GRADE 6 DAILY LESSON School PINEDA-GUTIERREZ ES Grade Level 6

LOG Teacher RIO C. FUENTES Learning Area SCIENCE

Teaching Date & Time SEPTEMBER 11-15, 2023 Quarter 1

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

A. Content Standard The learners demonstrate the understanding of different types of mixtures and their characteristics.
B. Performance Standards The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
C. Learning Describe the appearance and uses of homogeneous and heterogeneous mixtures (S6MT-1a-c).
Competencies/Objectives
(Write the LC Code)
II. CONTENT Solution, Suspension and Colloids
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages MELC in Science 6 MELC in Science 6 MELC in Science 6 MELC in Science 6 MELC in Science 6
2. Learner’s Materials pages
3. Textbook pages Science Beyond Borders 6, pp.12- Science Beyond Borders 6, Science Beyond Borders 6, Science Beyond Borders 6, pp.12-19 Science Beyond Borders
19 pp.12-19 pp.12-19 6, pp.12-19
4. Additional Materials from
LR Portal
B. Other Learning Resources LAS in Science 6 Q1, presentation, LAS in Science 6 Q1, LAS in Science 6 Q1, LAS in Science 6 Q1, presentation, Teacher’s made
real objects, activity sheets presentation, real objects, activity presentation, real objects, real objects, activity sheets summative assessment
sheets activity sheets
IV. PROCEDURE
A. Reviewing previous lesson ENGAGEMENT ENGAGEMENT (Non-linguistic ENGAGEMENT (Q&A, Drill) ENGAGEMENT (Setting the (Non-linguistic
or presenting the new (Non-linguistic Representation, Setting the Representation, Setting the Objective, Objective, Q&A, Recognizing Effort) Representation, Q&A, Drill)
lesson Objective) Recognizing Effort and Providing 1. Greetings.
Feedback) 1. Greetings.
B. Establishing a purpose for 2. Statement of learning 1. Greetings
the lesson 1. Greetings. competency. 2. Statement of learning 2. Review of
2. Statement of learning 1. Greetings. previous
3. Review of the competency
competency. 2. Statement of learning lessons about
previous lesson on 3. Review of the previous
3. Integration: competency. solution,
solution, suspension lesson about colloids
Reading Science terms 3. Review of previous suspension,
and colloid. 4. Integration:
-suspension lesson about solution and colloid.
Reading of Science terms:
-milk of magnesia and suspension. (Behaviorism) 3. Stating the
- Emulsifying agents
-mayonnaise 4. Checking of assignment. standards
- Perfume sprays
-cotrimoxazole 5. Integration: during
- Stabilize
-appearance Reading of Science summative
- Whipped cream
-susbstance terms: assessment.
- Artificial Aerosol
4. Ask - Colloid 4. Distribution of
- Stable emulsion
“What are the factors affecting the - Tyndall effect printed
 solubility of solute in a solvent?” - Exhibit - Cod liver oil summative
- Homogeneous - Soap lather assessment.
(Realism) - Heterogeneous - Styrofoam
- Transparent
- Naked Eye
- Scatter

(Behaviorism/Realism)
C. Presenting Say: Say: Read the statement. Then Say:
examples/instances of the “Today we will find out what is the “Today we will perform an activity encircle the YES if it is correct “Today we will study the types of
new lesson appearance of a suspension and to describe the appearance of and NO if it is incorrect. (See colloids and classify them.”
tell its uses.” colloids. We will also identify the Teacher’s Guide)
uses of colloids.”
D. Discussing new concepts EXPLORATION/GROUP EXPLORATION EXPLORATION
and practicing new skills ACTIVITY (Collaborative (Collabrative/Differentiated/Problem- (Collaborative/Classifying/Discovery/Providin
#1 Learning/Differentiated/Discovery/Providin Solving/Note Taking) g Feedback)
g Feedback)
Title: Battery Exercise Title: Classifying Colloids (see
1. Set the standards to Teacher’s Guide)
follow in doing the group Teacher’s Tasks
activity. 1. Set the standards in Teacher’s Tasks
2. Distribute the activity doing battery test. 1. Set the standards of the
sheet 2. Distribute the activity activity.
3. Supervise. sheets. 2. Distribute activity sheets
3. Give one minute to 3. Supervise.
Title: Describe the appearance of observe each display.
suspensions 4. Supervise. Learner’s Tasks
Group 1 – Use ½ cup flour, 1 clear 1. Listen and follow
glass of water Learner’s Tasks instructions.
Group 2 – Use 1 tablespoons of 1. Follow the standards 2. Collaborate with the group
vinegar and 3 tablespoon of oil, 1 given by the teacher. members.
clear glass (container) 2. Take note of their 3. Record their observation.
Group 3 – Use ½ cup of raw sand observation.
and 1 glass of water 3. Finish the activity within (Progressivism/Behaviorism/Humanism)
Group 4 – Use contrimoxazole the allotted time.

1. Each group will perform (Progressivism/Behaviorism)

the activity according to
given instructions.
2. Finish the activity within
the allotted time.
3. Record their observations.
 (Humanism, Progressivism, Behaviorism)
E. Discussing new concepts EXPLANATION (Reasoning with
and practicing new skills evidence)
#2
1. Reporting of output
2. Analysis and discussion of
pupil’s output
3. Ask:
As you mix the solute
particles in a solvent, what
did you make?
 How did the solute
particles behave when
mixed with the solvent?
 Describe the appearance
of the mixture you have
done.
 What kind of mixture did
you make?
 Describe the appearance
of suspension.
 Show other examples of
suspensions then
describe.
 Give the uses of these
suspensions: (for food,
medicines, beautification,
etc.)
(Progressivism/Realism)
F. Developing mastery (leads ELLABORATION (Note Taking)
to Formative Assessment
3) 1. The teacher will discuss
G. Finding practical more about the
applications of concepts appearance and the uses
and skills in daily living of suspension using the
BIT.
2. Ask:
What are the uses of
suspension?
3. ESP/Health Integration
Ask:
EXPLANATION (Reasoning with
evidence)
1. Reporting of output
2. Analysis and discussion
of pupils’ output.
3. Ask:
 Which mixture exhibits
rays that scatter when a
beam of light is passed
through
them?
 What kind of test is
applied to each mixture?
 How do we know that a
mixture is a colloid?
Why?
ELABORATION (Discussion/Lecture)
Teacher’s Tasks
Discuss and explain the
difference of colloid from the
other mixtures: suspension and
solution. The teacher will show
examples of colloid and tell its
importance.
(Essentialism)
ESP/Health Integration
Ask:
“How do you handle the materials
especially boiling water in order
not to cause burn?”
APPLICATION
I. Write the uses opposite to each
example of colloid. (see
Teacher’s Guide)
II. Match the COLLOIDS to its
EXPLANATION (Reasoning With
Evidence, Providing Feedback)
1. Reporting of output
2. Analysis and discussion of
pupil’s output.
3. Ask:
 How are the colloids
classified? (according to
types)
 What are the types of
colloid?
 Do colloids have the same
appearance?
 Are there colloids
environment friendly?
ELABORATION (Discussion/Lecture)
Teacher’s Tasks
Discuss the different kinds of colloids
and their uses.
(Essentialism)
1. Integration: DRRM-CCA
Ask:
Artificial aerosols are not
environment-friendly. These
products contain
Chlorofluorocarbons (CFC)
which destroy the ozone
layer.
Are you using artificial
aerosols frequently?
What should you do to help
in protecting the ozone
 Carlo had a fever. Her uses. (See Teacher’s Guide) layer?
sister was instructed by 2. Classify the colloid materials
Mother to give him a written inside the box
medicine. according to their types.
What should she observe (see Teacher’s Guide)
and follow in order to
avoid over dosage and
poisoning?

(Existentialism)
H. Making generalizations Ask: Ask:
and abstractions about the 1. What is a suspension?  What is a colloid.
lesson 2. Describe the appearance  How do we know that a mixture
of suspensions. is a colloid?

(Essentialism)
I. Evaluating learning FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE
ASSESSMENT
Describe the appearance and uses Describe the appearance and Classify the following colloid
of suspension listed below as: for uses of the colloids. Write the materials according to their types. Learner’s Tasks
food, for medicine, for letter of the correct answer. Write your answers in the correct 1. Answer the
beautification. (see Teacher’s Guide) column. (see Teacher’s Guide) assessment
within the
allotted time.

Teacher’s Tasks
1. Check pupil’s
answers.
2. Record the
scores.
3. Give feedback
on the next
session.
J. Additional activities for Research (Summarizing): PERFORMANCE TASKS
application or remediation 1. Kinds of suspension
2. Uses of the different kinds Create a mini-vlog about
of suspension colloid preparation. Include in
(Realism) your vlog the following:
1. Type of colloid
2. Materials
3. Preparation
4. Uses
 Deadline; September 22, 2023

(Pragmatism)
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 lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of the 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?
Prepared: Reviewed: Checked:

RIO C. FUENTES NESTOR DE GUZMAN ROWENA P. KHOO

Teacher III Master Teacher II Principal II