School: BAGONG NAYON I ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: JOHN AMPER D. PESANO Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and
Time: SEPTEMBER 25 – 29, 2023 (WEEK 4) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

The learners demonstrate understanding of different techniques to separate mixtures.

A. Content Standards

B. Performance Standards The learners should be able to separate desired materials from common and local products.

C. Learning Competencies/ Objectives
Write the LC code for each
Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and evaporation.
(S6MT-Id-f-2)
Separate the components of Separate the components of Separate insoluble solid in a Separate immiscible liquids
common solid mixtures by common solid mixtures by liquid using decantation. by using decantation.
picking. winnowing.

II. CONTENT Separating Mixtures: Separating Mixtures: Separating Mixtures: Decantation Summative Test
Handpicking Winnowing
III. LEARNING RESOURCES
A. References K to 12 MELC 2020 K to 12 MELC 2020 K to 12 MELC 2020 K to 12 MELC 2020
1. Teacher’s Guide pages
2. Learner’s Materials pages SCIENCE6 - Q1 - MOD4 - SCIENCE6 - Q1 - MOD4 - SCIENCE6 - Q1 - MOD4 - SCIENCE6 - Q1 - MOD4 -
Techniques of Separating Techniques of Separating Techniques of Separating Techniques of Separating
Mixtures - SIM Mixtures - SIM Mixtures - SIM Mixtures - SIM
3. Textbook pages Science Beyond Borders 6 Science Beyond Borders 6 Science Beyond Borders 6 Science Beyond Borders 6
Textbook, pp. 20-30. Evelyn Textbook, pp. 20-30. Evelyn Textbook, pp. 20-30. Evelyn Textbook, pp. 20-30. Evelyn
T. Sarte, Ednaliza R. Garcia, T. Sarte, Ednaliza R. Garcia, T. Sarte, Ednaliza R. Garcia, T. Sarte, Ednaliza R. Garcia,
Eliza A. Lopez, Mary Jean G. Eliza A. Lopez, Mary Jean G. Eliza A. Lopez, Mary Jean G. Eliza A. Lopez, Mary Jean G.
Dela Cruz Harold A. & Dela Cruz Harold A. & Dela Cruz Harold A. & Dela Cruz Harold A. &
Aradeza Lilia M.Rabago Aradeza Lilia M.Rabago Aradeza Lilia M.Rabago Aradeza Lilia M.Rabago
4. Additional Materials from Learning 1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. pp. 5-7.
Resource (LR) portal 2. EASE Science II. Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. pp. 42-45.
4. Science and Technology I: Integrated Science Textbook. NISMED. pp. 57-58.
B. Other Learning Resources Interactive PowerPoint Presentation, Laptop, Projector, Printed Materials, Worksheets
IV. PROCEDURES
A. Reviewing previous lesson or presenting The teacher shows pictures Game Activity. Do Scavenger Hunt. The teacher asks about the
the new lesson of different kinds of mixtures part of the activity the

B. Establishing a purpose for the lesson
C. Presenting examples/instances of the
new lesson
as discussed in the previous
weeks. She asks the general
appearance of the mixtures
and their compositions.
The teacher asks:
How can you separate the
individual components of the
mixtures shown?
Do Activity: Mix and Pick!
MATERIALS:
5 clear plastic/glass
containers
15 small saucers/small plate
5 timers
1 pc box
30 pcs. corn kernels 15 pcs
10 cents
Assorted leaves 30 pcs.
peanuts
50 pcs. mongo seeds 15 pcs
25 cents
15 pcs 1.00 coins
PROCEDURES:
1. Using some hints given by
the teacher, guess the
materials hidden in a box.
2. In your group, select one
member to be the time
keeper.
3. Mix the provided materials
in your plastic/glass
container and describe the
appearance of the mixture.
4. On the cue of the teacher,
you will try to separate the
individual component of the
Give students equal amount
of mixtures which can be
separated by picking. Let the
students separate the
component (by group).
The teacher shows picture of
rice with husks and asks:
How can you separate the
rice from husk? What
materials can you use to do
so?
Do Activity: To Winnow or to
Sieve.
MATERIALS:
Container/ plastic cups
Plate/ flat container
Sieve/strainer with varied
hole sizes/
Dry sand
Rice grains
Sand
Small pebbles/ Flour
Rise husks
Saw dust
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
Teacher asks review
questions and the students
search the answer around
the room.
The teacher asks:
Have you tried cooking rice?
How do you do it?
Do Activity: Let it Sink and
Separate.
MATERIALS:
500 mL beaker
Graduated cylinder
Stirring rod and spoon
Timer
Sand
Wood shavings
Tray
Water
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.
students performed the
other day.
Show the graduated cylinder
with colored water, oil and
alcohol. Ask the class what
liquids are present in the
cylinder. Ask how to separate
mixtures with these kinds of
liquid.
Do Activity: Heavy and Light
Liquids.
MATERIALS:
Clear glass or cup container
Tray Kerosene
Vinegar
Cooking oil Soy sauce
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

D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (leads to Formative
Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and abstractions
about the lesson
mixtures. The group who
finished first, wins.
5. Repeat the activity above
using a second set of objects.
Choose another member to
be the time keeper. Record
your data on the table.
Students present their
output on the activity. The
teacher will give feedback
about the result.
Answer the Guide Questions.
Discuss Picking as a method
of separating mixtures.
Show other kinds of mixtures
in the environment that can
be separated by handpicking.
Teacher asks what students
learn about hand picking.
Hand picking is the method
of separating easily
identifiable material from a
mixture.
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.
Students present their
output on the activity. The
teacher will give feedback
about the result.
Answer the Guide Questions.
Discuss winnowing and
sieving as methods of
separating mixtures.
Show other kinds of mixtures
in the environment that can
be separated by winnowing
and sieving.
Teacher asks what students
learn about winnowing.
Winnowing is used to
separate heavier and lighter
components of a mixture by
wind or by blowing air.
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
Students present their
output on the activity. The
teacher will give feedback
about the result.
Teacher asks what students
learn about the activity.
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.
Students present their
output on the activity. The
teacher will give feedback
about the result.
Answer the Guide Questions.
Discuss decantation as a
method of separating
insoluble solids in mixtures.
Show other kinds of mixtures
in the environment that can
be separated by decantation.
Teacher asks what students
learn about decantation.
Decantation is a process of
separating mixtures by
removing a layer of liquid,
generally one from which a

I. Evaluating learning Direction: Write A if the
following statement is an
advantage of hand picking,
write D if it is not.
1. It is a very simple and easy
method of separation.
2. It doesn’t require any kind
of equipment to proceed.
3. It takes very little time
when performed for a small
quantity of mixture.
4. It doesn’t require any kind
of preparation.
5. It is a very time taking
process if the quantity of the
mixture is large.
precipitate has settled.
Direction: Name the method Direction: Identify the Direction: Read each item
that can be used for following pictures that shows carefully and encircle the
separating the following different techniques of letter of the correct answer.
mixtures. separating Mixtures. Write if
it is picking, winnowing, 1. Which of the following
1. Sand and husk sieving or decantation uses evaporation as a means
of separating the
2. Wheat, sugar, and silk components of the given
mixture?
3. Water and petrol A. Oil and water
C. Sand and gravel
4. Rice and salt D. Salt and water
B. Pebbles and sand
2. What is the method of
5. Sand and salt
separating components from
a mixture by blowing?
A. Handpicking
B. Threshing
C. Winnowing
D. Washing
3. What separation
technique is used to separate
sand and gravel?
A. Sieving
B. Floatation
C. Use of Magnets
D. Decantation
4. How could you separate
iron filings from a mixture of
iron and sulfur?
A. By adding water and
filtering
C. Using a magnet
B. By distillation
D. By winnowing
5. Which of the following
method will you use to clean
flour before using it to make
cookies?
A. Handpicking
C. Winnowing
B. Sieving
D. Filtration
 J. Additional activities for application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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 this 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?