Republic of the Philippines

Iloilo Science and Technology University

Miagao Campus
Miagao, Iloilo

EED 105
Unit II. Instructional Planning
Lesson 1: Components of Instructional Planning

All teachers engage in the process of planning, managing, delivering, and evaluating instruction.
Planning instruction involves three steps: (1) deciding what to teach, (2) deciding how to teach, and (3)
communicating goals and expectations to the learners. Each of these steps includes specific tasks.
Examine the table below.

Instructional Planning Steps

Domain
Deciding what to teach
Deciding how to teach
Communicating goals and
expectations to the
learners
1. Assess the students’ skills and knowledge
2. Analyze the instructional task
3. Establish a logical instructional sequence
4. Consider the classroom elements that may affect instruction
5. Identify gaps between actual and expected performance
1. Set instructional goals
2. Select instructional methods and materials
3. Pace instruction appropriately
4. Monitor performance and re-plan instruction
1. Involve the students in learning
2. State expectations
3. Maintain high standards

A. ACTIVATE
Activity A.1
How do you plan for instruction? Describe to your classmates the process you do.
B. ANALYZE
Activity B.1
The Great School 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

 Clear, shared outcomes

 Varied content, materials, and methods of instruction

 Practice and feedback

 Complex thinking and transfer

Activity B.2
Illustrate in a diagram or graphic organizer the relationship among these elements. How do
they foster student engagement?
C. ABSTRACT
Activity C. 1
Robert Gagne developed Nine Events of Instruction that has guided trainers and educators in
designing instruction for training and classroom-based teaching.
1. Gaining attention (reception)
2. Informing learners of the object (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?

2. What do you consider in choosing these priorities?

3. Which is most important and why?

D. APPLY
Activity D.1
Gather examples of instructional plans from your classmates. 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.
2.
3.
4.
5.

Lesson synthesis
What new insights did you learn from this lesson?

What is the importance of Instructional planning?

What is the importance of planning for elementary science?

 Lesson 2: Instructional Planning Cycle
How do the teachers know if learning plans are effective and if the students are
learning? It is crucial that the teachers take steps to reflect not only on their delivery of
instruction but on quality of learning that is taking place in the classroom. Great teachers reflect
on their practice and keep learning. They keep building on their strengths and working on their
weaknesses. They are not afraid to learn about their weaknesses and areas for improvement.
They make reflection and constant growth. A simple way to perform the instructional planning
cycle is to do these three steps.

Stage 1: Stating the Intended Instructional Outcomes

Effective teachers begin the instructional cycle by identifying the content standards that
the lesson or unit will address. At this stage, the teacher has a clear idea of what the student
need to know, understand, and be able to do to meet the standards.
Stage 2: Planning
In this stage, the teachers design varied, challenging, and appropriate instructional
activities. It is also important that plan ongoing formal (e.g., standardized tests) and informal
(e.g., teacher-made tests, portfolios0 assessments to determine the students’ progress.
Stage 3: Assessment
In this third stage, the teachers implement their planned assessments to determine
whether the students have met the intended learning outcomes.

A. ACTIVATE
Activity A.1.
Answer the following questions:
1. Have you experienced teaching science to elementary learners? How was it like?
2. Do you reflect on your teaching and facilitating? In what ways?
3. When do you say you have done well in facilitating learning?
4. What are your sources of data?
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?

Analysis

Evaluation
Design

Implementation Development

C. ABSTRACT
Activity C.1.
Complete the table below with expected output when performing the ADDIE instructional
design process.

Steps Sample Tasks Sample Output

Analysis (the process of
defining what is to be
learned)
Design (the process of
specifying how it is to be
learned)
Development (the process of
writing and producing the
materials)
Implementation (the actual
delivery of instruction
Evaluation (the process of
determining the adequacy,
 Needs assessment:
learners, goals
 Problem identification
 Task analysis
 Write objectives
 Develop test items
 Plan instruction
 Identify resources
 Select delivery system
 Work with producers
 Develop worksheets,
materials
 Teacher training
 Tryout
 Record test results
 Interpret test results
 effectiveness, and efficiency  Survey graduates
of instruction; maybe  Revise activities
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/Outcomes
1. Select an instructional strategy

2. Implement the strategy

3. collect data on strategy implementation

4. Analyze the data and reflect on the results

Lesson synthesis
After going through the complex yet exciting process of instructional planning, what is it
like?
 Lesson 3: Five E Model in Planning Science Lesson

In 1962, educators J. Myron Atkin and Robert Korplus propositioned that effective
learning cycles involve three key elements: exploration, concept introduction, and concept
application. Exploration allowed the learners to get interested in the subject, ask questions, and
identify points of dissatisfaction with their current understanding. Introduction of new terms or
concepts follows. Finally, the concept application provided the learners with opportunities to
apply their ideas and learning and apply them in new piece of context. The findings of Atkin and
Karplus informed the creation of the 5E model. This teaching model focuses on providing
students opportunity to understand a concept over time through a series of steps or phases:
Engage, Explore, Explain, Elaborate, and Evaluate.
The 5E model was developed in 1987 by the Biological Sciences Curriculum Study. The
models promote collaborative, active learning in which the students work together to solve the
problems and examine new concepts by asking questions, analyzing, interpreting, evaluating,
and drawing conclusions. It is based on the constructivist approach to instruction. The model is
most effective when:
 The students are encountering new concepts for the first time because there is an
opportunity for a complete learning style.
 It is used in a unit for two to three weeks in which each phase is the basis for one or more
distinct lessons.

The table below outlines the stages of the 5E model, describes each stage, and provides
sample teaching strategies.
Stage What the Teacher Does
Engage  Determine the students’ prior
knowledge and knowledge
gaps
 Foster an interest in the
upcoming concepts
 Prepare the students to learn
new concepts
 Introduce topic for the first
time
Explore  Allow the students to actively
explore the new concept
Sample Teaching Strategies/
Activities
 Asking opening questions
 The students write down what
they already know about the topic
 KWL (K Means KNOW or what
the students already know W-
want to learn or what the students
want to learn L – ultimately
learned or what the students
learned from the lesson or
activity) chart
 Maps of conceptual change
 Laboratory experiments
 Scientific method drills
 through concrete learning  Hands-on activities
experiences  Performance tasks
 Guide the students in going  Field work
through the scientific method
 Let the students make
observations and share
findings to their peers
Explain  Facilitate a discussion and  Interactive discussion
synthesis of new knowledge  Viewing clips, documentaries
 Have the students ask  Reading online discussions and
questions for clarification materials like Khan Academy,
 Have the students share online encyclopedias
their insights and feelings  Taking computer-assisted
about the activity in the interactive games
Explore stage
 Discuss scientific terms and
concepts
 Utilize videos, multimedia
software, games, or other
tools to boost understanding
of concepts and science
processes
Elaborate  Give the students space and  Creating digital or print
opportunity to apply what they infographics to illustrate learning
have learned  Creating slides presentations
 Ask the student to create  Jigsaw discussions
presentation or conduct  Fishbowl discussions
additional investigations to
reinforce skills.
 Allow the students to
establish knowledge before
evaluation
Evaluate  Conduct formal and informal  Self-assessments
assessments to check the  Peer assessments
students’ content and  Paper-and-pen tests
performance mastery  Objective tests
 Observe the students to see  Performance tasks
whether they have a  Game-based exams
complete grasp of core
concepts
 Note how the students
approach problems
 Recognize that there are
multiple ways to approach
and solve problem

A. ACTIVATE
Activity A.1
 Recall the Activities you had in your science classes when you were a student.
What thinking skills did those activities target? Do you think your teachers employed the 5E
model in teaching and facilitating learning?

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?

2. Are the activities appropriate to the level of learners?
3. Do the activities facilitate the use of higher-order thinking skills?
4. What science process skills are utilized?
5. What scientific attributes and values are cultivated?

TOPIC: Force and Motion

Grade level: Grade 3
Learning Competencies
The learners should be able to:
1. describe the position of a person or an object in relation to a reference point such as chair,
door, another person;
2. identify things that can make objects move such as people, water, wind, magnets; and
3. describe the movements of objects such as fast/slow, forward/backward,
stretching/compressing;

ENGAGE

Let the students observe two objects, one that is moving while the other is stationary.
(Use materials available from the laboratory room). Share their observations in class.

EXPLORE

Show the students videos on force and motion (example: moving car, machines). Ask
them to describe the movement of the objects whether slow/fast, forward/backward,
stretching / compressing.

EXPLAIN

Force is anything that has potential to change the state of rest or motion of an object.
Forces change the speed or direction of the motion of an object. The greater the force applied
on an object, the greater the change that will be observed in motion. If an object is more
massive, a given force will have lesser effect upon the motion of an object.

ELABORATE

Materials for each group: a ping pong ball, a golf ball, a piece of cm/in ruler, spherical
objects of varying weights (such as tennis ball or basketball)
1. Provide each group a ping pong ball, ruler, and a gulf ball.

2. ask the student to predict and observe what happens when force is applied to an object,
and compare the relative effects of a force of the same strength on objects of different weight
by snapping the pig pong ball gently with a finger and measure the distance the ball covered
with a ruler. Record the distance in centimeters on the force chart (see chart below).

3. Let the students move the ping pong ball as hard as possible with one finger. With a ruler,
measure and record the distance the ball covered on the force chart.

4. Repeat the second and third steps using a golf ball. Use a different type of ball if golf ball is
not available.

5. Have the students compare date with other groups and draw conclusions about force
applied to objects and its effect on the direction of the object.

6. give the students enough time to explore the effect of force applied to spherical objects of
varying weights.

7. Convene the students and let them share in class what they have discovered.

Guide questions for the discussion.

a. What did you discover about the ping pong ball as a force in motion?
b. What did you discover about the golf ball as a force in motion?
c. Which ball produced the greater direction/distance and why?
d. did the balls move farther when a greater or less force was applied to the balls?
e. How would the speed of the object and distance change if force had increased in
strength?
f. What does weight have to do with force?
8. Guide the students in making a list of forces they see every day (examples: kicking a ball,
shooting an arrow, strong winds blowing, flowing water).

9. Help the students come up with the conclusion that the greater the force applied to an
object, the greater the change in speed or direction it will produce on the object.

FORCE CHART

Ball Soft Movement Hard Movement Greatest Distance

(Measured in cm) (Measured in cm)
Ping Pong Ball
Golf Ball

EVALUATE

1. Instruct the students to write a paragraph considering this case: What would happen if a
golf team decided to practice with a golf club and a ping pong ball instead of a golf club and a
golf ball?

2. let the students discuss the relationship between force applied to an object and the speed
 or direction of the object.

C. ABSTRACT
Activity C.1
1. Interview 4-5 elementary science teachers on their use of 5E model in class.
2. Ask about their best practices and challenges in implementation.
3. prepare a table like the one below to write your fields notes.
4. Make generalizations and recommendations afterward.

Stage Challenges to Implementation Best Practices in the

Philippine Classrooms
Engage
Explore
Explain
Elaborate
Evaluate
Generalizations and Recommendations

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:

Date:

Subject/Grade Level:

Materials:

Content Standard:

Performance Standard:

Lesson Objective(s):
 Different strategies to meet diverse learner needs:

ENGAGEMENT
 Describe how you will capture the students’ interest.
 What kind of questions should the students ask themselves after the engagement?

EXPLORATION
 Describe what hands-on/minds-on activities the students will be doing.
 List “big idea” conceptual questions you will see 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?
 List higher-order thinking questions you will use to solicit the students’ explanations and
help them justify their explanations.
ELABORATION
 Describe how the students will develop a more sophisticated understanding of the
concept.
 What vocabulary will be introduced and how will it connect to the students’ observations?
 How is this knowledge applied in our daily lives?

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

Lesson Synthesis

What are the benefits and affordances of using the 5E model in classroom instruction?

Lesson 4: Developing Instructional Plans for Elementary Science

A. ACTIVATE
Activity A.1.

How do you use the curriculum guide for science?

B. ANALYZE

The curriculum guide serves as the teacher’s blueprint in planning and designing the
curriculum. It should not be taught as is. It will be your job to interpret these standars using
unpacking strategies. Unpacking means extracting the component knowledge and skills
required by a standard in order to understand the learning ecpectations and clearly articulate
those expectations to the students. Unpacking serves three purposes: (a) to establish focus of
standards and competencies; (b) to link standards, competencies, and teaching; and (c) to
contextualize teaching. The following are the steps you need to undertake when unpacking the
elements of the curriculum guide in order to plan for a classroom instruction:

1. Analyze the standard.

2. Read the competencies. Determine the target domain of the competencies.
3. Determine the nature of competencies knowledge, sills, values).
4. Determine the target topic or content. Identify time alotment.
5. select assessment strategies.
6. Plan learning experiences.
7. Design learning materials.

The first unpacking startegy involves analysis of the standards. Standards articulate
what a student should know, understand, and be able to do by the end of the year, and they set
equitable benchmarks across classrooms and schools.

Read the discussion below on the various types of standards stipulated in the curriculum
guide.

Content Standard Performance Standard

 Answers the question, “What do the
students want to know, be able to do,
and understand?”
 Defines what the students are expected
to know (knowledge: facts and
information), what they should be able to
do (process or skills) with what they know
 Answers the question, “What do we want
the students to do with their learning or
understanding?” and “How do we want
them to use their learning or
understanding?”
 Defines the expected proficiency level
  The meaning of understanding that they  Products and/ or performances as
construct or make as they process the evidence that the students can transfer or
facts and information use their learning in real-life situations

Types of Standards

Core learning Area Standard

(This defines the broad outcomes for the K-12 science.)

e.g., The learners demonstrate understanding of basic science concepts and application of
science-inquiry skills. They exhibit scientific attitudes and values to solve problems critically,
innovate beneficial products, protect the environment and conserve resources, enhance the
integrity and wellness of people, make informed decisions, and engage in discussions of
relevant issues that involve science, technology, and environment.

Key Stage Standard

(This defines the specific outcomes for key stages such as K-3, grade 4-6, grade 7-10, and
grades 11-12.)

e.g., At the end of Grade 3, the learners should have acquired healthful habits and have
developed curiosity about self and their environment using basic process skills of observing,
communicating, comparing, classifying, measuring, inferring, and predicting. This curiosity will
help the learners value science as an important tool in helping them continue to explore their
natural and physical environment. This should also include developing scientific knowledge or
concepts.

Grade Level Standard

(This defines the specific outcomes for each grade level.)

e.g., Kindergarten – The learners will demonstrate an emerging understanding of the parts of
their body and their general functions; plants, animals, and varied materials in their environment
and their observable characteristics; general weather conditions and how these influence what
they wear; and other things in their environment. Understanding of their bodies and what is
around them is acquired through exploration, questioning, and careful observation as they infer
patterns, similarities, and differences that will allow them to make sound conclusions.

C. ABSTRACT

The K-12 science curriculum is characterized as learner-centered and inquiry-based. It

puts premium on the use of evidence in constructing explanations. Concepts and skills in life
sciences, physics, chemistry, and earth sciences are presented with increasing levels of
complexity from one grade level to another in spiral progression. This facilitates deeper
understanding of concepts along with the integration across science topics and other
disciplines.

Activity C.1.
The second unpacking strategy is to determine the target domain, the broad group of topics in
science. There are four domains of science indicated in the curriculum guide.

Domain/Component Code
Living things and their environment LT
Force, Motion and Energy FE
Earth and Space ES
Matter MT

Examples:

Competencies Domain
Describe sources of light and sound, heat Earth and Space (ES)
and electricity (S3ES-IVg-h-5

Practice safety and precautionary measures Force, Motion and Energy

in dealing with different types of weather
(S3FE-IIIg-h-4)

D. APPLY
Activity D.1
On your own, chose one competency to unpack. Identify assessment strategies, learning
experiences, and materials aligned with it. Complete the table below with your answers.

Content Standard:
Performance
Standard:
Competency Topic/Content Assessment Learning Materials
Experiences

Lesson Synthesis

What are the benefits of unpacking strategies in the curriculum guide?