Form 102 OAL
Joseph and Mary Academy
Subject: SCIENCE Grade Level: 6
Teacher: Miss ALYSSAMAE F. DAPADAP Quarter: FIRST
Unit Topic: MATTER Date: August to October
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?
Ask the pupils:Do youlike toeat halo-halo?If youwere toprepare halo-halo,what
How will youprepare yourhalo-halo?
What are we goingto do withthe ingredientsthatwe have identified?(Mix/combine
all the ingredients.)
I can describe and
create a mixture
ACTIVITY 1: DescribingMixtures
Materials:3 small cleanbottleswithwater,sugar,sandysoil,flour
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.
3. Sandy Soil
What have you observed?
1. What happenedtothe particlesineachmixture?
Form 102 OAL
Science Textbookpage 10-11
LC2 . Describe the
appearance and uses
of homogeneous and
I can determine
ACTIVITY 2: MIXTURES
Materials: clearplasticjar withcover,gravel,sand,loamsoil,water,newspapers
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
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.
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
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
Wash your hands thoroughly. Put the macaroni noodles in a medium-sized
Addthe carrots, kaong,condensedmilk,cheese,andmayonnaise.Setaside.
1. What are mixedtomake the orange juice?
2. What happenedtothe juice and sugar?
3. How manyphasescan yousee inside the pitcherof juice?
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;
What is the
the juice and the
Science Textbookpage 20-21
LC3 . Describe
such as decantation,
filtering, sieving and
I can cite the methods
in separating mixture
SCAFFOLD FOR TRANSFER 2
ACTIVITY 4: SEPARATING MIXTURES
Emptytwo litersodabottles,(if youcutoff the top,you have a great containerwitha
sieves(like aspaghetti strainer)
and anythingelse youcanthinkof to helpyouseparate the following:
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.
LC 4 Tell the benefits
I can givethe
ACTIVITY 5: Benefitsin SeparatingMixtures
Mix all the materials.Afterwards,separatethe ingredientsthroughpickingandputthemon a
a. What didyou dowiththe materialsat first?
b. Aftermixingall the materials,whatdidyoudo next?
Form 102 OAL
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
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?
Make a reflectionpaperabout the unit lesson.
Learning Competency TRANSFER
LC 5: Prepare
beneficial and useful
Mixtures such as
drinks, food, and
I can createa mixture
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.
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
created a mixture
and have created
a neat and
for the mixture
with explanation of
how to separate
and what tool(s)
could be used to
mixture, but the
not have an
and/or was not
neat at all.