MODULAR DEMONSTRATION

IN
SCIENCE VI

Danifer A. Anciado
Teacher
I. OBJECTIVES
A. Content Standards
The learners demonstrate understanding of
different techniques to separate mixtures.
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)
 Objective 16. Applied a personal philosophy of
teaching that is learner-centered (CONSTRUCTIVISM)
All my teaching endeavors are always anchored on
the Philosophy of Constructivism because I do believe
that the most effective way to develop a coding system
is to discover it rather than just parroting the learners.
The learners will construct new ideas based on their
experiences and knowledge for them to use.
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.
II. CONTENT
Separating Mixtures: Filtration
 
A.References
1. Teacher’s Guide pages 70-77
2. Learner’s Materials pages
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
IV. PROCEDURES
A.Preliminaries 
Prayer
 
Weather Report
For us to go on board and reach our destination
for today, please write the weather forecast for
today on your activity notebook.
 
Science Trivia
Knowledge is power! To check if you still have
the power, please write any science trivia you
have read. Write it on your notebook.
 
Temperature Check
Are you ready? If YES, kindly draw a
happy emoji on your activity notebook.
Parents, please check it out.
 
(The parent/s or guardian/s will check if
their children have written their
answers. If so, they will affix their
initials).
Setting Standards
Objective 6/Indicator No. 5 Maintained learning
environments that promote fairness, respect, and
care to encourage learning

Before we proceed to our destination today, may I request

everyone to please take a deep breath and drink a glass of water.
With the help of the parents/guardians, they are going to check if
the working area of their children is sanitized, cleaned, and fixed
– must be freed from sharps to avoid accidents or contamination.
The parents also check the materials if they are available, if not,
please inform the teacher through messenger or contact number
posted in the GC. If you cannot perform the activities at this time,
just make sure that you can perform anytime today. Now let’s volt
in.
A. Reviewing previous lesson or presenting the new
lesson
Using the pictures identify the separating
techniques shown.
(Science VI module vo.1, p. 12
(Visualization)
(S6MT-Id-f-2)
Objective 1. Applied knowledge of
content within and across curriculum
teaching areas
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. (Science VI module vol.
1, p 14)
EN6V-IIa-12.3.3, EN6V-IIa-12.4.1.3, EN6V-
IIa-12.4.2.3 – Infer meaning of borrowed
words and content specific terms using:
context clues, affixes and roots, other
strategies (Science)
 Objective 1/ Indicator No.
1 Applied knowledge of
content within and across
curriculum teaching areas
(Integrative Teaching)
C. Presenting examples/instances of the new lesson
The learner will serve as the leader, the
parent/s will serve as the monitor/evaluator,
siblings will serve as the members –
responsible in preparing other materials
needed in the activity or simple experiment.

1. The parents will assist in preparing the

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 Instruction)
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. - Discovery Learning

3. Ask pupils to write their answers on their activity

notebook.

4. Present the Rubric to be used in assessing the

conduct of the group activity.
 Objective 16. Applied a personal
philosophy of teaching that is learner-
centered (CONSTRUCTIVISM)
Since learners’ knowledge has been
activated, the teacher will use the prior
knowledge to let the learners to come
with new ideas, and these ideas will be
utilized by the learners for everyday
nitty gritties.
 Rubric in Assessing Group Performance in
Simple Science Activity (Self-Assessment)
Directions: 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
Objective 5/Indicator No. 4
Established safe and secure
learning environments to
enhance learning through
the consistent
implementation of policies,
guidelines, and procedures
 5. Presentation of the Activity Sheet for
the Science simple activity on filtration. Do
not perform the activities alone, make
sure that you are guided by your
parents/guardians or older siblings. Do
not taste any of the substances to avoid
contamination. Always sanitize your
hands and your working area. After
performing the activities, do not just throw
elsewhere the substances.
Objective 4/Indicator No. 3
Used effective verbal and
non-verbal classroom
communication strategies to
support learner
understanding, participation,
engagement, and
achievement
 The learner will serve as the leader, the parent/s will
serve as the monitor/evaluator, siblings will serve as
the members – responsible in preparing other
materials needed in the activity or simple experiment.
After the activity the learner will report the result of the
activity to the parent/s who will serve as the
monitor/evaluator. Then ask the pupil to assess
themselves if they able to achieve the objective of the
activity. Then, the parent/s will also assess the flow of
the activity and submit the scored activity sheet to the
teacher. Once the scored activity sheet is submitted,
the teacher will review, assess, and give
corresponding points. (Experimenting)(Collaborative
Learning)(Cooperative Learning)
 ACTIVITY SHEET
 
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, soil
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 using the set
up.
6. Record your observation using the activity sheet.
Observations:
 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
Reporting on how the pupils used
the technique in separating the
components of mixture.
Objective 3/Indicator No. 2 Displayed
proficient use of Mother Tongue,
Filipino and English to facilitate
teaching and learning
 F. Developing mastery (leads to
Formative Assessment 3)
The teacher will further instruct the
pupils to read the Science book –
Science Links pages 23-25 to
understand more about filtration.
The teacher may also discuss the
background information through
inquiry approach through the
parents.
 G.Finding practical applications of concepts and
skills in daily living (HOTS)
Ask the pupils to pay attention to the
picture of a water refilling station. Ask pupil
how filtration technique helps to make water
becomes safer to drink. Why filtration
technique plays a critical role in our
community? If filtration technique is not
available in our community, do you think we
have potable water to drink? Why or why not?
What other activities in our community
wherein we use filtration technique?
Valuing: importance of filtering
H. Making generalizations and abstractions about the lesson
Ask pupils to give the benefits of using filtration technique in
separating components of mixtures. (S6MT-Id-f-2)

Objective 1/Indicator No. 1 Applied knowledge of

content within and across curriculum teaching areas
 
Differentiated activities: broadcasting Script, poster, Mind
mapping

Objective 1/Indicator No. 1 Applied knowledge of

content within and across curriculum teaching
areas EN6WC-IVh-1.8.2, A6PR – Iig
(Nonlinguistic Representation)
 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 liquid.
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.
 Objective 16. Applied a personal philosophy of
teaching that is learner-centered
(CONSTRUCTIVISM)
Authentic Assessment is an essential part of an
effective teaching and learning process. It must be
aligned with the learning objectives, instruction, and
assessment to improve learning and learners’
performance. With authentic assessment, learners
learn how to deal with real-life situations as they
experience a form of scaffolding through relevant and
timely feedback.
V. HOMEWORK
Give at least three (3)
examples of mixture where
filtration can be used to
separate the components.
THANK YOU!
AGYAMAN!
MABBALO!
MABBALAT!