SCI 2

Zeta M. Cabili
Faculty, College of Education

8 Instructional Materials Development for Elementary Science

Education
Introduction
The mark of a Science teacher who has a grown in her chosen area of
specialization is her ability to organize and develop curriculum materials suited to the
children’s level of readiness and understanding. Guided by studies on the development
of logical thinking together with the current thrusts in science education, the science
teacher should be able to prepare self-instructional materials. Complete learning
packages and home study modules are definitely here to stay. Their use for either
enrichment or remediation cannot be overemphasized.
The syllabus, curriculum guide, scope and sequence chart, course of study… all
are instructional guides which must be considered at best as suggestions of possible
coverage and continuity of content in an entire course. Caution is in order at this point
lest the Science teacher accepts any of these guides in its entirety and uses it as she
would a cookbook in preparing meals. A built-in flexibility in the selection and
sequencing of content must be provided for it such guides are to serve a school
population of diverse nature. Experience gained form their use will surely serve as
valuable feedback for future revision or modification of the scope and organization of
the Science course.

Learning outcomes Learning Outcomes

At the end of this Module, you should be able to:
 describe the instructional materials used in Science teaching
 infuse technologies into scientific investigations

Developing Instructional Materials

Instructional materials offer the best means by which a Science teacher can
provide direction in her students’ daily search for new understandings and verifications,
particularly by use of printed materials. Even the best teacher trained in the latest
teaching methods, well-informed about Science facts, and fully aware of the goals of
science education can still fail in planning and implementing a Science course if she is
lacking in appropriate instructional materials. Knowledge of how to develop a course
syllabus, a teaching unit, or a simple learning activity can undoubtedly enhance her
competence in communicating with the children regarding the coverage and sequence
of the content to be taken up.
This task of selecting content and arranging them according to some arbitrarily
set guidelines was formerly undertaken by science educators with the assistance of
science subject specialists who together develop science textbooks and other reference
materials. Lately, however, the responsibility of preparing course guides has been given
to the science teachers who are considered in the best position to provide the learning
materials they will use suited to the varied interests, needs, and abilities of their
students. The instructional materials previously prepared by curriculum developers can
serve as models or guides in the present task of developing their own teaching units or
daily lesson plans. Their rich observation gained after using these materials for a year
will serve as feedback for any future revision.
With the current shift toward individualized instruction programs on the
elementary level, it has become imperative for the classroom teacher to learn how to
develop her own self-instructional materials. Such programs as consider the individual’s
capacity to learn, his interests, and background knowledge possessed before planning
any learning activity put a heavy demand on the teacher’s basic knowledge of how to
write learning units suited for special groups or individuals in her class. Whether the
science instruction is intended for a whole class, a small group, or a pupil, the teacher
should be able to plan, organize, and develop the suitable instructional materials.
Some of these materials are: (a) the course syllabus or a course outline, (b) a
single teaching unit, and (c) some forms of self-learning materials. Since the material
lends itself best to a basic developing procedure, a sample unit on energy using the
traditional format is included in this module.
The Course Syllabus
The most basic curriculum material that a teacher should prepare for her own
use in teaching a science course is the syllabus. This is a course guide which includes
the scope of the course, how it will be taught, means for evaluating teaching
effectiveness, and the reference materials to be read.
The parts of a course syllabus are:
1. Course Number
2. Course Title
3. Course Description
This includes an overview of the course of the main concepts the students are
expected to learn from the course. It may include one or two outstanding features
or what new topics will be highlighted in the course.
4. Course Prerequisites
This states what previous science courses should have been completed before
this one is taken.
 5. Course Credit
This includes the number of recitations periods per week and the total number of
recitation hours for a whole semester or year. Then, the corresponding number of
units earned after completing the course is stated.
6. Course Objectives
The general as well as specific objectives are formulated here.
7. Course Outline
A detailed outline of the topics and subtopics to be covered appears in this
section. The sequencing of the main topics should as much as possible be such
that they will lend themselves easily to a quarterly evaluation corresponding to
the four grading periods.
8. Course Methodology
A brief description of how the course will be taught is necessary. Laboratory as
well as outdoor procedures are discussed in addition to the usual classroom
activities.
9. Time Allotment
Approximately how much time is sufficient to complete each main section of the
course is likewise stated.
10. Course Requirements
This part includes all learning tasks that will help in evaluating learning in terms
of the objectives. The number of: (a) long and short tests, (b) midyear or final
papers to be written, (c) simple researches that may be undertaken, and, (d)
required clippings, collections, and projects are enumerated before-hand.
11. Suggested References
The texts and other supplementary reading materials that will be used are
enumerated here.
Developing an Individual Teaching Unit
A teaching unit is a block of study consisting of major concepts which are arrived
at through planned learning activities.
With these in mind, the science teacher should next determine the format in
developing the unit.
Following is a useful format for developing a single unit in science:
1. Title of the unit. What the unit is about. This is a brief statement of nature and
scope of the subject area are covered by the unit.
2. Relevance of the unit. The statement related the unit to the present needs of the
pupil and the environment in which he lives.
3. Science concepts included. This part includes all the main concepts and ideas to
be developed in the unit. This serve as a guide in designing the learning activities
to be undertaken.
4. Useful background knowledge. This is an enumeration of background information
which should have been learned in the previous units.
5. Instructional objectives. The instructional objectives which should be achieved in
the unit are stated here in behavioral terms. The teacher’s objective are mainly
the learning of basic science information and the development of skills and
desirable behaviors
6. Suggested activities for the unit. This includes the various activities planned for
the unit. The classroom or laboratory activities may be in the form experiments,
demonstrations, discussions, viewing films special reports, constructing models
and posters, and listening to resource persons.
The outdoor activities include field trip, preparing a collection, constructing
projects, and a study of some community resources.
7. Summary. The important generalizations or concepts learned are stated here.
8. Unit evaluation. Questions for self-evaluation are provided to determine whether
the students are ready to proceed to the next unit.
9. References. The rich source of facts and information such as textbooks, journals,
magazines, newspaper clippings, and research reports are likewise enumerated.
10. Equipment/materials needed. The list of materials includes the supplies and
equipment needed to perform the suggested learning activities.
11. Additional Investigation. For fast learners, further readings, additional research or
special reports and interviews may be suggested. For slow learners, activities
designed for remediation are recommended.
12. Culminating activity. Activities like organizing exhibits and science fairs,
preparing newsletters, making collections, and writing special reports may be
planned. Panel discussions, programs, assemblies, or dramatizations may be
held.
Developing Self-Instructional Materials
Self-instrumental materials are those which are described to be self-contained
and the manner of presentation is such that the learning activities can be undertaken
individually or in small groups. These materials are most effectively used in
individualized instruction programs. The self-instructional module helps in providing
remedial instruction for slow learners and enrichment materials for fast learners. Many
science topics can best be presented through these self-directing materials. With the
use of one, the student is allowed ample time and assistance to finish the prescribed
learning activity at his own pace. The lesson will survey be enjoyed and the experience
gained will be satisfying.
These instructional materials may take the form of a self-learning kit, a self-
instructional module, a learning packet, or a do-it yourself package. For this type of
learning materials, the format for a self-learning kit will be provided.
1. A self-learning kit (SLK)
The self-learning kit popularly used in science classes is a complete package
consisting of a manual of instruction and all the materials needed in performing
the learning activities.
The manual of a self-learning kit includes the following features:
a. SLK number and title
b. Target learners – indicates who will use the kit.
c. Overview – includes a brief statement of what the kit is about.
d. Objectives – state what information and skills the performer is expected to
acquire
e. Entry behavior – informs the performer what previous knowledge is necessary
before undertaking the kit.
f. Learning activities – include a series of activities arranged from the simplest
to the most complex concepts. Each learning activity includes the procedure
and some guide questions to help the learner gather and record observations
g. Study questions – includes questions to be answered. The answers should
show whether the performer has learned the activity.
h. Feedback – tells whether the questions have been correctly answered.
i. Posttest – assesses what the performer learned from the SLK
j. Evaluation – includes appraisal of the effectiveness of the SLK as to the
objectives formulated.
2. A Self-Instructional Module
Like a self-learning kit, a self-instructional module is a self-contained,
independent unit of instruction prepared for the purpose of attaining defined
instructional objectives. It is characteristically self-directing since it includes
instruction on how the various investigations will be pursued. Also included is
listing of the materials and other resources that should accompany the text of the
 module. Classroom instruction using modules is described as self-pacing where
the pupil progresses through the learning tasks.

Parts of a Module
 Overview. This gives the student an idea of what he expects to learn from
the module. This may take the form of the statement of purpose, a
rationale, or just an introduction. It includes a statement on why the
module is important or how it relates to the present needs and conditions
in the environment.
 Pretest. This may include a 10-item multiple choose test that is self-
administered and self-corrected. It is intended to find if the student is
ready to perform the activities prepared.
 Objectives. These state what the student should be able to do or discuss
after the completion of the module. Some include entry behavioral
objectives (prerequisite skills required) as well as enroute behavioral
objectives or those that have to be accomplished as the student goes
through the present module.
 Learning Resources. To attain the objectives formulated, a list of
references such as books, magazines and newspaper, other media of
instruction like tapes and projected visuals, together with lecture handouts,
are provided.
 Learning Activities. Sometimes termed Study Guide, Core Activities, and
Instructional Activities, these refer to what the student will do such as
performing an experiment or a demonstration, reading, listening to tapes,
viewing slides, participating in a discussion, and making outdoor
observations.
 Enrichment Activities. These are optional activities provided for the
students who may be interested in pursuing the concepts further or for the
development of more sophisticated skills.
 Self-Evaluation Exercises. The questions after each activity are intended
to find out if the objectives set for that particular activity have been
realized. If not, a student may perform the same activity or a parallel
activity leading to the same concept.
 Posttest. This is the test taken after the completion of the learning tasks in
the module. A score of 80 percent and above is required before a student
is allowed to proceed to the next module.
A useful guide in developing an instructional module includes the following:
A. Preliminaries or Introduction
1. Rationale. This includes a statement showing the importance of the module to
the students
2. Objectives. This states what the students will learn after completing the
learning activities.
 3. Target Population. This includes a description of who can tackle and will be
benefited by the module.
4. Time Frame for Completing the Module. This tells the approximate time that
can be allowed inn pursuing the learning tasks.
5. Plan of Work or Instructional Planning Chart. This shows the planned
sequence of activities to be accomplished
B. Design of Learning Activities
1. Objectives. The instructional objectives specified in behavioral terms desired
for the particular learning activity are stated here.
2. Directions. General instructions on how the activities in the module will be
undertaken is clearly indicated.
3. Pretest and Key
4. Activity Proper. This part includes all the smaller tasks to be performed in the
learning activity in their proper sequence.
5. Self-Evaluation Exercises. The question to be answered after every activity
will indicate whether the objectives of the activity have been achieved or not.
6. Posttest. Upon completion of the module, learning in terms of knowledge and
skills is assessed.
Advantages and Disadvantages of Using Modules
Advantages
1. Because it is self-pacing, the student will be able to schedule his study at a time
most convenient for him.
2. It is self-directing and therefore the student can choose his own learning mode
such as setting experiments individually or with small groups, learning through
reading or participating in discussions, or trying his own experimental design.
3. The student assumes responsibility for his own learning. He may choose to
complete the module to give him time for the rest of his subjects.
4. Feedback obtained from the self-evaluation questions informs the student about
his own progress with succeeding learning activities. In case of failure, being
allowed to perform the activity once more assures him of improvement in doing
the particular task.
The teacher is likewise benefited by the modules.
1. The time which she can save by not holding class paced instruction can be
devoted to observing significant behavior of the students as they perform the
suggested activities.
2. In a modular instruction, the teacher can be seen performing a new role-that of
being a facilitator and guide rather than a disseminator of information.
3. A well-developed module guarantees a smooth sequencing of activities and a
successful discovery of facts and information upon its completion.
Disadvantages
1. Since modules are intended for individualized instruction, they involve much-
reduced interaction between the students and the teacher and, more important,
among themselves.
2. Since the pupils are left to choose their instructional modes, the choice of more
passive method may result in a neglect of developing manipulative or process
skill.
3. Not being able to catch up with the rest, a slow learner may develop a feeling of
inadequacy or inferiority. This is what the teacher should guard against early
enough so that she can provide the necessary encouragement and gentle push
for the students to continue with their tasks.

Preparing a Daily Lesson Plan

While an architect prepares a blueprint of a floor plan to serve as guide in
constructing a house, so does a science teacher who prepares a lesson plan which
instructs her on what, when, and how to teach science. Like any plan before any
important undertaking, it should be made with meticulous care to insure a smooth and
success-guaranteed classroom encounter. A number of factors must be considered,
such as:
1. Adequate knowledge of the subject matter to be taught. A science teacher must
possess a mastery of the science concept to be introduced together with
knowledge about related sub concepts. She can enrich her background
information by reading recent books and other publications on science.
2. Proficiency in a large variety of effective instructional techniques. Using the same
technique and following one procedure over a long period of time becomes
mechanical and boring to the children whose curiosity and anticipation of learning
something new is common knowledge to teachers. Try other measures that
proved effective in the past or find out how other techniques will work with this
set of pupils. Book on methods will help in this respect.
3. Awareness of the children’ developmental characteristics. A class no matter how
homogenously grouped according to some criteria will still present some degree
of differences. As assessment of their interests, abilities, and need will be
necessary before any instructional activity can be
4. Availability of supplies and equipment. What good is a well-written experiment if
the Included some improvisations in the plan if possible.
Part of the Lesson Plan
A complete lesson plan should include the following parts:
1. Objectives of the Lesson
 Expected outcomes of the lesson are stated in behavioral terms. They may be
given as:
a. General and specific objectives
b. Cognitive, affective, and psychomotor objectives
2. Subject Matter
This part states the unit and the concept or specific topic to be taught. It also
includes references if the lesson is from the text.
3. Method and Procedure
This part consists of:
a. Initiating the unit.
b. The lesson proper which includes the learning activities whose procedure
may be presented in the form of a demonstration, discussion, oral reports, or
reading. It also includes the process skills and desirable values to be
developed in every learning activity.
c. The Generalization and Application
4. Evaluation
Learning may be assessed through a test, a summary of what has been learned,
or a plan for future action.
5. Assignment
Additional Inputs about Instructional Materials
Instructional materials, also known as teaching/learning materials (TLM), are any
collection of materials including animate and inanimate objects and human and non-
human resources that a teacher may use in teaching and learning situations to help
achieve desired learning objectives. Instructional materials may aid a student in
concretizing a learning experience so as to make learning more exciting, interesting and
interactive. They are tools used in instructional activities, which include active learning
and assessment. The term encompasses all the materials and physical means an
instructor might use to implement instruction and facilitate students achievement of
instructional objectives.
Types of instructional materials

Print Textbooks, pamphlets, handouts, study guides, manuals

Audio Cassettes, microphone, podcast

Visual Charts, real objects, photographs, transparencies

Audiovisual Slides, tapes, films, filmstrips, television, video,

 multimedia

Electronic
Computers, graphing calculators, tablets
Interactive

Instructional Materials
So what are instructional materials? Every teacher needs supplies and resources
in order to have a successful classroom. Writing utensils, paper, and inspirational wall
signs are all useful objects in a classroom, but they are not instructional
materials. Instructional materials are the tools used in educational lessons, which
includes active learning and assessment. Basically, any resource a teacher uses to help
him teach his students is an instructional material. There are many types of instructional
materials, but let's look at some of the most common ones.
Traditional Resources
Traditional resources include any textbooks and workbooks used in the
classroom. For example, language arts classrooms almost always have literature
textbooks, writing textbooks, and even vocabulary and spelling workbooks. In addition
to these, traditional resources also include any supplemental reading material, like
novels or poems outside of the textbook.
These materials can really help to introduce new concepts to your students. For
example, when learning the concept of theme, a literature textbook can provide
numerous reading materials all displaying theme in different types of literature. In the
same way, workbooks can give some useful basic practice activities for a new
vocabulary words or even writing activities that might be difficult for students. Then,
when mastery is shown on a basic level, a teacher can introduce more challenging
material related to that concept.
To evaluate these traditional resources, the most important aspect is to make
sure you choose material within the resource that appropriately relates to your learning
objective. Most textbooks and workbooks have already been designed to align with
certain educational standards and are therefore very reliable in regards to addressing
classroom goals. Still, it is important to be sure to choose material within the textbooks
that matches your specific learning objective.
Graphic Organizers

A second type of instructional material is the graphic organizer, which is any type
of visual representation of information. Diagrams, charts, tables, flow charts, and graphs
are all examples of graphic organizers. For instance, in a math classroom, it is essential
to use graphs on a coordinate plane when learning about the equation of a line so that
students can actually see how a line is graphed. In language arts, Venn diagrams and
plot diagrams are clear instructional tools to use when comparing or analyzing events in
a piece of literature. All of these graphic organizers allow students to physically see
relationships between ideas. This is imperative for learning, especially for students who
are more visually oriented. Seeing a clear relationship is always easier than an abstract
idea in your mind.
In fact, having students create their own graphic organizers can be a great way
to incorporate active learning. For instance, you can have students read a short story or
even an informational article and then create their own visual representation of the
information. This pushes students to internalize and apply the information, which
requires more thought than simple recall.
To evaluate your graphic organizers, the most important aspect is to make sure
they support learning and are not merely creative distractions. Some materials can be
very fun and interesting, but if they do not support learning, they should not be included
in your lesson. For instance, a Venn diagram on two characters in the novel, A Tale of
Two Cities, can be a nice visual, but this is a higher-level novel and needs a more in-
depth type of graphic organizer. At this level, a Venn diagram is just too simple.
Teacher-Made Resources
A last type of instructional material comprises any teacher-made resources.
These include anything the teacher creates, like handouts, worksheets, tests, quizzes,
and projects. Many of these are used for assessment in the classroom, which is
determining the level of learning on any given topic. For instance, different handouts or
worksheets can be used throughout a unit to see which students are getting it and
which students are struggling.
Evaluating these materials is very important. Everything a teacher creates must
be a true assessment of the learning objectives. For instance, a test on a more
advanced novel needs to show how a student can apply the concepts of theme,
character development, conflict, and other literary ideas covered in that unit. In this
case, simple recall of plot events should take a lesser role in any teacher-created
assessments.

Assessment Tasks
1. Prepare your own module on any of the following units: light energy, forces and
motion, sound production, and electromagnets.
2. Obtain a learning kit and judge it as to completeness or adequacy of instruction
and materials.
3. Examine a teaching module being used by one of your professors. Look for the
specific features that can support its characteristics as self-directing, self-pacing,
and self-correcting.
4. Why are self-instructional materials more widely used in science courses than in
other subject areas?
5. Suggest some points to be considered in planning or revising a course syllabus.
Show how this task can be cooperatively undertaken.