Topic/Title: Separating Mixtures

Grade Level: Grade 6

Time Allotment: 1 hour
Learning competencies and Objectives:
Content Standards: The learners demonstrate an understanding of different techniques to separate
mixtures

At the end of the lesson, students should be able to:

1. Identify the different types of separation techniques
2. Design the most efficient technique in separating mixtures.
3. Demonstrate the different types of separation techniques

ELICIT (5 min.) Access prior knowledge MATERIALS

To elicit prior knowledge, the teacher will show pictures and let the students identify whether it is a
mixture or a pure substance. (Show and Tell Activity)
Key Points:
➢ What is this?
➢ Is water considered matter?
➢ Why do you say so?
➢ How would you classify water, Pure substance or Mixture?
The teacher will group the students and give them two flags (red and white).
Instructions: Raise the white flag if the one shown is a pure substance and a red flag if it is mixture.

ENGAGE (8 min) “ Get the students’ minds focused on the topic MATERIALS
The teacher will demonstrate (demonstration method) adding oil into water.
➢ What do you think will happen when I mix oil and water?
➢ Why does oil float on water?
➢ Will you consider this as a mixture? If your answer is yes, what made you think to say that it is a
mixture?
➢ How will you describe a mixture?
➢ How shall we separate this oil and water mixture?
The teacher will show a mixture of marble and mallows.
➢ What is the easiest way to separate mallows from the marbles?
(Option)If the students cannot answer or find solution to the given problem, the teacher will tell a story
regarding the thirsty crow.

EXPLORE (20 min)”Provide students with a common experience” MATERIALS

Group the students into 5 groups with 4-5 members. Let the students think first on how to separate the
mixture assigned to them. The materials are pooled in one table. Let them choose which material
they are going to use.
(Note: 1) introduce first the materials or laboratory tools that will be used in the explore part 2) keep
monitoring 3) salt must be finer and little amount.)
Inquiry Based Activity: “Mix and Separate”
Instructions: Mix and stir the given substances in a container. Then, think on how to separate them
again using the materials on the Resources table.
Group 1-- salt and water (evaporation) Commented [1]: Some salt crystals did not dissolve?
Group 2-- sand and water (filtration) So, student use salaam/sieve
Group 3-- rice hull and rice (floatation/scooping)
Group 4— Rice and staple wires (magnetism)
Group 5 - sugar and water (crystallization)
Group 6 - sand and gravel (sieving)

Key Points:
➢ What are the substances you mix?
➢ How did you mix it?
➢ What made you think to separate the mixture that way?
➢ What are the problems or challenges you have encountered in working with your group?
(valuing)
(Option: Is there any way to separate the mixture? Or If you are given a chance to separate this
mixture how would you do it? Or Is there an efficient way of separating this mixture)

EXPLAIN (20 min) “Teach the Concept” MATERIALS

The teacher will facilitate the discussion. Let the group share, what they did in the explore part.
Key Points:
➢ What is the mixture all about?
➢ What made you think to separate the mixture that way?
➢ What are the difficulties and challenges you have encountered when you work with your
team?
The teacher will expound the discussion every after group sharing using a PowerPoint presentation.

ELABORATE (15 min) “ Students apply the information learned in the explain”

The teacher will elaborate the lesson by bringing student’s mind into different fields where concepts
are applied in actual experiences. This is the time when teacher will integrate interdisciplinary
contextualization/indigenization.

Key Points:
➢ How did gold miners obtain gold from this mixture?
➢ How is table salt obtain from seawater mixture?
➢ What are the materials separated by winnowing?

Let the class participate in the discussion.

EVALUATE (8 min) “ How will you know that the students have learned the concept?”

The teacher will give a problem scenario to the students and let them think on how to solve the
problem by applying the concept they have learned.

Problem: Suppose you are one of the Maranao evacuees, happy to return home for the war has
ended. However sad to know that there were no potable water to drink in your place. By applying
the concepts you learned, how can you make a safe drinking water?

Possible solution:
Groundwater taken from wells has been filtered through rocks, so it is usually quite free of particles. It
can still contain chemicals and organic matter that must be taken out, though. Just boil it to get rid of
other infilterable microorganisms.
But, If your water comes from a surface-water source, such as a river or lake, some work must be done
to get rid of particulate matter.

So, students will design an improvise material to filter surface water.

EXTEND “ Deepen conceptual understanding through use in new context”

What are the separation techniques involved in the following situations:

▶ at Home?
▶ body health and physiology?
▶ Natural environment?
▶ Plants and industries?
Note: