Science 6 Past Paper Lesson 1-2 PDF

6 Science Teacher’s Guide This Teaching Guide is a work in progress. Despite several rounds of revision and evaluation, this material may still contain some mistakes, errors, duplications or omissions th...

6 Science Teacher’s Guide This Teaching Guide is a work in progress. Despite several rounds of revision and evaluation, this material may still contain some mistakes, errors, duplications or omissions that can be revised and updated to correct learning. DepEd Region VIII welcomes corrections, feedback and recommendations to further improve this Teaching Guide. We value your feedback and recommendations. Department of Education – Regional Office No.8 Republic of the Philippines 1 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science– Grade 6 Teacher’s Guide First Edition 2017 ISBN: Republic Act 8293, section176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensed Society (FILCOLS), Inc. In seeking permission. To use these materials from their respective copyright owners. The publisher and authors do not represent not claim ownership over them. Published by the Department of Education – Regional Office No. 8 Regional Director: Ramir B. Uytico, Ph.D., CESO IV OIC, ARD: Atty. Rhoan L. Orebia Pedro T. Escobarte Jr., Ph. D., CESO V – Ormoc City Schools Division Superintendent Sherlita A. Palma, Ed. D., CESE - Ormoc City Assistant Schools Division Superintendent DEVELOPMENT TEAM OF THE TEACHER’S GUIDE Writers: Faustina R. Cruz, Bonita C. Tolero, Flordeliza J. Tan, Rizza M. Alvarez, Rizza M. Alvarez, Rosita P. Paragoso, Lorna S. de Pio Language Editor: Reviewers: Judith Montebon Reme Puno Focal Person: Henrietta T. Managbanag LRMDS Education Program Supervisor Printed in the Philippines by __________________ Department of Education – Learning Resource Management and Development System (LRMDS) Office Address : DepEd RO – 8 Ormoc City Division, Narra St., Brgy. Don Felipe , Ormoc City, Leyte Tel. Number : (053) 561-2284 E-mail : [email protected] 2 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science 6 (1st Quarter) Lesson 1 I. OBJECTIVE Describe mixtures. (S6MT-Ia-c-1) Value Focus: Observe precautionary/safety measures in using mixtures of solid and liquid. materials. II. SUBJECT MATTER A. Skill: Describing mixtures B. Reference: Science for Active Minds 6 pp. 55-59, Science, Health and Environment 5 pp. 269-272, Cyber Science 6 pp. 2-4 http://blog.pawnhero.ph/wp-content/uploads/2015/05/halo-halo-philippines.png https://www.google.com.ph/search?q=image+mixtures&source=lnms&tbm=isch&sa=X &ved=0ahUKEwiSr7amlffTAhVFUbwKHQjoCD0Q_AUICigB&biw=1242&bih=611#tbm=is ch&q=filipino+spaghetti+for+kids&imgrc http://complicatedmelody.com/sites/naiad.blushama.com/files/field/image/IMG_3467.jpg https://farm3.staticflickr.com/2642/4169031076_d1624cf515.jpg http://www.theglowingfridge.com/wp-content/uploads/2016/03/SAM_2960.jpg http://www.potsandpans.com/wp-content/uploads/2014/05/Classic-Macaroni- Salad.jpg http://lh4.ggpht.com/- UtHwhhUwo24/TpZyz4MuG3I/AAAAAAAAG84/YVecIlWh8O4/111008_soil_finished_02 _thumb.jpg?imgmax=800 C. Materials: 3 small clean bottles with water, sugar, sandy soil, flour III. INSTRUCTIONAL PROCEDURE A. Engagement  Ask the pupils: Do you like to eat halo-halo? If you were to prepare halo-halo, what ingredients would like to use? 3 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.   How will you prepare your halo-halo?  What are we going to do with the ingredients that we have identified? (Mix/combine all the ingredients.) Teacher presents the lesson about describing mixtures. B. Exploration 1. Organize the class into small groups. 2. Check the materials brought by the students. Give them the activity sheet, manila paper and marking pen. 3. Give the necessary instructions in doing the activity (allotted time for the activity, the data to be accomplished, group presenter/member’s role/ responsibility, precautionary measures, etc.) 4. Let the students perform the activities. 5. Supervise the students while doing the activity. Activity for all Group Title: Describing Mixtures Materials: 3 small clean bottles with water, sugar, sandy soil, flour Procedure: 1. Label the bottles A, B and C. 2. Fill half of each bottle with water. Put a spoonful of sugar into the bottle A. Label it Sugar. Stir the mixture and taste the water. 3. Put a spoonful of flour. Label it Flour. Stir the mixture. 4. Put two spoonfuls of sandy soil into Bottle C. Label it Sandy Soil. 5. Observe the particles of the substances added to the water in each bottle. Look at the color of each mixtures. 6. Record your observations. Use the table below. Substance Mixed with Color of Mixture Effect of Water in the Water Mixture 1. Sugar 2. Flour 3. Sandy Soil What have you observed? 1. What happened to the particles in each mixture? BottleA _________________________________________________________ BottleB __________________________________________________________ 4 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  BottleC __________________________________________________________ 2. What is the color of each kind of the three mixtures? ______________________________________________________________ 3. In which mixture did the added substance spread evenly? 4. Which substance sank to the bottom of the bottle? ______________________________________________________________ C. Explanation 1. Have the group representative present the results of the activity. Five minutes maybe given per group presentation. 2. Analysis and discussion of group output. How do mixtures differ? Describe mixtures. D. Elaboration 1. Have the pupils formulate the generalization by asking: What is mixture? 2. Teacher discuss further the lesson. 3. Have the pupils understand the following concepts: A mixture is a combination of two or more substances that are not chemically combined. The substances are put together but no new substance is formed. In your activity, you prepared some mixtures. The first mixture you prepared is a combination of sugar and water. The next mixture is a combination of flour and water. The last mixture is a combination of sandy soil and water. A mixture can come in any form. It may be solid, liquid, or in gaseous form. Fruit salad, 3-in-1 coffee powder, chicken breeding, and mixed gravel are examples of solid mixtures. Your fruit juices, hot coffee, hot chocolate drink, and hot milk are liquid mixtures. Air is a gaseous mixture. E. Evaluation: Name some mixtures that you have seen. How are mixtures formed? IV. ASSESSMENT: Describe the following mixtures: 5 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  V. ASSIGNMENT Ask the students (by group) to bring the following materials for the next activity. (You may choose any of these group of materials) Activity 1: Mixtures clear plastic jar with cover, gravel, sand, loam soil, water, newspapers Activity: “You Mix Me, You Mix Me Not” Sugar, carrots (cut into small cubes), medium-sized bowl, 500 mL mayonnaise, cold water, kaong (green and red), powdered orange juice (one sachet), pitcher, 250 g macaroni noodles (cooked), ladle, one can condensed milk, spoon, cheese, glass 6 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science 6 (1st Quarter) Lesson 2 I. OBJECTIVE Identify the kinds of mixtures. (S6MT-Ia-c-1) Value Focus: Observe precautionary/safety measures in using mixtures of solid and liquid materials. II. SUBJECT MATTER A. Skill: Identifying the kinds of mixtures B. Reference: Science and Health 4 pp. 107- 109, High School Science Today pp. 74-75 DCCM VIII Food & Local Products http://triggos.com.br/wp-content/uploads/2016/12/coffeebreak-simples.jpg https://5.imimg.com/data5/XE/HU/MY-5080454/concrete-hollow-block-250x250.jpg http://dreamicus.com/data/balloon/balloon-01.jpg https://bevecobeverage.com/wp-content/uploads/2015/03/orangejuice-1.png C. Materials: Science for Active Minds 6 pp. 59-60 clear plastic jar with cover, gravel, sand, loam soil, water, newspapers Sugar, carrots (cut into small cubes), medium-sized bowl, 500 mL mayonnaise, cold water, kaong (green and red), powdered orange juice (one sachet), pitcher, 250 g macaroni noodles (cooked), ladle, one can condensed milk, spoon, cheese, glass III. INSTRUCTIONAL PROCEDURE A. Engagement 1. Review Say: Give examples of mixtures? How are mixtures formed? 2. Introduce the lesson by asking: Do you know how to prepare lemonade? You can make lemonade by adding sugar and freshly squeezed calamansi juice to water. The ratio of the amount of sugar and calamansi juice may vary depending on your taste. Lemonade is a mixture. Do you know that there are kinds of mixtures? Today you will be assigned to perform an activity in identifying mixtures. 7 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  B. Exploration 1. Divide the class into small groups. 2. Introduce Lesson 2 Activity: Mixtures 3. Check the materials brought by the students. Give them the activity sheet, manila paper and marking pen. 4. Give the necessary instructions in doing the activity (allotted time for the activity, the data to be accomplished, group presenter/member’s role/ responsibility, precautionary measures, etc.) 5. Let the students do any of the following activities: Activity 1: Mixtures Materials: clear plastic jar with cover, gravel, sand, loam soil, water, newspapers Procedure: 1. Cover your work area with newspaper. 2. Place gravel up to 1 cm high in a clear plastic jar. Flatten the gravel layer. 3. Repeat step 2 using sand and then loam soil to create three distinct layers in the jar. 4. Fill the jar with water. 5. Cover the jar tightly and shake it. Turn it upside down, then right side up. Leave it undisturbed for 10 minutes or until the sediments settle. Which particles settled first? Which settle next? Last? 6. Describe the resulting material. 7. What do you call the resulting material? 8. How many substances can you recognize from the materials in the bottle? 9. What kind of mixture is this? Activity: “You Mix Me, You Mix Me Not” Materials: Sugar, carrots (cut into small cubes), medium-sized bowl, 500 mL mayonnaise, cold water, kaong (green and red), powdered orange juice (one sachet), pitcher, 250 g macaroni noodles (cooked), ladle, one can condensed milk, spoon, cheese, glass Procedure: 1. Wash your hands thoroughly. 2. Fill a pitcher with one liter of cold water. 3. Open the sachet of orange juice. Pour its contents on a glass and dissolve it by adding a glass of water. Stir evenly. 4. When the juice powder is already dissolved, put the mixture in a pitcher of cold water. Add sugar for the desired taste. Stir to dissolve the sugar and set aside. 5. Wash your hands thoroughly. Put the macaroni noodles in a medium-sized bowl. Add the carrots, kaong, condensed milk, cheese, and mayonnaise. Set aside. Questions: 1. What are mixed to make the orange juice? ______________________________________________________________ 8 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  2. What happened to the juice and sugar? ______________________________________________________________ 3. How many phases can you see inside the pitcher of juice? ______________________________________________________________ 4. What kind of mixture is the orange juice? ______________________________________________________________ 5. How did you prepare the salad? Can you still identify the ingredients? 6. What kind of mixture is the salad? Why do you say so? ______________________________________________________________ 7. Fill out the data table. Data table Number of Phases Observed Mixture Ingredients Kind of Mixture Juice Macaroni salad What is the difference between the juice and the macaroni salad? C. Explanation 1. Discuss group outputs. Let each group present their work in class. 2. Give feedback. 3. Discuss the answer of the question in the activities. D. Elaboration Teaching Part: Mixtures can be homogeneous. A mixture is homogeneous, or what is commonly called as a solution, when the materials in the mixture cannot be recognized from one another. You were able to identify the different components that were mixed because they were not evenly distributed in the mixture. The components retained their own characteristics. The mixture produced in this activity is a coarse or heterogeneous mixture. Formulation of Generalization through questions:  What are the kinds of mixture?  Give examples of homogeneous mixture found in our locality. (buko juice, calamansi juice, calamay etc.)  Give examples of heterogeneous mixture found in our locality. (nilupak, biko, masi etc.) 9 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Value Focus: (Observe precautionary/safety measures in using mixtures of solid and liquid materials.)  Have you experienced having accidents during mixing the substances?  What should you do to avoid it? E. Evaluation Identify the different substances into homogeneous or heterogeneous mixture: Coffee "Palitaw" Hollow blocks Landang "Stew" IV. ASSESSMENT Identify the kind of mixtures as to homogeneous or heterogeneous mixture: 1. Milk 2. Buko juice 3. Halo-halo 4. Lemonade 5. Fruit salad V. ASSIGNMENT Write 5 examples of mixtures and identify its kind. 10 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science 6 (1st Quarter) Lesson 3 I. OBJECTIVE Describe uniform and non-uniform mixtures. (S6MT-Ia-c-1) Value Focus: safety measures in using mixtures of solid and liquid. II. SUBJECT MATTER A. Skill: Describing uniform and non-uniform mixtures. B. Reference: Cyber Science 6 pp. 2-4 https://www.thoughtco.com/examples-of-mixtures-608353 https://s-media-cache- ak0.pinimg.com/originals/2f/20/9b/2f209b067232769d8f277eea82e4779f.jpg https://jhiannamadla.files.wordpress.com/2014/07/ice_tea.jpg https://www.ontrack-media.net/science8/s8m1l2image7.jpg http://assets.eatingwell.com/sites/default/files/imagecache/standard/recipes/SP6964 0.JPG https://dr282zn36sxxg.cloudfront.net/datastreams/f- d%3A42a6b7985cea24ee93753d14109eab3dd4f46faad430c4870cbe15a7%2BIMAGE% 2BIMAGE https://fthmb.tqn.com/Lp9BXyUcPepy4QddRcMYl1Nsm2Q=/735x0/about/scoring- rubric- 56a563385f9b58b7d0dc9e86.JPG C. Materials: four glasses, tap water, teaspoon, salt, powdered milk, oil, gravel III. INSTRUCTIONAL PROCEDURE A. Engagement Ask: What are they doing? Do you also help your mother prepare food? What do you use in preparing juice, salad and sandwiches? In this lesson, you will describe uniform and non-uniform mixtures. 11 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  B. Exploration 1. Divide the class into three groups. 2. Set norms to follow during group activity. 3. Have each group put out the materials assigned for them to bring. 4. Say: “The materials you brought are needed for the activity that we will be performing today”. 5. Instruct the students on how to go about Lesson 3. 6. Go around and inspect what the students are doing. Ask or answer question if necessary. Activity 1 Forming & Describing Mixtures Let’s find out: How can you form mixtures? Let’s use these materials: four glasses, tap water, teaspoon, salt, powdered milk, oil, gravel Let’s do it this way: 1. Half-fill the four glasses with tap water. 2. Put a teaspoon of salt in one glass. Stir. Label it as “Mixture A.” 3. Put a teaspoon of powdered milk in another glass. Stir. Label it “Mixture B.” 4. Put a teaspoon of oil in the third glass. Stir. Label it as “Mixture C.” 5. Put a teaspoon of gravel in the fourth glass. Stir. Label it as “Mixture D.” 6. Leave the set-ups for about 1 minute. Observe each set-up. Compare them. 7. Fill in the table below. Mixture Components Phase after Can you still (Before mixing) Combining the distinguish the Substances components? A B C D 1. Which mixtures can you not distinguish the components? _________________________________________________________________ 2. Which mixtures can you still distinguish the components? Give the components. _________________________________________________________________ Let’s share our knowledge: Describe uniform mixtures ____________________________________________________________________ 12 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Describe non-uniform mixtures ___________________________________________________________________ C. Explanation 1. Ask each group to present the results of their experiment and the answer to the guide questions. 2. Analysis, Discussion and Abstraction of group output Ask:  What are the characteristics of each mixture?  How do each mixture differ?  What did you learn in this activity? D. Elaboration (Comprehensive discussion by the teacher) Homogeneous refers to a substance that is consistent or uniform throughout its volume. They consist of a single phase, be it liquid, gas, or solid, no matter where you sample them or how closely you examine them. Examples: Air is considered a homogeneous mixture of gases. A heterogeneous mixture is a mixture having a non-uniform composition. The composition varies from one region to another, with at least two phases that remain separate from each other, with clearly identifiable properties. If you examine a sample of a heterogeneous mixture, you can see the separate components. EXAMPLES OF HETEROGENEOUS MIXTURES  Concrete is a heterogeneous mixture of an aggregate, cement and water.  Sugar and sand form a heterogeneous mixture. If you look closely, you can identify tiny sugar crystals and particles of sand.  Ice cubes in cola form a heterogeneous mixture. The ice and the soda are two distinct phases of matter (solid and liquid).  Salt and pepper form a heterogeneous mixture.  Chocolate chip cookies are a heterogeneous mixture. If you take a bite from a cookie, you may not get the same number of chips as you get in another bite.  Soda is considered a heterogeneous mixture. It contains water, sugar, and carbon dioxide, which forms bubbles. While the sugar, water, and flavorings may form a chemical solution, the carbon dioxide bubbles are not uniformly distributed throughout the liquid.  Generalization Answer the Guide Questions: Are the mixtures the same? How do they differ? Describe uniform and non-uniform mixtures. 13 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  F. Evaluation (Fixing Skills) What kind of mixtures are the following. Describe each.  Valuing Safety measures in using mixtures IV. ASSESSMENT Describe uniform mixtures __________________________________________________________________________ Describe non-uniform mixtures. __________________________________________________________________________ Scoring Rubric: Points Description 5  Students understanding of the concept is clearly evident  Student uses effective strategies to get accurate results  Student uses logical thinking to arrive at conclusion. 4  Student understanding of the concept is evident.  Student uses appropriate strategies to arrive at conclusion.  Student shows thinking skills to arrive at conclusion. 3  Student has limited understanding of a concept.  Student uses strategies that are ineffective.  Student attempts to show thinking skills. 1  Student lacks understanding of the concept.  Student makes no attempt to use a strategy.  Student shows no understanding. V. ASSIGNMENT Write 3 examples of uniform mixtures and another 2 examples of non-uniform mixtures. Describe them. 14 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science 6 (1stQuarter) Lesson 4 Duration: 2 days I. OBJECTIVE Describe the appearance and uses of solutions such as:  Liquid to liquid  Liquid to gas  Gas to liquid  Solid to solid  Gas to gas (S6MT-Ia-c-1) Value Focus: safety measures in using mixtures of solid and liquid. II. SUBJECT MATTER A. Skill: Describing the appearance and uses of solutions. B. Reference: Cyber Science 6 pp. 4, Moving Ahead with Science 4 pp. 160-161. http://niwreazogara.blogspot.com/2011/01/solutions-and-kinds-of-solutions.html https://www.teachengineering.org/lessons/view/cub_mix_lesson3 https://www.youtube.com/watch?v=sTrvSXJW8zw https://powersteelzone-xvseq0vovbnnj0.netdna-ssl.com/wp- content/uploads/2016/02/stainless-steel-fittings.jpg C. Materials: laptop, projector, pictures, video clips III. INSTRUCTIONAL PROCEDURE A. Engagement 1. Review Say: What are uniform and non-uniform mixtures? Describe uniform mixtures. Describe non-uniform mixtures. 2. Introduce the lesson by asking: Have you ever made a drink with water and a powder? How about lemonade from a mix? This is an example of a solution. What does the powdered drink look like after you stir it in water? Is it all the same color and consistency? It probably is, and that is one characteristic of a solution — that it is homogeneous (or that it is uniform throughout). What other solutions have you made? (Solicit answers like: salt water, mud pies, bubbles, etc.) Solutions are types of mixtures. Today we are going to describe the appearance and uses of solutions such as: Liquid to liquid Liquid to gas 15 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Gas to liquid Solid to solid Gas to gas B. Exploration 1. Group the pupils into three. 2. Recall standards in conducting an activity. 3. Distribute activity cards to each group and let them do the activity. 4. Supervise the pupils’ work during the conduct of activity Activity: (For all group) Title: Mix, Mix, Mix Materials: alcohol, water, sugar, lemon juice, glass, bottle of soft drinks Procedure: Solution A 1. Mix sugar, lemon juice in a glass of water 2. Describe its appearance. 3. What is the use of this solution? Solution B 1. Mix the alcohol and water. 2. Describe its appearance. 3. What is the use of this solution? Solution C 1. Observe a bottle of soft drinks. 2. What phase of matter did you see? 3. Describe its appearance. Tell what phase of matter are the bubbles? 4. What is the use of this solution? Solution D 1. How do you feel today? 2. Why do you feel hot/cold? 3. Is air important? 3. Do you know its components? 4. What is its use? Solution E 1. Watch the video clips on how to make stainless steel. https://www.youtube.com/watch?v=sTrvSXJW8zw (Use picture if video is not available) 16 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  1. Answer the following questions: 2. Describe its components. 3. What is its use? C. Explanation 1. Posting / reporting activity result by group. 2. Analysis and discussion of the activity results and answers of the pupils. 3. Outline pupil’s answers on the board. D. Elaboration 1. Further discussion on describing the appearance and uses of solutions. 2. Giving more examples of solutions. 3. Refer to other books for more explanations and additional information. BACKGROUND INFORMATION FOR TEACHERS A solution is a homogeneous mixture. Homogeneous mixture has the same properties throughout the sample. It means that the substances mixed thoroughly, after stirring, appeared as one substance. You can no longer distinguish one component from the other. An example is a mixture of sugar in water. When sugar dissolves in water, the two substances appear as one. The sugar particles can no longer be identified. However, the taste of the water proves that the sugar was not lost after mixing. Its chemical property is retained and so the water taste sweet. There are four types of solutions. All these types are homogeneous. 1. Solid in liquid A solid substance is dissolved in a liquid substance. Examples are sugar in water, salt in water, juice powder in water, or coffee in water. 2. Liquid in liquid A liquid substance can also be dissolved in another liquid and these two substances can be mixed thoroughly. Examples of these are alcohol and water, wine and soda water, concentrated fruit juice in water, or liquid milk and water. 3. Gas in liquid Certain liquids contain gaseous substances. Soft drinks appear as liquid, but they actually contain carbon dioxide gas. This can be observed when a bottle of soft drink is shaken or opened, bubbles appear and gas is released. Oxygen is also present in water. Plants use them during the food – making process. There is also oxygen in the blood, and this makes our cells function well. 4. Gas in gas Air is a very good example of gas in a gas solution. It is a mixture of several gases – oxygen, nitrogen, carbon dioxide, and others. 5. Solid in solid  Steel, basically a solution of carbon atoms in a crystalline matrix of iron atoms.  Alloys like bronze and many others.  Polymers containing plasticizers. 17 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  F. Evaluation Brainstorming: As a class, have the students engage in open discussion. Remind students that in brainstorming, no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Have them raise their hands to respond. Write their ideas on the board. Ask the students: What are some common solutions or mixtures that you know of? (Possible answers: powdered lemonade, Kool-Aid®, powdered iced tea, chocolate milk, gasoline, household cleaners, etc.)  Describe its appearance. Its color changes because of the mixtures. It appeared as one substance. You can no longer distinguish one component from the other.  What are its uses? Expected answers: Alcohol- use to disinfect Juices- give refreshment Air bubbles use as preservatives Stainless steel to avoid rust, for durability and to improved products. IV. ASSESSMENT Have students create a list of solutions they find around their home or school. Describe the appearance and uses of solutions such as: Liquid to liquid Liquid to gas Gas to liquid Solid to solid Gas to gas V. ASSIGNMENT Assign the students by group to bring the materials for the next activity: four glasses filled with water, salt, powdered juice, tissue paper, small basin with water, spoon, detergent, sugar, black pepper 18 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science 6 (1st Quarter) Lesson 5 I. OBJECTIVE Differentiate solutes from solvents. (S6MT-Ia-c-1) Value Focus: safety measures in using mixtures II. SUBJECT MATTER A. Skill: Differentiating solutes from solvents. B. Reference: Moving Ahead With Science 4 pp. 169 – 174, Science and Health 4 pp. 112 - 113 https://www.youtube.com/watch?v=e-2EoyDYamg C. Materials: four glasses filled with water, salt, powdered juice, tissue paper, small basin with water, spoon, detergent, sugar, black pepper III. INSTRUCTIONAL PROCEDURE A. Engagement 1. Ask: Have you experienced preparing sugar solutions? A sugar solution is prepared by adding dissolving sugar in water. Sugar solution consists of two components, namely, sugar and water. In general, solute is the substance that is being dissolved and solvent is the medium in which solute is dissolved. 2. Present the topic. Today, you will do an activity that will help you understand the difference between solutes from solvents. B. Exploration 1. Organize the class into small groups. 2. Introduce the activity below: Activity 1: ABRACADABRA Problem: How do solvents work? Materials: four glasses filled with water, salt, powdered juice, tissue paper, small basin with Water, spoon, detergent, sugar, black pepper Procedure: 1. Put one tablespoon of sugar in a glass filled with water. Stir with spoon and observe. Do the same with the salt, powdered juice, and black pepper in separate glasses. 2. Place the bar of detergent into the basin with water. Place also the tissue paper beside it. Leave it for a few minutes. 19 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Substance Dissolved (Solute) Dissolving Substance Yes () No (X) (Solvent) Salt Sugar Black pepper Juice powder Detergent Tissue paper Observation: 1. What happened to the substances in the glasses after stirring? ____________________________________________________________________ 2. Did all the substances dissolve when placed in the water? ____________________________________________________________________ 3. Which among the substances dissolved thoroughly? Conclusion _______________________________________________________________________ _______________________________________________________________________ 3. Guide the pupils in doing the activity. E. Explanation 1. Allow them to share their answers and results of the activity. Ask: How did you feel about the activity? 2. Process the answers of the pupils and point out the difference between solutes from solvents. F. Elaboration (Comprehensive discussion by the teacher) Solution is a mixture consisting of a solute and solvent. Solvent is the substance that dissolves another substance. Most substances can be dissolve in water, which makes it a universal solvent. While solute is the substance dissolved by the solvent. 20 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  G. Evaluation: Identify the solute and solvent in the following solutions? Solution Solute Solvent 1. carbonated drink 2. coffee 3. sea water 4. vinegar 5. wine IV. ASSESSMENT: Refer to the Venn diagram below to differentiate solutes from solvent. Write your answer on the ears of the figure. Solute Solvent Scoring Rubric: Points Description 5  Students understanding of the concept is clearly evident  Student uses effective strategies to get accurate results  Student uses logical thinking to arrive at conclusion. 4  Student understanding of the concept is evident.  Student uses appropriate strategies to arrive at conclusion.  Student shows thinking skills to arrive at conclusion. 3  Student has limited understanding of a concept.  Student uses strategies that are ineffective.  Student attempts to show thinking skills. 1  Student lacks understanding of the concept.  Student makes no attempt to use a strategy.  Student shows no understanding. V. ASSIGNMENT: 1. What are solutions? 2. Differentiate solute from solvent. 3. Give example of each. 21 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science 6 (1stQuarter) Lesson 6 Duration: 2 days I. OBJECTIVE Infer that not all solutes dissolve in all solvents. (S6MT-Ia-c-1) Value Focus: safety measures in using mixtures II. SUBJECT MATTER A. Skill: Inferring that not all solutes dissolve in all solvents. B. Reference: Moving Ahead With Science 4 pp. 171 - 174 https://www.youtube.com/watch?v=e-2EoyDYamg C. Materials: III. INSTRUCTIONAL PROCEDURE A. Engagement 1. Have students stand in a circle and toss the ball to each other. Each time they toss the ball, have them name a mixture. One round can be "Name a Mixture," the next round can be "Name a Solution," etc. 2. Ask: Do all solutes dissolve? B. Exploration 1. Group the pupils into three. 2. Recall standards in conducting an activity. 3. Distribute activity cards to each group and let them do the activity. 4. Supervise the pupils’ work during the conduct of activity. Title: Do all solutes dissolve in all solvents? Materials: 4 glasses, water, sugar, sand Procedure: 1. In a glass of water put 1 tablespoon of sugar. 2. Stir and observe what happen to the sugar. 3. In another glass of water put 1 tablespoon of sand. 4. Mix and observe what happen to the sand. 5. Pour 1 tablespoon of salt in a glass of water. 6. Does it dissolve? 7. Pour a tablespoon of oil in a glass of water. 8. What happen to the oil? 9. Does it dissolve? 10. Do all solutes dissolve in all solvents? C. Explanation 1. Ask each group to present the results of their experiment and the answer to the guide questions. 22 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  2. Analysis, Discussion and Abstraction of group output Ask: Do all solutes dissolve in all solvents? Give examples of solutes that do not dissolve in solvents. D. Elaboration (Comprehensive discussion by the teacher) Not all substance can be dissolved in water. Substances that can be dissolved are soluble. Substances that cannot be dissolved are insoluble. Some substances dissolve faster than others. Your mother can compare which detergent soap bar dissolves faster. It is one factor to be considered in choosing the soap to buy. The size of the particles of the solute affects the rate of dissolving substances. Smaller particles dissolve faster than substances with bigger particles.  Watch the video about solutes & solvent https://www.youtube.com/watch?v=e-2EoyDYamg E. Evaluation Answer the following: 1. Do all solutes dissolve in all solvents? 2. What is the difference between soluble and insoluble? 3. Give examples of insoluble materials. IV. ASSESSMENT Infer whether the following solutes dissolve in solvents. Mark if  it dissolves in solvent and  if it does not dissolve. ________ 1. Sand ________ 2. Salt ________ 3. Soil ________ 4. Oil ________ 5. Milk powder V. ASSIGNMENT Do all solutes dissolve in all solvents? Give five examples of solutes that do not dissolve in solvents. 23 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  SCIENCE 6 1ST Quarter Lesson 7 Duration: 2 days I. OBJECTIVES: Perform experiment to show factors affecting solubility of solutes in a solvent. (S6Mt-la-c- 1) Value Focus: Practice good health habits. II. SUBJECT MATTER: Topic: Factors Affecting the Solubility of Solutes in a Solvent References: Curriculum Guide for Science Grade 6 Science, Health and Environment (SHE) 6 pp. 198-199 By: Felix G. Escaldre, Elizabeth Siringan-Rasalan et. Al. Science, Health and Environment (SHE) 5 pp.276-277, By: Felix G. Escaldre, Elizabeth Siringan-Rasalan Science for Daily Use 4 pp. 123- 125 By: Carmelita C. Coronel and Inocencia M Abracia RBEC Lesson Plan IV Lesson 46 pp. 131- 133 , Into the Future: Science and Health 4 pp - 125 – 127 By: Danilo S. Gutierrez and Inocencia V. Makil Process Skills: Observing, describing, comparing, identifying Materials: test tubes, test tube rack, chocolate powder, teaspoon, stirring stick, stopwatch, cold water, hot water, sugar, tap water, alcohol, oil, gasoline, milk powder, black pepper (powder and grains), nail polish and acetone. III. INSTRUCTIONAL PROCEDURE: A. Engagement: 1. Drill: Reading of Science terms in flashcards/in screen like solubility, solute, solvent , stirring, grinding, miscibility, particles, nature of solute, nature of solvent, temperature 2. Review: Classify materials as solute and solvent. Ex. Salt, milk, water, chocolate powder, etc. 3. Presentation of the new lesson: Say: Today we will find out some factors affecting solubility of solutes in a solvent. B. Exploration: 1. Group the class into four. 2. Recall the standards to follow when doing an activity. 3. Distribute the activity cards to each group and perform the assigned activity. 24 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  ACIVITY WORKSHEET I. Problem: What factor affects the solubility of a substance? II. Materials: 2 Test tubes, test tube rack, 1 teaspoon chocolate powder, water, bamboo stick, stopwatch/timer III. Procedure: 1. Label 2 test tubes A and B and place them in the test tube rack. 2. Put equal amount of chocolate powder in each test tube (about ¼ of tsp.) 3. Fill half of both test tubes with water. 4. Using a bamboo stick, stir the water and chocolate powder in test tube A. Don’t stir the mixture in test tube B. 5. Using a stopwatch, record the time it takes the chocolate in each test tube to dissolve. IV. Questions: 1. In which test tube did the chocolate powder dissolve faster? 2. What made the chocolate powder in a certain test tube dissolve faster? V. Conclusion: Answer the questions to come up a conclusion on the activity you have performed. 1. In which test tube did the chocolate powder dissolve faster? 2. What made the chocolate powder in a certain test tube dissolve faster? 3. So therefore, what factor affects the solubility of the chocolate powder? 25 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Activity 2 I. Problem: What factor affects the solubility of a substance in a solvent? II. Materials: 2 Test tubes, test tube rack, 20 ml. cold water and 20 ml. hot water, Bamboo stick, stopwatch/ timer III. Procedure: 1. Put equal amount of chocolate powder in 2 test tubes. Label them C and D. 2. Place the test tubes in test tube rack. 3. Measure 20 ml. cold water and pour it in the test tube C. Measure 20 ml. hot water and pour it in test tube B. 4. Stir both mixtures for 15 minutes. 5. Record the time it takes the chocolate powder in each test tube to dissolve. IV. Questions: 1. In which test tube did the chocolate powder dissolve faster? 2. What made the chocolate powder in a certain test tube dissolve faster? V. Conclusion: Answer the questions to make a conclusion from the activity you performed. 1. In which test tube did the chocolate powder dissolve faster? 2. What made the chocolate powder in a certain test tube dissolve faster? 3. So therefore, what factor affects the solubility of the chocolate powder? Activity 2 I. Problem: What factor affects the solubility of a substance in a solvent? II. Materials: 2 Test tubes, test tube rack, 20 ml. cold water and 20 ml. hot water, Bamboo stick, stopwatch/ timer III. Procedure: 1. Put equal amount of chocolate powder in 2 test tubes. Label them C and D. 2. Place the test tubes in test tube rack. 3. Measure 20 ml. cold water and pour it in the test tube C. Measure 20 ml. hot water and pour it in test tube B. 4. Stir both mixtures for 15 minutes. 5. Record the time it takes the chocolate powder in each test tube to dissolve. IV. Questions: 1. In which test tube did the chocolate powder dissolve faster? 2. What made the chocolate powder in a certain test tube dissolve faster? 26 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  V. Conclusion: Answer the questions to make a conclusion from the activity you performed. 1. In which test tube did the chocolate powder dissolve faster? 2. What made the chocolate powder in a certain test tube dissolve faster? 3. So therefore, what factor affects the solubility of the chocolate powder? Activity 4 Problem: I. Problem: What factor affects the solubility of a substance in a solvent? II. Materials: III. Procedure: 1. Put equal amount of chocolate powder in 2 test tubes. 2. Label the test tubes G and H. Put them in a test tube rack. 3. Measure 10 ml. tap water and pour it in test tube G. 4. Measure another 50 ml. of tap water and put in test tube H. 5. Record the time it takes the chocolate in each test tube to dissolve. IV. Questions: 1. In which test tube did the chocolate bar dissolve faster? 2. What made the chocolate bar in a certain test tube dissolve faster? V. Conclusion: Answer the questions to make a conclusion from the activity you performed. 1. In which test tube did the chocolate powder dissolve faster? 2. What made the chocolate powder in a certain test tube dissolve faster? 3. So therefore, what factor affects the solubility of the chocolate powder? C. Explanation: 1. Reporting of group outputs. 2. Analysis and discussions of pupils answers. 3. Outline the pupils answers on the board. The teacher asks questions to develop critical thinking. 27 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  D. Elaboration: 1. Teaching part. For further discussions use BIT and give explanations on factors affecting the solubility of solute in a solvent:  manner of stirring  nature of the solute and solvent  temperature of the solvent  amount of the solute  size of the solute particles  miscibility of the substance BACKGROUND INFORMATION FOR TEACHERS Solubility is the ability of a solute to dissolve in a solvent at a given temperature. Usually the higher the temperature, the faster a solute can be dissolved in a solvent. The nature of solute and the amount of solvent also determine how fast the solute dissolves in a solvent. The size of the particles affects the dissolving process. The finer the particles are, the faster the solute dissolves. The manner of stirring is also a factor to dissolve a solute in a solvent. Miscibility is another factor that affects the solubility of substances. It is the property of a substance to mix evenly and completely with another substance. Some liquids are miscible like alcohol and water that dissolve completely with one another. Other liquids are immiscible like oil and water which will not mix together or do not dissolve completely with one another. There are also liquids that are partially miscible like gasoline and alcohol that mix only to some extent. 2. Generalization:  What are some factors that affect the rate of dissolving solutes in solvents?  How does each factor affect the solubility of a solute in a solvent? 3. Valuing: Patrick eats his meal regularly and drink water after eating. But he feels pain every time he removes his bowel because of constipation. What should Patrick do to avoid constipation? How much water will he take everyday? Why? 4. Application: Group the class into six. Each group will perform an activity then tell the factors that affect the solubility of the solutes in solvents. Group 1 – Apply nail polish on your nails. When it dries up, remove the nail polish with acetone. Identify the factor that affect the solubility of the nail polish in acetone. (miscibility or nature of the solute and the solvent) 28 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Group 2 – Dissolve 3 tablespoons of milk powder in a glass of hot water and stir it. What factor helps the solubility of the milk powder instantly? (temperature of the solvent, size of the solute particles or nature of the solute) Group 3 – Dissolve the black pepper powder in hot water. Then dissolve grains of black Pepper in hot water. Compare the results. Which mixture dissolve faster? What factor helps the fast solubility of the black pepper powder? (nature of the solute and temperature of the solvent) Group 4 – Mix alcohol with water. What makes alcohol and water mix completely with one another? (miscibility / nature of the solute and solvent) Group 5 – Mix 1 tablespoon of cooking oil with water. Did they mix together? Why? What factor affects the solubility of the solute and the solvent? (Immiscibility / nature if the solute and solvent) Group 6 – Mix 1 tablespoon of gasoline with water Did they mix together? Why? What factor affects the solubility of the solute and the solvent? (Partial miscibility / nature of the solute and solvent) E. Evaluation Match the factors affecting the solubility of the solute in a solvent in column A to the situations in column B. Column A Column B 1. _____ Amount of solvent A. Dissolving coffee with coffee mate (synecdoche for creamer) in a water using a 2. _____Manner of stirring spoon or a stick. B. Dissolving three tablespoons of milk powder in 3. _____ Size of the solute particles a glass of warm water. C. Mix baby oil with water. They do not mix completely with one another. 4. _____ Temperature of the solvent D. Some grains of sugar settle at the bottom of the glass of the water while black coffee has 5. _____ Immiscibility already dissolved. E. A sachet of fruit juice powder dissolves in a half glass of water slower than in a pitcher of water. 29 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  IV. ASSESSMENT The pupils are grouped into two as Group A and Group B to perform three activities each. Show the factor affecting the solubility of a substance by filling up the chart. Refer to the lists of factors in the box. Group A ACTIVITY Factors Affecting the Solubility 1. Salt dissolves in water but not in alcohol. 2. It is easier to dissolve powdered chocolate in hot water. 3. Detergent powder dissolves more easily in water than a detergent bar. Group B ACTIVITY Factors Affecting the Solubility 4. It will take more time to dissolve a cup than a teaspoon of flour in water. 5. Pebbles will not dissolve in water. 6. A sugar of ¼ kilogram can no longer be dissolved in a glass of water. It will only settle at the bottom of the glass. Factors affecting solubility: a. Amount of solute b. Size of solute particles c. Temperature of solvent d. Nature of solute e. Nature of solvent f. Amount of solvent The group will be marked according to the following criteria. CRITERIA EXCELLENT GOOD AVERAGE POOR Perform the activity in collaborative way. Follow the procedures stated Practice cleanliness while doing the activity 30 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Had shown the factors affecting the solubility(3 pts. each group) V. ASSIGNMENT Explain in two (2) to three (3) sentences for each item. 1. What will happen when milk is mixed with cold water? Why? 2. Why does a mixture of flour and tap water poured to a boiling water become sticky? 31 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  SCIENCE 6 1st Quarter Lesson 8 Duration: 1 day I. OBJECTIVE Describe the appearance and the uses of suspension. (S6MT-la-c-1) Value Focus: Following directions carefully. II. SUBJECT MATTER Topic: Appearance and Uses of Suspension References:  Science, Health and Environment (SHE) 5 pp. 277-279 By: Felix G. Escaldre, Elizabeth Siringan-Rasalan et. Al.  Chemistry Textbook: Science and Technology III pp. 38-43 By: Amelia P. Mapa Ph. D., Trinidad B. Fidelino, and Lilia M. Rabago Ph. D.  http://www.livestrong.com/article/497691-apple-cider-vinegar-olive-oil-for- the-gallbladder/ (for Activity 2)  http://www.thekitchn.com/beyond-olive-oil-vinegar-10-more-ways-to- make-a-vinaigrette-202072 (for Activity 2)  https://www.youtube.com/watch?v=7pk-sdBd-cE (for Activity 2)  https://www.youtube.com/watch?v=eaXtmt-kB0A (for Activity 4)  https://en.wikipedia.org/wiki/Trimethoprim/sulfamethoxazole (for Activity 4) Process Skills: Observing, describing, comparing, inferring, identifying, measuring Materials: Flour, water, clear glasses, oil, vinegar, sand, sugar, stirring rod/bamboo stick, milk of magnesia, cotrimoxazole III. INSTRUCTIONAL PROCEDURE A. Engagement: 1. Drill: Reading of Science terms in flashcards/ in screen. Suspension, milk of magnesia, mayonnaise, cotrimoxazole, appearance, substance 32 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  2. Review:  Checking of assignment.  What are the factors affecting the solubility of solute in a solvent? 3. Presentation of the new lesson: Say: Today we will find out what is the appearance of a suspension and tell its uses. B. Exploration: 1. Group Activity 2. Recall the standards to follow when doing an activity. 3. Distribute the Activity Cards. ACTIVITY WORK SHEET Activity 1 I. Problem: Describe the appearance and uses of suspensions II. Materials: ½ cup flour, 1 clear glass of water, III. Procedure: 1. Prepare a half cup of flour, 1 clear glass with water. 2. Pour the flour into the glass of water. 3. Stir until the flour mix with the water. 4. Wait for 2 – 3 minutes and observe. 5. Record the appearance of the mixture. IV. Questions: 1. When the solute particles mixed with water, what do they become? ( mixture) 2. How do the solute particles behave after mixing with solvent?( settle at the bottom / float in the water) 3. Describe the appearance of the mixture done. ( cloudy) 4. What kind of mixture did you make? ( suspension) 5. In what preparation can this mixture be useful? (food preparation as thickening agent) V. Conclusions: Answer the questions to make a conclusion. 1. What is the name of the mixture that you make? (gaw-gaw) 2. Based on the appearance and characteristics, what type is this mixture? (suspension) 3. So therefore, what is a suspension and how can this be useful? (A suspension is a heterogeneous cloudy mixture in which solute-like particles settle out of a solvent- like phase some time after their introduction. This gaw-gaw mixture can be used in food preparations as thickening agent.) 33 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. Activity 2 I. Problem: Describe the appearance and uses of suspensions II. Materials: 1 tablespoons of apple cider vinegar and 3 tablespoon of olive oil, 1 clear glass (container) III. Procedure: 1. Put the oil in the glass and pour the vinegar after. Stir with a stick until it becomes a mixture. 2. Wait for 2 – 3 minutes and observe. 3. Record the appearance of the mixture. IV. Questions: 1. When the 2 ingredients are combined, what do they become? ( mixture) 2. Describe the appearance of the mixture done. ( cloudy) 3. What kind of mixture did you make? ( suspension) 4. In what preparation can this mixture be useful? (for vegetable salads) *see reference V. Conclusions: (Guide questions) 1. What is the name of the mixture that you make? (oil and vinegar mixture) 2. Based on the appearance and characteristics, what type is this mixture? (suspension) 3. So therefore, what is a suspension and how can this be useful? (A suspension is a heterogeneous cloudy mixture in which solute-like particles settle out of a solvent- like phase sometime after their introduction. This oil-vinegar suspension can be used in salads, marinades, sandwiches and other food preparations.) *see reference Activity 3 I. Problem: Describe the appearance and uses of suspensions II. Materials: ½ cup of raw sand and 1 glass of water III. Procedure: 1. Add the sand to the water then stir the mixture well. 2. Let the mixture stand for a few minutes. 3. Observe and record what happen to the sand. 4. Describe the appearance of the mixture. IV. Questions: 1. When the solute (sand) is introduced to the solvent (water), what do they become? ( mixture) 2. Describe the appearance of the mixture done. ( cloudy, sand settled at the bottom) 3. What kind of mixture did you make? ( suspension) 4. In what preparation can this mixture be useful? (as construction material) VI. Conclusions: (Guide questions) 1. What is the name of the mixture that you make? (sand and water mixture) 2. Based on the appearance and characteristics, what type is this mixture? (suspension) So therefore, what is a suspension and how can this be useful? (A suspension is a heterogeneous cloudy mixture in which solute-like particles settle out of a solvent- 34 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  like phase sometime after their introduction. This sand-water mixture can be used as construction materials, such as forming hollow blocks when mixed with cement.) Activity 4 I. Problem: Describe the appearance and uses of suspensions II. Materials: milk of magnesia and cotrimoxazole III. Procedure: 1. Prepare milk of magnesia and cotrimoxazole suspension. 2. Describe the appearance of each substance. 3. Find out how these can be useful to us. IV. Questions: 1. Describe the appearance of the examples of suspension. ( cloudy, some particles settled at the bottom) 2. What kind of mixture are milk of magnesia and cotrimoxazole? ( suspension) 3. In what way can these suspensions be useful? (as medicine) V. Conclusions: (Guide question) Based on the appearance and characteristics, what type of mixture are these substances? (suspension) So therefore, what is a suspension and how can this be useful? (A suspension is a heterogeneous cloudy mixture in which solute-like particles settle out of a solvent-like phase some time after their introduction. These suspensions can be used as *refer https://www.youtube.com/watch?v=eaXtmt-kB0A for milk of magnesia* *refer https://en.wikipedia.org/wiki/Trimethoprim/sulfamethoxazole for cotrimoxazole) C. Explanation: 1. Reporting of group outputs 2. Analysis and discussions of pupils’ outputs. 3. Outline pupils’ answers on the board. 4. The teacher asks questions to develop critical thinking.  As you mix the solute particles in a solvent, what did you make?  How did the solute particles behave when mixed with the solvent?  Describe the appearance of the mixture you have done.  What kind of mixture did you make?  Describe the appearance of suspension.  Show other examples of suspensions then describe.  Give the uses of these suspensions: (for food, medicines, beautification, etc.) 35 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII. D. Elaboration 1. Teaching part: The teacher will discuss more about the appearance and the uses of suspension using the BIT. BACKGROUND INFORMATION for TEACHERS Suspension is a heterogeneous mixture, which has particles that do not completely dissolve and settle down at the bottom. Suspensions are cloudy mixtures. Some substances do not dissolve completely in solvents. The particles that do not dissolve settle down at the bottom of the container. An example of mixture is sand and water used as construction materials. You had observed that particles settle down at the bottom of the glass. The particles do not spread evenly unlike the solution. This mixture is called suspension. Flour mixed with water form a mixture and is used as thickening agent in food preparation. The particles of flour do not dissolve but float in the water. The mixture of flour and water is called a suspension. A mixture of oil and vinegar form a suspension. The oil particles do not dissolve in vinegar. Instead, the vinegar slowly sinks to the bottom of the container. This mixture is used for vegetable salads, marinades and other food preparations. Some liquid medicines, like milk of magnesia that can be used as laxative and cotrimoxazole used as antibiotic are also suspensions. 2. Generalization:  What is a suspension?  Describe the appearance of suspension.  What are the uses of suspension? 4. Valuing: Carlo had a fever. Her sister was instructed by Mother to give him a medicine. What should she observe and follow in order to avoid over dosage and poisoning? 4. Application: Exercise A. Shopping Activity: Group the class into six. Each group will examine all the presented substances. Let them describe the appearance of the suspension. Tell the uses of each suspension. Write under the column for each suspension of what have they observed. Elaborate some more points to remember. Exercise B. Pick out examples of suspension from the list of mixtures. Describe the appearance and its uses. 36 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  a. Sand and water f. milk of magnesia b. Fruit juice mixed with water g. tomato catsup c. Flour and water h. coffee and hot water d. Milk powder and hot water i. mayonnaise e. Oil and vinegar j. paints IV. ASSESSMENT Describe the appearance and uses of suspension listed below as: for Food, for medicine, for beautification Examples of colloids Describe its Appearance Describe its uses 1. Milk of magnesia 2. Paint 3. Gaw-gaw (flour and water) 4. Mayonnaise 5. Cotrimoxazole suspension 6. Banana catsup 7. Lechon sauce(Mang Tomas) 8. Sand and water 9. Cement and water 10. Tomato catsuo V. ASSIGNMENT Make a research on: 1. Kinds of suspension 2. Tell if they are beneficial or harmful to man and to the environment. 37 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  SCIENCE 6 1st QUARTER Lesson 9 Duration: 1 day I. OBJECTIVE Describe the appearance and uses of colloids. (S6MT-la-c- 1) Value focus: Proper handling of materials to avoid accident. II. SUBJECT MATTER Topic: Appearance and Uses of Colloids References: Science, Health and Environment (SHE) 5 pp 277 - 279, Chemistry III by Amelia Mapa et al. pp 38-42, Science for Active Minds 6 pp 69-77, Cyber Science : Work text in Science and Technology 6 pp 21-27 https://m.youtube.com>watch, Properties of Colloids – You Tube Process skills: Observing, comparing, describing, identifying, inferring, measuring Materials: White sugar, gaw-gaw (cornstarch), 3 beakers, boiling water, pen light III. INSTRUCTIONAL PROCEDURE A. Engagement: 1. Drill: Reading of Science Terms in flashcards / in screen Colloids, Tyndall Effect, exhibit, homogeneous, heterogeneous, transparent, naked eye, scatters 2. Review: Checking of assignment. Describe the appearance of suspension and solution. Give the uses of suspensions. 3. Presentation of the new lesson: Say: Today we will perform an activity to describe the appearance of colloids. We will also identify the uses of colloids. B. Exploration: 1. Group Activity The group will do the Battery exercises. After performing the activity, they will describe the appearance of the mixture. Then go to the other mixtures performed by the other groups to observe the appearance. Compare how each mixture differ from each other. 2. Recall the standards to follow when doing the activity. 3. Distribute the Activity Cards. 38 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  ACTIVITY WORK SHEET I. Problem: Describe the appearance and uses of colloids. II. Materials: White sugar, gaw-gaw(cornstarch), 3 beakers, boiling water, penlight, tap water III. Procedure: Activity 1 ( Preparation of Solution of Gaw-gaw) 1. Measure 100 ml. of tap water in one beaker. 2. Add a teaspoon of sugar. Stir the water until all sugar particles dissolve. Activity 2 (Preparation of colloid) 1. Stir a teaspoon of gaw-gaw in tap water. 2. Pour the mixture into another beaker containing 100 ml. of boiling water. 3. Allow the mixture to cool and set aside. Ac tivity 3 (Preparation of Suspension) 1. Measure 100 ml. of tap water in the third beaker. 2. Add a teaspoon of uncooked gaw-gaw powder. Activity 4 (Tyndall Effect Test) 1. To each beaker, direct a beam of light from a penlight in dark room. Note: You may use a big black cloth to cover yourself in lieu of a dark room. 2. Look at the ray of light focused at right angle with the mixture. The mixture that scatters light is said to exhibit Tyndall Effect. IV. Questions (Observations) 1. Compare the colors of the mixtures. 2. Which of the three mixtures is/ are homogeneous? Heterogeneous? 3. Which is clear and transparent or no particles are observed? 4. Which has fine particles that do not settle? Are these particles visible to the naked eye? 5. Which mixture has big particles that tend to settle at the bottom of the container? 6. Which exhibits Tyndall Effect? V. Conclusion: Guide questions. 1. Which mixture exhibits rays that scattered when a beam of light is passed through it? What kind of Test is applied to the mixture? 2. So therefore how do we know that this mixture is a colloid? Why? 39 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  C. Explanation 1. Reporting of group outputs. 2. Analysis and discussions of pupils’ outputs 3. Outline the pupils’ answers on the board. The teacher asks questions to develop critical thinking.  Which mixture exhibits rays that scatter when a beam of light is passed through them?  What kind of test is applied to each mixture?  How do we know that a mixture is a colloid? Why? D. Elaboration: 1. Teaching Part: The teacher will use BIT and other resources to discuss and explain the difference of colloid from the other mixtures: suspension and solution. The teacher will show examples of colloid and tell its importance. BACKGROUNG INFORMATION FOR TEACHERS A mixture with particles evenly scattered in a dispersed medium without settling down is a called colloid. Investigating a colloidal property of the mixtures: flour dissolved in water is a colloid while sugar dissolved in water is a solution. The flour particles can absorb, reflect and scatter light; therefore a beam of light passing through the set-up was visible. This scattering of light is called Tyndall Effect. Tyndall Effect is seen as a beam of light in a colloid because there is a scattering of light when light beams pass through it due to the dispersed particles which absorb, reflect and scatter the light. Colloid is a special kind of mixture that contains very tiny particles that cannot be seen by the unaided eye. The tiny particles do not settle down. Instead, they move rapidly and collide with or bump each other. This motion of the tiny particles is called Brownian motion. In adding a powdered milk to a glass of warm water, you can form a cloudy mixture but the milk particles do not settle down. The milk that you drink everyday is called colloid. Solutions, suspensions and colloids exhibit characteristics that can be perceived as similar, but they are actually not. For instance, colloids have particles that are slightly smaller than the particles of a suspension; colloidal particles, however, are larger than the particles of solutions. Colloidal particles are in-between the sizes of suspension and solution particles and cannot be seen by the naked eye; instead, they are visible through a microscope only. The different examples of colloids are important to daily life. Natural colloids such as blood, clouds and fog are basic for living things. Man-made colloids are also useful. Numerous colloids such as milk, butter, gelatin, jam, jelly, and other creamy substances such as mayonnaise and whipped cream, are used as food or ingredients for preparing food. Some colloids such as magnesium hydroxide, creams, and ointments are used as medicines and cosmetics. Paints have both protective and decorative functions. Styrofoam, inks, and white glues are used in offices and printing press. Insecticides are used in farming. Artificial aerosols are not environment-friendly. These products contain chlorofluorocarbons (CFCs) which act as propellants. Experts say the CFCs, destroy the ozone layer, the layer that protects the earth from the ultraviolet rays of the sun. 40 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  4. Generalization:  What is a colloid.  How do we know that a mixture is a colloid? 5. Valuing: (Proper handling of materials that may cause accident) How do you handle the materials especially boiling water in order not to cause burn? 6. Application: (The teacher may use one exercise only for fixing the skills.) Exercise 1 Write the uses opposite to each example of colloid. Empty containers of the given products can be used better. COLLOIDS USES Shampoo Lotion Dishwashing liquid Butter Cotton candy Exercise 2 Match the COLLOIDS to its uses. COLLOIDS USES Hair gel Condiment that enhances food flavor Catsup For application on the skin Glue To attach a picture on the paper Ointment For hair styling Paste Binds materials like cloth / paper 41 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  E. Evaluation: Read the statement. Then encircle the YES if it is correct and NO if it is incorrect. YES NO* 1. Colloids are homogeneous mixtures. YES NO* 2. Light cannot pass through colloidal particles. YES * NO 3. The components of a colloid do not settle at the bottom. YES NO* 4. Colloid particles are bigger than suspension particles. YES* NO 5. Colloid particles are larger than solution particles. IV. ASSESSMENT Describe the appearance and uses of the colloids. Encircle the letter of the correct answer. 1. Which description best describes colloids? a. Composed of molecules bigger than a solution but smaller than a suspension. * b. Mixtures of two or more substances than can be easily separated c. Formed by mixing different kinds of solutions d. Have molecules that are big enough to settle at the bottom 2. Which of the following is the best description of colloids? a. Sticky, creamy substance * b. Clear, pure substance c. Dark, black substance d. Clear, flawless substance 3. The following colloids are used for food preparation except ______. a. Gelatin b. Milk c. Silica Gel * d. Whipped Cream 4. Which colloid has both protective and decorative function? a. Ink b. Insecticide Spray c. paint d. creams 5. You and your mother brought the following items from the supermarket: mayonnaise, butter, red sugar, milk, oil, salt, detergent powder, shampoo, canned goods, dishwashing liquid, toothpaste, vinegar, soy sauce, olive oil, and ketchup. Select 6 items that are colloids and describe its uses. Write your answers on the table below: 42 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Colloid Items Uses of Colloids V. ASSIGNMENT: Write-up on colloid preparation Group yourselves into three. Have a research on the preparation of a colloid of your choice. Make a write-up on the preparation of your colloid. Include the materials you used. A. Title of Colloid Preparation B. Materials C. Write-up on the Preparation of the Colloid 43 All rights reserved. No part of this materials may be reproduced or transmitted in any form or by means – electronics or mechanical including photocopying without written permission from DepEd Regional Office VIII.  Science 6 1st Quarter Lesson 10 Duration- 1 day I. OBJECTIVE Classify the types of colloids as:  Sols  Emulsions  Forms  Aerosols (SGMT-la-c-1) Value Focus: Greenhouse Effect and Environmental Awareness II. SUBJECT MATTER Topic: Types of colloids References: Science, Health and Environment (SHE) 5 pp 277-279 By: Felix G. Escaldre, Elizabeth Siringan-Rasalan et. Al. Chemistry Textbook : Science and Technology III By Amelita Mapa et al pp 38-42 Science for Active Minds 6, pp 69-77 Materials: Paint, ink, muddy water, blood, pearl, clear glass, Milk, mayonnaise, facial cream, ointment, paint, Insecticide, perfume spray, spray paint, pictures of cloud and fog, Cake icing, whipped cream, Styrofoam, soap lather, froth of beer Process Skills: Observing, describing, comparing, classifying, inferring, identifying I. INSTRUCTIONAL PROCEDURE A. Engagement 1. Drill: Reading of Science Terms: in flashcards/in screen Emulsifying agents Perfume Spray Stabilize the emulsions