GRADE School Tuyabang Proper Elementary School Grade Level Six

DAILY LESSON LOG Teacher Ellen Rose M. Daligdig Learning Area Science 6
Teaching Dates and Time Week 5 Quarter First Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of different techniques to separate mixtures
B. Performance Standards The learners should be able to separate desired materials from common and local products.

C. Learning Describe handpicking as technique in Describe filtering and sieving as techniques in separating mixtures Describe the use of magnet in separating mixtures
Competencies/Objectives Write separating mixtures
the LC code for each

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Learning Episode 1:
A. MOTIVATION
1. Presentation Today, we will describe handpicking as technique in Today, we will describe filtering and sieving as techniques in separating mixtures. Today, we will describe the use of magnet as technique in separating mixtures.
separating mixtures.
2. Importance It is important to know this because we can apply It is important to know this because we can apply this in our everyday lives. We can use this It is important to know this because we can apply this in our everyday lives. We can use this
this in our everyday lives. We can use this technique technique when we cook. technique in the different industrial works.
in ensuring that we eat safe and clean foods.
3. Formative Assessment At the end of the lesson the pupils are expected to At the end of the lesson the pupils are expected to describe filtering and sieving as techniques At the end of the lesson the pupils are expected to describe the use of magnet as technique in
describe handpicking as technique in separating in separating mixtures. separating mixtures.
mixtures.
Rubrics: Rubrics:
Rubrics: 10 – if the learner can describe the technique use clearly and correctly with no error. 10 – if the learner can describe the technique use clearly and correctly with no error.
10 – if the learner can describe the technique use 9 – if the learner can describe the technique use with 1-2 mistakes 9 – if the learner can describe the technique use with 1-2 mistakes
clearly and correctly with no error. 8- if the learner can describe the technique use with 3-4 mistakes 8- if the learner can describe the technique use with 3-4 mistakes
9 – if the learner can describe the technique use with 7 - if the learner can describe the technique use with 5-6 mistakes 7 - if the learner can describe the technique use with 5-6 mistakes
1-2 mistakes
8- if the learner can describe the technique use with
3-4 mistakes
7 - if the learner can describe the technique use with
5-6 mistakes
B. PROBE AND RESPOND
 1. Review /Drill The teacher will have a review on the
different mixtures and let the learners give
example to each of the mixtures
Learning Episode 2:
Pre-requisite skill The teacher will show a picture with
handpicking and describe the action showed
in the picture.
A. Modelling The group will have an activity separating mixtures
through handpicking. The teacher will model the
activity first and will let the learners do the activity.
Base on the activity the teacher will ask series of
questions about handpicking.
The teacher will now describe what is handpicking
and how it separates the mixtures in the activity.
The teacher will let the learners clarify some
concepts and will let the learners ask some questions
about it.
Learning Episode 3:
A. Guided Practice The teacher will have pairing activity based on the
level of the learners:
The first pair will describe the handpicking as
technique in separating mixtures use in when they
separate seeds of watermelon when they eat it.
The first pair will describe the handpicking as
technique in separating mixtures use in when they
separate rocks and dirt when they will cook rice.
The teacher will also allow learners ways in
describing the techniques may it be in written, oral
or illustration. The teacher will monitor each pair
and cater their needs.
B. Independent Practice Each learner will describe handpicking as technique
in separating mixtures in their own words in each
mixture.
1. mixed nuts
2. mixed chess pieces
Learning Episode 4:
A. Evaluation Describe handpicking as technique in separating
mixture base on your own experience.
B. Assignment/Project The teacher will assign materials that the
learners will bring for the activity to be done.
V. REMARK
Describe handpicking as technique in separating mixtures?
What are the mixtures we can separate through handpicking?
The teacher will introduce the words sieving and filtering through the jumbled letter puzzle.
The group will have an activity separating mixtures through sieving and filtering. The teacher
will model the activity first and will let the learners do the activity.
Base on the activity the teacher will ask series of questions about sieving and filtering.
The teacher will now describe what is sieving and filtering and how it separates the mixtures in
the activity.
The teacher will let the learners clarify some concepts and will let the learners ask some
questions about it.
The teacher will have pairing activity based on the level of the learners:
The first pair will describe the sieving as technique in separating mixtures use in cooking.
(flour to be used in baking)
The second pair will describe the filtering as technique in separating mixtures use in cooking.
(coconut milk from grated coconut)
The teacher will also allow learners ways in describing the techniques may it be in written, oral
or illustration. The teacher will monitor each pair and cater their needs.
Each learner will describe the filtering and sieving as techniques in separating mixtures in their
own words in each mixture.
1. Sand and gravel
2. Sand and water
Describe the technique on how you can separate the following mixtures:
1. Flour and table salt
2. Muddy water
The teacher will assign materials that the learners will bring for the activity to be
done.
The teacher will have a review on what technique on separating mixtures can be done with the
following mixtures:
1. Mixed nuts
2. Flour and rock salt
Coconut milk and grated coconut milk
The teacher will show a picture of a magnet and will let the learners identify what it is.
The group will have an activity on separating mixtures that contains metal.
Then the learners will write down their observation. The teacher will let the learners to share their
observation.
Then the teacher will describe on how it is use to separate mixtures.
The teacher will let the learners clarify some concepts and will let the learners ask some questions
about it.
The teacher will have pairing activity based on the level of the learners:
The first pair will describe the use of magnet as technique in separating mixtures use that can be
observed in their respective houses.
The second pair will describe the use of magnet as technique in separating mixtures use that can
be observed in the junkyards.
The teacher will also allow learners ways in describing the techniques may it be in written, oral or
illustration. The teacher will monitor each pair and cater their needs.
Each learner will describe the use of magnet as technique in separating mixtures in their own
words in metal scraps mixtures
Read the situation and describe the use of magnet as technique in separating the mixture.
Rico is playing some iron fillings while her mother is preparing ingredients for pancake. Rico
accidentally spilled the iron fillings to the mixing bowl with flour in it. How will Rico separate the
iron fillings with the flour?
The teacher will assign materials that the learners will bring for the activity to be
done.
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation.

B. No. of learners who require

additional activities for remediation
who scored below 80%.

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson.

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?