GRADES Division: SDO I Pangasinan Grade Level: 6

1 to 12 Learning Area: SCIENCE 6

DAILY Teaching Dates and
LESSON LOG Time: Week 5 Quarter: 1st QUARTER

I. OBJECTIVES
Content Standard
Performance Standard
Most Essential Learning
Competencies / Objectives
The learner will be able to engage and introduce the concept of separating
mixtures through water filtration.
The learner should be able to separate desired materials from common
and local products.
MELC: Enumerate techniques in separating mixture in separating mixture
such as decantation, evaporation, filtering, sieving, and using magnet.
S6MT-Id-f-2

Objectives:
At the end of the lesson the 75% of learners should be able to:
Describe how to separate mixtures through filtration.
Construct a water filtration system and explain how it works.
Appreciate the importance of separating mixture through filtration.

II. CONTENT Separating Mixtures by Filtration using an Improvised Water Filter

III. LEARNING
RESOURCES
References
Teacher’s Guide pages

Learner’s Materials pages

Textbook pages
Additional Materials from
Learning Resource (LR)
Portal
Other Learning Resources
Process Skills
Value integration
IV. PROCEDURES
Reviewing previous lesson or
presenting the new lesson
K-12 Curriculum Guide
Pupils’ activity sheet, pictures and powerpoint, improvised water filter
Observing, communicating, manipulating, recording
Cleanliness and Safety
ENGAGE
Think-Pair-Share: Show students a sample of visibly dirty water. Ask
them to think about where such water might come from and why it needs
to be cleaned. Learners expand their knowledge of clean and unclean
water and how to access clean drinking water. Have them discuss their
ideas in pairs.

Establishing a purpose for the ELICIT

lesson Class Discussion: Facilitate a whole-class discussion based on their
ideas. Highlight the importance of clean water and introduce the concept
of water filtration as a method to separate impurities from water.
1. Where might we find water that isn't clean? Why is it important to
clean dirty water?
2. Can you think of a time when you needed to clean something, like
toy or clothes? How did you do it?
3. Have you ever seen a water filter at home? What does it look like,
and what do you think it does?
Presenting
Examples/Instances of new
lesson
Discussing new concepts and
practicing new skills #1
Discussing new concepts and
practicing new skills #2
Developing mastery
(Leads to Formative
Assessment)
Finding practical applications
of concepts and skills in daily
living
Making generalizations and
abstractions about the lesson
Evaluating Learning
Introduction of the Activity:
Today, we are going to make an example of a water filter.
EXPLORE
Materials Introduction: Introduce the materials for the activity: plastic
bottles, sand, gravel, cotton balls, coffee filters, and colored water. Briefly
explain the purpose of each material.
Activity Instructions: Divide students into small groups. Instruct each
group to create an improvised water filtration system using the provided
materials.
Hands-on Filtration: Have each group follow the instructions to
assemble their filtration system. Provide them with sand, small stones,
water etc to test their filters.
Variable Exploration: In their groups, instruct students to change one
variable in their filtration system (e.g., layering of materials, size of
particles) and predict its effect on filtration efficiency.
EXPLAIN
Concept Explanation: Explain the concept of filtration, discussing how
different materials (sand, gravel, cotton balls) play roles in separating
impurities from water.
1. Why did your group want to change something in your filter?
What did you think would happen if you made that change?
2. Did you notice anything different when you used the changed
filter? What worked better or not as well?
3. How did the filters your classmates changed compare to yours?
What made them work differently?
Testing and Comparison: Have groups test their modified filtration
systems using the same mixture and colored water. Compare the results
with the original system.
ELABORATE
Group Presentation: Have each group present their original and
modified filtration systems, along with their findings and insights, to the
class. And they will relate the activity to real-world situation and
application.
Class Discussion: Lead a discussion summarizing the key concepts
learned during the lesson, emphasizing the importance of clean water and
the role of filtration.
EVALUATE
Answer the following question:
1. Write about what each thing (sand, gravel, cotton balls) did in
your filter. How did they help clean the water together?
2. What did you learn from this activity? How did changing one
thing in the filter show you something new?
3. Pretend you're making a super filter. What would you change in
your filter to make it even better at cleaning water?
Additional activities for
application and remediation
EXTEND
Assignment:
1. Can you find a picture of a water filter used at home? How does it
work to clean water? Share what you find with the class.
2. Why do you think it's important for everyone to have clean water?
Can you think of places where people might not have clean water?
3. Pick a country and learn how they clean water for people to drink.
What's interesting or different about how they do it? Share with
your classmates.

V. Remarks
VI. REFLECTIONS
No. of learners who earned
80% on the formative
assessment
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did this work?
What difficulties did I
encountered which my
principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 ACTIVITY SHEET in SCIENCE GRADE 6
Build Your Own Water Filter

Materials Needed:
1.5 L Plastic Bottle
Small stones
Fine Sand
Charcoal
Cloth/Cotton/Discarded Clothes
Rubber Band
Colored Water
Clean Container to collect the filtered water.
Earth or dirt
Scissors
Leaves
coffee grinds/
Water
Food Color

PART I: Constructing an Improvised Water Filter

Procedure:

1. Make some a mixture of water with different impurities. Take three cups and fill three quarters of it with
water. Now add “impurities” to it, add dirt, coffee grinds, and leaves on each cup respectively.
Cut the plastic bottles in half, so they have two separate parts: the upper half with the bottle neck and the
lower half with the upper half.
2. Cut a cloth to secure the upper half and tie the cloth with rubber band.
Set up the filtration system inside the upper half in the following layers:
a. First Layer: Add a small layer of gravel or small stones at the bottom of the bottle to act as a coarse filter.
b. Second Layer: Add a layer of fine sand on top of the gravel to further filter the water.
c. Third Layer: Place a layer of activated charcoal on top of the sand. Activated charcoal helps remove
dissolved impurities and odors from the water.
d. Optional Fourth Layer: placed a piece of cloth to be used as an additional filter to capture any remaining
particles.

3.Place the upper half of the bottle (the bottle neck) upside down into the lower half (with the filtration
layers). The bottle neck should fit inside the lower half like a funnel.
4. Pour the water with dirt into the bottle neck, allowing it to pass through the filtration layers and collect in
the clean container below.
If you have a funnel, you can use it to pour the dirty water more precisely into the bottle neck.
5.As the water passes through the filtration layers, you should observe how the water changes in clarity and
cleanliness in the clean container.
6. Record their observations and take note of any visible improvements in the water quality. Use the table
below to record your observation.
7. Repeat the process multiple times with the other two dirty water(with coffee grind, with leaves, and with
food color) to see how effective their filtration system is in purifying the water.
Dirty Water Initial Mixture Appearance after Observation
Appearance Filtration
With earth/dirt
With Coffee Grinds
With Leaves
With Food Color

PART II: Modification of the Water Filter

Procedure:

1. Create two different filtration systems with modified layers. Decide what is the arrangement of
layers for the set-up you will make. Set aside our original set up. They can change the order or adjust
the amount of sand, small stones, and cloth used.
2. Carefully observe and compare the appearance of the filtered water after passing through each
modified system.
3. They can use plastic spoons to collect a small sample of the filtered water and compare it with the
original dirty water.

Set Up Is there a Appearance of Appearance of Remarks or

difference Water Before Water After Observation
before and after Filtration Filtration
(yes/no)
1st layer: ______
2nd layer:_______
3rd layer:
________
4th layer: ________
1st layer: ________
2nd layer: _______
3rd layer:
________
4th layer: ________

Reflection Questions:
1. Which modified filtration system seemed to clean the water better? Why do you think that is?
2. Compare the two set-ups to original set-up.
3. How did changing the layers in the filtration system affect the appearance of the filtered water?
4. What did you learn from this activity about how different layers can impact the efficiency of
water filtration?
5. How might this activity relate to real-world situations where water needs to be filtered or
purified?
SCORING RUBRIC FOR SHORT ANSWER RESPONSE
For EVALUATION and ASSIGNMENT
Score Criteria
5 -All parts of the question are correctly
answered.
-An explanation stating the logic behind the
answer is provided with each answer
(because…) -Complete sentences are used.
-Each question is restated in the answer.
-Proper scientific terminology is used in all
parts of answer
4 -All parts of the question are correctly
answered.
-No explanation stating the logic behind the
answer is provided with each answer
(because…) -Complete sentences are used.
-Each question is restated in the answer.
-Proper scientific terminology is used in all
parts of answer
3 -Some parts of the question are correctly
answered.
-No explanation stating the logic behind the
answer is provided with each answer
(because…) -Complete sentences are used.
-Each question is restated in the answer.
-Proper scientific terminology is used in all
parts of answer
2 -Some parts of the question are correctly
answered.
-No explanation stating the logic behind the
answer is provided with each answer
(because…) -Incomplete sentences are used.
-The question is not restated in the answer.
-Proper scientific terminology is used in all
parts of answer
1 -It is unclear what is meant by many of the
answers
-No explanation of the answers is given
-Sentences are incomplete
-No scientific terms are used