Name:_JANZ JACOB A.

FLORES BEED II
Module 4: Components of Instructional Planning
A. ACTIVATE
Activate A.1.
How do you plan for instruction? Describe the process you will do.

1. Developing a learning objective/designing outcome

2. Plan the specific learning activities - activities that develop the skills and
knowledge required to demonstrate effective learning in the course. Estimate
how much time you will spend on each.
3. Putting the planned lesson into action
4. Assess learners understanding – provide opportunities for learners to
demonstrate and practice the knowledge and skills of the concept/course.
5. Revision - If students' results are not satisfactory, the revision step makes
some changes to improve the overall performance of the educational process.

B. ANALYZE
Activity B.1.
The Great Schools Partnership has developed the Elements of Effective Instruction
framework that identifies five elements of instructional practice. When integrated into
learning experiences, these elements promote student engagement and academic
achievement. Provide description for each element below.

 Learning environment
Ability to utilize and maximize the learning resources and technology, as means of
teaching, modes of learning, and connections to societal and global contexts.
 Clear, shared outcomes
Teachers and students share and internalize the learning outcomes. The
instructional activities, resources, practice assignments, and assessment task are all
anchored and guided by these outcomes.
 Varied content, materials, and methods of instruction
Students explore concepts and information in a variety of ways and have various
entrance points into learning. Teachers choose content and materials to engage
students and satisfy their needs.
 Practice and feedback
Goal-directed practice and feedback refers to the necessity for students to have
frequent opportunities to work toward their goals and receive specific feedback. When
feedback is given at the correct time for the learner, it is most effective.
 Complex thinking and transfer
Through instructional exercises and practice tasks, students are guided and
instructed to engage in higher level thinking. Complex thinking, integration of
concepts and ideas, and application of learnt abilities to new materials or
circumstances are all goals of assessments.
Activity B.2.
Illustrate in a diagram or graphic organizer the relationship among these elements.
How do they foster student engagement?

Learning
Environme
nt

Complex
Clear,
thinking
shared
and
outcomes
transfer
ELEMENTS

Varied
Practice content,
and materials,
feedback and methods
of instruction

The Elements of Effective Instruction framework identifies five interconnected aspects

of instructional practice that complement and strengthen one another. When these
aspects are integrated into learning experiences, they increase student engagement,
which leads to better student outcomes and accomplishment. Students are more
motivated and invested in their learning when they feel comfortable in their
classroom, understand what they're learning and why it matters, have opportunity to
practice, receive clear feedback on their work, and participate in sophisticated,
meaningful thinking.
 C. ABSTRACT

Activity C.1.
Robert Gagne developed Nine Events of Instruction that has guided trainers
and educators in designing instruction for trainings and classroom-based teaching.

1. Gaining attention (reception)

2. Informing learners of the objective (expectancy)
3. Stimulating recall of prior learning (retrieval)
4. Presenting the stimulus (selective perception)
5. Providing learning guidance (semantic encoding)
6. Eliciting performance (responding)
7. Providing feedback (reinforcement)
8. Assessing performance (retrieval)
9. Enhancing retention and transfer (generalization)

Answer the following questions:

1. Which of the nine events do you include in your instructional planning?
The nine events that I include in my instructional planning is Gaining Attention
(reception).
2. What do you consider in choosing these priorities?
As a future educator, the things that I consider in choosing these priorities are as
follows. Create, assemble, and review instructional material available to students. Second,
Create interactive lessons, teaching/learning activities. Lastly, provide opportunities for
learners to demonstrate and practice the knowledge and skills of the concept/course

3. Which is most important and why?

For me, all of them are important since the nine events provide a framework for an
effective learning process.

D. APPLY
Activity D.1.
Gather examples of instructional plans from friends and colleagues. Examine
the presence of any of the Nine Events of Instruction proposed by Gagne. Did you
find any new element? Identify and discuss.
Instructional Plan Events of Instruction Remarks
Samples
1. Showing a flash Stimulating recall of None
cards. prior learning (retrieval)
2. Energizer/games Gaining attention None
(reception)
3. Using chart to Presenting the stimulus None
present the (selective perception)
 meaning of matter
and it’s example.

III. Lesson Synthesis

What new insights did you learn from this lesson?
For an efficient learning experience, I discovered the various critical keys of
instructional planning. It can not only give you insight into what to do, but it can also
assist you as a teacher think critically about the best method, techniques, and strategies
for helping your students learn your lesson.
What is the importance of instructional planning?
The importance of instructional planning is that it is the process by which teachers
link curriculum to learning. It ensure that the teacher are adequately prepared to meet the
educational goals of all students

What is the importance of planning for elementary science?

To ensure that learning does not end in a brain muddle, successful scientific lessons
require meticulous organization. It is critical that scientific lessons include a story. So that
the rationale for learning is meaningful and evident, the lesson requires a story or context.
Name: JANZ JACOB A. FLORES BEED II
Lesson 5: Instructional Planning Cycle
A. ACTIVATE
Activate A.1.
Answer these questions:
1. In what way will you reflect on your teaching and facilitating?
As a future educator, the ways I reflect on my teaching and facilitating is by
analyzing and evaluating classroom practice before, during and after a topic is
taught. This new information, I can identify and explore your my own practices and
underlying beliefs, which may lead to changes and improvements in my teaching.

2. When do you say you have done well in facilitating learning?

If students' results are satisfactory, based on the assessment.
B. ANALYZE
Activity B.1.
Examine the ADDIE instructional design process below. What do you observe with
the steps? How about the relationship among the five steps?

The ADDIE model is an instructional design framework for organizing and optimizing
course content. It is a form of instructional design that has stood the test of time and
usage. It is simply a "device" to assist us think about how to construct a course.
C. ABSTRACT
Abstract C.1.
Complete the table below with expected output when performing the ADDIE
instructional design process.
Steps Sample Tasks Sample Output
Analysis (the process  Needs  Learners profile
of defining what is to assessment:  Description of
be learned) Learners, goals constraints
 Problem  Need problem
identification statement
 Task analysis

Design (the process of  Write objectives  Measurable

specifying how it is to  Develop test items objective
be learned)  Plan instruction  Instructional
 Identify resources strategy
 Select delivery  Prototype
system specification
Development (the  Work with  Story board
process of writing and producers  Script
producing the  Develop  Exercise
materials) worksheets,  Computer
materials assisted
instructions
Implementation (the  Teacher training  Learner’s
actual delivery of  tryout comment data
instruction)
Evaluation (the  record test results  Recommendation
process of determining  interpret test  Project report
the adequacy, results  Revised
effectiveness and  survey graduates prototyped
efficiency of  revise activities
instruction; maybe
formative or
summative)

D. APPLY
Activity D.1.
Perform the instructional improvement cycle. Fill out the table below with your
insights and reflection.
Steps Insights/Outcome
1. Select an instructional strategy In selecting instructional strategy by
using ADDIE instructional design can
be used as a guide to have a better
instructions and learning outcome.
 2. Implement the strategy Putting the planned lesson into
action.

3. Collect data on strategy Collecting the data on strategy

implementation implementation to identify if you have
been effective in teaching learning
process
4. Analyze the data and reflect on Analyzing the data and reflecting the
the results results help makes some changes to
improve the overall performance of
the educational process.
.

III. Lesson Synthesis

After going through the complex yet exciting process of instructional planning, what is it
like?
Not only does instructional planning include deciding what students will learn, but
also how they will learn it. Short- and long-term goals should be included in planning, and
children with special needs should address the goals on their Individualized Education
Program.
It allows me to reflect on how the class is going while it is still going on, consider
whether and how little adjustments might need to be made, and consider how well each
pupil's learning experience is being optimized.
Name: JANZ JACOB A. FLORES BEED II
Module 6: Five E Model in Planning Science Lessons
A. ACTIVATE
Activity A.1.
Recall the activities you had in your science classes. What thinking skills did those
activities target? Do you think your teachers employed the 5E model in teaching and
facilitating learning?
When I was in grade nine, we were learning how to operate a microscope. The teacher
gave us the instructions/details of how to operate and she let us do the work while guiding
us the work if we were able to see the specimen through the microscope.
Yes, the teacher employed 5E model in teaching and facilitating learning, since the
teacher is a facilitator, guiding the student through experience.
B. ANALYZE
Activity B.1.
Read carefully the following learning plan utilizing the 5E model in teaching force and
motion. Examine the appropriateness of the teaching strategies and applicability inside the
classroom. Answer the questions below.
1. Are the activities aligned with the standards? – Yes
2. Are the activities appropriate to the level of learners? – Yes
3. Do the activities facilitate the use of higher-order thinking skills? – Yes
4. What science process skills are utilized? – Observing qualities and identifying.
5. What scientific attitudes and values are cultivated? – The scientific attitudes and
values that are cultivated is that the learners are able to observe things that they can
compare their differences and also can identify the movements of the objects.
C. ABSTRACT
Activity C.1.
1. Interview an elementary science teacher on their use of 5E model in class. (Observe
health protocols)
2. Ask about their best practices and challenges in the implementation.
3. Prepare a table like the one below to write your notes.
4. Make generalizations and recommendations afterward.

Stage Challenges to Best Practices in the

Implementation Philippine Classrooms
Engage It is a challenge to a Using short activities to
teacher on how to elicit promote curiosity. The
students’ prior activity must connect
knowledge, how to prior knowledge to new
stimulate their interest learning experiences in
for a lesson, and how to order to expose any
gather diagnostic data misconceptions and
for an effective teaching- prepare students for
learning processes. new learning.

Explore Limited resources for  Students carry out

students to explore their hands-on investigations
learnings due to lack of in which they can
gadgets and internet explore the concept or
connections most skill alone or in groups.
especially in the barrio
schools.

Explain In this phase, it is a  During this phase,

challenge to a teacher to questions can make
support and guide learning more
students’ ideas for them meaningful, interactive,
to develop scientific and participatory.
explanations, drawing
from experiences and
observations by using
different
representations.

Elaborate It is hard for a teacher  In this phase,

to let the students apply investigations build
or extend their student capability for
previously learned and science inquiry skills in
introduced concepts a meaningful context.
and experiences to new
situations by applying
their knowledge to the
 new skills.

Evaluate  It is a challenge for a  Students review and

teacher on how to reflect on their own
assess students to learning and
evaluate their learning understanding on the
and demonstrate their new concepts and skills.
understanding and Evaluation doesn’t have
mastery of the key to be limited to a quiz or
concepts or skills. test. It can also be a
product such as poster
or a journal.

Generalizations and Recommendations

Teaching science using the 5Es model provides an opportunity to both

student and teachers to explore the world of science. It is best to recommend
to start small. Next, you have to design a lesson with only two components
of the 5E model. If your lesson already has a hands-on activity, you
may want to start with Engage to get the students thinking about the
hands-on activity they’re going to complete in the Explore phase. A
simple 3- to 5-minute activity such as a current events story, a video,
an advertisement, a problem scenario, or a challenge statement based
on a common misconception can engage students. Explore before
Explain. Lab investigations or hands-on activities in the Explore
phase, no matter how simple, may be time-consuming. Yet, you can
allow at least some exploration before explanation to prepare students
to receive new information. They might attempt to solve a problem,
make a prediction about an experiment or demonstration, or answer a
complex question. Consider starting instruction (Explain) in the
middle of the class session, as opposed to the beginning, after
students have had time to do some exploration.
 

D. APPLY
Activity D.1.
1. Gather sample learning plans from teachers teaching elementary science.
2. Check the use of 5E model in the instructional plan.
3. If the teachers do not employ the 5E model, revise one learning plan into one that uses
the 5E model.
4. You may use the template below.
Teacher: Raquel A. Flores
Date: June 10, 2021
Subject/Grade level: Scince
Materials:
Content Standard:
Performance standard:
Cognitive: Students will be able to analyze the effects of pollution.
Psychomotor: Students will be able to design a filter system for the dirty water
to get the water as clean as possible.
Affective: Students will be able to choose how to change their ways after seeing
the pollution demonstration.

Lesson Objective(s): Students will be able to analyze the effects of pollution

Different strategies to meet diverse learner needs:

Engagement
Describe the introductory directions to initiate student-to-student
interactions as active participants in scientific inquiry, recognize
ALL safety precautions, materials needed, and reasoning for how
students will be grouped (e.g., “Jigsaw,” “Think-Pair-Share,” etc.).
Describe how experiences during this phase will provide
opportunity for students to confront their prior knowledge
Describe how you will capture the students’ interest.
During engagement, the teacher will read the story “Who Polluted the Potomac?” The
teacher will substitute a more familiar body of water near the students if wanted. This
story will keep the students interested and wondering what they will be doing
regarding the water. The students will take part in the story by dumping the contents
of the film canister they are given into the water when their canister they are given
into the water when their canister is stated in the story. This requires the students to
actively listen and be engaged in the story.
Related Web Site:
https://populationeducation.org/sites/default/files/who_polluted_the_potomac.pdf
 What kind of questions should the students ask themselves after the
engagement?
During the introduction of the story, the teacher may also ask some discussion
questions regarding the water and what is going on.

Exploration
 Describe what hands-on/mind-on activities the students will be doing.
Describe the introductory directions to initiate student-
to-student interactions as active participants in
 scientific inquiry, recognize ALL safety precautions,
materials needed, and reasoning for how students
will be grouped (e.g., “Jigsaw,” “Think-Pair-Share,”
etc.). Describe how experiences during this phase will
provide opportunity for students to confront their prior
knowledge
During exploration, the students will be working with a small group of 2-3
students to create their own filter system to clean the water. They will then be
given various supplies that have been previously picked out by the teacher. The
students will only be allowed to use the supplies that they have been given to
create their filter system. The teacher will fill up a cup of dirty water and
provide it to the students when ready. The students’ objective is to get the
water as clean as possible. Ultimately, the students will fail and only get the
water as clean as possible, because once the water is dirtied, it will not be clean
again. This connects to the psychomotor connection.
 List “big idea” conceptual questions you will use to encourage and/or focus the
students’ exploration.

Explanation
 The students’ explanations should precede introduction of terms or
explanations by the teacher .What questions or techniques will you use to help
the students connect their exploration to the concept under examination?
Include scientific explanations appropriate for the grade,
social, and developmental levels of the learner. Provide a
Convergent (closed) Question Sequence to promote
concept formation/term introduction, and science content
and/or process skills explanation(s). Finally, describe how
students will demonstrate cognitive construction of concepts,
which include making connections to exploratory activities.

 List higher-order thinking questions you will use to solicit the students’
explanation and help them justify their explanation.
During the explanation phase, each group of students will have an opportunity
to show off their filter system and explain what they did. They will also be able
to show the class how clean they actually got their water. Teacher will ask what
part was the most beneficial to the structure

ELABORATION
 Describe how the students will develop a more sophisticated understanding of
the concept.
Describe a related Science Activity to provide opportunity for students to apply
key concepts to new/different situations. Students should show deeper
understanding of concepts, make decisions, and/or design [extendedlearning]
experiments to further engage in scientific inquiry.

 What vocabulary will be introduced and how will it connect to the students’
observations?

 How is this knowledge applied in our daily lives?

During this phase, the students will group talk then full class discussion to share one
or more things they can do now to prevent pollution. In doing this, they can make
specific examples for their lives and connect to the affective objective.

EVALUATION
 How will the students demonstrate that they have achieved the lessons
objective? This should be embedded throughout the lesson as well as at the end
of the lesson.

Describe two ways in which you will assess student understanding.

(Note: one should involve either “performance” or “authentic”
assessment).

Students will complete an exit ticket to turn into the teacher.

Assessment (1)
Student Learning Description: Criteria: Level of Mastery:
Outcome Describe the Describe Set the level of
(Cognitive assessment used to criteria used to acceptable
Learning evaluate the student- grade/score performance using a
Objective): learning outcome(s). the measurable
assessment quantity.
(include point
values)
Students will be The assessment will We will be Acceptable
able to analyze the take place during the using an exit performance will be
effects of pollution. discussion questions ticket with two that the students are
to see if they questions on it engaged in
understand the for discussion with each
relationship between assessment. other and their
what they are doing discussion stays on
in their world and topic. The students
how they can change must come up with
simple things to at least one reason
create less pollution. they can help stop
The students will pollution on their
write one example on sticky note.
a sticky note of how
they can help stop
pollution.

Assessment (2)
Student Learning Description: Criteria: Level of Mastery:
 Outcome Discuss the Describe Set the level of
(Psychomotor or assessment used to criteria used to acceptable
Affective Learning evaluate the student- grade/score performance using a
Objective): learning outcome(s). the measurable
assessment quantity.
(include point
values)
Students will be The assessment will The criteria for Acceptable
able to design a be to see if the assessment performance will be
filter to get the students are able to will be that the the students being
water clean build a filter that students are able to say why they
gets some of the creative and engineered their
pollution out of the that the water filter the way they
water. We will have is “cleaner” did and that the
the students come than it was water looks a little
forward and show before. If cleaner than before.
their filter system presenting for
and their two cups of grade, teacher
clean and dirty and students
water. would design a
rubric.

III. Lesson Synthesis

What are the benefits and affordances of using the 5E model in classroom instruction?
Teachers look for ways that can assist pupils grasp new topics completely when
choosing an educational approach. They want to engage pupils, motivate them to learn,
and help them improve their skills. Incorporating inquiry-based approaches like the 5E
Model, which is built on active learning, is one way to do so.
Teachers who can implement instructional models like the 5E Model into their
classes help students create a firm foundation of knowledge by allowing them to actively
participate.