BULIHAN SITES AND SERVICES PROJECT

GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI

DETAILED LESSON PLAN Teacher: Isaiah Q. De Guzman Subject: Science
Date: September 02, 2024 Quarter: First

I.Objective
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 Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and
evaporation.
(S6MT-Id-f-2)

II. CONTENT Separating Mixture through evaporation

III. LEARNING RESOURCES

Science Teacher’s Guide for

A. References

Grade 6, pages 56-59

Science Learners Material for
Grade 6, pages 22 – 23
Science Links 6 pages 37-38
1. Teacher’s Guide pages Science 6 MELC/DBOW SY 2021-2022
2. Learner’s Materials pages Science Beyond Borders 6 pp. 20-30
3. Textbook pages
4. Additional Materials from Learning Resource (LR)
portal
B. Other Learning Resources https://byjus.com/chemistry/methods-of-separation/ https://www.quia.com/jg/2590672list.html Science –
Grade 6 Alternative Delivery Science – Grade 6 Alternative Delivery Mode Quarter 1 – Module 2 Lesson 2:
Separating Mixtures through Evaporation First Edition, 2020-real objects, PowerPoint presentation
IV. PROCEDURES

A. Reviewing previous lesson or presenting the

new lesson

B. Establishing a purpose for the lesson

C. Presenting examples/instances of the new

lesson
D. Discussing new concepts and practicing new Group Activity
skills #1
1. Groupings of learners.
2. Recall the standards to follow when doing an activity.
3. Distributing of activity sheets.
4. Let the students perform the activities.
5. Supervise the learners while doing the activity.

Activity Time:

Materials: candle, match, glass of water, small tin can, 5 grams of salt

Procedure:

1. Mix 5 grams of salt and water in a glass. Stir to make a salt solution.
2. Pour the salt solution in a small tin can.
3. Heat the tin can over the candle. (Observe precautionary measures in lighting the candle.)
4. Let the salt solution boil until the water evaporates.
5. Observe what happens.

Reporting:
Guided Questions:
 1. What happened to the water in the salt solution?
2. How was the salt separated from water?
3. What was left in the tin can?

E. Discussing new concepts and practicing new

skills #2 BRIEF DISCUSSION:

Heat is an important component to our environment as it makes green things live and grow abundantly, the
presence of the sun’s heat serves as the main source of energy in our planet as it brings many uses to the
biotic known as livings things and abiotic or non-living things components of our surroundings. As heat is
used by animals and plants as the main source of energy it is also useful in so many things in the process of
evaporation as one of the techniques in separating mixtures.

Evaporation is a method of separating mixtures in which the solvent is heated until it evaporates, leaving the
solid residue behind. The key component in this process is heat, which separates solid and liquid mixtures.
When a liquid is heated, it turns into a gas and is released into the air. This is an example of a physical
change. Some examples of evaporation are boiling water, drying clothes, and drying of wet roads after
heavy rain.

F. Developing mastery (leads to Formative Examples of evaporation: Evaporation of sprinkled water on rooftop or ground. The nail paint, when applied
Assessment 3) on nails, evaporates due to the presence of acetone. Lakes and rivers dry due to a process of evaporation.
Cooling hot tea or coffee over time is due to evaporation

Evaporation is a separation technique that may be used to separate components of a mixture including a
dissolved solid in a liquid. The liquid is evaporated, which means it is converted from a liquid to a gas. This
requires the use of heat. The solid is all that remains after the liquid has entirely evaporated. The technique
generally includes heating the mixture until there is no longer any liquid present. Before using this technique,
the combination should only comprise one liquid component unless it is not essential to separate the liquid
components. This is the case since all liquid components will evaporate over time

Salty water can be separated from pure water. The salt and other impurities are left behind. The sun's
energy may be used to vaporize the water. When pure water is separated from salty water by evaporation,
the salt is left behind as crystals.

Practice Exercises: DIRECTIONS: Put a ✓ on those that undergo evaporation process and X if not.
 ___ burning paper
___ coloring a book
___ cooking noodles
___ cooling after sweating
___ writing
___ boiling mongo seeds
___ drying of sand after the rain
___ watching tv
___ drying of wet floor
___ salt making
___ drying of plate after washing
___ cooking rice
G. Finding practical applications of concepts and List five daily tasks that use the evaporation process.
skills in daily living 1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
5. ______________________________________
H. Making generalizations and abstractions about  Evaporation is a separation technique that may be used to separate components of a mixture including a
the lesson dissolved solid in a liquid.
 The liquid is evaporated, which means it is converted from a liquid to a gas.
 Evaporation requires the use of heat.
 Solid component remains after the liquid has entirely evaporated.
 The technique generally includes heating the mixture until there is no longer any liquid present.

I. Evaluating learning DIRECTIONS: Choose the letter of the correct answer.

1. You noticed that as the days passed, the amount of water in a container with a plant decreased. What do
you think is the reason for the decreasing amount of water in a container?
a. Some insects sipped the water.
b. The water in the container was not changed.
c. The water evaporated because of the heat.
d. The plant has a stem.

2. Which of these examples show evaporation process as technique of separating mixtures?

a. drying of water on the table
b. flooding of water in the river
c. cooling of water in the refrigerator
d. freezing of water in the ocean
 3. What technique will Jocelyn use if she wants to separate salt mixed with water in a container?
a. filtering b. evaporation c. picking d. sedimentation 4. In evaporation process, liquid becomes
_______________ when heated.
a. solid
b. ice cubes
c. plasma
d. vapor

4.It is a process of separating mixtures which involves heating and leaving the solid residue in a container.
a. evaporation
b. precipitation
c. distillation
d. sedimentation

5. In evaporation process, liquid becomes _______________ when heated.

a. solid b. ice cubes c. plasma d. vapor
J. Additional activities for application or In your Science notebook, draw 5 objects that are attracted to magnets which can be found in your
remediation home or community.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the ___ of Learners who earned 80% above
evaluation
B. No. of learners who require additional activities ___ of Learners who require additional activities for remediation
for remediation
C. Did the remedial lessons work? No. of learners ___Yes ___No
who have caught up with the lesson
____ of Learners who caught up the lesson
D. No. of learners who continue to require ___ of Learners who continue to require remediation
remediation
E. Which of my teaching strategies worked well? Strategies used that work well:
Why did these work? ___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
 ___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
F. What difficulties did I encounter which my __ Bullying among pupils
principal or supervisor can help me solve? __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

G. What innovation or localized materials did I Planned Innovations:

use/discover which I wish to share with other __ Localized Videos
teachers? __ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked/Observed:

ISAIAH Q. DE GUZMAN MARIVIC MADRONA
Teacher I Master Teacher II
Noted by:
EROLIZA E. ROGACION
Principal IV
 BULIHAN SITES AND SERVICES PROJECT
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DETAILED LESSON Teacher: Isaiah Q. De Guzman Subject: Science
PLAN Date: September 03,2024 Quarter: First

I.Objective
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 Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and
evaporation.
(S6MT-Id-f-2)

II. CONTENT Separating Mixture through Distillation

III. LEARNING RESOURCES

Science Teacher’s Guide for

A. References

Grade 6, pages 56-59

Science Learners Material for
Grade 6, pages 22 – 23
Science Links 6 pages 37-38
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning http://curriculum.nismed.upd.edu.ph/2014/08/looks-may be-deceiving-substances-mixtures)/
Resource (LR) portal http://curriculum.nismed.upd.edu.ph/2014/08/looks-may-
B. Other Learning Resources
IV. PROCEDURES
 How does the nature of solute affect solubility?
A. Reviewing previous lesson or Which dissolves faster between salt and sugar, why?
presenting the new lesson
B. Establishing a purpose for the lesson Present to the class a glass of seawater/saltwater.
 In what classification of matter does this seawater belong?
 What composes seawater?
Do you think you can separate the water from the salt or vice versa? In what way can you do it?
C. Presenting examples/instances of the Prepare a distillation setup as shown in Figure 1. Place about 60mL of seawater in the sample flask. Add 2-3
new lesson small boiling chips.

Figure 1:
1.Simple Distillation Setup
2. Apply heat to the sample flask until you have collected about 15Ml of the distilled water (distillate).

Note: Make sure the source of heat is not removed while the distillation is in progress

3. Taste a portion of the distillate. Compare the taste of the distillation with that of seawater. . Set the rest of the
distillate aside. You will use it in
D. Discussing new concepts and practicing 1. What do you call to the liquid that you have collected in the test tube?
new skills #1 2. Did you separate water from the mixture?
3. What is the taste of the distillate? Is the taste the same as seawater?
4. What process did you use in separating water from the mixture?

Operationally define distillation

E. Discussing new concepts and practicing

new skills #2

F. Developing mastery (leads to

Formative Assessment 3)
G. Finding practical applications of Why does distillation very important in making lambanog?
concepts and skills in daily living
H. Making generalizations and How did you able to separate components of seawater?
abstractions about the lesson What process is involved?
Define distillation

I. Evaluating learning Answer LM pp. 30-31 (multiple choice) (3min) Direction: Choose the letter of the correct answer. 1. The flow
diagram shows how a pupil extracted pure, dry salt from rock salt.

1. Which of the following processes will complete the flow diagram?

a. Condensation
b. Freezing
c. Evaporation
D. Distillation

2. Which of the following pair of substance may be separated through distillation?

a. sand and soil
b. water and salt
c. salt and sand
d. water and alcohol

3. Which one of the following is a disadvantage of distillation?

a. It always requires heat
b. All of the solute is recovered
c. The solvent is not recovered
d. It cannot be used for insoluble solid

4. Which one of the following shows the separation technique of distillation?

 5. What will happen when the components of a mixture are mixed very well?
a. can no longer be separated by physical means.
b. combines to form an entirely new substance
c. still retains their individual properties
d. loses their individual properties
J. Additional activities for application or Cite some practical applications of distillation.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% ___ of Learners who earned 80% above
of the formative assessment
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities to remediation
C. Did the remedial lessons work? No. ___Yes ___No
of learners who have caught up with
the lesson
____ of Learners who caught up the lesson
D. No. of learners who continue to ___ of Learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? ___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
 doing their tasks
F.What problem did I experience to __ Bullying among pupils
solve with the help of my mentor and __ Pupils’ behavior/attitude
supervisor?
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

G.What teaching tool is my drawing Planned Innovations:

that I want to share with my fellow __ Localized Videos
teachers?
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

Prepared by: Checked/Observed:

ISAIAH Q. DE GUZMAN MARIVIC MADRONA
Teacher I Master Teacher II
Noted by:
EROLIZA E. ROGACION
Principal IV
 BULIHAN SITES AND SERVICES PROJECT
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DETAILED LESSON PLAN Teacher: Isaiah Q. De Guzman Subject: Science
Date: September 04,2024 Quarter: First

I.Objective
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 Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and
evaporation.
(S6MT-Id-f-2)
Isulat ang code ng bawat Kasanayan
II. CONTENT
Separating Mixtures
III. KAGAMITANG PANTURO
A. References
1. Teacher’s Guides/Pages
2. Learner’s Material/Pages
3. Mga Pahina sa Teksbuk
4. Additional Materials from Learning Resources 1. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
(LR) Portal 2. EASE Science II. Chemistry Module 4. Lesson 2.
3. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources RCS.n.d. http://www.rsc.org/le arn-chemistry/resource/res00000386/separating-sand-and-salt?cmpid=CMP00005908
(accessed May52007)
IV. PROCEDURES
Venn Diagram:
A. Balik-aral sa nakaraang aralin at/o pagsisimula
ng bagong aralin
The teacher asks the students to compare and contrast distillation and crystallization.
(Drill/Review/ Unlocking of difficulties)
B. Paghahabi sa layunin ng aralin The teacher shows picture puzzle of polluted water and asks the cause of it after.
(Motivation)
C. Pag-uugnay ng mga halimbawa sa bagong aralin The teacher asks on how to clean polluted water.
(Presentation)
D. Pagtatalakay ng bagong konsepto at paglalahad Do Activity 6.2 Go and Separate.
ng bagong kasanayan #1
(Modeling)
Teacher gives initial instructions about the activity.
E. Pagtatalakay ng bagong konsepto at paglalahad Original File Submitted and Formatted by DepEd Club Member - visit depedclub.com for more
ng bagong kasanayan #2
( Guided Practice)
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
( Independent Practice )
 G. Paglalapat ng aralin sa pang-araw araw na buhay
(Application/Valuing)
H. Paglalahat ng Aralin
(Generalization)
I. Pagtataya ng Aralin The students should be able to submit the output of the activity.
J. Additional activities for application or
remediation
V. REMARKS ___ of Learners who earned 80% above
VI. REFLECTION ___ of Learners who require additional activities for remediation
A. No. of learners who earned 80% of the ___Yes ___No
formative assessment
____ of Learners who caught up the lesson
B. No. of learners who require additional activities ___ of Learners who continue to require remediation
to remediation
C. Did the remedial lessons work? No. of learners Strategies used that work well:
who have caught up with the lesson ___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
D. No. of learners who continue to require __ Bullying among pupils
remediation __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works

E. Which of my teaching strategies worked well? Planned Innovations:

Why did these work? __ Localized Videos
__ Making big books from
views of the locality
 __ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

F.What problem did I experience to solve with the Demonstrates

help of my mentor and supervisor? understanding of
sentence
construction for
correct expressions.
G.What teaching tool is my drawing that I want to Properly identifies and describes people, animals,
share with my fellow teachers? places, things and uses them in a variety of oral and
written theme-based
activities

Prepared by: Checked/Observed:

ISAIAH Q. DE GUZMAN MARIVIC MADRONA
Teacher I Master Teacher II
Noted by:
EROLIZA E. ROGACION
Principal IV
 BULIHAN SITES AND SERVICES PROJECT
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DETAILED LESSON PLAN Teacher: Isaiah Q. De Guzman Subject: Science
Date: September 05,2024 Quarter: First

I.Objective
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 Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and
evaporation.
(S6MT-Id-f-2)
Isulat ang code ng bawat Kasanayan
II. CONTENT
Separating Mixtures
III. KAGAMITANG PANTURO
A. References
1. Teacher’s Guides/Pages
2. Learner’s Material/Pages
3. Mga Pahina sa Teksbuk
4. Additional Materials from Learning 4. BEAM 4. 5 Explain what happens after Mixing Materials. Learning Guides. Mix it Up. July 2009. pp. 5-7.
Resources (LR) Portal 5. EASE Science II. Chemistry Module 4. Lesson 2.
6. Chemistry III Textbook. Mapa, Amelia P., Ph.D., et al. 2001. pp. 42-45.
Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 57-58.
B. Other Learning Resources RCS.n.d. http://www.rsc.org/le arn-chemistry/resource/res00000386/separating-sand-and-salt?cmpid=CMP00005908
(accessed May52007)
IV. PROCEDURES
A. Balik-aral sa nakaraang aralin at/o The teacher recalls the activity during the other day.
pagsisimula ng bagong aralin
(Drill/Review/ Unlocking of difficulties)
B. Paghahabi sa layunin ng aralin
(Motivation)
C. Pag-uugnay ng mga halimbawa sa bagong
aralin
(Presentation)
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
(Modeling)
E. Pagtatalakay ng bagong konsepto at Students present their output on the activity. The teacher will give feedback about the result.
paglalahad ng bagong kasanayan #2
( Guided Practice)
F. Paglinang sa Kabihasaan Answer the Guide Questions.
(Tungo sa Formative Assessment)
( Independent Practice )
G. Paglalapat ng aralin sa pang-araw araw na
buhay
(Application/Valuing)
H. Paglalahat ng Aralin
(Generalization)
I. Pagtataya ng Aralin Answer the Evaluation question.

J. Additional activities for application or

remediation
V. REMARKS ___ of Learners who earned 80% above
VI. REFLECTION ___ of Learners who require additional activities for remediation
J. No. of learners who earned 80% of the ___Yes ___No
formative assessment
____ of Learners who caught up the lesson
B. No. of learners who require additional ___ of Learners who continue to require remediation
activities to remediation
C. Did the remedial lessons work? No. of Strategies used that work well:
learners who have caught up with the lesson ___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
D. No. of learners who continue to require __ Bullying among pupils
remediation __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
 __ Science/ Computer/
Internet Lab
__ Additional Clerical works

E. Which of my teaching strategies worked Planned Innovations:

well? Why did these work? __ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

F.What problem did I experience to solve with Demonstrates

the help of my mentor and supervisor? understanding of
sentence
construction for
correct expressions.
G.What teaching tool is my drawing that I Properly identifies and describes people, animals,
want to share with my fellow teachers? places, things and uses them in a variety of oral and
written theme-based
activities

Prepared by: Checked/Observed:

ISAIAH Q. DE GUZMAN MARIVIC MADRONA
Teacher I Master Teacher II
Noted by:
EROLIZA E. ROGACION
Principal IV
 BULIHAN SITES AND SERVICES PROJECT
GRADES 1 to 12 School: ELEMENTARY SCHOOL Grade Level: VI
DETAILED LESSON PLAN Teacher: Isaiah Q. De Guzman Subject: Science
Date: September 06,2024 Quarter: First

I.Objective
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 Enumerate techniques in separating mixtures such as picking, winnowing, decantation, use of magnet, sieving, filtering, and
evaporation.
(S6MT-Id-f-2)
Isulat ang code ng bawat Kasanayan
II. CONTENT Summative Test
III. KAGAMITANG PANTURO
A. References
1. Teacher’s Guides/Pages
2. Learner’s Material/Pages
3. Mga Pahina sa Teksbuk
4. Additional Materials from Learning
Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Balik-aral sa nakaraang aralin at/o
pagsisimula ng bagong aralin
(Drill/Review/ Unlocking of difficulties)
B. Paghahabi sa layunin ng aralin
(Motivation)
C. Pag-uugnay ng mga halimbawa sa bagong
aralin
(Presentation)
D. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #1
(Modeling)
E. Pagtatalakay ng bagong konsepto at
paglalahad ng bagong kasanayan #2
( Guided Practice)
F. Paglinang sa Kabihasaan
(Tungo sa Formative Assessment)
( Independent Practice )
G. Paglalapat ng aralin sa pang-araw araw na
buhay
 (Application/Valuing)
H. Paglalahat ng Aralin
(Generalization)
I. Pagtataya ng Aralin

J. Additional activities for application or

remediation
V. REMARKS ___ of Learners who earned 80% above
VI. REFLECTION ___ of Learners who require additional activities for remediation
A. No. of learners who earned 80% of the ___Yes ___No
formative assessment
____ of Learners who caught up the lesson
B. No. of learners who require additional ___ of Learners who continue to require remediation
activities to remediation
C. Did the remedial lessons work? No. of Strategies used that work well:
learners who have caught up with the lesson ___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
D. No. of learners who continue to require __ Bullying among pupils
remediation __ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
E. Which of my teaching strategies worked Planned Innovations:
well? Why did these work? __ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition

F.What problem did I experience to solve with Demonstrates

the help of my mentor and supervisor? understanding of
sentence
construction for
correct expressions.
G.What teaching tool is my drawing that I Properly identifies and describes people, animals,
want to share with my fellow teachers? places, things and uses them in a variety of oral and
written theme-based
activities

Prepared by: Checked/Observed:

ISAIAH Q. DE GUZMAN MARIVIC MADRONA
Teacher I Master Teacher II
Noted by:
EROLIZA E. ROGACION
Principal IV