SCHOOL ASSEMBLYMAN SEGUNDO GRADE LEVEL VI

MIXTU MOSCOSO MEMORIAL SCHOOL

TEACHER VANESA MAY Q. MONDEJAR LEARNING AREA SCIENCE
Grades TEACHING DATES AND September 27, 2022- 8:00-9:00 QUARTER 1
6 TIME
DAILY
LESSON PLAN

(ANNOTATIONS)
I. OBJECTIVES KRA OBJECTIVES/RUBRIC
INDICATORS TO BE OBSERVED
DURING THE DEMONSTRATION
A. Content The learners demonstrate understanding of
Standards different types of mixtures and their
characteristics
B. Performance The learners should be able to prepare
Standards beneficial and useful mixtures such as
drinks, food, and herbal medicines.
C. Learning Describe mixtures into uniform (Homogeneous)
Competencies/ and Heterogenous non-uniform mixtures.
Objectives S6MT-Ia-c-1
Write the LC
code for each
II. CONTENT Heterogeneous and Homogeneous Mixtures

II. LEARNING
RESOURCES

A. References

1. Teacher’s Guide MELCS 318-319

pages Teachers Guide pages 11-37
2. Learner’s 4-28
Materials pages
3. Textbook pages Science Links 6 pages 65-69

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Television, charts, power point presentation,
Resources activity cards, Meta-cards, Electric fan, batteries,
flashlight, box, bulb, timer or watch, manila
paper, marker

IV. PROCEDURES

A. Reviewing previous Preliminary Activities Indicator No. 4

lesson or presenting 1. Prayer (KRA 2, Learning Environment,
the new lesson 2. Song Objective No. 5)
(ELICIT) 3. Checking of Attendance -Establish safe and secure learning
4. Greetings environments to enhance learning
5. Setting of Standards / Class Rules through the consistent
implementation of policies,
guidelines and procedures.

MOV---House rules/standards
 /guidelines are set before the class
starts to enhance learning and
maintain safe and secured learning
environment.

Drill: Game: Decode the missing words to Indicator No. 1

complete the sentence. Use the legend below. (KRA 1, Content Knowledge and
1 13 9 X 20 21 18 5 3 1 N 25 pedagogy, Objective No. 1)
-Applies knowledge of content
3 12 A 19 19 9 6 9 5 4 A 19
within and across curriculum
5 9 T 8 5 18 teaching areas
8 15 13 15 7 E 14 E 15 21 19 15 18 MOV--- Integration in English
where the learners can be able to
8 5 T 5 18 15 7 5 14 5 15 21 19 form the correct sentence using the
letters.
Legend: -English Learning Competency:
A=1 B=2 C=3 D=4 E=5 F=6 Compose clear and coherent
G=7 H=8 I=9 J=10 K=11 L=12 sentences using appropriate
grammatical structures (EN6G-IG-
M=13 N=14 O=15 P=16 Q=17 4.4.1)
R=18 S=19 T=20 U=21 V=22
MOV--- Integration in Math where
W=23 X=24 Y=25 Z=26 the learners can be able to form the
correct sentence using the numbers
given. Logical thinking skills among
learners developed and creativity
Review: in formulating sentences using
numbers.

Indicator No. 1
(KRA 1, Content Knowledge and
pedagogy, Objective No. 1)
-Applies knowledge of content
within and across curriculum
teaching areas.
What can you see? Have you eaten/ drank them
MOV--- ICT Integration where
all? Are they related to our lesson last day? learners’ attention was caught
through an interactive pictures
-What have we discussed yesterday? with the aid of multi-media
instruction.
So, what is a mixture? Can you give an example
Indicator No. 3
of mixture? (KRA 1, Content Knowledge and
pedagogy, Objective No. 4)
-Use effective verbal classroom
communication strategies to
support learners understanding,
participation, engagement and
achievement

MOV--- Learners will be able to

recognize, appreciate and
understand pictures presented.
They can convey ideas out of the
pictures presented as well as
increases the level of interest and
 attention among learners.

B. Establishing a Read and understand a purpose the Indicator No. 1

purpose for the conversation carefully. (KRA 1, Content Knowledge and
lesson - Note: Standards in Listening and pedagogy, Objective No. 1)
(ENGAGE) Reading the Conversation should be -Applies knowledge of content
observed ) within and across curriculum
teaching areas.
Jay is a kind and helpful brother; he
always helps her sister in their store. MOV--- ICT Integration where
One afternoon, after class, Jay is answering learners’ attention was caught
his assignment. His sister Len is curious through an interactive PowerPoint
about what her brother is doing. “What is presentation of Conversation
the topic of your assignment?” Len asked.
MOV--- Integration in English
“It is about describing mixtures from where the learners can be draw
uniform to non-uniform mixtures,” Jay concepts out of the conversation
answered. and literacy skills was emphasized
to engage learners
“I can help you understand your
assignment. You can use the materials here -English Learning Competency:
in the store to describe the mixtures.” Len Make connections between
said. “Let us have an experiment on mixing information listened and personal
different materials for us to know if they will experiences (EN6VC-IVd-1.4)
mix together or not,” she added.
“Yehey! I am ready and Indicator No. 5
excited,” exclaimed Jay. (KRA 2, Learning Environment,
Objective No. 6)
Questions: -Maintain learning environment
that promote fairness, respect and
a. What is the assignment of Jay? care to encourage learning
b. What did Len do so that Jay MOV— Classroom management
will understand the was strengthened through
assignment? motivation.

Indicator No. 3
KRA 2, Learning Environment,
Say: Today, we will find out more about the two Objective No. 4)
types of mixtures. Are you ready? -Use effective verbal and non-
verbal classroom communication
strategies to support learner
understanding, participation,
engagement and achievement
MOV— Verbal and non-verbal
communication through reading
the conversation. The learners
convey their ideas through
answering the questions asked by
the teacher.

KRA 1, Indicator # 2
-Use a range of teaching strategies
that enhance learner achievement
in literacy and numeracy skills
MOV---The questions presented
 challenge the learners to think
creatively.

C. Presenting Presentation KRA 1, Indicator # 3

examples/instances -Modelled and supported colleagues
of the new lesson - As we have discussed, mixture is a in the proficient use of Mother
(ENGAGE) Tongue, Filipino and English to
combination of two or more substances
improve teaching and learning, as
and it is of two types : well as to develop learners’ pride of
- Heterogeneous and the homogeneous their language, heritage and
culture.
mixture MOV--- Using English language to
- Now, I am going to show you something . facilitate learning process by asking
questions and checking
take note of what you will observe . comprehension skills in order to
- ( Teacher Demonstration ) develop communication abilities
among learners as a language
a. Set up two glasses of water. content of the lesson.
b. Add pebbles to the first glass. Stir
Indicator No. 3
c. Add a half spoon of salt to the second (KRA 2, Learning Environment,
glass. Stir. Objective No. 4)
-Use effective verbal and non-
- What is your observation in the first verbal classroom communication
glass? strategies to support learner
understanding, participation,
- What about in the second glass? engagement and achievement
( The learners state their hypothsies based on MOV— Verbal and non-verbal
communication through hands-on
their observation on the experiment presented activities then let the learners
by the teacher). observe and give their hypothesis
in the actual experiment showed
and done by the teacher.

D. Discussing new Experiment Time! Indicator No. 4

concepts and (KRA 1, Content Knowledge and
practicing new skills Group Task Collaborative /Interactive Pedagogy, Objective No. 5)
#1 (EXPLORE) Approaches -Establish safe and secure learning
environments to enhance learning
a. Setting of Standards through the consistent
implementation of policies,
guidelines and procedures.
MOV--- Room structuring
arrangement for group activity
purposes is observed. Proper safety
protocol was also observed.

Indicator No. 5
(KRA 2, Learning Environment,
Objective No. 6)
-Maintain learning environment that
b. Discussion of Procedures promote fairness, respect and care to
c. Checking of Materials encourage learners.
MOV--- Conducive classroom, free
from violent distractions, showed
-Constructivism Approach: respect, fairness and care to
motivate learners in conducting
 The learners formulate their own activity.
findings and hypothesis based on their
experiment

Problem: What happened to the materials Indicator No. 6

(KRA 1, Content Knowledge and
when mixed with water? pedagogy, Objective No. 9)
- Design, adapt and implement
teaching strategies that are
Materials: responsive to learners with
disabilities, giftedness and talents
coffee flour
MOV--- Conducting activities suited
to the learners need and abilities
where their critical thinking skills,
sand powdered creativity, curiosity and
juice resourcefulness enhanced and
developed. Used of concrete
materials motivates the learners
and eagerness to learn more.

cooking oil fruit soda

KRA 2, Learning Environment,
Objective No. 7
- Work with colleagues to share
evaporated soft drink
successful strategies that sustain
milk supportive learning environments
that nurtures and inspire learners to
participate, cooperate in continued
sago’t
learning.
gulaman tap water
MOV--- Collaborative /Interactive
activities conducted for the
sliced spoon
learners to participate actively and
banana engage throughout the lesson.
Procedures and guideline strictly
followed to maintained good
learning environment for them to
10 glasses do effectively their activity.

What to do:
Indicator No. 1
1. Fill half of the 10 glasses with tap (KRA 1, Content Knowledge and
water. Label each glass with letters A-J. pedagogy, Objective No. 1)
2. Pour the coffee into glass A, fruit soda -Applies knowledge of content
within and across curriculum
in glass B, powdered juice in glass C, soft
teaching areas.
drink in glass D, evaporated milk in glass
E, flour in glass F, sand in glass G, MOV--- Math Integration where
cooking oil in glass H, sliced banana in learners’ can be able to measure
glass I and sago’t gulaman in glass J. the correct fraction or formula in
3. Get a spoon, stir the water with the mixing substances. Literacy skills
material in each glass. developed among learners.
4. Observe and describe what -Math Learning Competency:
 happened to the materials. Expresses one value as a fraction of
another given their ratio and vice
Guide Questions: versa (M6NS-IIa129)
1. Did all the materials dissolve in water?
Describe the appearance of each material. Indicator No. 4
(KRA 2, Learning Environment,
Objective No. 5)
2. What types of mixture are
-Establish safe and secure learning
shown in the experiment? environments to enhance learning
through the consistent
3. Give examples of homogeneous mixtures. implementation of policies,
guidelines and procedures.
4. Give examples of heterogeneous mixtures.
MOV---Procedures are set before
5. Compare and contrast homogeneous and the activity starts to enhance
heterogeneous mixtures? learning and maintain safe and
secured learning environment.
Value Infusion:
What values can you learn in the activity?
(Possible Answers: Helping others in doing
an assignment or activity. KRA 2: Learning Environment
Objective No. 8
-Drinking soft drink is not good for your
-Modelled successful strategies and
health) supported colleagues in promoting
learning environments that
effectively motivate learners to
- Every group shared their findings and work productively by assuming
concepts based on the experiment. responsibility for their own
learning.

MOV--- Interactive activities used

for the learners to engage and
develop rapport to their peers for
them to work efficiently and
Group Task Collaborative /Interactive productively and develop sense of
Approaches responsibility for their own
development and learning process.
Differentiated Instruction (The pupils
are group based on their strengths.
E. Discussing new a. Setting of Standards Indicator No. 1
concepts and (KRA 1, Content Knowledge and
practicing new skills pedagogy, Objective No. 1)
#2 -Applies knowledge of content
(EXPLORE) within and across curriculum
teaching areas.

MOV--- ESP Integration where

learners’ can be able to do their
work independently and efficiently.
-ESP Learning Competency :
Naipagmalaki ang anumang
natapos na Gawain na nakasusunod
sa pamantayan at kalidad.
b. Discussion of Procedures (ESP6PPP-IIIg-38).
c. Checking of Materials
 ACTIVITY 1– MAKING SOLUTION
-Describe the appearance of the solution. Put
a
Did the Indicator No. 6
materials (KRA 1, Content Knowledge and
dissolve pedagogy, Objective No. 9)
Materials thoroughly - Design, adapt and implement
when mixed teaching strategies that are
with responsive to learners with
water? disabilities, giftedness and talents
Yes No MOV--- Conducting differentiated
activities suited to the learners
A. coffee need and abilities.

B. fruit soda
KRA 2, Learning Environment,
C. powdered juice Objective No. 7
- Worked with colleagues to share
successful strategies that sustain
D. soft drink supportive learning environments
that nurtures and inspire learners to
participate, cooperate in continued
E. evaporated milk learning.

check on the right column. MOV--- Collaborative /Interactive

activities conducted for the
learners to participate actively and
ACTIVITY 2–AMAZING SUBSTANCE engage throughout the lesson.
Describe the appearance of insoluble Procedures and guideline strictly
materials. Put a check on the right followed to maintained good
column. learning environment for them to
do effectively their activity.

Did the materials dissolve

thoroughly when KRA 2: Learning Environment
mixed with water? Objective No. 8
-Modelled successful strategies and
Materials Yes No supported colleagues in promoting
learning environments that
A. flour effectively motivate learners to
work productively by assuming
B. sand responsibility for their own
learning.
C. cooking oil
D. sliced
banana MOV--- Interactive /participative
methods used for the learners to
E. sago’t engage and develop rapport to
gulaman their peers for them to work
ACTIVITY 3–I BELONG efficiently and productively and
develop sense of responsibility for
Put a check on the correct column. their own development and
learning process.
 Characteristics of
the material

Materials Non-
Uniform/ uniform/ two
single or more
appearance appearance

1. mixed nuts

2. sago’t
gulaman

3. pizza
4. coffee

5. milk
6. paint
7.alcohol

8.aluminum foil
9. halo-
halo

10. fruit salad

F. Developing mastery Constructivism Approach

(EXPLAIN) a. Group Reporting and Publication of Data KRA 1, Indicator # 2
b. Discussion and Analysis (EXPLANATION) -Use a range of teaching strategies
(Based on the publication of data) that enhance learner achievement
Ask the following questions: in literacy and numeracy skills
a. What did you noticed to the materials MOV---The questions presented to
when dissolved in the water? Are they check pupils’ comprehension are
the same appearance? arranged from lower level to higher
b. Which materials dissolves thoroughly in level thinking skills.
water? materials did not dissolve
thoroughly in the water? Indicator No. 1
c. What are the two mixtures did you learn (KRA 1, Content Knowledge and
in the experiment? pedagogy, Objective No. 1)
d. Tell the difference between the two. -Applies knowledge of content
e. Can you think of another example of within and across curriculum
these kind of mixtures found at home? teaching areas.
f. Is it important to identify the mixtures? MOV---CLI Integration where
Why? materials found at home is
integrated in the lesson as example
of homogeneous and
heterogeneous mixtures.
G. Finding practical  Video Presentation about Heterogenous Indicator No. 1
applications of and Homogenous Mixtures. (KRA 1 , Content Knowledge and
concepts and skills Note: Stating the standards first before pedagogy , Objective No. 1)
in daily living viewing the presentation -Applies knowledge of content
ELABORATE Based in the video what are some examples of within and across curriculum
homogenous and heterogenous mixtures? teaching areas.
-Why they are called homogeneous mixture? MOV---ICT Integration where
Heterogeneous mixture? learners’ attention was caught
through an interactive Video
presentation

Independent Activity: KRA 1, Indicator # 2

HOMOGENEOUS AND HETEROGENEOUS -Use a range of teaching strategies
MIXTURE that enhance learner achievement
Complete each open-ended statement. in literacy and numeracy skills
Classify the following types of matter as MOV---Literacy Skill was applied by
completing the open-ended
either homogeneous or heterogeneous.
statement where the learners
Write Homogeneous or Heterogeneous on creatively develop their critical
the first line and your reason in describing thinking skills. Completing the
the mixtures on the second line. Number 1 statement in correct grammar and
is done for you. punctuations.
1.Chocolate chip ice cream is heterogeneous
because it is non-uniform and the chocolate
chip in the ice cream is visible.
2.Black coffee is
because .
3.Sugar water is
because .
4. Pizza is
because .
5.Mixed nuts is
because .
Indicator No.1
Reflective Approach (KRA 1 , Content Knowledge and
-Are the two mixtures important in our daily pedagogy , Objective No. 1)
life? Why? -Applies knowledge of content
- How important is it at home? within and across curriculum
-How important is it to you? teaching areas
MOV--- Integration in ESP where
the learners give importance to the
things they have made especially
the ingredients they cook and mix
together at home that serves as
their daily food to eat in order to
survive.

H. Making Concept Hat. KRA 1, Indicator # 2

generalizations and The teacher will ask the students to write their -Use a range of teaching strategies
abstractions about final concept and ideas on the cards/sheet of that enhance learner achievement
the lesson papers and place it on a paper hat. Students share in literacy and numeracy skills
MOV---The activity Concept hat
their concept/learning and wears the hat.
presented helps the learners to
think creatively and efficiently.
They convey their ideas and
Question: What are the two kinds of mixture? concepts independently.
 How will you differentiate it?

- The kinds of mixture are

homogeneous and heterogeneous
mixture.
The homogeneous mixtures are mixed
completely while the heterogeneous mixtures
do not mix completely because the
substances, we mix are still visible.

I. Evaluating learning Read and answer the questions below: KRA 1, Indicator # 2
EVALUATE 1. What are the two kinds of mixture? -Use a range of teaching strategies
2. Describe the two kinds of mixture. that enhance learner achievement
in literacy and numeracy skills
MOV---The questions presented
helps the learners to think
creatively and efficiently.

J. Additional activities LET’S MIX IT UP Indicator No.1

for application or Create and enjoy making orange juice and (KRA 1 , Content Knowledge and
remediation fruit salad. Follow the simple steps below. pedagogy , Objective No. 1)
EXTEND - Applies knowledge of content
A. How to make an orange juice. within and across curriculum
teaching areas.
MOV---EPP is integrated, food
1. Prepare the ingredients; orange
preparations and processing is
powder, water and ice.
incorporated in making salad and
2. Collect the materials needed like pitcher, orange juice.
spoon and glasses.
3. Pour 1 liter of water into the pitcher. -EPP Learning Competency:
4. Add the orange juice powder. Reserved food applying principles
5. Stir with the spoon to mix it well, and and skills in food preservation
then add the ice. processing (TLE6HE-oh-12).
6. Pour into the glasses then serve.
7.
B. Follow the simple steps to make a fruit
salad.

1. Prepare the ingredients: sliced fruits

Indicator No.1
(any fruits that are available in your
(KRA 1 , Content Knowledge and
place), and salad sauce (condensed milk
pedagogy , Objective No. 1)
and all-purpose cream). -Applies knowledge of content
2. Collect the materials needed like a within and across curriculum
mixing bowl, spoon and saucer. teaching areas.
3. Wash your hands before doing the activity. MOV---Health is integrated, proper
4. Put the sliced fruits into the mixing bowl. handwashing and cleanliness is
5. Pour the salad sauce over the fruits and focused in conducting activity
mix it well. -Health Learning Competency :
6. Scoop them into the saucer then serve. Regularly undergoes health
appraisal procedures
(H6Ph-ld-f-22)

.
V. REMARKS Re-teaching Transfer of lesson to the
Lack of Time following day
No class Achieved

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:

VANESA MAY Q. MONDEJAR

Master Teacher I

Checked and Observed by:

REMIE M. PANTUA
Principal II