School PQUE. ELEM.

SCHOOL Grade Level SIX

GRADE CENTRAL
12 Teacher REMEDIOS A. LAUZON Learning Area SCIENCE
DAILY Teaching Dates JUNE 14,2019 Quarter FIRST
LESSON LOG and Time 7:00-7:50 SIX-R.LAUZON
8:10-9:00 SIX M. SY
10:40-11:30 SIX-ZAPATA
1:10-2:00 SIX M.SY

I. Objectives
A. Content Standards The learners demonstrate understanding of different types of mixtures and their
characteristics.
B. Performance Standards The learners should be able to prepare beneficial and useful mixtures such as
drinks ,food, and herbal medicines.
C. Learning Competencies The learners should be able to describe the appearance and uses uniform and non-
uniform mixtures. S6MTIa-c-1
D. Specific Learning Objectives
II. Content Lesson: Uniform and Non-Uniform Mixtures

III. Learning Resources

A. References
1. Teacher’s Guide K to 12 Science 6 Curriculum Guide p.80
2. Learner’s Materials pages
3. Textbook Pages Science for Active Minds 6 pp. 55-59.Cyber Science 6 pp. 2-4.
B. Other Learning Resources
IV. Procedures
A. Reviewing previous lesson or ELICIT
presenting the new lesson Give 3 examples of Homogeneous mixture and 2 examples of Heterogeneous
mixture.
B. Establishing a purpose for the Engage
lesson Ask: What are they doing? Do you also help your mother prepare food?
C. Presenting examples/
instances of the new lesson

What do you use in preparing juice, salad and sandwiches? In this lesson, you will
describe uniform and non-uniform mixtures.

Activity 1 : Forming & Describing Mixtures

Let’s find out: How can you form mixtures?
Let’s use these materials: four glasses, tap water, teaspoon, salt, powdered milk,
oil, gravel.
Let’s do it this way:
1. Half-fill the four glasses with tap water.
2. Put a teaspoon of salt in one glass. Stir. Label it as “Mixture A.”
3. Put a teaspoon of powdered milk in another glass. Stir. Label it “Mixture B.”
4. Put a teaspoon of oil in the third glass. Stir. Label it as “Mixture C.”
5. Put a teaspoon of gravel in the fourth glass. Stir. Label it as “Mixture D.”
6. Leave the set-ups for about 1 minute. Observe each set-up. Compare them.
7. Fill in the table below

D. Discussing new concepts and Explore

practicing new skills 1. Divide the class into three groups.
2. Set norms to follow during group activity.
3. Have each group put out the materials assigned for them to bring.
4. Say: “The materials you brought are needed for the activity that we will be
performing today”.
5. Instruct the students on how to go about Lesson 3.
6. Go around and inspect what the students are doing. Ask or answer question if
necessary.
Explain
H. Finding practical applications 1. Ask each group to present the results of their experiment and the answer to the
of concepts and skills in daily guide questions.
living 2. Analysis, Discussion and Abstraction of group output
Ask:  What are the characteristics of each mixture?
 How do each mixture differ?
 What did you learn in this activity?
I. Making generalizations and Elaborate
abstractions about the lesson Homogeneous refers to a substance that is consistent or uniform throughout its
volume. They consist of a single phase, be it liquid, gas, or solid, no matter where
you sample them or how closely you examine them. Examples: Air is considered a
homogeneous mixture of gases. A heterogeneous mixture is a mixture having a non-
uniform composition. The composition varies from one region to another, with at
least two phases that remain separate from each other, with clearly identifiable
properties. If you examine a sample of a heterogeneous mixture, you can see the
separate components.
EXAMPLES OF HETEROGENEOUS MIXTURES
 Concrete is a heterogeneous mixture of an aggregate, cement and water.  Sugar
and sand form a heterogeneous mixture. If you look closely, you can identify tiny
sugar crystals and particles of sand.  Ice cubes in cola form a heterogeneous
mixture. The ice and the soda are two distinct phases of matter (solid and liquid). 
Salt and pepper form a heterogeneous mixture.  Chocolate chip cookies are a
heterogeneous mixture. If you take a bite from a cookie, you may not get the same
number of chips as you get in another bite.  Soda is considered a heterogeneous
mixture. It contains water, sugar, and carbon dioxide, which forms bubbles. While
the sugar, water, and flavorings may form a chemical solution, the carbon dioxide
bubbles are not uniformly distributed throughout the liquid.  Generalization
Answer the Guide Questions:
Are the mixtures the same?
How do they differ?
Describe uniform and non-uniform mixtures.
J. Evaluating Learning Evaluate
What kind of mixtures are the following. Describe each.

K. Additional Activities for Extend

application of remediation Write 3 examples of uniform mixtures and another 2 examples of non-uniform
mixtures. Describe them.
V. Remarks
VI. Reflection
A. No. of learners who
earned 80% on the ___ of Learners who earned 75% above
formative assessment ____- VI- R. LAUZON
____– VI- B.MEDIANO
____– VI- F. ZAPATA
____– VI- M.SY
B. No. of learners who ___ of Learners who require additional activities for remediation
require additional activities
for remediation
C. Did the remedial lessons ___Yes ___No
work? No. of learners who ____ of Learners who caught up the lesson
have caught up with the
lesson.
D. No. of learners who ___ of Learners who continue to require remediation
continue to require
remediation.
E. Which of my teaching Strategies used that work well:
strategies worked well? Why ____Explicit Instruction
did these work? ____PBL
____Inquiry Approach
___ Differentiated Instruction
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal or supervisor can __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?