learning plan

1. Form 102 OAL
Joseph and Mary Academy
Learning Plan
Subject: SCIENCE Grade Level: 6
Teacher: Miss ALYSSAMAE F. DAPADAP Quarter: FIRST
Unit Topic: MATTER Date: August to October
EXPLORE
Thisunitis about the characteristicsof the componentsof a heterogeneousmixture,learners
investigatewaysof separatingthese componentsfromthe mixture.Theywill inferthatthe
characteristicsof eachof the componentsremainthe same evenwhenthe componentispart
of the mixture.
Consider this question: How will you apply the uses of mixtures in your daily life?
EXPLORE:
Ask the pupils:Do youlike toeat halo-halo?If youwere toprepare halo-halo,what
ingredientswouldlike touse?
PROCESSQUESTIONS:
 How will youprepare yourhalo-halo?
 What are we goingto do withthe ingredientsthatwe have identified?(Mix/combine
all the ingredients.)
LEARNING
COMPETENCY FIRM-UP
LC1: Describe
mixtures.
(S6MT-Ia-c-1)
Learning Targets:
I can describe and
create a mixture
ACTIVITY 1: DescribingMixtures
Materials:3 small cleanbottleswithwater,sugar,sandysoil,flour
Procedure:
 Label the bottles A, B and C.
 Fill half of each bottle with water. Put a spoonful of sugar into the bottle
A. Label itSugar. Stirthe mixture andtaste the water.
 Put a spoonful of flour. Label it Flour. Stir the mixture.
 Put two spoonfuls of sandy soil into Bottle C. Label it Sandy Soil.
 Observe the particles of the substances added to the water ineach bottle. Look
at the colour of each mixture.
Record your observations. Use the table below.
Substance Mixed
with
Water
Colorof
Mixture
Effectof Water
inthe
Mixture
1. Sugar
2. Flour
3. Sandy Soil
What have you observed?
1. What happenedtothe particlesineachmixture?

2. Form 102 OAL
Bottle A
____________________________________________________________
____________________________________________________________
Bottle B
____________________________________________________________
____________________________________________________________
Bottle C.
____________________________________________________________
____________________________________________________________
Summative Test:
Science Textbookpage 10-11
LC2 . Describe the
appearance and uses
of homogeneous and
heterogeneous
Mixtures.
(S6MT-Ia-c-1)
Learning Targets:
I can determine
characteristics
homogenousand
hetergenous
ACTIVITY 2: MIXTURES
Materials: clearplasticjar withcover,gravel,sand,loamsoil,water,newspapers
Procedure:
 Cover your work area with newspaper.
 Place gravel up to 1 cm high in a clear plastic jar. Flatten the gravel layer.
 Repeat step 2 using sand and then loam soil to create three distinct layers in
the jar.
 Fill the jar with water.
 Cover the jar tightly and shake it. Turn it upside down, then right side up.
Leave it undisturbed for 10 minutes or until the sediments settle.
PROCESS QUESTIONS:
1. Which particles settled first? Which settle next? Last?
2. Describe the resulting material.
3. What do you call the resulting material?
4. How many substances can you recognize from the materials in the bottle?
5. What kind of mixture is this?
SCAFFOLD FOR TRANSFER 1
ACTIVITY 3: “You MixMe,You Mix Me Not”
Materials:Sugar, carrots(cutintosmallcubes), medium-sizedbowl,500mLmayonnaise,cold
water,kaong(greenandred),powderedorange juice (one sachet),pitcher,250g macaroni
noodles(cooked),ladle,one cancondensedmilk,spoon,cheese, glass
Procedure:
 Wash your hands thoroughly.
 Fill a pitcher with one litter of cold water.
 Open the sachet of orange juice. Pour its contents on a glass and dissolve it by
adding a glass of water. Stir evenly.
 When the juice powder is already dissolved, put the mixture in a pitcher of
cold water. Add sugar for the desired taste. Stir to dissolve the sugar and set
aside.
 Wash your hands thoroughly. Put the macaroni noodles in a medium-sized
bowl.
 Addthe carrots, kaong,condensedmilk,cheese,andmayonnaise.Setaside.
PROCESS QUESTIONS:
1. What are mixedtomake the orange juice?
2. What happenedtothe juice and sugar?
3. How manyphasescan yousee inside the pitcherof juice?

3. Form 102 OAL
4. What kindof mixture isthe orange juice?
5. How didyouprepare the salad?Can youstill identifythe ingredients?
6. What kindof mixture isthe salad?Why doyou say so?
7. FILL OUT THE DATA;
Mixture Ingredients
Numberof Phases
Observed
Kindof Mixture
Juice
Macaroni salad
What is the
difference between
the juice and the
macaroni salad?
SUMMATIVE TEST
Science Textbookpage 20-21
LC3 . Describe
techniques in
Separating mixtures
such as decantation,
evaporation, and
filtering, sieving and
using magnet.
( S6MT-Id-f-2)
Learning Targets:
I can cite the methods
in separating mixture
SCAFFOLD FOR TRANSFER 2
ACTIVITY 4: SEPARATING MIXTURES
Materials:
 rocks
 gravel
 sand
 water
 plasticbowlsyourparentsdon’tmindgettingdirty
 funnels
 Emptytwo litersodabottles,(if youcutoff the top,you have a great containerwitha
funnel!)
 salt
 spoons
 tweezers
 sieves(like aspaghetti strainer)
 coffee filters
 and anythingelse youcanthinkof to helpyouseparate the following:
Differentsizedrocks
In a bigplasticbowl or a 2 litersodabottle thathas had itstop cut off,mix several handfulsof
differentsizedrocks, gravel,andsand.Separate them!
Mud, gravel and water
Thisworksbestin the clearsoda bottle withthe topcut off.Mix a handful of dirt,gravel,sand,
grass, andwaterintothe bottle.Separate them(includingthe water!)
Sand and salt
Thisone callsfor some trickythinking.Ina cup,mix togetherequal partssandand salt.
LEARNING
COMPETENCY
DEEPEN
LC 4 Tell the benefits
of separating
mixtures from
products in
community.
( S6MT-Ig-j-3)
Learning Targets:
I can givethe
advantageand
ACTIVITY 5: Benefitsin SeparatingMixtures
Materials:
mongoseedscornseedsokraseeds
small rocks/pebbles
Procedure:
Mix all the materials.Afterwards,separatethe ingredientsthroughpickingandputthemon a
saucer.
PROCESS QUESTIONS:
a. What didyou dowiththe materialsat first?
b. Aftermixingall the materials,whatdidyoudo next?

4. Form 102 OAL
disadvantageof
separating mixtures
c. What methoddidyouuse inseparatingthe mixture inyour activity?
d. What do youfeel uponseparatingthe ingredientsfromyour mixture?
e. What are the benefitsinseparatingthe ingredientsinyouractivitythrough picking?
SCAFFOLD FOR TRANSFER 3
ACTIVITY 6: SAND ANDGRAVEL
Materials:
Sand,Gravel and Strainer
Procedure and Questions
Mixsand andgravel. Use a strainer to separate the mixture.
1. What are the materialsbeing combined?
2. What didyou doaftercombiningthe sandand gravel?
3. What methoddidyouuse inseparatingthe sandand gravel?
4. What do youfeel uponseparatingthe materialsfromyour mixture?
5. What are the benefitsof separatingthe sandandgravel through sifting?
SELF ASSESSMENT:
Make a reflectionpaperabout the unit lesson.
Learning Competency TRANSFER
LC 5: Prepare
beneficial and useful
Mixtures such as
drinks, food, and
herbal medicines.
Learning Targets:
I can createa mixture
thatis usefulto
community
Transfer Goal: The studentson their own in the long run will be able to create a beneficial
and usefulmixtureforthe community.
ESSENTIAL QUESTION: How will you prepareusefulmixture?
G R A S P
GOAL Create a mixture thatwill helpthe communitytoquenchtheirthirst
due to the summerheat.
ROLE You are a culinarystudent.
AUDIENCE Studentsandteachers
SITUATION Your culinaryteacherhasaskedyouto prepare a dessertthatis
healthyandinexpensive.This dessertwill be the besttoquenchthirst
due to summerheat.
PRODUCT A dessert.
RUBRIC FOR PERFORMANCE TASK
Mixture and Solution Rubric
CATEGORY 4 points 3 points 2 points 1 point
Mixture
Students
successfully
created a mixture
and have created
a neat and
appealing package
for the mixture
with explanation of
how to separate
and what tool(s)
could be used to
separate.
Students
successfully
created a
mixture and
had
explanation,
but the
packaging
could be
neater.
Students
successfully
created a
mixture, but the
packaging did
not have an
explanation
and/or was not
neat at all.
Students
successfully
created a
mixture, but
no
packaging.