Lesson 2 Ways of Separating Mixtures
Worktext Pages: 26–39
Suggested Number of Meetings: 2 |
Lesson Objectives
At the end of the lesson, the pupils are expected to
1. define and demonstrate ways of separating mixtures; and 2. cite the importance of separating mixtures. |
Corresponding K to 12 Curriculum Learning Competencies
The learners should be able to
1. enumerate techniques in separating mixtures such as decantation, evaporation, filtering, sieving, and using a magnet; and 2. tell the benefits of separating mixtures from products in community. |
ESSENTIAL QUESTIONS
• What are the benefits of separating mixtures?
• In what everyday circumstances are the techniques of separating mixtures applied?
• In what everyday circumstances are the techniques of separating mixtures applied?
TECHNOLOGY AND RESOURCES
• Real-Life Science 6 worktext, pages 26–39
MATERIALS
• mixture of sand and salt
• flashcards
• mixture of oil and water
• salty water
• soil particles and water
• soil and iron filings
• gravel and sand
• containers
• materials for separating mixtures (strainer, sieve, magnet, etc.)
• computer
• LCD projector
• sheets of paper
• box or similar container
• flashcards
• mixture of oil and water
• salty water
• soil particles and water
• soil and iron filings
• gravel and sand
• containers
• materials for separating mixtures (strainer, sieve, magnet, etc.)
• computer
• LCD projector
• sheets of paper
• box or similar container
LEARNING PLAN
Introduction
1. Show the pupils a mixture of sand and salt in a transparent container. Ask: How can you separate the salt from the sand in the mixture? Elicit answers from the pupils to gauge their prior knowledge.
2. Post the essential questions on the board. Let the pupils read and answer the questions. Accept their tentative answers but rectify misconceptions as discussion progresses.
2. Post the essential questions on the board. Let the pupils read and answer the questions. Accept their tentative answers but rectify misconceptions as discussion progresses.
Learning Experiences/Lesson Development
Some Applications of Separating Mixtures
1. Let the pupils read the text on pages 26 to 28 of the worktext. Facilitate a discussion about some applications of separating mixtures.
2. Encourage the pupils to share their experiences when they separated mixtures at home. Ask them, “Why is there a need to separate mixtures? What are the ways that are used to separate mixtures?”
Physical Means of Separating Mixtures
3. Divide the class into five groups for a Team Game Tournament. Write on flashcards the jumbled letters of the words evaporation, filtration, decantation, magnet, and strainer. As you show the pupils the jumbled letters, let them form a word out of the letters. The group that forms a correct word first earns a point. Declare the group that earns the highest number of points as the winner.
4. Let the pupils read the text on pages 28 to 31 of the worktext to learn the different ways of separating mixtures. Show the following mixtures to the pupils. Ask them to match the mixture with the best way to separate its components.
• a mixture of oil and water (decantation)
• salty water (evaporation)
• soil particles and water (filtration)
• soil and iron filings (use of magnet)
• gravel and sand (sieving)
5. Divide the class into five groups. Give each group one of the mixtures used in the previous activity. Instruct them to do the following:
• Explain how the components of the mixture can be separated.
• Demonstrate to the class the method of separating the components of the mixture.
• Report on how this method benefits people.
6. Use the website given in Technology Today on page 34 of the worktext to supplement the discussion on the different ways of separating mixtures.
Benefits of Separating Mixtures
7. As an assignment, ask the pupils to interview a person in their home or in the community who commonly uses a method of separating mixtures. Tell them to ask the benefits that people get from using such method. Instruct the pupils to report to the class the result of the interview in the next meeting.
8. Integrate in the discussion the value of waste segregation. Ask: How does separating the different types of wastes benefit the people who practice it? Facilitate the discussion.
1. Let the pupils read the text on pages 26 to 28 of the worktext. Facilitate a discussion about some applications of separating mixtures.
2. Encourage the pupils to share their experiences when they separated mixtures at home. Ask them, “Why is there a need to separate mixtures? What are the ways that are used to separate mixtures?”
Physical Means of Separating Mixtures
3. Divide the class into five groups for a Team Game Tournament. Write on flashcards the jumbled letters of the words evaporation, filtration, decantation, magnet, and strainer. As you show the pupils the jumbled letters, let them form a word out of the letters. The group that forms a correct word first earns a point. Declare the group that earns the highest number of points as the winner.
4. Let the pupils read the text on pages 28 to 31 of the worktext to learn the different ways of separating mixtures. Show the following mixtures to the pupils. Ask them to match the mixture with the best way to separate its components.
• a mixture of oil and water (decantation)
• salty water (evaporation)
• soil particles and water (filtration)
• soil and iron filings (use of magnet)
• gravel and sand (sieving)
5. Divide the class into five groups. Give each group one of the mixtures used in the previous activity. Instruct them to do the following:
• Explain how the components of the mixture can be separated.
• Demonstrate to the class the method of separating the components of the mixture.
• Report on how this method benefits people.
6. Use the website given in Technology Today on page 34 of the worktext to supplement the discussion on the different ways of separating mixtures.
Benefits of Separating Mixtures
7. As an assignment, ask the pupils to interview a person in their home or in the community who commonly uses a method of separating mixtures. Tell them to ask the benefits that people get from using such method. Instruct the pupils to report to the class the result of the interview in the next meeting.
8. Integrate in the discussion the value of waste segregation. Ask: How does separating the different types of wastes benefit the people who practice it? Facilitate the discussion.
Generalization and Assessment
1. Ask the pupils to summarize the lesson using the graphic organizer in Wrap Up on page 39 of the worktext.
2. Let the pupils answer the exercises in Sharpen Your Skills on pages 32 and 33 of the worktext. Discuss their answers.
3. Instruct the pupils to perform Examine activities 1 and 2 on pages 35 to 38 of the worktext. Have a post-activity discussion to talk about their answers to the guide questions and their conclusion for each activity.
4. Write on small sheets of paper the words in Use These Words on page 38 of the worktext. Put the pieces of paper in a box or similar container. Have pupils draw a piece of paper and then tell something about the word written on it.
5. Let the pupils do the Journal Writing activity on page 34 of the worktext. Ask some pupils to read their responses in front of the class.
2. Let the pupils answer the exercises in Sharpen Your Skills on pages 32 and 33 of the worktext. Discuss their answers.
3. Instruct the pupils to perform Examine activities 1 and 2 on pages 35 to 38 of the worktext. Have a post-activity discussion to talk about their answers to the guide questions and their conclusion for each activity.
4. Write on small sheets of paper the words in Use These Words on page 38 of the worktext. Put the pieces of paper in a box or similar container. Have pupils draw a piece of paper and then tell something about the word written on it.
5. Let the pupils do the Journal Writing activity on page 34 of the worktext. Ask some pupils to read their responses in front of the class.
Performance Task
1. Discuss to the pupils how they should go about the performance task on page 34 of the worktext. Guide them in doing the activity.
2. Evaluate the activity output according to preparation and presentation (10 points), product quality (10 points), and time management (5 points).
2. Evaluate the activity output according to preparation and presentation (10 points), product quality (10 points), and time management (5 points).
Answer Key
Sharpen Your Skills (pages 32–33)
A.
1. decantation
2. evaporation
3. filtration
4. using a magnet
5. sieving
B.
1. a
2. e
3. d
4. d
5. c
6. c
7. d
8. b
9. a/c
10. a
C.
1. Water filters are used to remove foreign materials like dust and dirt so as to purify the water.
2. The best way to separate iron filings from soil is by using a magnet.
1. decantation
2. evaporation
3. filtration
4. using a magnet
5. sieving
B.
1. a
2. e
3. d
4. d
5. c
6. c
7. d
8. b
9. a/c
10. a
C.
1. Water filters are used to remove foreign materials like dust and dirt so as to purify the water.
2. The best way to separate iron filings from soil is by using a magnet.
Examine (pages 35–38)
Activity 1
1. The juice was decanted from the coconut meat, which was then scraped off from the shell.
2. A heterogeneous mixture, specifically a suspension, was formed. The juice and coconut meat can be distinguished in the buko juice produced.
3. The substances may also be separated by using a strainer.
Conclusion
I learned that decantation and filtration are ways that can be used to separate the components of mixtures containing meat/pulp and juice.
2. A heterogeneous mixture, specifically a suspension, was formed. The juice and coconut meat can be distinguished in the buko juice produced.
3. The substances may also be separated by using a strainer.
Conclusion
I learned that decantation and filtration are ways that can be used to separate the components of mixtures containing meat/pulp and juice.
Activity 2
1. The starch got dispersed in water, making the mixture cloudy.
2. The particles of starch settled at the bottom of the container.
3. Decantation and filtration were used to separate the water from the starch.
4. The water in the beaker was clear. This observation indicates that the starch was left in the filter paper and got separated from the water.
5. Other mixtures like muddy water, brewed coffee with coffee grounds, or juice with pulp can be separated by filtration.
Conclusion
I learned that decantation can be done by letting the mixture stand for a few minutes, and then pouring the water slowly into another container. Filtration can be done by passing a mixture through a filter paper.
2. The particles of starch settled at the bottom of the container.
3. Decantation and filtration were used to separate the water from the starch.
4. The water in the beaker was clear. This observation indicates that the starch was left in the filter paper and got separated from the water.
5. Other mixtures like muddy water, brewed coffee with coffee grounds, or juice with pulp can be separated by filtration.
Conclusion
I learned that decantation can be done by letting the mixture stand for a few minutes, and then pouring the water slowly into another container. Filtration can be done by passing a mixture through a filter paper.