Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
San Roque, Tarlac City

Dueg Resettlement Elementary School

LESSON EXEMPLAR IN SCIENCE VI

FIRST QUARTER
I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of different techniques to separate
mixtures
B. Performance Standard: The learner is able to separate desired materials from common and
local products
C. Learning Competency: Enumerate techniques in separating mixtures such as decantation,
evaporation, filtering, sieving, and using magnet
LC Code: S6MT-Id-f-2
Specific Objectives:
 Cognitive: Identify techniques in separating mixtures such as decantation, evaporation,
filtering, sieving, and using magnet
 Psychomotor: Enumerate and show techniques in separating mixtures such as
decantation, evaporation, filtering, sieving, and using magnet
 Affective: Appreciate the value of unity among Filipinos

II. CONTENT
Separating Mixtures

III. LEARNING RESOURCES

A. Reference:
Cyber Science: Worktext in Science and Technology 6, page 29-42
B. Material:
Powerpoint Presentation, board games, activity sheets, laboratory equipments, other materials

IV. PROCEDURES
A. Reviewing the Previous Lesson or Presenting the New Lesson
1. Prayer
Teacher’s Response Pupils’ Response
Good morning, class! Good morning, Teacher.

Before we begin, let us all stand and let us (Someone will raise his hand to volunteer.
pray. Is there anybody who wants to lead The class will all stand and start to pray.)
the prayer?

Okay, class, take your seat. (The class will take their seats.)

2. Checking of Attendance
Teacher’s Response Pupils’ Response
Is there any absent for today? None, Teacher.

3. Motivation
Teacher’s Response Pupils’ Response
We are going to sing a very simple song Yes, Teacher.

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 that is connected to our lesson for today.
Before singing, I want you to listen to me
first and then after I finish the song, I will
repeat it and follow after me. Are you
ready?

Separating Mixtures Song (The pupils will sing the song together with
In the tune of California Girls by Katy Perry the teacher.)
Lyrics originally composed by
Michael Vincent P. Barba

I want to ask
How will you separate salt and
water?
I want to know
How will you separate sand and
pebbles?

I want to try
To separate iron and sulfur
I want to do
Separating mud and water

We can do these with Science

Mixtures are all around
We can easily separate them

We can do these with Science

Just listen and learn
Ready, set, go!

B. Establishing a Purpose for the Lesson

Teacher’s Response Pupils’ Response
Let’s cut the song there. (Some pupils will raise their hand to
What was the song all about? answer.)
The song was all about separating mixtures,
Teacher.

Yes, you’re right!

Now, let’s talk about separating mixtures.
I have here all the materials that were
present in the song.

C. Presenting Examples/Instances of the New Lesson

Teacher’s Response Pupils’ Response
I am going to divide the class into seven (Students will recite the laboratory
groups for our experiment time, but before equipment rules.)
we proceed to our experiment time, recite
the laboratory equipment rules.

(The tasks for each group will be presented
on the PowerPoint presentation.)
Group 1. Separate iron and sulfur using
magnet
(All groups will read and follow the
instructions presented. The teacher will
assist the pupils in doing the experiment.)

Group 2. Separate sand and pebbles using

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 strainer

Group 3. Separate alcohol and water using

distillation apparatus

Group 4. Separate mud and water using a

filter paper or a cloth

Group 5. Separate salt and water by the

use of heat

Group 6. Separate sand and water by

letting the sand settle down before pouring
the water into another container

Group 7. Separate water and oil by letting

the oil float before pouring it into another
container.

Now, let us listen to each group on their (Pupils will prepare for their presentation
presentation of outputs. of outputs.)

Group 1. We separated iron from sulfur using a

How did you separate iron from sulfur? magnet. We found out that we can
separate mixtures of metals and non-
metals by using magnets.

That’s correct! That process is called

magnetism.

Group 2. We separated sand from pebbles by using a

How did you separate sand from pebbles? strainer. We found out that we can
separate mixtures of different sizes by
using a separating agent such as strainer.

Very good. That process is called sieving.

Group 3. We separated alcohol from water by using

How did you separate alcohol from water? a distillation apparatus. We found out that
we can separate mixtures by applying heat
to both materials.

That right! That process is called

distillation.

Group 4 We separated mud from water by using

How did you separate mud from water? filter paper and/or cloth. We found out
that we can separate mixtures of solid and
liquid by using a separating agent such as
filter paper and cloth.

That’s true. That process is called filtration.

Group 5. We separated salt and water by applying

How did you separate salt from water? heat to both material using a burner and
pan. We found out that applying heat to a
mixture of solid as soluble material and
liquid as solvent will separate them from

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 each other through the evaporation
process of the liquid material.

Excellent! That process is called

evaporation.

Group 6. We separated sand from water by letting

How did you separate sand from water?
the sand settle down before pouring the
water into another container. We found
out that we can separate mixtures of solid
and liquid by letting the solid material
settle down at the bottom of the container.

Correct! The process of settling down solid

material from its liquid mixture is called
sedimentation while the slowly pouring of
liquid material to separate from the settled
solid material is called decantation.
Group 7. We separated water from oil by letting the
How did you separate water from oil? oil float above the water. We found out
that we can separate mixtures of liquid by
letting less dense materials float above the
denser material.

Wow! You’re great!

D. Discussing New Concepts and Practicing New Skills No. 1

Teacher’s Response Pupils’ Response
Together with your groupmates, I am going Yes, Teacher.
to give you board games containing (Pupils will do the activity in group.)
separating mixture maze. You are going to
use chips to solve the maze of the different
ways on separating mixtures.

Here are the corresponding colors:

Magnetism – Red
Sieving – Blue
Distillation - Green
Filtration – Yellow
Evaporation – Orange
Sedimentation & Decantation – Violet
Floatation – Pink

Are you ready, class?

E. Discussing New Concepts and Practicing New Skills No. 2

Teacher’s Response Pupils’ Response
Let’s have another activity. This time, you Yes, Teacher.
are going to do the activity individually. (Pupils will do the activity individually.)
You will be given list of mixtures.
Categorize them according on how to
separate them using the separating
mixtures chart.
Are you ready?
(Activity will be presented on the
PowerPoint presentation.)

F. Developing Mastery

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 Teacher’s Response Pupils’ Response
Now, arrange the jumbled letter to find Yes, Teacher!
out the process of separating mixtures
being described. Are you ready?

1. Components of a mixture are Answer:

separated by allowing less dense Floatation
materials float in water.
FTALAONIOT
2. Separating solids from water using Answer:
filter paper. Filtration
TRAFTIILON

3. Separate the soluble solids from the Answer:

solutions by heating. Evaporation
EOVNROAIPTA
4. Certain components are allowed to Answer:
settle at the bottom of the container. Sedimentation
SNEIODITMAETN

5. Separate two liquids with different Answer:

boiling points Distillation
DLTIISLATNIO

6. Separate two solid with different sizes Answer:

using strainer. Sieving
SGVNIIE

7. Separating metals from non-metals. Answer:

MNMAISEGT Magnetism

Congratulations! You did it well!

G. Finding Practical Applications of Concepts and Skills in Daily Living

Teacher’s Response
We separate mixtures for some
important purposes. But for us Filipinos,
do we need to separate ourselves from
other groups of Filipinos? Why?
Pupils’ Response
(Some students will raise their hands and give
their answers.)
Teacher, we should not separate ourselves
from our fellow Filipinos because, as
Filipinos, we need unity to make our country
prosperous and happy.

Wow! Nice answer!

H. Making Generalizations and Abstractions about the Lesson

Teacher’s Response Pupils’ Response
This time, let us continue singing the Yes, Teacher!
Separating Mixtures Song. Are you ready, (Pupils will sing the song together.)
class?
Separating Mixtures Song
In the tune of California Girls by Katy
Perry
Lyrics originally composed by
Michael Vincent P. Barba

I want to ask
How will you separate salt and
water?

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 I want to know
How will you separate sand and
pebbles?

I want to try
To separate iron and sulfur
I want to do
Separating mud and water

We can do these with Science

Mixtures are all around
We can easily separate them

We can do these with Science

Just listen and learn
Ready, set, go!

Magnetism, Sieving, Distillation

Filtration, Evaporation
Sedimentation and Floatation
Here’s how we separate
Separate Mixtures
(Repeat)

We use magnet
To separate iron and sulfur
Filtration is the key
In separating mud and water

To separate the undissolved

Just let the mixture settle down
Let it untouched for a while
This is sedimentation
But when the liquid will be
poured
It’s now decantation

Magnetism, Sieving, Distillation

Filtration, Evaporation
Sedimentation and Floatation
Here’s how we separate
Separate Mixtures
(Repeat)

Now let’s have water and oil

Let the oil float above
Let the water settle down
Let floatation do the job

Now here’s water and alcohol

Distillation will be done
Just put them into boil
Just have fun and it’s done!

We separate pebbles and sand

Yes, it’s sieving and it’s fun
We separate things for our use
And for us people to unite!

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 Magnetism, Sieving, Distillation
Filtration, Evaporation
Sedimentation and Floatation
Here’s how we separate
Separate Mixtures
(Repeat 4 times)

I. Evaluating Learning
Teacher’s Response Pupils’ Response
On your paper, describe how you can (Pupils will bring out their papers and pens
separate the components of the and will start answering the activity.)
following mixtures.
(Activity will be presented on the
PowerPoint presentation.)
Correct answers:
1. Salt solution 1. Evaporation
2. Soil and water mixture 2. Filtration
3. Rice grains mixed with sugar 3. Sieving
4. Mixture of sand and water 4. Sedimentation
5. Mixture of iron filling and soil 5. Magnetism

J. Additional Activities for Application or Remediation

Teacher’s Response Pupils’ Response
For your assignment, look for 5 mixtures (Pupils will bring out their notebooks and will
at home and identify how to separate the start copying their assignments.)
components of the said mixtures.

Prepared by:

MICHAEL VINCENT P. BARBA

Teacher II
Dueg Resettlement Elementary School
San Clemente District

Noted:

EDWARD T. PALA
Principal I

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