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    LEARNING PLAN LOADINGs

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    gargoleslian
    Learning Plan

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    LEARNING PLAN LOADINGs

    Uploaded by

    gargoleslian
    6 views6 pages
    Learning Plan

    Original Title

    LEARNING-PLAN-LOADINGs

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    Learning Plan

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    6 views6 pages

    LEARNING PLAN LOADINGs

    Uploaded by

    gargoleslian
    Learning Plan

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    LEARNING PLAN

    Of
    SCIENCE 6, FIRST
    QUARTER

    Members:
    Winjean Mae D. Gingoyon
    Shelian Kate B. Gargoles
    SCIENCE 6, FIRST QUARTER, 12 DAYS

    I. Content and Performance Standards


    Content Standard
    The learner demonstrates understanding of the different types of mixtures and their
    characteristics and the different techniques to separate mixtures.

    Performance Standard
    The learner should be able to prepare beneficial and useful mixtures such as drinks, food,
    and herbal medicines and separate desired materials from common and local products.

    II. Learning Competencies


    The learners should be able to…
    1. describe the appearance and uses uniform and non-uniform mixtures;
    2. enumerate techniques in separating mixtures such as decantation, evaporation, filtering,
    sieving and using magnet; and
    3. tell the benefits of separating mixtures from products in community.

    III. Unit Summary


    This unit will introduce students to the basic concepts of matter and its properties,
    focusing on mixtures and their separation. Students will learn about the different types of
    mixtures, their characteristics, and the various techniques used to separate them. Through
    hands-on activities, experiments, and engaging educational activities, students will gain a
    deeper understanding of these concepts and develop their scientific inquiry skills.

    IV. Student Objectives/ Learning Outcomes

    Week 1: Properties of Matter and Its Changes

    Day 1:
    Through a hands-on activity, students will be able to:
    a. Identify the different states of matter (solid, liquid, gas).
    b. Describe the properties of each state of matter based on their observations.
    c. Compare and contrast the properties of solids, liquids, and gases.
    Day 2:
    Through a discussion and demonstration, students will be able to:
    a. Explain the changes in the states of matter (melting, freezing, boiling, condensation).
    b. Provide examples of each change in the states of matter.
    c. Illustrate the changes in the states of matter through diagrams or drawings.

    Day 3: SHELIAN
    Through a group activity, students will be able to:
    a. Design and conduct a simple experiment to demonstrate one of the changes in the states
    of matter.
    b. Analyze the results of their experiment and draw conclusions.
    c. Present their experiment and findings to the class.

    Day 4: ALLIYAH
    Through a class discussion, students will be able to:
    a. Define the terms "matter" and "volume."
    b. Explain the relationship between matter and volume.
    c. Explain the concept of density and how it relates to the states of matter.

    Day 5: PRINCESS
    Through a hands-on activity, students will be able to:
    a. Explore the concept of density through a density column experiment.
    b. Analyze the results of the experiment and understand how density influences the
    arrangement of liquids.
    c. Apply the concept of density to explain real-world phenomena.

    Week 2: Separating Mixtures

    Day 6: ARLIE
    Through a hands-on activity, students will be able to:
    a. Identify the different types of mixtures (homogeneous, heterogeneous).
    b. Describe the properties of each type of mixture based on observations.
    c. Provide examples of homogeneous and heterogeneous mixtures from everyday life.

    Day 7: JUNMARK
    Through a demonstration and discussion, students will be able to:
    a. Explain the methods of separating mixtures (filtration, evaporation, magnetism,
    decantation).
    b. Provide examples of each method of separating mixtures.
    c. Identify the appropriate method for separating a given mixture.
    Day 8: JULBERT
    Through a group activity, students will be able to:
    a. Design and conduct a simple experiment to demonstrate one of the methods of separating
    mixtures.
    b. Analyze the results of their experiment and draw conclusions.
    c. Present their experiment and findings to the class.

    Day 9: KIZZA
    Through a class discussion and presentation, students will be able to:
    a. Summarize the key concepts learned about matter, its changes, and mixtures.
    b. Apply knowledge to solve real-world problems related to matter, its changes, and
    mixtures.
    c. Create a presentation that demonstrates understanding of the concepts.

    Day 10: NICOLE


    Through a group activity, students will be able to:
    a. Research and present different separation techniques used in their community (e.g., water
    purification, recycling, food processing) and create a visual guide or pamphlet.
    b. Collaborate and communicate effectively as a team.
    c. Apply critical thinking skills to analyze and synthesize information.

    Day 11: KIZZA/JULBERT/JUNMARK/ALLIYAH (TABANGAN)


    Through a "Mixture Challenge" activity, students will be able to:
    a. Identify the best separation method for different scenarios involving mixtures.
    b. Explain their reasoning for choosing a specific separation method.
    c. Demonstrate problem-solving and critical thinking skills.

    Day 12: PRINCESS/SHELIAN/NICOLE/ARLIE (TABANGAN)


    Through a "Science Fair Showcase", students will be able to:
    a. Present their "Mixture Separation Toolkit" to their classmates and teachers.
    b. Explain their understanding of separating mixtures through their project and presentation.
    c. Demonstrate collaboration, communication, and critical thinking skills.

    V. Daily Procedures

    Day 1
    1. Begin the class with a prayer to be led by one of the students.
    2. "Matter Exploration Station" Activity: Provide students with a variety of materials like water,
    ice, sand, air, etc. Ask them to explore these materials, noting their properties and classifying
    them based on their state of matter.
    3. "State of Matter Chart" Activity: Have students create a chart with columns for solids, liquids,
    and gases. Ask them to list the properties of each state of matter and provide examples of
    materials that fit into each category.
    4. Encourage students to share their observations and discuss their findings.
    5. End the class with a brief review of the key concepts learned.

    Day 2
    1. Begin the class with a short prayer.

    2. Review the different states of matter and their properties.


    3. Introduce the concept of changes in the states of matter.
    4. Use demonstrations and visuals to explain the processes of melting, freezing, boiling, and
    condensation.
    5. Provide examples of each change in the states of matter from everyday life.
    6. "Change of State Drawing" Activity: Ask students to draw or illustrate the changes in the
    states of matter. They can create a comic strip, a flow chart, or a diagram to represent the
    process.
    7. "Change of State Story" Activity: Ask students to write a short story that incorporates
    examples of changes in the states of matter.
    8. End the class with a brief quiz on the key concepts learned.

    Day 3
    1. Begin with a short prayer before formally starting the class.
    2. Review the three types of matter and their properties.
    3. Use PowerPoint presentation to Introduce the Scientific Methods and briefly explain
    those emphasizing the importance of observation, experimentation, and drawing
    conclusions.
    4. After introducing the Scientific Methods that students will work in groups to design and
    conduct an experiment demonstrating a change in the state of matter.
    5. Divide the class into 4-5 students each group.
    6. Each group shall be doing the same activity which is “ Melting an Ice” using their
    hands.
    7. Every group will have a different sizes of Ice and each group shall have one member to
    melt the ice and the 3 members left will be observing and holding a timer.
    8. After the given time they will share their observation on how time they needed in melting
    those in different sizes.
    9. Allow time for groups to prepare their presentations of their experiments and findings.
    10. Have each group present their experiment, explaining their design, observations, and
    conclusions.
    11. Encourage students to ask questions and discuss the activity and results.

    Day 7
    Day 8
    Day 9
    Day 10
    Day 11
    Day 12

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