LESSON 1 

CHARACTERISTICS OF APPROPRIATE INSTRUCTIONAL

MATERIALS IN SCIENCE TEACHING 

B. Pre-test 

STEP 1: Reviewing the Blogs Developed in Module 3 

 In this activity, you will exchange and share your general evaluation of the
blogs your class created in Module 3. In the sharing, consider the following: 

• Do the student sample blogs meet the desired outcomes and expectations?
Why?

- yes! Blogging improves students' analytical thinking and raises their

learning level beyond simply "understanding" and "remembering"
instructional materials. Before they can write down their thoughts,
students must analyze the subject and then clarify their thoughts about the
subject. Creating a single class blog and posting case studies, news items,
or topics for commentary is a simple way to incorporate blogging into
nearly any course. Another option is to have students post notes and
thoughts on the material for each class, and then have other students
comment on the postings

• How do the blogs support mathematics or science learning? 

-Students learn through explanations with others, but little is known about how
technology can support and augment these benefits. This paper describes an
experiment that compared the effects of mathematical discourse (explaining, justifying,
and arguing) with peers in person or through technology (a blog) on fraction learning.
We hypothesized that blogs could provide benefits beyond face-to-face collaborations
because they keep a record of explanations for later reflection, allowing students to
revisit and revise their explanations.

STEP 2: List ideas for improving the student sample blogs 

Answer:
• Create a single class blog where you can post case studies, news articles, and discussion
topics.
• Request that students post their lecture notes as well as their thoughts on the material.
• In addition, other students will be assigned to comment on the postings.
Explain
To allow you to apply and experience working as a student and as a teacher, do the
following activities:
 Activity 1
Evaluating Mathematics or Science Teachers' Multimedia Presentations

Step 1: Identifying Objectives:

To review the potential benefits of facilitating learning with multimedia presentations,
identify some of the reasons behind going over some samples of well-designed
multimedia presentations.
• Well-designed multimedia presentations foster language confidence.
• Process-driven presentations encourage constructive feedback.
• Multimedia presentations stimulate students' creative thinking.
• It improves information literacy.
• A good selection of presentations allows students to shine.
• It enables students to gain a deeper understanding of a subject by approaching
it from various perspectives.
• it provides teachers with a broader assessment lens
Step 2: Citing Best Features of Multimedia Presentations
Recall the features of multimedia presentations and note if these features are
demonstrated by the multimedia presentations you will review. Recall also the
principles and guidelines in developing instructional materials.
Step 3: Reviewing Shared Multimedia Presentations
1. Search from the internet shared mathematics or science multimedia
presentations that were developed by mathematics or science teachers.
a. Download 5 presentations for science courses. It will be easy for you to get
some from the Slide Share website. Follow the following inclusion criteria
in choosing the ten multimedia presentations.
b. 5 Multimedia presentations for lessons in science courses covering
Biology, Chemistry, Physics, Earth Science, and Environmental Science
c. Developed from 2015 to current time
d. With a minimum of 10 slides
e. Must engaged more than one sense
f. Must be developed by a professional teacher
g. Freely shared

`
1) https://www.learnpick.in/prime/documents/ppts/details/5741/presentation-on-
digestion-and-absorption-2 (Biology)

2) https://
www.learnpick.in/prime/documents/ppts/details/5625/presentation-on-acid-
base-salts-class-7 (Chmistry)

3) https://www.learnpick.in/
prime/documents/ppts/details/5330/presentation-on-atomic-physics (Physics)
4) https://www.learnpick.in/prime/documents/ppts/details/3731/biodiversity-and-
conservation (Environmental Science)

5) https://www.iop.org (Earth and Space)

Step 4: Preparing for the Review Report
Prepare your review reports by answering the following questions:
a. Are the contents supported by research or is based on proven facts?
b. Are the contents logically organized?
c. Did the presentations highlight the key points about the topic?
d. Are the languages used appropriate to the age and experience of the audience?
e. Are all the references cited properly?
f. Are the objectives of the presentation stated clearly?
g. Is there an opportunity for the audience to participate in the presentations?
h. Is there an opportunity for checking understanding?
i. Can the presentations be delivered within the allotted time?
j. Did the presentations follow appropriate designs in terms of:
o The presentations generally have title page.
o Dark texts are displayed on light background or white texts on dark
background
o The backgrounds are simple
o The presentations used only one-color scheme
o Slides are not cluttered with too many elements
o The presentations stimulate interests through the use layouts, graphics,
sounds, and or transitions.
k. The textual elements meet appropriate use in terms of :
o Text is kept to a minimum.
o Font types are easy to read.
o No more than two types of fonts are used.
o Slides do not have too many bullets.
o Spelling, grammar and punctuations are correct.
l. The presentations feature interesting images or visuals.
m. The use of multimedia elements help explain the concepts better.
n. The images are appropriate to the age and experience of the audience.
o. The multimedia elements are not distracting or repetitive.
Step 5: Reporting the Review
Organize your report and prepare to discuss it in class. Start from the best features
followed by the points for improvement.
Step 6: Recommending for the Areas of Improvement
Provide some tips to come up with an improved multimedia presentations benchmarked
from the reviewed multimedia presentations.
Multimedia Report Presentation: volcanoes (Biology)

Note: I’ll attach the report in separate document.

Activity 2
MAKING TABLE, GRAPHS, AND CHARTS USING WEB-BASED
APPLICATIONS
Step 1: Exploring Apps for Making Table, Graphs, and Charts
• Explore the different applications that were presented earlier relevant to developing
charts, tables and graphs.

Power point presentation

Microsoft Excel

Microsoft word

Step 2: Using the Software Applications

Once you were able to explore and learned how to use the software applications
in making graphs and charts, try to think of your mathematics or science learning plan
lessons and identify data that require presentation with the use of charts or graphs.
After which develop your graphs or charts ready for presentation.
In preparing your graphs and charts, you need to consider the following:
a. your lesson objectives,
b. your target audience;
c. the role of the charts in conveying your message;
d. how you will present the charts and
e. the best type of chart or graph to present the information
 Topic: VOLCANO

Objectives:
o define what is a volcano
o differentiate the classification of the volcanoes
o Draw and explain the two processes of how volcano forms
Microsoft Office Word Table
Classification of
Examples Definitions
volcano
Active volcano

It is a currently
erupting volcano or
1 it has erupted in
the last 10,
000years.

Extinct volcano

Has not erupted in

2 the past 10,000
years.

Dormant volcano

Sleeping’ but it
3 could be in the
future.

Step 3: Presenting Developed Graphs and Charts

You will be asked to pair with a classmate and share with one another your
graphs and charts. After which share your graphs and charts with the rest of the group.
During the graphs and charts sharing, try to compare your graphs and charts with the
other pairs and identify which is the best presentation and reflect why such is the case.
To countercheck further your graphs and charts, consider the following:
a. Can you and your students easily understand the chart of graph? Yes
b. Is the message you want to convey the message conveyed? Yes
c. Are all the essential information provided by the charts and the graphs? Yes
d. Is the chart or graph positioned in the document properly? Yes

EVALUATION
Activity 1
Creating Newsletter
Create a newsletter as part of this activity that will be included in your learning plan
portfolio. Create a newsletter to assist you in meeting your targeted student learning
objectives. Because the newsletter you will create is a student sample, ensure that the
content of your newsletter is relevant to the contents of your learning plan lessons and
appropriate to your learner's profile.
Step 1: Exploring Samples of Newsletters from the World Wide Web
Check on the following websites for additional newsletter writing ideas. In case
the identified websites are not anymore available, you may search for other websites for
your reference.
 Newsworthy Journey
 http://www.microsoft.com/Education journey.aspx
 TEACH Newsletter
 k12.wa.us/student-success/learning-standards instructional-materials materials-
adoption-course-supports/teach
Step 2: Planning the Content
Remember that you are creating a newsletter for your students to understand
your lessons. Hence, you need to think about how targeted learning objectives will be
achieved. In defining your contents, be guided by the following:
Overall Goal of the Newsletter
• To highlight and appreciate the various uses of light in optical instruments.
• Describe the roles of light refraction and reflection in optical instruments.
Title of the Newsletter
 Application of light in Optical Instruments
Elements Necessary for the Targeted Learning Objectives
 Ensure the facts are right
 Application of light in different optical instruments
 Pictures and features of instruments
 Creative games are included
 New discoveries are attached

Topics and Reference Materials needed

 Applications of light in optical instruments
 Refraction and Reflection
 New innovations and Discoveries
 http://www.moreinspiration.com/Search?t=optics
 physicslab.com
Other Resources that will be Used in the Creation of the Content
The following are some possible information that you need to gather to include in the
newsletter:
• Letter to the editor
• Cartoons or sketches
• Puzzles or trivia questions
• Survey
• Public opinion poll
• Features
• New discoveries

Step 3: Creating a Newsletter Story Board

To ensure that you are guided by the principles of lay outing a newsletter and of the
development of its essential contents, it will help if you will create first a story board.

Newsletter
Title: Applications of Light in Optical Instruments
Lead Story Headline:

Importance: Knowledge of light was needed for the invention of optical

instruments such as microscopes, telescopes, and cameras, in addition to optical
fibers. These instruments use mirrors and lenses to reflect and refract light and
form images.

Optical instruments are the devices which process light wave to enhance an image
for a more clear view. The use of optical instruments, such as a magnifying lens or
any complicated device like a microscope or telescope, usually makes things bigger
and helps us to see in a more detailed manner.

Secondary Story Headline:

Microscopes and telescope: The microscope and telescopes has revealed secrets
of the natural world like no other single invention. The microscope let scientists see
entire new worlds, leading to many discoveries—especially in biology and medicine
—that could not have been made without it. While telescopes make enlarged images
of objects—such as distant stars—that only appear tiny because they are very far
away.

Mirrors and Lenses: In all, mirrors are useful in everyday life. Lenses, however,
are essential to our lives. .In fact, all the optical devices that are part of your
everyday life— eyeglasses, contact lenses, magnifying glasses, microscopes, cam-
eras, camcorders—produce images following the same laws of reflection and
refraction.

Featured Articles

New Invention: Sketch In 3D Using Augmented Reality:

 A group of Royal College of Art students–Guillaume Couche, Daniela Paredes
Fuentes, Pierre Paslier, and Oluwaseyi Sosanya–has developed a tool called
GravitySketch that starts tracing an outline of how these systems could work as
creative tools. Their high-tech sketchpad looks a bit like a prop from Tron, with its
etched grid of transparent plastic and sternly rectilinear user interface panel, but the
goal is to make augmented reality feel as natural and organic as sketching in a
notebook. Artists hold the acrylic drawing tablet like its analog counterpart and
sketch with a custom stylus. Radio frequency sensors record the movements and
coordinates on the pad and send them to an Arduino hidden in the black box on its
edge. No lines are actually drawn on the pad, but the artist sees them float in air
through a pair of augmented reality glasses wirelessly connected to the Arduino.

The real trick of GravitySketch is that, rather than requiring artists to master tricks
like perspective or foreshortening to suggest depth and physicality, they can simply
rotate the tablet and draw lines that connect to their previous marks, creating a
sense of form in the process. The drawings hang in space, can be approached from
any angle, and can be rotated like physical objects.

A solo sketch can quickly become a jam session if several people surround the
drawing, allowing people to collaborate in real time with none of the loss that comes
from sharing ideas asynchronously and in traditional formats.

Activity 2
Creating Multimedia Presentation
For presentations to be appealing, mathematics and science teachers must design them
properly, incorporating a variety of media to create a true multimedia presentation.
Students, in addition to teachers, can create presentations to visually present their
reports or projects. Aside from computer operation and visual design skills, creating
slide presentations can help you develop a variety of skills. In this activity, you will
create multimedia presentations for your role as a teacher to present some important
concepts from your learning plan, as well as another multimedia presentation as a
student sample for the presentation of the students' final project output (output of
integrating project-based learning)

(Output will be attached in Gclassroom)

For the Teacher Support Material
Step 1: Reviewing Learning Plan
Go back to your learning plan and identify the learning objectives with the topic
that you deem will require the use of a multimedia presentation.
Step 2: Explore Presentation Software Applications
Review the different presentations software applications and explore how these
are used and choose which of these to use for your teacher sample presentation.
Step 3: Planning the Content
To be able organize the content of the different slides of your presentation, it
helps if you will develop your story board. The following is a sample of a presentation
story board adapted from World Links (2008) that may help you Fill it out for this
activity.

Part A
Subject and Year Level Science – Grade 9
Lesson Title/Topic VOLCANO
Learning Objectives At the end of 60 minutes, the learners will:
• define what is a volcano
• differentiate the classification of the volcanoes
• Draw and explain the two processes of how
volcano forms
Target Date of Presentation June 14, 2022

Part B
Plan the parts of your multimedia presentation using the boxes below.
Slide 1: Title of Presentation and your name

Slide 2: Objective/s of the presentation or the intended learning outcomes

Slide 3: Something to generate interest in the topic (e.g. a quote, a photo, a video,
or a chart)

Slide 4: First main idea (specify the text, as well as the non-textual element, to be
put in this slide)

Slide 5: Support for the first main idea (e.g. example, short quiz, chart)

Slide 6: Second main idea (specify the text, as well as the non-textual element to
be put in this slide

Slide 7: Support for the second main idea (e.g. example, miniquiz, chart)

Slide 8: Third main idea (specify the text, as well as the non-textual element, to
be put in this slide)

Slide 9: Support for the third main idea (e.g. example, miniquiz, chart)

Slide 10: Summary (may be presented visually, as in a table, or a concept map)

Slide 11: List of references used

Activity 3
 Understanding UDL in the context of Mathematics and Science Teaching
Answer the following Questions:
1. How will the following UDL principles guide you in delivering your learning plan?
Learning Plan Topic: VOLCANO
Learning Plan Objectives At the end of 60 minutes, the learners
will:
• define what is a volcano
• differentiate the classification of
the volcanoes
• Draw and explain the two
processes of how volcano forms
UDL Principles Practical Application in the
Implementation of my Learning Plan
Principle 1: Equitable Use It aided me in developing my learning
strategy because this principle includes
provisions for privacy, security, and safety
that are available to all users. All users
will find the design appealing.
Principles 2: Flexibility in Use The design accommodates a wide range of
individual preferences and abilities,
which is an important feature in
developing a learning plan that caters to
all preferences and abilities.
Principle 3: Simple and Intuitive Use This principle ensures that the use of the
design is simple, regardless of the user's
experience, knowledge, language skills, or
current concentration level.
Principle 4: Perceptible Information It is critical in learning plans that the
content and design effectively
communicate necessary information to
the user, regardless of ambient conditions
or the user's sensory abilities.
Principle 5: Tolerance for Error When a student responds
inappropriately, this principle provides
guidance and background information.

Principle 6: Low Physical Effort Physical characteristics of both students

and teachers are taken into account. The
learning plan will be more effective if this
principle can be applied efficiently,
comfortably, and with minimal fatigue.
Principles 7: Size and Space for Approach Provides learning plan with a clear line of
and Use sight to important elements.
2. Learning technologies are an integral part of a UDL approach; however, simply using
technology in the mathematics or science classroom is not implementing UDL. How
do you understand this statement in the light of the three principles of UDL?

Provide Multiple Means

of Learners differ in the ways that they
Representation perceive and comprehend information
that is presented to them. The transfer
of learning, occurs when multiple
representations are used, because they
allow students to make connections
within, as well as between, concepts.
Provide Multiple Means of Action and This means that providing options for
Expression students will help them express what
they have learned. Providing options for
action and expression can greatly
improve learning in the class.
Provide Multiple Means of Engagement Providing multiple options for
engagement is essential, it stimulates
interest and motivation for learning.
Applying this UDL principle will involve
stepping out of that outlook and adding
flexibility in how we conceive learner
engagement.

3. How can mathematics and science teachers and administrator’s best support the
development of UDL learning environments?

Universal Design Learning provides that same kind of flexibility in the classroom. By applying
UDL principles, Mathematics and Science teachers can effectively instruct a diverse group of
learners. They will do this by building in flexibility in the ways learners can access information
and in the ways students can demonstrate their knowledge.

In order to best support the development of UDL learning environment, mathematics and science
teachers must know their students’ strengths and weaknesses, use digital materials when
possible, share content in a variety of ways, offer choices for how students demonstrate their
knowledge, take advantage of software supports, know that low and no tech options also do exist,
and learn from others.
4. What other questions do you have about Universal Design for Learning, based on
your own experience and current context?

 What is the difference between inclusive design and universal design?

 What is the difference between accessibility and universal design?
 What are the goals of universal designs for learning and how can they be
applied in teaching and learning in flexible learning?

Activity 3
Understanding UDL in the context of Mathematics and Science Teaching
Answer the following Questions:
5. How will the following UDL principles guide you in delivering your learning plan?
Learning Plan Topic: LIGHT
Learning Plan Objectives Discuss the reflection and refraction of
light and its properties
• Develop an understanding of
images formed by the different types of
mirrors and lenses.
• Learn how to predict the
qualitative characteristics (orientation,
type, and magnification) of images
formed by plane and curved mirrors and
lenses
• Illustrate ray diagramming
techniques in describing the
characteristics and positions of images
formed by lenses
• Identify ways in which the
properties of mirrors and lenses
determine their use in optical
instruments
UDL Principles Practical Application in the
Implementation of my Learning Plan
Principle 1: Equitable Use It helped me design my learning plan
because this principle have provisions for
privacy, security, and safety that are
equally available to all users. The design
is appealing to all users.
Principles 2: Flexibility in Use The design accommodates a wide range of
 individual preferences and abilities that is
an essential characteristic in constructing
learning plan that caters all preferences
and abilities.
Principle 3: Simple and Intuitive Use Through this principle, the use of the
design is easy to understand, regardless
of the user's experience, knowledge,
language skills, or current concentration
level.
Principle 4: Perceptible Information In learning plans, it is important that its
content and designs communicates
necessary information effectively to the
user, regardless of ambient conditions or
the user's sensory abilities.
Principle 5: Tolerance for Error This principle provides guidance and
background information when the
student makes an inappropriate response.

Principle 6: Low Physical Effort Physical aspect of both students and

teachers are considered. If this principle
can be used efficiently, comfortably, and
with a minimum of fatigue, the learning
plan will be more effective.
Principles 7: Size and Space for Approach Provides learning plan with a clear line of
and Use sight to important elements.

6. Learning technologies are an integral part of a UDL approach; however, simply using
technology in the mathematics or science classroom is not implementing UDL. How
do you understand this statement in the light of the three principles of UDL?

Provide Multiple Means of The transfer of learning, occurs when

Representation multiple representations are used,
because they allow students to make
connections within, as well as between,
concepts. Learners differ in the ways
that they perceive and comprehend
information that is presented to them.
Provide Multiple Means of Action and Providing options for action and
Expression expression can greatly improve learning
in the class, according to the American
Association of School Psychologists
 (ASP).

Provide Multiple Means of Engagement Applying this UDL principle will involve
stepping out of that outlook and adding
flexibility in how we conceive learner
engagement.

7. How can mathematics and science teachers and administrator’s best support the
development of UDL learning environments?

In the classroom, Universal Design Learning offers the same level of adaptability.
Mathematics and science teachers can effectively instruct a diverse group of
learners by applying UDL principles. They will accomplish this by incorporating
flexibility into the ways learner’s access information and demonstrate their
knowledge.
Teachers must be aware of their students' strengths and weaknesses, use digital
materials whenever possible, and share information in a variety of ways. Know
that low and no tech options also do exist, and learn from others, say teachers at
the University of Developmental Learning (UDL).Teachers must know their
students' strengths and weaknesses, use digital materials when possible and
share content in a variety of ways.

8. What other questions do you have about Universal Design for Learning, based on
your own experience and current context?

• What is the distinction between inclusive and universal design?

• What exactly is the distinction between accessibility and universal design?
• What are the goals of universal designs for learning, and how can they be used
in flexible study learning and teaching?