This document contains a daily lesson plan for a 6th grade science class covering techniques for separating mixtures. The lesson plan outlines objectives, resources, procedures, activities and assessments for a week of instruction. Key concepts to be taught include decantation, evaporation, filtering, sieving, using magnets, and separating mixtures through these various techniques. Students will engage with demonstrations, experiments and discussions to practice identifying and applying different separation methods. Assessments will evaluate students' understanding of separating mixtures through described processes.

1. GRADE 6 DAILY LESSON
LOG
School PINEDA-GUTIERREZ ES Grade Level 6
Teacher RIO C. FUENTES Learning Area SCIENCE
Teaching Date & Time SEPTEMBER 18-22, 2023 Quarter 1
I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standard The learners demonstrate the understanding of different techniques to separate mixtures.
B. Performance Standards The learners should be able to separate desired materials from common and local products.
C. Learning
Competencies/Objectives
(Write the LC Code)
Describe techniques in separating mixtures such as decantation, evaporation, filtering, sieving and using magnet.
II. CONTENT Different Techniques of Separating Mixtures
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages MELC in Science 6, Teacher’s
Guide in Science Q1
MELC in Science 6, Teacher’s
Guide in Science Q1
MELC in Science 6, Teacher’s
Guide in Science Q1
MELC in Science 6, Teacher’s
Guide in Science Q1
MELC in Science 6, Teacher’s
Guide in Science Q1
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
LR Portal
B. Other Learning Resources LAS in Science 6 Q1 W4-W8,
presentation, pictures, real
objects
LAS in Science 6 Q1 W4-W8,
presentation, pictures, real objects
LAS in Science 6 Q1 W4-W8,
presentation, pictures, real objects
LAS in Science 6 Q1 W4-W8,
presentation, pictures, real
objects
LAS in Science 6 Q1 W4-W8,
presentation, pictures, real
objects
IV. PROCEDURE
A. Reviewing previous lesson
or presenting the new
lesson
ENGAGEMENT (Classifying,
Setting the Objective, Process
Learning, Recognizing Effort)
1. Greetings.
2. Review of the
previous lesson
Classify these
mixtures into solution,
suspension, or
colloid.
3. Statement of learning
competency
4. Integration:
Reading/Literacy
ENGAGEMENT (Setting the
Objective, Process Learning,
Recognizing Effort)
1. Greetings
2. Review of the previous
lesson
State the correct answer.
3. Statement of learning
competency
(Essentialism, Progressivism)
ENGAGEMENT (Setting the
Objective, Process Learning,
Game-Based, Recognizing Effort)
1. Greetings
2. Review of the previous
lesson
Guessing Game
Identify the separation
technique being described
(see Teacher’s Guide).
State the correct answer.
3. Statement of learning
competency
(Essentialism, Progressivism)
ENGAGEMENT (Setting the
Objective, Process Learning,
Recognizing Effort)
1. Greetings.
2. Review of the
previous lesson.
3. Statement of
learning competency
(Essentialism, Progressivism)
ENGAGEMENT (Setting the
Objective, Process Learning,
Game-Based)
1. Greetings.
2. Review of the
previous lesson.
Answer the
crossword puzzle
(see Teacher’s
Guide)
3. Statement of
learning competency.
(Essentialism, Progressivism)
B. Establishing a purpose for
the lesson

2. Read the following
words in the
presentation:
Sieving
Sifting
Dry Mixtures
Small Particles
Large Particles
(Essentialism)
C. Presenting
examples/instances of the
new lesson
(Demonstration, Modelling,
Observing)
Teacher’s Tasks
1. Show these materials
to the class: flour,
strainer, bowl. Let the
class identify each.
2. Instruct the class to
observe properly.
Learner’s Task
1. Observe the
demonstration of the
teacher.
(Pragmatism)
(Non-linguistic Representation,
Real-life Situation)
Picture Prompt
Show these picture. Ask the class
if they also have this at home &
what its purpose is.
(Realism)
(Q&A)
1. Ask:
- Are you familiar with
magnet?
- Have you played with it at
home?
- What have you done with
the magnet?
- What is your finding after
doing such thing?
- Did you enjoy doing so?
2. Name the materials that
are metallic or non-
metallic that can be found
inside the classroom.
(Situational Analysis)
At the end of every day, we
wipe off the blackboard with
wet sponge to make it clean
and ready to use for the next
day. After a few minutes, the
water disappeared. Where do
you think the water goes?
Why?
Introduce the word :
EVAPORATION
D. Discussing new concepts
and practicing new skills #1
EXPLORATION (Learning By
Doing, Cooperative,
Discovery)
Teacher’s Tasks
1. State the standards
in doing Science
activities.
2. Give the activity
sheets per group.
3. Supervise while
doing the activity.
EXPLORATION (Learning By
Doing, Inquiry, Cooperative,
Discovery)
Teacher’s Tasks
1. State the standards in
doing Science activities.
2. Give the activity sheets
per group.
3. Supervise while doing the
activity.
4. Give feedback to their
report and recognize their
effort)
EXPLORATION (Simulation,
Demonstration, Process Learning,
Judging and Evaluation)
Teacher’s Tasks
1. Set the standards of the
activity.
2. Entice the class to
observe carefully.
3. Ask process questions.
Learner’s Tasks
1. Follow instructions.
EXPLORATION (Cooperative
Learning, Experiment,
Discovery)
Teacher’s Tasks
1. State the standards
in doing Science
activities.
2. Give the activity
sheets per group.
3. Supervise while
doing the activity.
EXPLORATION (Cooperative
Learning, Situational Analysis)
Teacher’s Tasks
1. State the standards
in doing Science
activities.
2. Give the activity
sheets per group.
3. Supervise while
doing the activity.
4. Give feedback to
their report and
recognize their effort)

3. 4. Give feedback to
their report and
recognize their effort)
Learner’s Tasks
1. Listen and follow
instructions.
2. Practice safety.
3. Record their
observation.
4. Report their output.
Title of Activity: Identify the
mixtures that can be
separated through sieving or
sifting (see Teacher’s Guide)
(Pragmatism, Humanism,
Reconstructionism,
Behaviorism)
Learner’s Tasks
1. Listen and follow
instructions.
2. Practice safety.
3. Record their observation.
4. Report their output.
Title: Separating mixtures through
filtration (see Teacher’s Guide)
(Pragmatism, Humanism,
Reconstructionism, Behaviorism)
2. Take note of their
observation.
3. Answer questions.
Title: Which substance/s is
attracted to magnet, staple wires,
soil dust, or nails?
(Existentialism, Progressivism)
4. Give feedback to
their report and
recognize their effort)
Learner’s Tasks
1. Listen and follow
instructions.
2. Practice safety.
3. Record their
observation.
4. Report their output.
Title: How to make salt (see
Teacher’s Guide)
(Behaviorism, Humanism,
Constructivism)
Learner’s Tasks
1. Listen and follow
instructions.
2. Practice safety.
3. Record their
observation.
4. Report their output.
(Behaviorism, Constructivism)
E. Discussing new concepts
and practicing new skills #2
ELABORATION (Note Taking,
Q&A, Inquiry)
Integration: TLE
Teacher’s Tasks
1. Discussion of
separation technique
through sieving and
sifting.
2. Ask questions during
the discussion.
(Realism, Progressivism)
ELABORATION (Note Taking,
Q&A)
Integration: Health
Teacher’s Tasks
1. Discussion of separation
technique through
filtration.
2. Ask questions during the
discussion.
(Realism, Progressivism,
Pragmatism)
ELABORATION (Note Taking,
Q&A)
Discussion of magnetism and its
uses.
(Essentialism)
ELABORATION (Note Taking,
Q&A)
Discussion of evaporation as
a separation technique.
(Essentialism)
ELABORATION (Note Taking,
Q&A)
Discussion of sedimentation
process.
(Essentialism, Realism)

4. F. Developing mastery (leads
to Formative Assessment
3)
(Summarizing, Identifying,
Classifying)
1. Wrap Up
Ask the class:
- What are dry
mixtures?
- How do we
separate dry
mixtures?
- What tool can we
use to separate
dry mixtures?
2. Application of
Learning
Exercise 1: Put a sun
for dry mixtures and a
raindrops if not. (see
Teacher’s Guide)
Exercise 2: Identify
what is being
describes in each
number. Choose the
appropriate term from
the box.(see
Teacher’s Guide)
(Essentialism)
(Summarizing, Describing,
Identifying, Situational Analysis)
1. Wrap Up
Ask the class:
- What is filtration?
- Describe how
filtration technique is
done.
2. Application of Learning
Integration: Health
Analyze:
You are taking a bath.
When you turn on the
faucet, the water that
came out was as dark as
coffee. What will you do
so that you can take a
bath?
(Essentialism, Constructivism)
(Summarizing, Identifying, Valuing)
1. Wrap Up
Ask the class:
- How would you
describe the process
of separating mixtures
through magnet?
- Is it useful to our daily
life?
2. Application of Learning
Choose which of the following are
magnetic. Put (√) in the blank if
magnetic and (X) if not.
(Essentialism, Constructivism)
(Summarizing, Process
Learning)
1. Wrap Up
Ask:
How is evaporation
help in separating
mixtures?
2. Application of
Learning
Exercise 1: Choose
the letter of the
correct answer. (see
Teacher’s Guide)
Exercise 2: Explain
briefly the
importance of
evaporation as the
process of
separating mixtures.
(see Teacher’s
Guide).
(Essentialism, Constructivism)
(Summarizing, Process
Learning, Q&A)
1. Wrap Up
Ask:
a. How do you
separate mixtures
through
sedimentation?
b. Is it applicable to
our daily life? How?
(Essentialism, Realism)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning EVALUATION
Describe how mixtures
mentioned below are
separated. (see Teacher’s
Guide)
EVALUATION
Label the picture. Write your
answer on the space provided for.
EVALUATION (Situational
Analysis)
Andrea Rose wants to remove the
staple wires on the rice that she will
be cooking. Using her knowledge
on the process of separating
mixtures she is using magnet to
repel the staple wire from the rice.
Questions:
1. Do you think Andrea Rose will be
successful in her plan? _________
EVALUATION (Q&A)
Answer the following
questions:
1. What do you call the
process by which water
changes from a liquid to gas
or vapor?___________
2. Making salt is an example
of separating mixture through
_________.
EVALUATION
Choose the answer in the
word bank below.
1. It is a separating technique
that separates insoluble
substances to a solvent?
______________
2. A combination of two or
more substances is called
____________.

5. 2. How would you describe the
process of separating mixture
through magnet?
_________
3. An object that has the ability to
attract the other substance is called
________.
4. In the given situation, what is
considered as the magnetic object?
_________
5. Since rice does not repel with the
magnet, what kind of substance is
it? _________
(Constructivism)
3-4. What are the two
solutions in the mixture of
making salt? _________&
_________
5. How would you describe
the process of separating
mixture through evaporation?
_________
(Essentialism)
3. A machine that helps us
save our time and effort
during laundering.
______________
4. It is a kind of sedimentation
process which involves letting
the heavier insoluble
substance to settle at the
bottom of the liquid.
_____________
5. A substance that will not
dissolve in a solvent is called
____________.
J. Additional activities for
application or remediation
Bring the following tomorrow:
Muddy water, cheesecloth or
filter paper, mania paper,
marker
(Experiment)
Title: How to make allum
crystals (see Teacher’s
Guide)
Bring your output in class as
soon as the crystals are
formed.
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

6. 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:
NESTOR DE GUZMAN
Master Teacher II
Checked:
ROWENA P. KHOO
Principal II