SC-SCI 1 Instructional Materials In Elementary Science Quiz PDF

DEFINE INSTRUCTIONAL MATERIALS Instructional materials are tools used by teachers to aid learning, especially in complex subjects like science. These materials can be visual, auditory, tactile, or digital. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  DEFINE...

DEFINE INSTRUCTIONAL MATERIALS Instructional materials are tools used by teachers to aid learning, especially in complex subjects like science. These materials can be visual, auditory, tactile, or digital. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  DEFINE INSTRUCTIONAL MATERIALS instructional materials are educational resources used to improve students' knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  INSTRUCTIONAL MATERIALS AND TEACHING In the classroom, instructional materials are a primary source of science learning. For busy teachers at all levels, K-12, packaged tools and materials (kits) for laboratory and hands-on experiences are a huge aid. The availability of excellent instructional materials is critical for elementary school teachers who are expected to teach a variety of scientific concepts ranging from chemistry to natural history, earth science, astronomy, and ecology despite having only a rudimentary formal scientific education themselves. The more closely instructional materials adhere to state and national standards goals, the more likely the instructor is to achieve those goals. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  THE INFLUENCE OF INSTRUCTIONAL MATERIALS ON PROFESSIONAL DEVELOPMENT Teachers' continued professional development is influenced by instructional materials in a variety of ways. The products frequently give basic subject and pedagogy information for primary school teachers. Although formal professional development for teachers of the curriculum is sometimes provided, it is frequently brief and superficial — especially when it comes to content standards (Massell, Kirst, and Hoppe, 1997). SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  THE INFLUENCE OF INSTRUCTIONAL MATERIALS ON PROFESSIONAL DEVELOPMENT Teaching becomes rewarding when learners get the most from instruction as shown in their performance. When an educational resource is used as part of the lesson delivery technique, this plays a crucial role in keeping students' attention. It may spice up a class activity when used properly and effectively. These instructional materials may come in different forms. One of these forms is the conventional or the non-digital tools. A classroom will always need a chalkboard or a writing board that may come in varied forms and shapes. Bulletin boards, flip charts, dioramas, puppets, terrarium, and the like, will always find their significance in any classroom. However, nowadays, especially with the New Normal of Education, lessons can be made more relevant and engaging for learners as digital tools are integrated. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  ROLES OF INSTRUCTIONAL MATERIALS IN TEACHING Instructional materials have several roles in teaching and learning which include the following: according to (brown, et.al.2005 ; effiog & igiri, 2015). they promote meaningful communication and effective learning; SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  ROLES OF INSTRUCTIONAL MATERIALS IN TEACHING Instructional materials have several roles in teaching and learning which include the following: they ensure better retention, thus making learning more permanent; SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  ROLES OF INSTRUCTIONAL MATERIALS IN TEACHING Instructional materials have several roles in teaching and learning which include the following: they help to overcome the limited classroom by making the inaccessible accessible SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  ROLES OF INSTRUCTIONAL MATERIALS IN TEACHING Instructional materials have several roles in teaching and learning which include the following: they provide a common experience upon which late learning can be developed; SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  ROLES OF INSTRUCTIONAL MATERIALS IN TEACHING Instructional materials have several roles in teaching and learning which include the following: they encourage participation especially if students are allowed to manipulate materials used SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Finding materials that meet the needs of the course and engage learners can be difficult, especially when considering content, audience, and cost. Even then, learners do not always purchase or read required materials. To make the most of your materials, ensure alignment with your learning objectives, your course syllabus, and your teaching philosophy Content Does the content meet your needs by covering the topics necessary for your course objective? Are there accreditation, industry, or state standards to consider? SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Audience Does the material appeal to your audience in terms of reading level and style? For instance, is it written for undergraduate or graduate audiences? Does it offer examples or case studies that would appeal to members of that audience? SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Sequencing & Pace Does the sequencing and pace of the material align with your course? Though you can sometimes ask learners to re-order their reading, the volume of information may or may not meet your needs for brevity or depth. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Cost Are there costs associated with the material? Have you explored open educational resources that might be available at no cost? The library reference staff can help search OER databases SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Supplements Does the material provide supplements such as slide decks, case studies, practice activities, or test banks that you can adapt for your needs? Learners often use supplements if diligently reminded (Lang, 2009) SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Authenticity How does this material reflect real-life situations and contexts relevant to learners' lives? Is the information presented in the material accurate and up-to-date, or does it risk conveying misconceptions due to being outdated? SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Appropriateness Does this material align with the age, grade level, and developmental stage of the learners? Are the language, vocabulary, and concepts used in the material suitable for the proficiency level of the learners? SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) SELECTION OF INSTRUCTIONAL MATERIALS: Interest What elements or features of the material are likely to engage learners and spark their enthusiasm for the topic? In what ways does the material relate to learners' personal interests, hobbies, or experiences? SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS SIZE Make the materials big and the letters readable for all in the audience; Avoid type that is too small to read; avoid all caps. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) The recommended font size for letters in instructional materials in the Philippines depends on the type of material and the intended audience, particularly considering visibility and readability. Here are some general guidelines based on best practices for readability: 1. Printed Materials (Handouts, Workbooks, etc.): Body Text: 12 to 14 points for clear readability. Headings and Titles: 16 to 24 points for emphasis and easy navigation. Subheadings: 14 to 18 points to differentiate from the body text but maintain readability. 2. PowerPoint Presentations or Visual Aids (e.g., posters): Body Text: 24 to 32 points so that students in the back of a room can read easily. Headings and Titles: 36 to 44 points for clear, bold emphasis. 3. Posters or Visual Displays (e.g., bulletin boards): Main Text: At least 24 to 32 points. Headings/Titles: 48 to 72 points to grab attention from a distance. BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS COLOR Ensure that color choices do not distract from the content or make it difficult to read. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)  When creating instructional materials for elementary science in the Philippines, color choices are crucial for enhancing learning, maintaining engagement, and aiding comprehension. Here are some general recommendations for using colors effectively: 1. Background and Text Contrast White or Light Backgrounds: Use white, cream, or light pastel backgrounds for clean and distraction-free materials. This provides a high contrast with text, making it easier to read. Text Colors: Black or Dark Gray: For primary text to ensure readability. Bold Colors (dark blue, green, or dark brown): For headings and emphasis but ensure high contrast with the backgroun 2. Highlighting Key Information Green: Commonly used for growth, nature, and life-related topics in science. Blue: For water, weather, and environmental topics. Also calming and often associated with logic and facts. Red or Orange: For important points, warnings, or anything related to heat and energy. Use sparingly as they can be overpowering. Yellow: For highlighting key terms or facts. It grabs attention but can strain the eyes when overused or paired with white. 3. Visuals and Diagrams Use color-coding to differentiate components in diagrams (e.g., green for plants, blue for water or sky, brown for soil). Naturalistic colors: When depicting plants, animals, or natural elements, use colors that resemble real-life (e.g., green for leaves, brown for trees). 4. Engagement and Age Appropriateness Bright colors (orange, yellow, bright green) help engage younger students. However, balance this with neutral tones to avoid overstimulation. Pastels (light blues, greens, yellows): Soothing and can be used for larger sections or backgrounds to avoid eye strain. 5. Theme-Specific Colors Earth Sciences: Greens, browns, and blues to reflect nature, landforms, and water bodies. Space or Astronomy: Dark blue or black with contrasting white, gray, or yellow to represent space and celestial bodies. Biology and Life Sciences: Use vibrant greens, yellows, and earth tones to depict life, plants, and animals. BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS DURABILITY Select materials that are durable and can withstand frequent use SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS ECONOMY Balance cost-effectiveness with quality when selecting materials SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS EASY TO HANDLE Design materials that are user-friendly and easy to manipulate. Choose appropriate sizes and formats for ease of handling, storage, and transportation. Consider the physical abilities and limitations of learners when designing materials, ensuring they are manageable for all. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS EASY TO HANDLE - Ensure that instructional materials are relevant to the learning objectives and curriculum standards. Tailor materials to the interests, backgrounds, and needs of the learners. Use examples, scenarios, and case studies that resonate with learners' experiences and contexts. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS NOVELTY Introduce elements of novelty and variety to maintain learner engagement. Incorporate interactive elements, multimedia resources, and hands-on activities to add interest and excitement. Regularly update materials to prevent boredom and keep pace with evolving learning trends and technologies. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS UNITY Use only one idea for each visual aid and include a headline SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS SIMPLICITY Make ideas and relationships simple and easy to recall. Avoid cluttering a visual with too many words, numbers, or graphics. The audience should be able to grasp the concept in 10 to 15 seconds. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) BASIC GUIDELINES IN DESIGNING INSTRUCTIONAL MATERIALS CONSISTENCY Use the same type style and art style. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES TWO-DIMENSIONAL (2D) INSTRUCTIONAL MATERIALS 1. BOARDS (Chalkboards, Whiteboard and Magnetic Boards, Hook and Loop Boards / Velcro Boards, Pegboards, Cloth Boards, and Bulletin Boards) SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES 2. Graphic Materials Graphics allow students to pick up on things missed verbally, reduce efforts in receiving messages, and they help focus attention. - Examples of these are charts, graphs, maps, globes, posters, drawings and sketches, diagrams, cartoons, strip drawings, and flip charts. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES 3. Pictures and Photographs The generic term picture includes any kind of opaque representation of visual images which includes drawings, photographs, pictures in books and magazines, or any medium open to the artists’ interpretation. - The term photograph only includes those images that were recorded by a camera and is usually an exact representation of the original. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES 4. Flash Cards These materials are used for drill activities in teaching certain topics. Flashcards may contain words, phases, sentences, math combinations or pictures. They help develop skills as well as atomizing responses of learners SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES 5. Post Cards Postcards on a country’s scenic spots, heroes, or presidents are widely available in bookstores. They can be used in teaching in Social Studies or as items to be posted on the bulletin board. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES THREE-DIMENSIONAL (3D) INSTRUCTIONAL MATERIALS Model - A model is a “reproduction of a real – thing in a small scale, or large scale, or exact size, - but made of synthetic materials. It is a substitute for a real thing which may or may not be operational” (Brown, et al,1969). A model is a replica of something. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES Mock – up an arrangement of a real device or associated devices, displayed in such a way that representation of reality is created. The mock – up may be simplified in order to emphasize certain features. It may be an economical reproduction of a complicated or costly device, to be observed for learning process. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES Object is the thing itself – anything that we bring in a classroom or laboratory for study. They are reality and not a substitute for reality. It can provide the means for establishing correct initial concepts in the minds of the pupils. SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY) COMMON INSTRUCTIONAL TYPES SPECIMEN A sample or part of an object – for example, a piece of coal, a piece of marble, the skin of a bird, a leaf, or a piece of mineral. Depending upon how it is used in teaching, a thing may be an object or a specimen. Specimens are excellent visual aids for science teaching but they are not quite as valuable as objects since they are only a sample or a part of an object, they cannot stimulate as complete a sensory experience as objects do SC-SCI 1: TEACHING OF SCIENCE IN THE ELEMENTARY GRADE (BIOLOGY AND CHEMISTRY)