Sei sulla pagina 1di 4

Republic of the Philippines

Department of Education
Division of Laguna
District of Santa Cruz
Santa Cruz

COT No. 1 Semi-Detailed Lesson Plan in Science 6 with integration of the following:
1. vocabulary enrichment
2. differentiated instruction
3. localization
5. use of ICT – laptop, projector, speakers, video & slide deck presentations


Section: Jose P. Rizal
Time: 8:20 – 9:10 (50 mins.)
Date: July 4, 2019

A. Content Standards
The learners demonstrate understanding of different techniques to separate
B. Performance Standards
The learners should be able to separate desired materials from common and
local products.
C. Learning Competencies/ Objectives (Write the LC code for each.)
Enumerate techniques in separating mixtures such as picking, winnowing,
decantation, magnetism, sieving, filtering, and evaporation. (S6MT-Id-f-2)

1. Separate insoluble solid from a liquid using filtration.

2. Construct simple filtration set up using localized materials.
3. Describe how the filtration set up separate impurities from a liquid solution.

Separating Mixtures: Filtration

A. References
1. Teacher’s Guide pages 70-77
2. Learner’s Materials pages (Not yet issued)
3. Textbook Cyber Science, pp.33
4. Additional Materials Teacher-made Slide Deck Presentation

B. Other Learning Resources materials for filtration set-up: 2 bottles of 1.5 l.

coke, plastic funnel, charcoal, paper filter, pebbles, sand, cotton
materials for water: soil solution: small jar, water, soil
A. Reviewing previous lesson or presenting the new lesson
Using flashcards of pictures identify the separating techniques shown.

B. Establishing a purpose for the lesson (Vocabulary Enrichment).

Ask pupils to identify the word by supplying the missing letters based on
the given definition.

C. Presenting examples/instances of the new lesson

1. Using the following materials such as small jar, soil and water, ask a
pupil to make muddy water mixture.
2. Let the pupils describe the mixture.

D. Discussing new concepts and practicing new skills #1 (Differentiated

1. Ask pupils if they can separate the components of the mixture to make
the water clearer.
2. Let pupils discover that the process filtration can separate impurities
from water by conducting a simple activity.
3. Ask pupils to present their materials for the group activity.
4. Present the Rubric to be used in assessing the conduct of the group

Rubric in Assessing Group Performance in

Simple Science Activity (Self-Assessment)

Direction: Assess your group performance in accomplishing the task provided.

Encircle the corresponding rating.

Description Ratings
1. All members take part in the group activities. 1 2 3 4 5
2. Members agree and supports with each other. 1 2 3 4 5
3. Group members keep on the assigned task. 1 2 3 4 5
4. Group members practice collaborative skills. 1 2 3 4 5
5. Group members perform well as a whole. 1 2 3 4 5

1 = Major Difficulty
2 = Requires Improvement
3 = Good
4 = Very Good
5 = Exemplary
5. Presentation of the Activity Sheet for the Science simple activity on


Science Activity: Filtration Technique on Separating Mixtures

Objective: To describe how filtration technique separates
components in a mixture.
Materials: materials for filtration set-up: 2 bottles of 1.5 l.
coke, plastic funnel, charcoal, paper filter, pebbles,
sand, cotton
materials for water-soil solution: small jar, water,
Procedures: A. Preparation of materials.
B. Setting up of simple filtration device.
1. Prepare the bottles of coke as container for
the filtration.
2. Put the following materials inside the plastic
bottle: paper filter, cotton, charcoal, pebbles
and sand.
3. Place the plastic funnel on top of the plastic
bottle set up.
4. Mix the soil and water in a jar to make a
muddy water mixture.
5. Separate the water impurities of the mixture
through the use of the set up
6. Record your observation using the activity

1. Describe the appearance of muddy water mixture before it was

filtered. ___________________________________________
2. Describe the appearance of the mixture after it was filtered.
3. Did the technique help to separate water impurities from the
mixture? _______
How? ____________________________________________

E. Discussing new concepts and practicing new skills #2

Group Presentation/ Reporting on how the pupils used the technique in
separating the components of mixture.

F. Developing mastery (leads to Formative Assessment 3)

The teacher will further discuss the background information through
inquiry approach.

G. Finding practical applications of concepts and skills in daily living (HOTS)

Show a picture of a water refilling station. Ask pupil how filtration
technique helps to make water becomes safer to drink.
H. Making generalizations and abstractions about the lesson
Ask pupils to give the benefits of using filtration technique in separating
components of mixtures.

I. Evaluating learning
Write TRUE if the statement is correct and FALSE if it is wrong. (1-5)
1. Filtration technique is used to separate solid and other impurities from
2. In a filtration technique, the solid components remain in the set-up as
the liquid is being filtered.
3. Unwanted components in water such as impurities can be separated
using hand picking or manual separation technique.
4. Water refilling stations use filtration technique to produce bottled
mineral water.
5. Nowadays, it is still safe to drink water directly from deep well (poso)
or from a well (talaga).

Give at least 3 examples of mixture where filtration can be used to
separate the components.

Observed by:
Principal I