity cards, charts, manila papers, cartolina strips, chalk, glass
of water
D. Value Focus: Exerting time and effort

A. Engagement
1. Review
Explain briefly the importance of evaporation as the process of separating mixtures.
2. Motivation
Play the “puzzle game”
Across:
1. When substance is slightly larger then the
\
other will be used
3. I can pour of the liquid to get the solid.
5. When you can’t see what was mixed together
6. I will use this when one substance is heavier
than another
10. When one of the substances is magnetic,
I will use this.
Down:
2. It is used when your mixture is dissolved.
3. A combination of two or more substances.
9. It is used to separate solid mixture when one
will float

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B. Exploration
1. Group the class into three. Each group will perform differentiated activity.
2. Distribute the activity cards.
3. Recall the standards in doing the activity.
Group Activity 1
I. Objective: Explain how sedimentation occurs in mixing powdered chalk in a glass of water
II. Materials: chalk, glass of water
III. Procedure:
2. Get some pieces of chalk then make it to a powdery form.
3. Put the powdered chalk into the glass of water then stir it.
4. When you have stirred it for about 10 seconds leave the glass and don’t touch it for
about 15 minutes.
5. Observe what happen.

1. Identify the color of the glass of water while you stir it.
2. What happen to the mixture after leaving it in 15 minutes?
3. Can you separate the water to the dissolved chalk powder?
4. What do you think is the process of separating that kind of mixture?
Note: If the pupils cannot guess, be ready of the concept of sedimentation.
The process is called sedimentation.
Group Activity 2
I. Objective: Explain how sedimentation occurs in using a machine machine
II. Materials: video clip
III. Procedure:
1. Show a video clip to the class on a running washing machine.
IV. Guide Questions

1. What can a washing machine do?
2. Cite the positive and the negative effect of using washing machine in laundering
our clothes
POSITIVE NEGATIVE
3. What happen to the water if we turn on drained button? What about the clothes?
4. Can you mention the mixture that is inside the washing machine?
5. What is the process of separating the said mixture being applied in a running
washing machine?

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C. Explanation
1. Let the pupils publish their answers to the board.
2. The reporting should be done by group.
3. Let them give some input on what is sedimentation as the process of separating
mixture
4. Let them recall the two mixtures used in the activity
D. Elaboration
Background Information For teachers
Sedimentation is a form of separating substances. This process involves letting an
insoluble substance (a substance that will not dissolve in a solvent) settle at the bottle of
a solvent. An example of this is if you mix chalk and water, the chalk will settle at the
bottom of the glass after being mixed in because it does not dissolve in water.
There are two processes of sedimentation. They are decanting and centrifuging.
DECANTING- this process is somewhat the easiest of the two. It involves letting the
mixture settle for a while. The heavier, insoluble substances will settle at the bottom of
the liquid. A clear liquid will be left at the top. Once it is taken out You have decanted
the liquid. The impure substances are left behind.
CENTRIFUGING- is a way of speeding up the process of sedimentation. A centrifuge,

found in a laboratory, consists of many test tubes spinning at high speeds which
inevitably forces the insoluble substance to the bottom quicker. A washing machine is a
good example of this process. It spins quickly and water flies out through the holes in
the sides and the clothes stay in the washing machine.
E. Extension
1. Generalization
a. How do you separate mixtures through sedimentation?
b. Is it applicable to our daily life? How?
2. Valuing:
We do lots of things at home. It could be easier to do if we use technology to help us
save our time and effort just like using washing machine in laundering than by just
using our bare hands.
3. Application
Answer the following:
1. What is sedimentation?
2. What are the two processes of sedimentation?
3. What benefit can we get through sedimentation process?
4-5. What are the 2 mixtures stated in the activity above?

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IV. EVALUATION
Choose the answer in the word bank below.
1. It is a separating technique that separates insoluble substances to a solvent?
______________
2. A combination of two or more substances is called ____________.
3. A machine that helps us save our time and effort during laundering.
______________
4. It is a kind of sedimentation process which involves letting the heavier insoluble
substance to settle at the bottom of the liquid. _____________
5. A substance that will not dissolve in a solvent is called ____________.
washing machine decanting

solvent chalk
sedimentation mixtures
V. ASSESSMENT
Give at least one importance of sedimentation as a process of separating mixtures.

below 80% _____
Other activities:
Prepared by: Noted:


School ID-109581
I. OBJECTIVE
1. Perform a simple experiment using appropriate technique in separating mixtures.
II. SUBJECT MATTER:

A. Skill: Performing a simple experiment using appropriate technique in separating
C. Materials: Flash cards, activity cards, charts, mixtures, science apparatuses
D. Value Focus: Cooperation and Creativity

A. Engagement
1. Review
What are the different techniques in separating mixtures?
Date/ Quarter/
Time: Week/Day
MALVAR – 10:40 – 11:30 Day 5
MABINI – 1:20 – 2:10
2. Motivation
Show the learners different types of substances and ask the following questions:
In cooking we always wash the rice grains

with water, what method will be used to
separate rice grains and water?
If you accidentally pour water to a sugar,

what method in separating mixtures will be
used to recover the sugar?

School ID-109581
If you accidentally pour water to a sugar,

what method in separating mixtures will be
used to recover the sugar?

School ID-109581

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Republic of the Philippines

School Wawa Elementary School Grade Level VI

II. SUBJECT MATTER:

C. Materials: real objects, flash cards, activity cards, charts

III. INSTRUCTIONAL PROCEDURES

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

IV. Guide Questions

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

Table 1: Water and Sand

Table 2: Water and Wood Shavings

IV. Guide Questions:

Separating Two or More Liquids

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

Ask the following questions:

RUBRICS FOR SCORING

Address: Wawa Batangas City

mixture scooping less-dense components

Decantation is a _____________ used in separating a ____________ substance from a

Mixtures that can be

No. of learners who earned 80% in the evaluation

Prepared by: Noted:

JOCELLE FALLARCUNA LEONCIA B. ESPINA, PhD.

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

School Wawa Elementary School Grade Level VI

II. SUBJECT MATTER

C. Materials: real objects, flash cards, activity cards, charts

III. INSTRUCTIONAL PROCEDURES

a. I separate pebbles from rice, what I am? __________

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

Present a picture of magnet

What do you know about magnets?

METTALIC MATERIALS NON-METTALIC MATERIALS

IV. Guide Questions:

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

IV. Guide Questions:

IV. Guide Questions:

Magnetism is a process of separating mixture which magnetically susceptible material is

Address: Wawa Batangas City

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

No. of learners who earned 80% in the evaluation

Prepared by: Noted:

JOCELLE FALLARCUNA LEONCIA B. ESPINA, PhD.

School Wawa Elementary School Grade Level VI

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

GRADES 1 to Teacher: JOCELLE FALLARCUNA Learning Area Science 6

II. SUBJECT MATTER:

III. INSTRUCTIONAL PROCEDURE:

1. powder milk with small stone - _______

Educating one’s mind, nourishing one’s soul.

Address: Wawa Batangas City

3. Presentation of the lesson:

Decantation is a _ used in separating a substance from a