Guro Ako



|Grades 1 to 12 |School | |Grade Level |Grade VI |

|DAILY LESSON LOG | | | | |

| |Teacher | |Learning Area |Science |

| |Teaching Dates and Time |Week 1 (June 5-9, 2017) |Quarter |First Quarter |

| |Monday |

| |The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal medicines. |

|Performance Standards | |

|Learning Competencies/ Objectives |Describe the appearance and uses of uniform and non-uniform mixtures. S6MT-Ia-c-1 |

|Write the LC code for each | |

| |Recall the states of matter |Describe the appearance |Describe the appearance of |Describe the appearance of|Identify more examples of mixtures formed |

| | |of mixtures formed |mixtures formed |mixtures formed | |

| |Matter and |Mixtures : Introduction |Mixtures: Experimentation |Mixtures: Presentation of |Heterogeneous and Homogeneous Mixtures Examples |

|II. CONTENT |Three Physical States of Matter | | |Data of the Experiment | |

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|III. LEARNING RESOURCES | | | | | |

| 1. Teacher’s Guide pages | | | | | |

|2. Learner’s Materials pages | | | | | |

|3. Textbook pages | | | | | |

|4. Additional Materials from | | |BEAM 4. 5 Explain what happens| | |

|Learning Resource (LR) portal | | |after Mixing Materials. | | |

| | | |Learning Guides. Mix it Up. | | |

| | | |July 2009. pp. 5-7. | | |

|Other Learning Resources | | | | | |

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|IV. PROCEDURES | | | | | |

|Establishing a purpose for the |Question of the day: |Question of the day: |Teacher’s Instruction |Question of the day: |Question of the day: |

|lesson | | | | | |

| |What are the three physical states of matter and what |What will happen if you |The teacher will tell that |What are the results of |Aside from the examples from the previous lessons, what|

| |do you know about the three? |combine solid matter to |they will further investigate |your experiment yesterday?|other examples of mixtures can you identify? |

| | |another solid matter, |mixtures through | | |

| | |solid matter to a liquid|experimentation. | | |

| | |matter and so on? | | | |

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|Presenting examples/instances of |Teacher’s Instruction |Teacher’s Instruction |Teacher’s Instruction |Teacher’s Instruction |Teacher’s Instruction |

|the new lesson | |Activity 1.2 Mystery | |Groupwork Presentation. |Sing an Action Song: |

| |Solicit ideas of the student’s previous lesson by using|Combinations. |Activity 1.3: Mix It Up! |The students will present |Song: Fruit Salad |

| |the KWL chart on the three physical states of matter. |The teacher may provide |Use BEAM Mix it up 3.1 only |their outputs. |“Watermelon, Watermelon |

| |Provide Answer Sheets or let the students copy the |the answer sheets or let|or activity sheet. | |Papaya, Papaya, |

| |format in their notebooks. Let the students answer the|them write in their | |The Presentation Rubrics |Bananana, Bananananan |

| |first two columns : What you KNOW? and What you WANT to|notebooks. |The teacher will ask the |will be used. Please see |Fruit Salad, Fruit Salad” |

| |know more? | |students to prepare the |Rubrics 1.1. | |

| | | |materials. | |Guide question: |

| |Student’s Answer Sheet | | | |What type of mixture is Fruit Salad? |

| |Topic: Three Physical States of Matter | | | | |

| |What you KNOW? | | | | |

| |What you WANT to know more? | | | | |

| |What You have LEARNED? | | | | |

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| |1.Matter | | | | |

| |2.State of matter | | | | |

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|Discussing new concepts and |Teacher’s Instruction |Teacher’s Instruction |Teacher’s Instruction |Teacher’s Instruction |Teacher’s Instruction |

|practicing new skills #1 |Direct Instruction. |Interactive Lecture in |Development of Data. The |Direct Instruction. |Class Discussion. |

| | |Classroom Discussion. |students will prepare the |The teacher points out |The teacher prepares several examples of heterogeneous |

| |Teacher’s Concept: |The teacher will discuss|following information |important information from|and homogeneous mixtures. Examples, smoke, air, smog, |

| | |the previous activity |regarding the Activity 1.3. |the experiment done. |halo-halo, orange juice, coffee drink, tea drink and |

| |Matter is anything that occupies space and has mass. |and input lesson through| | |other examples |

| |The three physical states of matter are solid, liquid |recitation. | | | |

| |and gas. Solids have definite volume and shape. Liquids| | |Teacher’s Concept: |Heterogeneous |

| |have definite volume but no definite shape and takes | | | |Homogeneous |

| |the shape of the container. Gases have no definite | | |A mixture forms when two | |

| |shape and volume. | | |or more substances are | |

| | | | |combined such that each | |

| | | | |substance retains its own | |

| | | | |chemical identity. A | |

| | | | |homogeneous mixture has a | |

| | | | |single phase and a | |

| | | | |heterogeneous mixture has | |

| | | | |two or more phases. | |

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|Discussing new concepts and | | | | | |

|practicing new skills #2 | | | | | |

|Developing mastery (leads to | | | | | |

|Formative Assessment 3) | | | | | |

|Finding practical applications of | | | | | |

|concepts and skills in daily living| | | | | |

|Making generalizations and |Teacher’s Instruction | Teacher’s Instruction |Continuation of the |Teacher’s Instruction |Teacher’s Instruction |

|abstractions about the lesson |Concept Webbing. The teacher will ask the students to |Story Wheel. The teacher|Experiment/Activity 1.3 |Concept Hat. The teacher |Fill in. The teacher will present the structure that |

| |give their summary of what they learned from the |will ask the students to| |will ask the students to |the students will answer. |

| |lesson. Ask the students to attach it on the following |give their summary of | |write their final concept | |

| |diagram. |what they learned from | |and ideas on the |Example |

| | |the lesson. Spin the | |cards/sheet of papers and |The ___________ is an example of |

| | |story wheel. | |place it on a paper hat. |(heterogeneous/homogeneous ) mixture because it is a |

| | |Note: The story should | |Students share their |combination of ________ which is (solid, liquid ,gas) |

| | |be prepared before the | |concept/learning and wears|and ________ which is (solid, liquid, gas) that is |

| | |lesson. | |the hat. |(single /more than one) phase. |

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| | |The story wheel should | | | |

| | |contain important terms.| | | |

|Evaluating learning |Teacher’s Instruction |Teacher’s Instruction |Continuation of the |Teacher’s Instruction |Teacher’s Instruction |

| |KWL chart. Let the students answer the last column of |Reflection Log. The |Experiment/Activity 1.3 |Laboratory Sheet. The |Poster Making. The students create a poster showing |

| |the chart or what you have learned? |students will write | |students should submit |examples of mixture. |

| | |their reflection on the | |their laboratory sheet. | |

| | |lesson. | | |Use Rubric 1.3 on Poster Making |

| | | | |The Laboratory rubric will| |

| | | | |be used to grade their | |

| | | | |output. Rubric 1.2 | |

|Additional activities for | | | | | |

|application or remediation | | | | | |

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|V. REMARKS | | | | | |

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|VI. REFLECTION | | | | | |

|No. of learners who earned 80% in | | | | | |

|the evaluation | | | | | |

|No. of learners who require | | | | | |

|additional activities for | | | | | |

|remediation | | | | | |

|Did the remedial lessons work? No. | | | | | |

|of learners who have caught up with| | | | | |

|the lesson | | | | | |

|No. of learners who continue to | | | | | |

|require remediation | | | | | |

|Which of my teaching strategies | | | | | |

|worked well? Why did these work? | | | | | |

|What difficulties did I encounter | | | | | |

|which my principal or supervisor | | | | | |

|can help me solve? | | | | | |

|What innovation or localized | | | | | |

|materials did I use/discover which | | | | | |

|I wish to share with other | | | | | |

|teachers? | | | | | |

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matter

gas

solid

liquid

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