Grade 6 Science Activities First Quarter

GRADE 6 SCIENCE ACTIVITIES
FIRST QUARTER
(WEEK 1 – 10)
ACTIVITY NO. ACTIVITIES
6.1 Dry it Up!
6.2 Go and Separate
7.1 Activities in the Community Involving Sieving
7.2 Benefits of Separating Mixtures Through Sieving
7.3 Activities in the Community Involving Decantation
7.4 Benefits of Separating Mixtures Through Decantation
7.5 Benefits of Separating Mixtures Through Filtration
7.6 Benefits of Separating Mixtures Through Evaporation
7.7 Benefits of Separating Mixtures Through the Use of Magnet
8.1 Benefits of Water Refilling Stations in the Community
8.2 Benefits of Mining and Quarrying in the Community
9.1 Benefits of Food Production/Preparation in the Community
9.2 Benefits of Herbal Medicines Production/Preparation in the
Community
10.1 Benefits of Waste Segregation in the Community

Pinoy Henyo
Activity 1.1
Day 1
LESSON CONCEPT:
Matter is anything that occupies space and has mass. There are three physical state
of matter : Solid, Liquid and Gas.
Solids have definite shape and volume such as rock, wood, sand and steel. Liquids
have indefinite shape, definite volume and take the shape of the container such as water,
alcohol and wine. Gases have indefinite shape and volume such as air, oxygen and carbon
dioxide.
TIME: 1 class period
MATERIALS:
Flash cards with words having solid, liquid and gas examples
Scoreboard
PROCEDURE:
1. Find a partner. One person will guess the word on his/her forehead and the other
person will answer questions from the guesser with yes, no and can be. There will
be a time limit of 1 minute to guess the word/s.
2. The terms will be supplied by the teacher.
3. All the terms either guessed or not will be posted on the board. You will define it in
your notebook.
Sample Flash Cards
SOLID
GAS
Mystery Combinations
Activity 1.2
Day 2
LESSON CONCEPT:
Mixture is the combination of two materials without any chemical changes or

reaction. Liquid mixture is a common and observable mixture in our daily living. A solid,
liquid, and gas matter can be combined with another liquid to form a liquid mixture.
MATERIALS:
Coffee powder
Glasses (at least 3 pieces)
Mud
Salt (table salt)
Stirrer
Water
PROCEDURE:
Using PROBEX(Predict, Observe, and Explain),
1. The teacher presents three glasses of water and three materials (salt, coffee and
mud). Using the form below, you will make predictions of what will happen if the three
materials are added to the water in each glass.
Mixtures Predictions Observation Explain

Salt in water
Coffee in water
Mud in water
2. After giving your predictions, add the materials to the water. Then, write your
observations.
3. For every observation, give a reasonable explanation.
Guide Questions:
1. What are the states of the materials used that were combined with water?
2. What happened to these materials when mixed with water?
3. What is the appearance of the combination of the materials?
4. What can you conclude in doing this activity?
Evaluation:
If you are given a chance to change the materials, what materials will you replace? What
could be the possible output?
Mix It Up!
Activity 1.3
Day 3
LESSON CONCEPT:
The three physical state of matter can be combined with each other. This lesson will
try out different mixtures including liquid mixture and classify it according to the phase of the
produced mixture. If there is one phase, it is uniform or homogeneous. If there is more than
one phase, it is non-uniform or heterogeneous mixture.
MATERIALS:
Containers
Cooking oil
Pebbles
Sand
Vinegar
Water
PROCEDURE:
Directions: Mix the following and observe. Fill out the table below.
Task 1 – Put one cup of sand and one cup of pebbles in a plastic
basin. Label the state of matter combined.
Task 2 – Put one spoonful cooking oil and one spoonful water on
a beaker. Label the state of matter combined.
Task 3 – Put one spoonful vinegar and one spoonful soy sauce in a
glass bowl. Label the state of matter combined.
Task 4 – Put one tablespoonful white sugar into a glass of water.

Label the state of matter combined.
Table #1. Mix It Up!

Guide Questions:
1. What do you think happened to the combined materials?
2. Which of the following mixture is / are homogeneous?
3. Which of the following mixture is/are heterogeneous?
Sample Laboratory Sheet
Name: Score:
Title of Activity:
Scientific Problem/s:
Illustration/Setup of Activity:
Task 1 Task 2 Task 3 Task 4
Table#1 Mix It UP
Evaluation
Based on the activity, what is mixture?
Mix and Match
Activity 1.4
Day 5
LESSON CONCEPT:
A mixture is a combination of two or more physical materials (such as a solid, liquid

and gas materials). When the chemical system of a mixture has the same appearance and
properties, it is called homogeneous. When the chemical system of a mixture has
nonuniform appearance and different phases can be recognized, it is called heterogeneous.
MATERIALS:
4 to 8 pictures/drawing of heterogeneous and homogeneous mixtures examples for every

group
PROCEDURE:
1. Each group will be given several pictures of mixture.

2. Classify each picture according to the characteristics below:
Uniform (Single Appearance) Non-Uniform (Two or more Appearance
Guide Questions:
1. What are examples of homogeneous mixtures?
2. What are examples of heterogeneous mixtures?
Evaluation
Compare and contrast homogeneous and heterogeneous mixture using the Venn diagram
below.
Homogeneous
Heterogeneous
Grading Rubric for Presentation
Needs
Excellent Good Poor
Improvement Score
4 3 1
2
Content Content is Content is Content is Content is

accurate and all accurate but questionable. inaccurate.
required some required Information is Information is
information is information is not presented not presented
presented in a missing and/or in a logical in a logical
logical order. not presented in order, making it order, making it
a logical order, difficult to difficult to
but is still follow. follow.
generally easy
to follow.
Presentation Presentation is Presentation Presentation is Presentation

logical and it flows well. Tools unorganized. has no flow.
flows well. are used Tools are not Information is
Presentation correctly used in a insufficient and
reflects relevant it lacks some of
extensive use of Each member’s manner. It lacks the member’s
tools in a information is some of the information.
creative way. represented and members’
identified with information/ and
Each member’s their name. or information is
information is Overall not identified
represented and presentation is
identified with interesting.
their name.
Mechanics There are no There are few There are some There are many
spelling and spelling and spelling and spelling and or
grammar errors. grammar errors. grammar error. grammar errors.
Text is in Text is in Most of text is in Text is copied.
authors’ own authors’ own authors’ own
words. words. words.
TOTAL
Grading Rubric for Laboratory
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

generally easy
to follow.

their name.
TOTAL
Score
Grading Rubric for Poster Presentation
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

generally easy
to follow.

their name.
Pictures, Images are Images are Images are No images

Clip Art appropriate. appropriate. inappropriate or
Background Layout is layout is messy.
Layout is cluttered.
pleasing to the
eye.
TOTAL
Mixtures Foldables
Activity 2.1
Day 1
LESSON CONCEPT:
This activity is focused on reviewing the students’ concept of mixtures. The

information is based on the lesson learned by the students from the previous lessons on
mixtures.
MATERIALS:
Ball point pen

Bond papers
Coloring materials
Glue
PROCEDURES:
1. Prepare at least two bond paper, glue and scissors.

2. Fold a (8 ½‖ x 11‖) bond paper horizontally with 1‖ allowance between two edges.
3. Fold another (8 ½‖ x 11‖) bond paper horizontally with 2‖ allowance between two
edges.
4. Insert the bond paper with 1‖ allowance into the other bond paper and glue it
together.
5. Fold it vertically and unfold. Cut it at the vertical fold of the front part only.
6. The tabs will serve as the topics for the lesson learned.
7. Inside the folds are important terms/concepts from the lesson learned about
mixtures.
8. You may include important illustrations.
Evaluation:
Please see rubric on making foldables

Grading Rubric for Foldables
Needs
Excellent Good Poor
Improvement Score
4 3 1
2
information is information is not presented in not presented in
presented in a missing and/or a logical order, a logical order,
logical order. not presented in making it making it
generally easy
to follow.
Presentation Presentation Presentation Presentation is Presentation
flows well and flows well. unorganized. has no flow.
logically. Overall Overall Overall Information is
presentation is presentation is presentation is insufficient.
interesting. interesting. not interesting.
Creativity There are There are few There is at least No drawings or
enough related related artistic one related design at all
artistic drawings drawings or artistic drawings
or designs designs or designs
TOTAL
Mysterious Waters
Activity 2.2
Day 2
LESSON CONCEPT:
When sugar is mixed with water, the sugar seems to disappear into the water. This is a
process called dissolution. The sugar did not really disappear. Its molecules dissolved into
the water that it can no longer be seen. The same happens with salt. You know that sugar
and salt are still there because you can taste it, even though you cannot see it. The salt and
sugar were dissolved completely into the water. This clear mixture is called solution.
The solid material like soap, powdered juice, powdered milk, chocolate powder, and others
which is being dissolve is called solute. While the dissolving medium (ex. water ) is called
solvent.
MATERIALS:
Chocolate powder
Coffee poweder
Creamer
Detergent soap
Glasses (8 pieces)
Powdered juice
Powdered milk
Spoon
Sugar
PROCEDURES:
1. Get samples of sugar, coffee, powdered milk, creamer, chocolate powder,

powdered juice, and detergent soap.
2. Prepare a spoon, 8 drinking glasses, and water. Label the glasses 1 to 8.
3. Fill half of each glass with water.
4. Pour the sugar sample into glass 1. Pour the coffee sample into glass 2. Do
this with the rest of the samples and glasses.
5. Mix the sample and water in each glass.
6. Describe what happens to the sample.

Table #1 Making Solutions
Solids Observations when Mixed

with water
Guide Questions:
1. What solid materials were dissolved in water?

2. What do you call this solid materials?
Evaluation:
1. Give 2 more solids that easily dissolve in water.

Speed Up My Solutions
Activity 2.3
Day 3
LESSON CONCEPT:
Substances react differently when mixed with water. Some substances like sugar, coffee,
milk, and salt spread evenly when mixed with water.
Several factors affect the way solute dissolves in a solvent. These are stirring, crushing,
and heat energy.
Stirring or shaking a liquid mixture makes its solid particles dissolve faster. Stirring causes
the surface of each tiny particle of such substances as sugar, and coffee to be exposed to
the water. Substances dissolve faster when the surface of each tiny particle comes in
contact with water.
Crushing a solid solute into smaller pieces makes it dissolve faster. Materials in powder
form such as powdered soap and rocky salt dissolve faster than the same materials that are
in solid or compact form.
Heat energy affects how a solute dissolves in a solvent. Heat increases the temperature of
the solvent and the solute (such as hot water), causing the particles of such substances as
sugar to move faster. As the motion of the solute and solvent increases, a greater chance
occur for the solvent and solute to come into contact with each other.
MATERIALS:
Cold water
Detergent powder
Detergent soap
Glasses
Hot water
Salt
Spoon
Sugar
PROCEDURES:
Task 1
1. Prepare two drinking glasses half-filled with water.
2. Put one teaspoon of salt into each glass.
3. Stir the water in one glass. Do not stir the water in the other glass.
4. Observe what happens.
5. Answer the following questions. Write the answers in your notebook.
a. In which glass of water did the salt dissolve faster?
b. What do you think will happen if you did not stir the water in the other
glass?
c. What made the salt particles dissolve faster? Why do you think this
happened?
Task 2
1. Fill half of a drinking glass with cold water.

2. With the help of an adult, fill half of another glass with hot water.
3. Place one teaspoon of sugar in each glass.
4. Observe what happens.
5. Answer the following questions in your notebook.
a. In which glass did the sugar dissolve faster?
b. What made the sugar in one glass dissolves faster than sugar in the other
glass?
c. What factor affects the sugar to dissolve faster in one glass?
Task 3
1. Prepare two drinking glasses, a teaspoon of powder soap, and a small piece
of a detergent bar.
2. Place equal amounts of water in the glasses.

3. Put the powdered soap in one of the glasses and the piece of detergent bar in
the other glass.
4. Observe which solid dissolves faster.
5. Answer the following questions. Write the answers in your notebook.
a. In which glass did the detergent dissolve faster?
b. What factors affect the speed of solubility between the powdered soap
and detergent bar?
Guide Questions:
1. How does stirring affect solubility?
2. How does crushing affect solubility?
3. How does temperature affect solubility?
Evaluation:
1. Aling Nora sells cold buko juice in the school canteen. Everyday, she prepares jugs of
buko juice for the pupils. For each jug, she mixes sugar, coconut meat, milk, and water.
What do you think should Aling Nora do so that the sugar she uses would dissolve faster?
2. Ramon would like to soak his white uniform in water with powdered detergent. He found
out that he no longer had powdered detergent. All he had was a detergent bar. What should
he do so that the bar would dissolve faster?
Are you suspended?
Activity 2.4
Day 4
LESSON CONCEPT:
Solids that do not dissolve in water are called insoluble materials. For example, sand is
insoluble in water. The particles of sand do not mix with the water. Instead the sand settles
at the bottom of the water forming a sediment. Some insoluble solids such as flour seem to
make the water appear cloudy. When the insoluble solid is spread throughout the liquid,
making it cloudy, it is called a suspension.
MATERIALS:
Flour
Glasses
Sand
Spoon
Water
PROCEDURES:
Task 1
1. Prepare a glass.
2. Fill the glass with half-filled water.
3. Add a spoonful of flour into the glass then stir.
4. Observe and describe what happens.
Task 2
1. Prepare a glass half filled with water.

2. Add a spoonful of sand into the glass then stir.
3. Observe and describe what happens.
Guide Questions:
1. Did the solids used dissolve in water? Why ? Why not?
2. How many phases did you observe?
3. What type of mixture is shown in the activity?
Evaluation:
Why do you think medicine suspensions need to be shaken before they can be taken orally?
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

generally easy
to follow.

their name.
TOTAL
Crazy Colloid
Activity 3.1
Day 1
LESSON CONCEPT:
A colloid is a mixture that exhibits both properties of liquid and solid. Colloidal
particles do not settle but remain dispersed throughout the medium. Colloid comes from the
Greek word kolla which means glue. Familiar colloids are rubber, plastics, synthetic fibers,
gelatin and foams.
MATERIALS:
Cornstarch (1 box or 454g)

Water
Mixing Bowl
Spoon
Hammer
Aluminum foils
Plastic cups
Ziplock sandwich bags
Waxed paper
Clothes pin
Candle
PROCEDURES:
1. Each group will mix the cornstarch and water. Observe the appearance of the
mixture.
2. Review the properties of solids and liquids
SOLID Properties LIQUID Properties

Do not change shape easily Change shape easily (take the shape of the
container)
Will not allow another solid to pass through Will allow solid to pass through them easily
them easily
Are usually visible May be visible or invisible
Have a definite shape Have a definite size (volume)
Have a definite size becomes gas when heated
Becomes liquid when heated becomes solid when cooled
remain solid when cooled
3. Perform the nine tests and tell whether it exhibits solid or liquid property/ies.
Nine Tests Liquid Solid

1.Quick finger poke test
-Try to poke your finger into the mixture so that the tip of your
finger touches the bottom of the cup. To make sure that this is
quick finger poke test, try to touch the bottom of the cup in 1
second.
2.The slow finger poke test

- Try to poke your finger into the mixture so that the tip of your
finger touches the bottom of the cup. In order to make sure
that this is the slow finger
poke test, take 10 seconds to touch bottom.
3.Conformity test
-Put the mixture into another container or plastic baggie. Check
to see if the mixture takes the shape
of the container or stays in its original shape.
4. Pour Test
-Try to pour the mixture from one cup to another.
5.Bounce test
-Hold the mixture 50 cm up from the table or desk. Drop it.
6. Shatter test
-Put the mixture in waxed paper on the table or desk. Hit the
mixture with a hammer.
7. Shape test
-Try to form the mixture into a ball. Check to see if it holds the
shape for 5 seconds
8. Heat test
-Make a bowl out of foil. On one side leave a bump where you
can clip a clothes pin. Heat one
teaspoon of mixture in a bowl over a candle.
9.Cool test
-Let the mixture cool to room temperature.
Guide Questions:
1. Which of the tests showed this mixture to be a liquid?
2. Which of the tests showed the mixture to be a solid?
Evaluation
Based on the activity, how can you characterize the properties of colloids?
Oh my Jelo!
Activity 3.2
Day 2
LESSON CONCEPT:
This activity aims to perform the task of making gelatin which is colloid. Gelatin only
remains liquid when warm and becomes a gel when cooled. A gel is another type of colloid,
where a liquid is dispersed through a solid. Warming a gelatin gel returns it to a liquid state.
Any colloid, however, involves very large particles in solution. Colloids are very common in
biological systems, because organic molecules can be abundant than most inorganic
molecules.
MATERIALS:
3 bar/box/pack plain gelatin

9 tablespoons or 75 ml water
3-5 drops food color
Plastic lid with a rim
Saucepan
Paper towels
Cookie cutters
Drinking straw
Scissors
PROCEDURES:
1. Mix the water and food coloring in the saucepan and put over low heat.
2. Stir in the 3 packs of unflavored gelatin to dissolve. Cook and stir for 30 seconds
or until thickened.
3. Pour the mixture into the plastic lid with a rim, push the air bubbles out with a
spoon or other utensil, and let the gelatin cool on the counter for 45 minutes.
4. Remove the gelatin from the lid. It should be flexible and pliable.
5. Use the cookie cutters to make interesting shapes. Leftover scraps also make
interesting pieces! Scissors may be used to make spirals or other designs. Use
a plastic drinking straw to make holes for hanging pieces.
6. Shapes may be dried flat on a cookie sheet or cooling rack. Spirals may be hung
by clothespins. Shapes with holes may be strung on a string to dry. The gelatin
will be hard like plastic in 2-3 days.
Be creative! Have fun!

USEFUL TIPS
Teacher supervision is required!
Guide Questions:
Based on the activity, what are the substances mixed to form colloids?
Catering for the PARTY!
Activity 3.3
Day 3
LESSON CONCEPT:
Application of mixtures is almost seen everywhere, even in our daily lives. One of
which is in food preparation.
MATERIALS:
Food for the proposed menu
PROCEDURES:
1. Each group will prepare food and show how they are combined.
For Example:
Menu
Chicken Salad
Orange Juice
Sequence:
a. Present the
menu.
b. Present the food preparation of each item in the menu.
c. What are the state of matter of each materials used in each item in the menu?
d. What type of mixture did you form? Why?
2. The students will be given time to prepare to show their creativity and style.
Rubrics for presentation will be followed.

Mixtures Poster Making
Activity 3.4
Day 5
LESSON CONCEPT:
This will synthesize the lessons from weeks 1 to 3 of what the students learned through a
poster.
MATERIALS:
Coloring Materials
Oslo Paper
PROCEDURES:
1. Create a poster that shows what you have learned about mixtures.
2. The outputs will be posted in a gallery inside the classroom.
Guide Questions:
1. What are the important things you learned about mixtures?
Evaluation:
The output will be graded using the rubric.
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

generally easy
to follow.

their name.
TOTAL
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

generally easy
to follow.

their name.

pleasing to the
eye.
TOTAL
MIX AND PICK!
Activity 4.1
Day 1
LESSON CONCEPT:
There are various methods of separating mixtures that are commonly found in the
surroundings. Handpicking is a convenient method of separating substances, when the
quantity of impurities is usually not very large. This method of handpicking can be used for
separating slightly larger sized impurities like the pieces of dirt, stone, and husk from wheat,
rice or pulses.
MATERIALS:
5 clear plastic/glass Assorted leaves

containers 15 small 1 pc box
saucers/small plate 30 pcs. peanuts
5 timers 30 pcs. corn kernels
50 pcs. mongo seeds
15 pcs 10 cents
15 pcs 25 cents
15 pcs 1.00 coins
PROCEDURES:
9. Using some hints given by the teacher, guess the materials hidden in a box.
10. In your group, select one member to be the time keeper.
11. Mix the provided materials in your plastic/glass container and describe the
appearance of the mixture.
12. On the cue of the teacher, you will try to separate the individual component of the
mixtures. The group who finished first, wins.
13. Repeat the activity above using a second set of objects. Choose another member to
be the time keeper. Record your data on the table.
Table 1: Handpicking
Time taken for

Trial Materials/Components Appearance
separating
1.
2.
1
3.
4.
1.
2.
2
3.
4.
Guide Questions:
1. Describe the mixtures.
2. How were you able to separate the individual component of the mixtures?
3. Do you need any materials to separate the components of the mixture? Why?
4. Which mixture did you find easy to separate? Difficult? Why?
Evaluation:
1. Give five common materials in your home or school that can be separated easily
through handpicking?
TO WINNOW OR TO SIEVE?
Activity 4.2
Day 2
LESSON CONCEPT:
Winnowing is used to separate heavier and lighter components of a mixture by wind

or by blowing air. This method is commonly used by farmers to separate lighter husk
particles from heavier seeds of grain. Another method of separating mixtures is sieving. It
is a simple technique for separating particles of different sizes. A sieve such as used for
sifting flour has very small holes. Coarse particles are separated or broken up by grinding
against one-another and against screen openings. Depending upon the types of particles to
be separated, sieves with different types of holes are used.
MATERIALS:
Container/ plastic cups Dry sand

Plate/ flat container Flour
Sieve/strainer with varied hole sizes Rice grains
Rise husks
Sand
Saw dust
Small pebbles
PROCEDURES:
1. Gather materials.
2. Sort separately the materials in different containers/plastic cup.
3. Discuss among your group your reason for sorting the objects.
4. Listen as the teacher discusses the difference of winnowing and sieving and how
these methods are done.
5. Choose five combinations of the materials and mix them in a separate container.
6. Try to predict first which method is more appropriate in separating the mixtures.
Record it as your 1st method in the given table.
7. Perform the method of separation that you predicted and observe. Take note of the
observations.
8. Try another method and observe how the materials are separated. This will be your
2nd method.
9. Decide which method is more appropriate in separating the materials by completing
the given table.
Table 1: Winnowing and Sieving
Materials
1st method Observation 2nd method Observation
1 2
Guide Questions:
1. Which mixtures did you predict can be separated by winnowing? Why?
2. Which mixtures did you predict can be separated by sieving? Why?
3. What properties of materials to be separated are appropriate for winnowing? Why?
4. What properties of materials to be separated are appropriate for sieving? Why?
Evaluation:
1. Illustrate any activities that use winnowing or sieving.

LET IT SINK AND SEPARATE!
Activity 4.3
Day 3
LESSON CONCEPT:
Decantation is a process of separating mixtures by removing a layer of liquid,

generally one from which a precipitate has settled. A mixture of an insoluble solid in liquid is
allowed to stand. If the solid is denser than the liquid, it will settle at the bottom if kept
undisturbed for some time. This process where particles settle at the bottom of the liquid is
called sedimentation.
TIME: 2 class periods
MATERIALS:
500 mL beaker Sand

Graduated cylinder Water
Stirring rod and Wood shavings
spoon Timer
Tray
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 activity
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
Table 1: Water and Sand
Height/volume of clear water Comment on Clearness of water
Time to settle
Test 1 Test 2 Test 3 Transparent Translucent Opaque
1 min.
2 mins.
5 mins.
Table 2: Water and Wood Shavings
Height/volume of clear water Comment on Clearness of water
Time to settle
Test 1 Test 2 Test 3 Transparent Translucent Opaque
1 mins
2 mins.
5 mins.
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?
Evaluation:
1. List down five (5) other solid materials which can be separated from water through
decantation.
1.
HEAVY AND LIGHT LIQUIDS!
Activity 4.4
Day 5
LESSON CONCEPT:
Decantation can also be used for liquid mixtures. It is used when separating two or
more immiscible liquids. Once the mixture components have separated by forming layer
between them in a container, the lighter liquid is poured off leaving the heavier liquid behind.
MATERIALS:
Clear glass or cup Cooking oil

container Tray Kerosene
Soy sauce
Vinegar
Water
PROCEDURES:
1. Gather the materials needed.

2. Choose two liquids and mix them in an empty glass or cup container.
3. Leave the mixture for two to three minutes. Observe if the liquids completely
mixed with each other. If they did, they are called miscible liquids. Liquids which
do not mix together and form layer between them are called immiscible liquids.
Record this on the table given by checking the appropriate column.
Take precautionary steps in handling kerosene. Ensure that its container is

properly labeled and sealed. Wash your hand after holding it.
4. Describe the mixture formed. Which liquid submerged at the bottom of the
container? Record it in the table.
5. For immiscible liquids, try to separate it through decantation by pouring or
scooping into another container.
Table 1: Miscible and Immiscible Liquids
Liquids Liquid at the

Description of the
Miscible Immiscible bottom of the
1 2 mixture
glass
Guide Questions:
1. What mixture of liquids is immiscible? Miscible?
2. Did waiting a longer time improve the clarity of liquid mixtures? Why?
3. Explain how you were able to remove and separate the two immiscible liquids?
4. What other method can you think that can be done to separate immiscible liquids?
Evaluation:
1. List down three (3) other liquid materials which can be separated through
decantation.
MAGNETIC OR NOT?
Activity 5.1
Day 1
LESSON CONCEPT:
Objects have magnetic property depending on its composition. There is a common

misconception that magnets attract all metals, largely due to the ubiquity of steel in metal
products. One method to test whether an object is magnetic or not is through the use of
permanent magnet.
MATERIALS:
Small permanent magnet Steel item
Iron Item
Aluminum item
Plastic item
Wood item
Brass item
Other items that conveniently found
PROCEDURES:
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 or not magnetic based from
its physical appearance. Write your prediction in Table 1
4. Now, try to test if the materials are magnetic or not by testing if they can be attracted
to a permanent magnet.
5. Upon completion of the tests, discuss the results as a whole class.
Table 1: Magnetic Properties
Magnetic or Non-magnetic
No. Materials
Prediction Observation
3
4
Guide Questions:
1. Which materials are attracted to magnet? Why?
2. Which materials are not attracted to magnet? Why?
3. What happens when you change your magnet with an electromagnet? Will the
magnetic property of the material change? Why?
Evaluation:
1. List down five (5) materials found at your home that can be attracted to magnets.
CLEAN THIS MESS!
Activity 5.2
Day 2-3
LESSON CONCEPT:
Magnets can be used in separating magnetic and non-magnetic materials. Magnetic

separation is a process wherein magnetically susceptible materials are extracted from a
mixture using a magnetic force. This technique is useful in industries such as in mining and
coin making.
MATERIALS:
Picture of scrap metal yard
Various sample of small metal sheets
PROCEDURES:
Day One
1. You will be divided into four groups in which you will be asked to perform specific
activity.
2. Read and answer the Scenario card that will set the problem of your activity. Share
your answer to the class.
Scenario Card
Introduction
Congratulations, you have just been hired by the recycling company to streamline
their sorting process. And, by streamline a sorting process, it means you have a
room full of metal (show picture of scrap metal) that you need to sort into valuable
steel, and considerably less valuable aluminum.
They must be able to answer: What are some ways to separate the steel from the
Aluminum? List it down here.

3. Read the Challenge Card. It will tell you of the problem and your answers will be
presented in different form:
Group 1 – Drawing/ Poster
Group 2 – Dramatization
Group 3 – Song
Group 4 - Poetry
Challenge Card:
Challenge: You have been hired to run a recycling plant and put in charge of the
valuable steel processing division. Unfortunately, the previous manager did not know
the difference between aluminum and steel—he piled the room for valuable steel
products full of considerably less valuable aluminum cans. You must come up with a
method for retrieving the steel from the aluminum cans so that it can be properly
processed and you can earn the money you were hired to bring into the recycling
plant and conserve the earth’s natural resources.
4. You will prepare your presentation for the rest of the period.
Day Two – Presentation Period
1. You will evaluate and assign grade to other group’s presentation using the rubrics
that your teacher will present. Use the attached Rubrics in evaluating.
Guide Questions:
1. What method did you show in your presentation to separate metals (steel from
aluminum)? Why?
2. What possible problem will you encounter if that is used in reality (considering other
factors like costing, manpower, efficiency etc.)?
3. Can you suggest a better way than what your group has presented to separate steel
in the scrap metal yard?
FILTRATION CHALLENGE
Activity 5.3
Day 4-5
LESSON CONCEPT:
Filtration is the process of separating suspended solid matter from a liquid, by

causing the latter to pass through the pores of some substance, called a filter. The liquid
which has passed through the filter is called the filtrate. The filter may be paper, cloth,
cotton-wool, asbestos, slag- or glass-wool, unglazed earthenware, sand, or other porous
material.
MATERIALS:
Two liters (2L) of water prepared in advance with soil and sand in it
3 test tubes prepared with the water standards "A," "B" and "C"
Coffee filter
Cotton balls
Gauze squares
Graduated cylinders
Gravel / aquarium pebbles
Paper towel
Plastic containers/cups
Sand
Tissue
PROCEDURES:
1. You are asked to design methods to filter water using ordinary materials, while also
considering the designs' material and cost efficiencies.
2. Your teacher will provide the two liters of dirty water and the water standards "A," "B"
and "C" tubes.
3. Listen to the instructions of your teacher for the challenge:
You have been hired by ACE Water Supply Company. With the ongoing drought in
the province, not enough water is available for all the things we need to supply –
people, animals and plants. You will be given a sample of the dirty water that has
remained in the province, and the standard for water testing "A," "B" and "C." A is
nearly ready for human use, B is nearly ready for animal use, and C is nearly ready
to water the plants. You will be paid for their supply of filtered water: A gets Php10
per mL, B gets Php5 per mL, and C gets Php1 per mL.
Remember that you should not taste the water given.

4. You must complete the worksheet to make sure that you understand the activity
purpose, and to help you think about the components of engineering design.
5. Gather the needed materials that your teacher will give you.
6. Draw schematics of the layers of the filtration process you made. Once completed,
your teacher will give you 50 ml of the dirty water to begin to filter in their plastic
cups/container.
7. Once filtering is complete, ask from your teacher the test tubes A, B and C for
observation. Decide if the water is A, B or C grade and measure the sample of
filtered water in a graduated cylinder. Compute for the peso value of the filtered
water sample and write it on the board.
WORKSHEET
Name: Section: Date:
Identifying Design Components of the Filtration Design Challenge

Worksheet No.1
1) What is the goal of the design challenge?
2) What are things to be considered when designing a water filter?
3) How can you determine the success of your design?
4) Illustrate your Filtration Design.

Guide Questions:
1. What is the best filtering agent in this activity? Why?
2. What other ways can we use to purify our water?
3. If you were to design a filtering package, how would you design it and what materials
would you use? Draw your design.
Evaluation:
1. Compare and contrast your own filter design and the commercially available water
filter devices. You may use concept map or diagram.
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

generally easy
to follow.

reflects relevant lacking some of
their name.

pleasing to the
eye.
spelling errors spelling errors spelling errors spelling and /or
and grammar and grammar and grammar grammar errors.
errors. Text is in errors. Text is in errors. Most of Text is copied.
authors’ own authors’ own text is in
words. words. authors’ own
words.
TOTAL
Grading Rubric for Song Presentation
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

generally easy
to follow.

reflects relevant lacking some of
extensive use ofEach member’s manner. It lacks the member’s
their name.
Performance Student Student More Student

performs very performs well preparation performs poorly
well and is well- and is mostly would have and was
prepared. prepared. improved obviously
student’s unprepared.
performance.
Accuracy The song The song Song strays Song does not
accurately matches the from the match problem-
matches the problem- problem- solution.
problem- solution. solution.
solution.
TOTAL
Grading Rubric for Poetry Presentation
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

required some required Information is not Information is not
information is information is presented in a presented in a
presented in a missing and/or logical order, logical order, making
logical order. not presented in making it difficult it difficult to follow.
a logical order, to follow.
but is still
generally easy
to follow.
Presentation Presentation is Presentation Presentation is Presentation has no

logical and it flows well. Tools unorganized. flow. Information is
flows well. are used Tools are not insufficient and
Presentation correctly used in a lacking some of the
reflects relevant manner. member’s
extensive use of Each member’s It lacks some of information.
tools in a information is the members’
creative way. represented and information/ and
identified with or information is
Each member’s their name. not identified
information is Overall
their name.
Performance Student Student More preparation Student performs

performs very performs well would have poorly and was
well and is well- and is mostly improved obviously
prepared. prepared. student’s unprepared.
performance.
Accuracy The poem The poem Poem strays Poem does not
accurately matches the from the match problem-
matches the problem- problem-solution solution scenario.
problem- solution scenario.
solution scenario.
scenario.
TOTAL
Grading Rubric for Dramatization
Needs
Excellent Good Poor
Improvement Score
4 3 1
2

information is information is not presented in not presented in
presented in a missing and/or a logical order, a logical order,
logical order. not presented in making it difficult making it difficult
a logical order, to follow. to follow.
but is still
generally easy
to follow.
Presentation Presentation is Presentation Presentation is Presentation has

logical and it flows well. Tools unorganized. no flow.
reflects relevant manner. lacking some of
extensive use of Each member’s It lacks some of the member’s
tools in a information is the members’ information.
creative way. represented and information/ and
identified with or information is
Each member’s their name. not identified
information is Overall
their name.
Performance Student Student More preparation Student

performs very performs well would have performs poorly
well and is well- and is mostly improved and was
prepared. prepared. student’s obviously
performance. unprepared.
Accuracy The play The play The play strays The play does
accurately matches the from the not match
matches the problem-solution problem-solution problem-solution
problem-solution scenario. scenario. scenario.
scenario.
TOTAL
DRY IT UP!
Activity 6.1
Day 1
LESSON CONCEPT:
Evaporation is the processes of changing the phase of liquid water to water vapor.
This can also be used in separating a mixture of an insoluble material from one which is
soluble like the mixture of water, sand and salt.
MATERIALS:
Beaker (250 mL) Filter paper

Bunsen burner or alcohol lamp Mat
Conical/Erlenmeyer flask (25 ml) Salt
Evaporating basin Sand
Filter funnel Water
Wire gauze
Stirring rod
Tripod
PROCEDURES:
1. Gather all the needed materials.

2. Pour the sand-salt mixture into the beaker so that it just covers the base. Add about
50 mL of water, or add water until the beaker is about one-fifth full. Stir the mixture
gently for a few minutes.
3. Filter the mixture into a conical flask.
4. Pour the filtrate into an evaporating basin.
5. Heat the salt solution gently until it starts to decrepitate (―spit‖).
CARE: Keep eye protection on and do not get too close.
6. Note the time it takes for the water to completely evaporate.

7. Turn off the Bunsen burner and let the damp salt dry in the dish.
Guide Questions:
3. Describe the mixtures of water, salt and sand?
4. Which between the salt and sand dissolved in water?
5. How long did it take for the water to evaporate completely?
6. Do you think filtration is necessary to separate the components of the mixture? Why
or why not?
Evaluation:
2. Give five (5) common materials in your home or school that can be separated from
water through evaporation?
GO AND SEPARATE!
Activity 6.2
Day 3-4
LESSON CONCEPT:
In this lesson, students explore how knowledge of the properties of objects (mainly
size) can be useful in separating mixtures. Students cooperate as engineers to solve a real
world problem. Given a container filled with water mixed with soil, Styrofoam, pebbles, and
leaves, students use a variety of filtering tools to create a cleaner water sample.
MATERIALS:
Bins or boxes for catching filtered materials

Broom and dustpan for spills
Cheese cloth
Coffee filters
Container of dried beans
Container of sand
Containers of ―polluted water‖ (with Styrofoam, soil, leaves, and pebbles)
Cotton
Empty container for mixing dried beans and sand
Funnels
Mesh screens with safe edges
Objects good for sorting by size (e.g. buttons, beans, or blocks)
Spoons and other scoopers
Strainers
PROCEDURES:
1. Listen to the teacher as he/she gives ideas about the activity. He/She will show a
container filled with ―polluted‖ water which is a mixture of soil, pebbles, leaves,
and Styrofoam.
Scientists use knowledge about separating mixtures to solve real world

problems. Humans and other animals need clean water to survive.
Sometimes, water can get polluted from litter, oil spills, soil erosion, etc.
When water is polluted, often scientists look for ways to clean the water.
2. Get the different filtering materials (strainers, mesh screens with safe edges, cheese
cloth, coffee filter, funnel, cotton, spoons, etc.). You are tasked to find a way to
separate the components of the mixture to obtain the cleanest water sample you can
using the materials provided. After your group has created a plan, you need to sketch
the plan, carry out the plan, and record the results.
3. Share the results of your investigations with the rest of the class.
Worksheet:
Name: Section: Date:
Go and Separate!
Worksheet No. 1
Engineers use technology to solve problems. Work as a team to solve the problem
below:
Problem:
Help! Some water has become polluted with extra soil, trash, and other materials. Find
a way to clean up the water sample you have been given using materials provided by
your teacher.
1. PLAN
Draw a sketch of your plan for cleaning the water in the space below. Be sure to
label your sketch.
2. TEST
3. RESULTS
Use words and/or pictures to describe what happened after testing out your
plan.
Guide Questions:
1. Which strategies and materials obtained the best results? Why?
2. How did the properties of the objects affect how the mixture could be separated?
3. What other kind of filter are you familiar with? Why is it use for specific
materials/mixture?
4. Is there any part of the plan you would have changed? Explain.
Evaluation:
1. Can you give industries in your locality that apply different methods of separating
mixtures to manufacture their products?
ACTIVITIES IN THE COMMUNITY INVOLVING SIEVING
Activity 7.1
Day 1
Lesson Concept: Sieving is a form of separating mixtures that can be observed in the
different activities in the community like in school, home or kitchen and other set-ups.
Duration: 10 minutes
Materials:
Notebook
Pen
Procedures:
1. Think of the different activities in the different set-up in which sieving is being done.
2. List the activities with the use of the following template. You may add other set-up
where sieving is observable.
Table 1. Activities in the community that use sieving

School Home/Kitchen Construction Site Laboratory
3. Answer the following questions.

a. In which set-up was sieving done?
b. What particular things are being separated through the use of sieving?
Evaluation: What are the importance of sieving in our home? community? school?
BENEFITS OF SEPARATING MIXTURES THROUGH SIEVING
Activity 7.2
Day 1
Lesson Concept: Separating mixtures through sieving benefit the community.
Materials:
Individual Output in Activity 7.1
Manila paper or cartolina
Marking Pen
Procedures:
1. Each member will share output on the previous activity.
2. The group will discuss and consolidate the answers of the members.
3. Brainstorm on the benefits of separating mixtures from products in the
community through sieving.
4. Use the following template.
Table 2. Benefits of Sieving in the community

Activities that use sieving Benefits

a. What are the different activities in the community that use sieving?
b. What are the importance/benefits of sieving in the community?
Evaluation: Give 3 practical applications of sieving in the community.

ACTIVITIES IN THE COMMUNITY INVOLVING DECANTATION
Activity 7.3
Day 2
Lesson Concept: Decantation is a form of separating mixtures that can also be observed in
the different activities in the community like in school, home or kitchen and other set-ups.
Materials:
Notebook
Pen
Procedures:
1. List different situations or activities in the community in which decantation can
be applied.
2. Use the following template. You may add other set up if necessary where
decantation can be observed.
Table 3. Activities in the community that use decantation

School Home/Kitchen Construction Site Laboratory

a. In which set-up can was decantation done?
b. What particular things are being separated through the use of decantation?
Evaluation: What is the importance of decantation in school? home? laboratory?

BENEFITS OF SEPARATING MIXTURES THROUGH DECANTATION
Activity 7.4
Day 2
Lesson Concept: The community is benefited when decantation as a mean of separating

mixtures is involved in different activities.
Materials:
Individual Output in Activity 7.3
Manila paper or cartolina
Marking Pen
Procedures:
1. Consolidate the answers of the members in the previous activity.
2. Discuss and brainstorm within the group about the benefits of separating
mixtures through decantation.
3. Use the following template.
Table 4. Benefits of activities in the community through decantation

Activities that use decantation Benefits
4. Answer the following guide questions.

a. What are the different activities in the community that use decantation?
b. What are the importance/benefits of decantation in the community?
Evaluation: Give 3 practical applications of decantation in the community.

BENEFITS OF SEPARATING MIXTURES THROUGH DECANTING
Rubric
Week 7-Day 2
CRITERIA At Standard Approaching Below Standard TOTAL

Standard
(2)
(3) (1)
ACCURACY The team exhibits There are vague There are unclear
very clear ideas on ideas on the context ideas on the
Content of the
the task related to of the task and their context of the task
lesson is clearly
their chosen field. field of interest. given.
shown
CREATIVITY It exhibits high value It shows enough It has low value of

of creativity and creativity and creativity of the
Resourcefulness
uniqueness without uniqueness group
of the group with
compromising all the compromising some compromising the
sense of
contents of their of the contents of their essential contents.
uniqueness
output. output.
TEAMWORK All members are Most of the members Very few

cooperative and took show involvement. members take
Cooperation and
each part that part in the activity.
involvement of
contributed to their
members are
success.
revealing
PRESENTATION They clearly and They explained some They were not able
fully explained things learned in the to explain
Clear explanation
new understanding activity but not entirely important new
through
gained in the clear. understanding
presentation skills
activity. gained in the
activity.
BENEFITS OF SEPARATING MIXTURES THROUGH FILTRATION
Activity 7.5
Day 3
Lesson Concept: Filtration is a form of separating mixtures that is important in the

community.
Materials:
Manila paper
Marking Pen
Procedures:
1. Discuss within the group the activities in the community which involve
separating mixtures through filtration.
2. Share ideas on how each activity regarding filtration is beneficial to the
community.
3. Use the following template in accomplishing the activity.
Table 5. Benefits of separating mixtures in the community through filtration

Activities involving filtration Benefits

a. What are the different activities in the community that use filtration?
b. What are the importance/benefits of filtration in the community?
Evaluation: Illustrate one of the activities in the community that uses filtration.
Diagram 1. Activity in the community that uses filtration

BENEFITS OF SEPARATING MIXTURES THROUGH EVAPORATION
Activity 7.6
Day 4
Lesson Concept: Evaporation is a form of separating mixtures that is important in the

community.
Materials:
Manila paper
Marking Pen
Procedures:
separating mixtures through evaporation.
2. Share ideas on how each activity regarding evaporation becomes beneficial
to the community.
3. In the diagram, write the activities involving evaporation while the benefits at
the center.
Diagram 2. Benefits of evaporation in the community

Process/Activities
Benefits
4. Answer the following guide questions:

a. What are the different activities in the community that use evaporation?
b. What are the importance/benefits of evaporation in the community?
Evaluation: Give 3 practical applications of evaporation.

BENEFITS OF SEPARATING MIXTURES THROUGH THE USE
OF MAGNET
Activity 7.7
Day 5
Lesson Concept: Use of magnet is a form of separating mixtures that is important in the
community.
Materials:
Manila paper
Marking Pen
Procedures:
separating mixtures through the use of magnet.
2. Share ideas on how each activity regarding use of magnet in separating
mixtures becomes beneficial to the community.
3. Using the following template, write the activities in the community that use
magnetic separation of mixtures and their benefits.
Diagram 3. Benefits of using magnet in activities in the community

a. What are the different activities in the community that use magnetic
separation of mixtures?
b. What are the importance/benefits of magnetic separation in the
community in terms of separating mixtures?
Evaluation: Give 3 applications of using magnetic separation as means of separating

mixtures in the community.
BENEFITS OF SEPARATING MIXTURES THROUGH THE USE OF
MAGNET
Rubric
Week 7-Day 5
CRITERIA At Standard Approaching Below Standard TOTAL

Standard
(2)
(3) (1)
ACCURACY The team exhibits There are vague There are unclear
very clear ideas on ideas on the context ideas on the
Content of the
the task related to of the task and their context of the task
lesson is clearly
their chosen field. field of interest. given.
shown
CREATIVITY It exhibits high value It shows enough It has low value of

of creativity and creativity and creativity of the
Resourcefulness
uniqueness without uniqueness group
of the group with
compromising all the compromising some compromising the
sense of
contents of their of the contents of their essential contents.
uniqueness
output. output.
TEAMWORK All members are Most of the members Very few

cooperative and took show involvement. members take
Cooperation and
each part that part in the activity.
involvement of
contributed to their
members are
success.
revealing
PRESENTATION They clearly and They explained some They were not able
fully explained things learned in the to explain
Clear explanation
new understanding activity but not entirely important new
through
gained in the clear. understanding
presentation skills
activity. gained in the
activity.
BENEFITS OF WATER REFILLING STATIONS IN THE COMMUNITY
Activity 8.1
Day 1 & 2
Lesson Concept: Water refilling stations are facilities that provide clean and potable water
that benefit the community. Different forms of separating mixtures can be observed in water
refilling stations.
Materials:
Manila Paper
Paper
Pen
Procedures:
1. With your group, analyze the problem or scenario below.
2. List the things that you know and what do you still want to know about the
scenario or problem.
3. List essential questions about the problem/scenario.
4. Discuss within the group the problem and answers to the listed questions.
5. If necessary, as additional activity/assignment, validate the answers through
immersion or interview of a person from a water refilling station.
6. Meet with the team again to further analyze the problem given to you by
infusing ideas gained from the interview.
Problem/Scenario: Your relative would like to establish a water refilling station in your
barangay which needs to be discussed first with the officials and your neighbours. Your
relative asked you to give him some suggestions on how he would explain the importance
or benefits of having this facility in the barangay aside from economic purposes. What
would you suggest to him?
Guide Questions:
a. How did your group find the problem? Was it easy or difficult?
b. What challenges did you encounter when dealing and answering
the problem?
c. How did you address the issues/challenges?
d. Did you revisit/review your answers? If you did, which aspect/s did
you revisit/review?
Evaluation: Give at least one practical application of ways on how to separate mixtures that
is used in water refilling stations?
BENEFITS OF MINING AND QUARRYING IN THE COMMUNITY
Activity 8.2
Day 3 & 4
Lesson Concept: Mining and quarrying involve processes that use separation of mixtures
which are considered also as beneficial to the community.
Materials:
Manila Paper
Paper
Pen
Procedures:
2. List the things that you know and what you still want to know about the
4. Discuss within the group the problem and answers to the listed questions.
5. Conduct additional research on the benefits of the different techniques of
separating mixtures on mining and quarrying in your community.
6. Meet the team again to further analyze the problem given to you by infusing
ideas gained from the interview.
Problem/Scenario: The mining/quarrying company that has been operating in your

barangay is facing an issue. Even though they have permit to operate, the residents are
concerned about its bad effects to the environment. You know that there are advantages
of having this company in your barangay. How will you inform your neighbors about the
benefits of having the company in your community?

a. How did your group find the problem? Was it easy or difficult?
b. What challenges did you encounter when dealing and answering the
problem?
d. Did you revisit/review your answers? If you did, which aspect/s did you
revisit/review and why?
Evaluation: What processes of separating mixtures that are used in mining and quarrying?
RUBRIC FOR OUTPUT IN PROBLEM BASED-LEARNING (PBL)
Week 8-Day 5
Phases of At Standard Approaching Below Standard TOTAL

Accomplishing (3) Standard (1)
PBL Scenario (2)
ACCURACY Members exhibit There are vague There are unclear
Analysis of the very clear ideas ideas on the context ideas on the
scenario/problem on the of the scenario or context of the
problem/scenario. problem. scenario or
problem.
CONTENT More/enough Few ideas known Very few ideas
Inputs to the ideas known are are given about the known are given
problem by given about the problem/scenario. about the
gathering/sharing problem/scenario. problem.
of ideas
RELEVANCE Questions show Questions show Questions show
Development of very close little relationship very little
essential relationship with with the relationship with
questions related the scenario/problem. the
to the scenario/problem scenario/problem.
problem/scenario that encourages
quality discovery
of solutions.
PRESENTATION They clearly and They explained They were not
Presenting fully explained some things able to explain
Products/Answers new learned in the new important
to the understanding activity but not understanding
bigger/driving gained in the entirely clear. gained in the
question activity. activity.
BENEFITS OF FOOD PRODUCTION/PREPARATION IN THE
COMMUNITY
Activity 9.1
Day 1 & 2
Lesson Concept: In food production or preparation, some techniques in separating

mixtures are being used. Food production or preparation is important in the community.
Materials:
Manila Paper
Paper
Pen
Procedures:
10. Discuss within the group the problem and answers to the listed essential
questions.
interviewing a person inclined with cooking or in food production or
preparation.
Problem/Scenario: Your younger sibling would like to ask for your help on how he/she
will cook “ginataang manok” as part of their activity in their cooking lesson in EPP. If you
were a culinary arts graduate, what processes or steps will you tell him/her?

e. How did your group find the problem? Was it easy or difficult?
f. What challenges did you meet upon dealing and answering the problem?
g. How did you address the issues/challenges?
h. Did you revisit/review your answers? If you did, which aspect/s did
you revisit/review?
Evaluation: Give 3 examples of processes of separating mixtures observed in food

production or preparation
BENEFITS OF HERBAL MEDICINES PRODUCTION/PREPARATION
IN THE COMMUNITY
Activity 9.2
Day 3 & 4
Lesson Concept: Some techniques in separating mixtures are being used in the production
or preparation of herbal medicines which are important to the community.
Materials:
Manila Paper
Paper
Pen
Procedures:
10. List essential questions about the problem/scenario
questions.
12. Conduct additional researches on the benefits of production of herbal
medicines to the community in relation to its processes dealing with
separating of mixtures.
Problem/Scenario: Your father works as a call center agent in a company. He always

complain about his hoarse voice everytime he comes home. He knew that making a ginger
tea would help him soothe his throat. What suggestions or steps can you give him in
preparing the mentioned herbal tea? Focus on the important processes of separating
mixtures?
14. Answer the following guide questions.

e. How did your group find the problem?
f. What challenges did you meet upon dealing and answering the problem?
g. How did you address the issues/challenges?
h. Did you revisit/review your answers? If you did, which aspect/s did you
Evaluation: How do processes of separating mixtures observed in food production help the
community?
Week 9-Day 5

Accomplishing (3) Standard (1)
PBL Scenario (2)
Analysis of the very clear ideas ideas on the context ideas on the
scenario/problem on the of the scenario or context of the
problem/scenario. problem. scenario or
problem.
Inputs to the ideas known are are given about the known are given
problem by given about the problem/scenario. about the
gathering/sharing problem/scenario. problem.
of ideas
Development of very close little relationship very little
essential relationship with with the relationship with
questions related the scenario/problem. the
to the scenario/problem scenario/problem.
problem/scenario that encourages
quality discovery
of solutions.
Presenting fully explain new some things able to explain
Products/Answers understanding learned in the new important
to the gained in the activity but not understanding
bigger/driving activity. entirely clear. gained in the
question activity.
BENEFITS OF WASTE SEGREGATION IN THE COMMUNITY
Activity 10.1
Day 1 & 2
Lesson Concept: In waste segregation some techniques in separating mixtures are being
used thus making it important in the community.
Materials:
Manila Paper
Paper
Pen
Procedures:
scenario or problem (KWL Chart).
3. List essential questions about the problem/scenario
questions.
interviewing a person who works as a garbage collector.
Problem/Scenario: You are an officer of the YES-O in your school. One of the
organization’s income-generating projects is selling of garbage that can be reused or
recycled. How would you gather the garbage and pile them properly?

a. How did your group find the problem?
b. What challenges did you meet upon dealing and answering the problem?
d. Did you revisit/review your answers? If you did, which aspect/s did you
Evaluation: Give some processes of separating mixtures that are used in waste segregation.
Week 10-Day 3

Accomplishing Standard
PBL Scenario (3) (1)
(2)

very clear ideas ideas on the context ideas on the
Analysis of the on the of the scenario or context of the
scenario/problem problem/scenario. problem. scenario or
problem.

ideas known are are given about the known are given
Inputs to the given about the problem/scenario. about the
problem by problem/scenario. problem.
gathering/sharing
of ideas

very close little relationship very little
Development of relationship with with the relationship with
essential the scenario/problem. the
questions related scenario/problem scenario/problem.
to the that encourages
problem/scenario quality discovery
of solutions.

fully explain new some things able to explain
Presenting understanding learned in the new important
Products/Answers gained in the activity but not understanding
to the activity. entirely clear. gained in the
bigger/driving activity.
question

Grade 6 Science Activities First Quarter

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Grade 6 Science Activities First Quarter

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GRADE 6 SCIENCE ACTIVITIES

6.1 Dry it Up!

6.2 Go and Separate

7.1 Activities in the Community Involving Sieving

7.2 Benefits of Separating Mixtures Through Sieving

7.3 Activities in the Community Involving Decantation

7.4 Benefits of Separating Mixtures Through Decantation

7.5 Benefits of Separating Mixtures Through Filtration

7.6 Benefits of Separating Mixtures Through Evaporation

7.7 Benefits of Separating Mixtures Through the Use of Magnet

8.1 Benefits of Water Refilling Stations in the Community

8.2 Benefits of Mining and Quarrying in the Community

9.1 Benefits of Food Production/Preparation in the Community

9.2 Benefits of Herbal Medicines Production/Preparation in the

10.1 Benefits of Waste Segregation in the Community

TIME: 1 class period

Sample Flash Cards

Mixture is the combination of two materials without any chemical changes or

TIME: 1 class period

Using PROBEX(Predict, Observe, and Explain),

Mixtures Predictions Observation Explain

TIME: 1 class period

Task 4 – Put one tablespoonful white sugar into a glass of water.

Table #1. Mix It Up!

Sample Laboratory Sheet

Task 1 Task 2 Task 3 Task 4

A mixture is a combination of two or more physical materials (such as a solid, liquid

TIME: 1 class period

4 to 8 pictures/drawing of heterogeneous and homogeneous mixtures examples for every

1. Each group will be given several pictures of mixture.

Uniform (Single Appearance) Non-Uniform (Two or more Appearance

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Pictures, Images are Images are Images are No images

This activity is focused on reviewing the students’ concept of mixtures. The

TIME: 1 class period

Ball point pen

1. Prepare at least two bond paper, glue and scissors.

Please see rubric on making foldables

TIME: 1 class period

1. Get samples of sugar, coffee, powdered milk, creamer, chocolate powder,

3. Fill half of each glass with water.

5. Mix the sample and water in each glass.

6. Describe what happens to the sample.

Solids Observations when Mixed

1. What solid materials were dissolved in water?

1. Give 2 more solids that easily dissolve in water.

TIME: 1 class period

1. Fill half of a drinking glass with cold water.

2. Place equal amounts of water in the glasses.

TIME: 1 class period

1. Prepare a glass half filled with water.

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TIME: 1 class period