one week lesson in science 6 quarter 1

1. GRADE 6 DAILY LESSON
LOG
School PINEDA-GUTIERREZ ES Grade Level 6
Teacher RIO C. FUENTES Learning Area SCIENCE
Teaching Date & Time AUGUST 29-SEPTEMBER 1, 2023 Quarter 1
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
August 28, 2023
National Heroes Day
August 29, 2023 August 30, 2023 August 31, 2023 September 1, 2023
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
Competencies/Objectives
(Write the LC Code)
Describe the appearance and uses of homogeneous and heterogeneous mixtures (S6MT-1a-c).
II. CONTENT Describing Mixtures Kinds of Mixtures SUMMATIVE TEST
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages MELC in Science 6, Science 6
Teacher’s Guide Q1
MELC in Science 6, Science 6
Teacher’s Guide Q1
MELC in Science 6, Science 6
Teacher’s Guide Q1
MELC in Science 6
2. Learner’s Materials pages
3. Textbook pages Science Beyond Borders 6, pp. 2-7 Science Beyond Borders 6, pp. 2-7 Science Beyond Borders 6,
pp. 2-7
4. Additional Materials from
LR Portal
B. Other Learning Resources LAS in Science 6 Q1, presentation,
activity sheets, materials for the
demonstration (see Teacher’s
Guide)
LAS in Science 6 Q1, presentation,
activity sheets, materials for the
demonstration (see Teacher’s
Guide)
LAS in Science 6 Q1,
presentation, activity sheets,
materials for the
demonstration (see Teacher’s
Guide)
Teacher-made summative
assessment
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new
lesson
Setting the Objectives
1. Conduct an short
orientation:
 Introduction
 Class Rules and
Routines
 Learner’s
Expectations
 Overview of the
Subject
2. Objective of the Lesson
ENGAGEMENT (Nonlinguistic
Representation, Setting the
Objective)
1. Ask the class how they
feel today. Use an emoji
as their response.
2. State the objective of the
lesson.
3. Ask the class what a
mixture is and how it is
formed.
ENGAGEMENT (Nonliguistic
Representation, Setting the
Objective)
1. Ask the class how
they feel today. Use
an emoji as their
response.
2. State the objective of
the lesson.
3. Checking of
assignment.
(Non-linguistic
Representation, Setting the
Objective)
1. Ask the class how
they feel today. Use
an emoji as their
response.
2. State the objective of
the lesson.

2. 4. Ask the class to give an
example of a mixture.
3. Conduct a review of
the lesson through a
game.
B. Establishing a purpose for
the lesson
ENGAGEMENT (Non-Linguistic
Representation)
Show a picture of a halo-halo.
Ask:
Do you like to eat halo-halo?
If you were to prepare halo-halo,
what ingredients will you use?
How will you prepare it?
What are we going to do with the
ingredients that we have identified?
Teacher’s Task
Lead the class in defining and
describing the mixture.
4. Look at the picture
(in the presentation).
Ask:
What are they
doing?
Do you also help
your mother in
preparing food?
What do you use in
preparing juice, salad
and sandwich?
State the instructions of the
assessment. Set the norms in
taking an examination.
C. Presenting
examples/instances of the
new lesson
EXPLORATION (Identifying
Similarities and
Differences/Generating and
Testing the Hypothesis/Note
Taking)
Demonstration Activity
Describing Mixtures (see Teacher’s
Guide)
Learner’s Task
1. Guess the problem.
2. Observe the
demonstration of the
teacher. Write their
observation on a table
(see Teacher’s Guide).
3. Prepare to answer
questions based on their
observations.
Teacher’s Task
EXPLORATION (Cooperative
Learning, Generating and Testing
the Hypothesis, Note Taking)
Group Activity: “You Mix Me, You
Mix Me Not”
Teacher’s Tasks
1. Check if each group
brought the materials.
2. Give the instructions
for the activity.
3. Guide the class while
doing the activity.
Learner’s Tasks
1. Read the activity card
before performing the
activity.
2. Follow the instructions
given by the teacher and
written in the activity.
EXPLORATION (Cooperative
Learning, Generating and
Testing Hypothesis,
Identifying Similarities and
Differences, Summarizing and
Note Taking)
Group Activity: “Forming and
Describing Mixtures”
Teacher’s Tasks
1. Check if each
group brought the
materials.
2. Give the
instructions for
the activity.
3. Guide the class
while doing the
activity.
Learner’s Tasks

3. 1. Demonstrate the activity.
2. Guide the class in solving
the problem.
3. Record their observation
in the table (see Teacher’s
Guide). Use manila paper
and marking pen.
4. Complete the activity in an
allotted time (15 minutes).
1. Read the activity
card before
performing the
activity.
2. Follow the
instructions given by
the teacher and
written in the activity.
D. Discussing new concepts
and practicing new skills #1
EXPLANATION (Note Taking,
Giving Feedback)
Analyze and discuss the outcome
of the activity.
Ask:
How do mixture differ?
Describe mixtures.
EXPLANATION (Identifying
Similarities and Differences,
Providing Feedback, Reinforcing
Effort and Providing Recognition)
Learner’s Tasks
1. Present and discuss the
group output.
Teacher’s Tasks
1. Give feedback to their
presentation.
2. As questions if necessary.
3. Give recognition to their
hard work and effort.
EXPLANATION (Providing
Feedback, Reinforcing Effort
and Providing Recognition)
Learner’s Tasks
1. Present and discuss
the group output.
Teacher’s Tasks
1. Give feedback to
their presentation.
2. As questions if
necessary.
3. Give recognition to
their hard work and
effort.
E. Discussing new concepts
and practicing new skills #2
ELABORATION
Teacher’s Task
1. Lead the class in
formulating the
generalization by asking:
“What is mixture?”
2. Further discussion of the
lesson.
Learner’s Tasks
1. Take note of the important
ideas in their notebook.
ELABORATION (Identifying
Similarities and Differences, Note
Taking and Summarizing)
Teacher’s Task
1. Discuss the different type
of mixtures and its
characteristics.
Learner’s Tasks
1. Take note of the important
ideas in their notebook.
ELABORATION (Note Taking
and Summarizing)
Teacher’s Tasks
1. Ask these questions:
Are the mixtures the
same?
How do they differ?
2. Discuss uniform and
non-uniform
mixtures.
Learner’s Tasks
1. Answer teacher’s
questions.

4. 2. Participate in the
discussion.
3. Take note of
important ideas in
their notebook.
F. Developing mastery (leads
to Formative Assessment
3)
EVALUATION
Name some of the mixtures they
know. Ask them how the mixture is
formed.
EVALUATION (Localization,
Nonlinguistic Representation)
1. Ask the class to give
examples of
homogeneous and
heterogenous mixtures
they can see in the
community.
2. Identify the mixtures as
homogeneous or
heterogeneous.
EVALUATION (Nonlinguistic
Representation, Providing
Recognition)
What kind of mixture are the
following? Describe each.
(Note: Use pictures of iced
tea, water-oil mixture,
menudo, fresh lemon juice)
G. Finding practical
applications of concepts
and skills in daily living
Ask:
What safety measures should
we practice in handling
mixtures?
H. Making generalizations and
abstractions about the
lesson
(Summarizing)
Call on a pupil to state the meaning
of mixtures.
Teacher’s Tasks
1. Lead the class in forming
the generalization by
asking:
What are the different
kinds of mixtures?
Describe the different
kinds of mixtures.
Teacher’s Tasks
Lead the class in formulating
the generalization:
What is the difference
between uniform and non-
uniform mixture?
I. Evaluating learning ASSESSMENT (Nonlinguistic
Representations)
Describe the following mixtures.
Note: Pictures included in the
presentation are…
Ginataang Bilo-Bilo
Sand
Orange Juice
Macaroni Salad
ASSESSMENT
Identify the kind of mixture. Write
the answer on the table
HOMOGENEOUS HETEROGENEOUS
1. Milk
2. Buko Juice
3. Halo-Halo
4. Fresh Lemonade
5. Fruit Salad
ASSESSMENT
Answer these questions:
1. Describe uniform
mixtures.
2. Describe non-
uniform mixtures.
Teacher’s Tasks
Use a scoring rubric in
grading learner’s output (see
Teacher’s Guide).
SUMMATIVE ASSESSMENT
Teacher’s Tasks
1. Distribute a printed
copy of the
assessment.
2. Supervise the class.
3. Check and record
the result of the test.
Learner’s Tasks
1. Follow the
instructions and
norms.

5. J. Additional activities for
application or remediation
Ask each group to bring the
following materials:
Powdered juice, milk (liquid),
cereal, pitcher, bowl, spoon, ¼
manila paper, marking pen
Homework and Practice
Give 5 examples of mixtures and
identify its kind.
Ask each group to bring the
following materials:
Group 1 – powdered juice,
water, pitcher, spoon
Group 2 – water, alcohol,
beaker, stirrer
Group 3 – a bottle of soda
All groups will bring ¼ manila
paper and marking pen.
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:
RIO C. FUENTES
Teacher III
Reviewed:
IRENE G. VERGARA
Master Teacher 1
Checked:
ROWENA P. KHOO
Principal II