APOLONIO CASIMIRO FAUSTINO
School
Teacher
DAILY
LESSON PLAN
Date and
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Cognitive
Psychomotor
Affective
LC Codes
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
COT-RPMS (Indicator 1:
Modeled effective
applications of content
knowledge within and
across curriculum
teaching areas.)
Science 6: Describe
techniques in separating
mixtures such as hand
picking, filtering, sieving,
decantation, evaporation
and using magnet. (S6MT-
I-g-j-3)
B. Establishing a purpose
for the lesson
COT-RPMS (Indicator 1:
Modeled effective
applications of content
knowledge within and
across curriculum
teaching areas.)
English 6:
Speak clearly
using appropriate
pronunciation
and intonation
(poems,chants, rhymes,
riddles) : EN6OL-Id1.14.4
Grade Level SIX
ELEMENTARY SCHOOL
CHERYLOU M. HIZON Subject SCIENCE
Quarter First
October 18, 2023 Checked by: JOHN RUBIE INSIGNE
10:00-10:50 ( 6-Ifugao ) Master Teacher I
MARIA LOURDES B. VIRAY
Inspected by:
Principal II
Date: October 18, 2023
The learner demonstrates understanding of different techniques to separate mixtures.
The learner is able to separate desired materials from common and local products.
Describe techniques in separating mixtures such as hand picking, filtering, sieving,
decantation, evaporation and using magnet.
Describe how to separate mixtures through magnet.
Identify mixtures that can be separated through magnet.
Appreciate the importance of separating mixtures through magnet.
Separating Mixtures Using Magnets
Science Teacher’s Guide for Grade 6, pages 60-64
K to 12 Curriculum Guide in Science S6MTId-f-2, SLM 6,The New Science Links 6,
pages 83, 88-89
Video and power point presentation, real objects for experiment/activity, worksheets
Review:
( Separating mixtures – handpicking, decantation, sieving, filtering and evaporation )
Sort out the following mixtures inside the box and arrange them in proper column.
Twist: the learner will target a balloon to pop and read the mixtures written in a strip
of paper inside it. The learner will place the mixtures in the proper column.
mud and water drying clothes Mix nuts
Sand and gravel coffee brewing
handpicking decantation sieving filtering evaporation
Motivation:
Riddle about magnet
I come in many shapes, sizes, and colors i stick to many surfaces but i am, in fact, not
sticky at all what am i?
Answer: Magnet
What did the magnet say to the paper clip?
Answer: I think you’re attractive!
Question?
Based from your previous knowledge what can you say about magnet?
What is a magnet?
What are types of magnet?
What are the uses of magnets?
C. Presenting examples/
instances of the new
lesson
COT-RPMS (Indicator 3:
Modeled and supported
colleagues in the
proficient use of Mother
Tongue, Filipino and
English to improve
teaching and learning, as
well as to developed the
learners’
pride of their language,
heritage and culture.)
D. Discussing new concepts
and practicing new skills
#1
COT-RPMS (Indicator 5:
Exhibited effective
practices to foster learning
environments that promote
fairness, respect and care
to encourage learning.)
E. Discussing new concepts
and practicing new skills
#2
COT-RPMS (Indicator 4:
Exhibited effective
strategies that ensure safe
and secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures.)
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
Magnetic separation one of the ways to separate mixture of metals from non-metals.
Components of mixtures can be separated in many ways. The method that is being
used usually depends on the type of mixture. Metal and non- metal objects can be
separated by using a magnet. There is no chemical reaction involved in the separation
of components.
Metals which are made up alloy, nickel, or cobalt are easily attracted to the magnet,
while non-metals are not. Iron fillings, thumb tacks, staple wire, pins, coins, and
needle are some common examples of objects that are attracted to the magnet. When
they mixed with non-metals, these could be separated by magnet.
Activity 1: The teacher will perform the activity below. The pupils will observe and
record their observations in their activity notebook.
Materials:
magnet
iron bar
staple wire
coins
metal cuts
small nails
thumbtacks
chalks
rubber band
pins
1 basin
What to do:
 Put all the materials in the basin except for the magnet.
 Hover the magnet over the basin.
 Observe what will happen after hovering the magnet over the basin filled with
different objects.
Process Questions:
1. What will happen to the objects inside the basin?
2. What objects were pulled off by the magnet?
3. What objects were not pulled of by the magnet?
are things that cannot be pulled of by a magnet?
4. What do you think is the reason why these objects were not pulled by the
magnet?
Activity 2: Chasing Mixtures
Direction: Collect all the mixtures separated by magnets. Slide to the RIGHT if the
mixtures can be separated by a magnet and slide to the LEFT if not.
1. Oil and water
2. Flour and paper clips
3. Staple wire and tissue paper
4. Baking powder and corn grits
5. Thumb tacks and bits of paper
6. Flour and mongo seeds
7. Needle and saw dust
8. Salt and sugar
9. Pins and salt
10. Talc powder and bond paper
Activity 3: Comprehension Check
Direction: Put a if the object can be attracted by a magnet and X if not.
_____1. Tissue
_____2. Bolt and nut
_____3. Hair clip
_____4. Glass
_____5. coins
Group Activity:
applications of concepts
and skills in daily living
COT-RPMS (Indicator 4:
Exhibited effective
strategies that ensure safe
and secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures.)
COT-RPMS (Indicator 5:
Exhibited effective
practices to foster learning
environments that promote
fairness, respect and care
to encourage learning.)
Setting of Standards in Science Activity
• Listen attentively to the instructions.
• Be careful in using and handling basic materials.
• Follow time allotment for the activity.
• Be cooperative in group work.
• Observe keenly in data gathering.
(Group Activity) – EXPLORATION
1. Group the learners into 4 groups.
2. Distribute the cards and answer sheets that indicate a certain task.
3. Recall the standards in doing the activity.
Group 1 – Magnetic Sorting
Materials: Various objects (paper clips, coins, nails, aluminum foil, etc.), magnets,
sorting jar
Instructions:
) Provide each student with a sorting tray or glass jar, magnets, and various objects.
2) Instruct the students to test each object with the magnets and sort them into two
groups: magnetic and non-magnetic.
3) Encourage students to discuss their findings and share their observations with the
class.
Guide Questions:
1) What characteristics do magnetic objects have in common?
2) Can you think of any everyday objects that are magnetic? Explain why they are
magnetic.
3) How can the knowledge of magnetic properties be useful in everyday life?
Group 2 – Find Me!
Materials: Things inside the classroom
Instructions:
1. Let the learners look around inside the room.
2. Let them identify the things that are made of metal (include your personal things).
3. List down these materials in the table/answer sheet provided.
Guide Questions:
1. Name the things that you have seen inside the classroom.
2. Classify them as to metallic or non-metallic.
Metallic Nonmetallic
Group 3 – Magnetic Treasure Hunt
Materials: treasure box with picture of mixtures, big paper magnets
Procedure:
1. Give the treasure box to the learners.
2. Let them find and hunt the mixtures that can be separated by magnets.
3. And instruct them to paste the mixture on the big paper magnets.
Questions:
1. What are the similarities among the materials attached on the magnets?
Group 4 – Magnetizing Mixtures
Put a if the mixtures can be separated by a magnet and if not.
________ 1. oil and water
________ 2. flour and pins
________ 3. staple wire and tissue paper
________ 4. thumb tacks and bits of paper
________ 5. talc powder and bond paper
Group Reporting:

H. Making generalizations
and abstractions about
the lesson
COT-RPMS (Indicator 2:
Developed and applied
effective teaching
strategies to promote
critical and creative
thinking, as well as other
higher-order thinking
skills.)
1. Let each group publish their answers on the board.
2. Have them choose their reporter to report the output.
3. Guide the pupils by analyzing their outputs and give additional inputs to the
for clarifications.
How would you describe the process of separating mixtures through magnet?- Is it
useful to our daily life? Why?
Why do we need to separate mixtures?
Direction: Complete the statements below by choosing the correct answers
from the given choices in the box.

I. Evaluating Learning Evaluation: Choose the letter of the best answer.

( EVALUATION )
1. Metal and non-metal objects can be separated by using a __________.
a. filter b. magnet c. sieve d. water
2. The following mixture of materials can be separated by a magnet, EXCEPT:
a. flour and paper clips c. pins in sand
b. water and flour d. talc powder and needle
3. How will you separate mixture of staple wire and chalk powder?
a. by decantation c. by using a magnet
b. by filtering d. by evaporation
4. Which of the following mixtures can be separated using magnets?
a. sugar and salt c. water and oil
b. thumb tacks and flour d. rice grains and mongo
5. Mrs. Cruz’s needle was mixed with bits of paper. How will she
separate the needle safely from the bits of paper?
a. by decantation c. by using a magnet
b. by winnowing d. by evaporation

J. Additional activities Write a short paragraph about the importance of magnet.

for application or
remediation
( EXPAND )

COT-RPMS (Indicator 1:
Modeled effective
applications of content
knowledge within and
across curriculum
teaching areas.)
English 6: Compose a
Three paragraph descriptive
essay on self selected topic
( EN6WC-IIIh2.2.8)

V. Remarks
VI. Reflection
A. No. of learners who earned 80% in the 5-
evaluation
4-
3-
2-
1-
0-
B. No. of learners who require additional
activities for remediation