School: MAANANTENG ELEMENTARY SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: ALDRIN Y. PAGUIRIGAN Learning Area: SCIENCE

DAILY LESSON LOG JUNE 3-7, 2019 (WEEK 1)
Teaching Dates and
Time: 10:30-11:20 AM / 2:20-3:10PM Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learners demonstrate understanding of different types of mixtures and their characteristics
A. Content Standards

The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines.
B. Performance Standards

C. Learning Competencies/ Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1
Objectives
Write the LC code for each
Recall the states of matter Describe the Describe the appearance of Describe the Identify more examples of
appearance of mixtures formed appearance of mixtures formed
mixtures formed mixtures formed
Matter and Mixtures : Mixtures: Experimentation Mixtures: Heterogeneous and Homogeneous
II. CONTENT Three Physical States of Matter Introduction Presentation of Data Mixtures Examples
of the Experiment

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from BEAM 4. 5 Explain what
Learning Resource (LR) happens after Mixing
portal Materials. Learning Guides.
Mix it Up. July 2009. pp. 5-
7.

B. Other Learning Resources

https://www.youtube.com/watch?v=jmm1J2yI9tk
IV. PROCEDURES

A. Reviewing previous lesson
or presenting the new
lesson
Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
Picture Analysis. The teacher should show three Activity 1.1 Pinoy Classroom Discussion. Recitation. Activity 1.4 Mix and Match. The
pictures referring to solid, liquid and gas. Henyo. The teacher The students will share The students will teacher will use the activity as
Pictures may be: will use the activity as their reflection and insights recall the activity from guide.
a. wood (solid) guide. about the previous lesson. the previous lesson.
b. water in a container (liquid) Use the terms used from the
c. smoke (gas) Use the terms used week’s lesson such as solid, liquid ,
from the previous gas, mixtures and other related
Guide Questions: lesson such solid, terms.
1. What can you observe/see in the pictures given? liquid , gas, matter and
2. What could be the relationship of the three more.
pictures?

B. Establishing a purpose for Question of the day: Question of the day: Teacher’s Instruction Question of the day: Question of the day:
the lesson
What are the three physical states of matter and What will happen if The teacher will tell that What are the results Aside from the examples from the
what do you know about the three? you combine solid they will further investigate of your experiment previous lessons, what other
matter to another mixtures through yesterday? examples of mixtures can you
solid matter, solid experimentation. identify?
matter to a liquid
matter and so on?

C. Presenting Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
examples/instances of the Activity 1.2 Mystery Groupwork Sing an Action Song:
new lesson Solicit ideas of the student’s previous lesson by Combinations. Activity 1.3: Mix It Up! Presentation. Song: Fruit Salad
using the KWL chart on the three physical states of The teacher may Use BEAM Mix it up 3.1 The students will “Watermelon, Watermelon
matter. Provide Answer Sheets or let the students provide the answer only or activity sheet. present their outputs. Papaya, Papaya,
copy the format in their notebooks. Let the sheets or let them Bananana, Bananananan
students answer the first two columns : What you write in their Fruit Salad, Fruit Salad”
KNOW? and What you WANT to know more? notebooks.

D. Discussing new concepts
and practicing new skills #1
The teacher will ask the The Presentation Guide question:
Student’s Answer Sheet students to prepare the Rubrics will be used. What type of mixture is Fruit Salad?
Topic: Three Physical States of Matter materials. Please see Rubrics 1.1.
What you What What You
KNOW? you have
WANT LEARNED?
to
know
more?
1.Matter
2.State of
matter
Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction Teacher’s Instruction
Direct Instruction. Interactive Lecture in Development of Data. The Direct Instruction. Class Discussion.
Classroom Discussion. students will prepare the The teacher points out The teacher prepares several
Teacher’s Concept: The teacher will following information important information examples of heterogeneous and
discuss the previous regarding the Activity 1.3. from the experiment homogeneous mixtures. Examples,
Matter is anything that occupies space and has activity and input done. smoke, air, smog, halo-halo, orange
mass. The three physical states of matter are solid, lesson through juice, coffee drink, tea drink and
liquid and gas. Solids have definite volume and recitation. other examples
shape. Liquids have definite volume but no definite Teacher’s Concept:
shape and takes the shape of the container. Gases Heterogeneous Homogeneous
have no definite shape and volume. A mixture forms when
two or more
substances are
combined such that
each substance
retains its own
chemical identity. A
homogeneous mixture
has a single phase and
a heterogeneous
mixture has two or
more phases.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
https://www.youtube.com/watch?v=jmm1J2yI9tk
The pupils watch the video about matter and
answer the chart given.
Teacher’s Instruction Teacher’s Instruction Continuation of the Teacher’s Instruction Teacher’s Instruction
Concept Webbing. The teacher will ask the students Story Wheel. The Experiment/Activity 1.3 Concept Hat. The Fill in. The teacher will present the
to give their summary of what they learned from teacher will ask the teacher will ask the structure that the students will
the lesson. Ask the students to attach it on the students to give their students to write their answer.
following diagram. summary of what they final concept and
learned from the ideas on the Example
lesson. Spin the story cards/sheet of papers The ___________ is an example of
matter wheel. and place it on a (heterogeneous/homogeneous )
Note: The story should paper hat. Students mixture because it is a combination
ga
be prepared before share their of ________ which is (solid, liquid
soli
d s the lesson. concept/learning and ,gas) and ________ which is (solid,
liqui
d wears the hat. liquid, gas) that is (single /more
than one) phase.
 The story wheel
should contain
important terms.
I. Evaluating learning Teacher’s Instruction Teacher’s Instruction Continuation of the Teacher’s Instruction Teacher’s Instruction
KWL chart. Let the students answer the last column Reflection Log. The Experiment/Activity 1.3 Laboratory Sheet. The Poster Making. The students create
of the chart or what you have learned? students will write students should a poster showing examples of
their reflection on the submit their mixture.
lesson. laboratory sheet.
Use Rubric 1.3 on Poster Making
The Laboratory rubric
will be used to grade
their output. Rubric
1.2
J. Additional activities for
application or remediation

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 lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my 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 by: Checked and reviewed:

ALDRIN Y. PAGUIRIGAN CARMENCITA P. TEODORO MADELYN A. BALITON

Teacher III Master Teacher II School Principal I