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1. Form 102 OAL Joseph and Mary Academy Learning Plan Subject: SCIENCE Grade Level: 6 Teacher: Miss ALYSSAMAE F. DAPADAP Quarter: FIRST Unit Topic: MATTER Date: August to October EXPLORE 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? EXPLORE: Ask the pupils:Do youlike toeat halo-halo?If youwere toprepare halo-halo,what ingredientswouldlike touse? PROCESSQUESTIONS:  How will youprepare yourhalo-halo?  What are we goingto do withthe ingredientsthatwe have identified?(Mix/combine all the ingredients.) LEARNING COMPETENCY FIRM-UP LC1: Describe mixtures. (S6MT-Ia-c-1) Learning Targets: I can describe and create a mixture ACTIVITY 1: DescribingMixtures Materials:3 small cleanbottleswithwater,sugar,sandysoil,flour Procedure:  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. Substance Mixed with Water Colorof Mixture Effectof Water inthe Mixture 1. Sugar 2. Flour 3. Sandy Soil What have you observed? 1. What happenedtothe particlesineachmixture?
2. Form 102 OAL Bottle A ____________________________________________________________ ____________________________________________________________ Bottle B ____________________________________________________________ ____________________________________________________________ Bottle C. ____________________________________________________________ ____________________________________________________________ Summative Test: Science Textbookpage 10-11 LC2 . Describe the appearance and uses of homogeneous and heterogeneous Mixtures. (S6MT-Ia-c-1) Learning Targets: I can determine characteristics homogenousand hetergenous ACTIVITY 2: MIXTURES Materials: clearplasticjar withcover,gravel,sand,loamsoil,water,newspapers Procedure:  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 the jar.  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. PROCESS QUESTIONS: 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 Procedure:  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 aside.  Wash your hands thoroughly. Put the macaroni noodles in a medium-sized bowl.  Addthe carrots, kaong,condensedmilk,cheese,andmayonnaise.Setaside. PROCESS QUESTIONS: 1. What are mixedtomake the orange juice? 2. What happenedtothe juice and sugar? 3. How manyphasescan yousee inside the pitcherof juice?
3. 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; Mixture Ingredients Numberof Phases Observed Kindof Mixture Juice Macaroni salad What is the difference between the juice and the macaroni salad? SUMMATIVE TEST Science Textbookpage 20-21 LC3 . Describe techniques in Separating mixtures such as decantation, evaporation, and filtering, sieving and using magnet. ( S6MT-Id-f-2) Learning Targets: I can cite the methods in separating mixture SCAFFOLD FOR TRANSFER 2 ACTIVITY 4: SEPARATING MIXTURES Materials:  rocks  gravel  sand  water  plasticbowlsyourparentsdon’tmindgettingdirty  funnels  Emptytwo litersodabottles,(if youcutoff the top,you have a great containerwitha funnel!)  salt  spoons  tweezers  sieves(like aspaghetti strainer)  coffee filters  and anythingelse youcanthinkof to helpyouseparate the following: Differentsizedrocks 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. LEARNING COMPETENCY DEEPEN LC 4 Tell the benefits of separating mixtures from products in community. ( S6MT-Ig-j-3) Learning Targets: I can givethe advantageand ACTIVITY 5: Benefitsin SeparatingMixtures Materials: mongoseedscornseedsokraseeds small rocks/pebbles Procedure: Mix all the materials.Afterwards,separatethe ingredientsthroughpickingandputthemon a saucer. PROCESS QUESTIONS: a. What didyou dowiththe materialsat first? b. Aftermixingall the materials,whatdidyoudo next?
4. Form 102 OAL disadvantageof separating mixtures 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 Materials: 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? SELF ASSESSMENT: Make a reflectionpaperabout the unit lesson. Learning Competency TRANSFER LC 5: Prepare beneficial and useful Mixtures such as drinks, food, and herbal medicines. Learning Targets: I can createa mixture thatis usefulto community 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. AUDIENCE Studentsandteachers 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 Mixture Students successfully created a mixture and have created a neat and appealing package for the mixture with explanation of how to separate and what tool(s) could be used to separate. Students successfully created a mixture and had explanation, but the packaging could be neater. Students successfully created a mixture, but the packaging did not have an explanation and/or was not neat at all. Students successfully created a mixture, but no packaging.
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