Developing Instructional Plan

for Elementary Science

Adecer Kayce, Goyala Marivic, Villanueva Shiela | Ma’am Diares| CNC
Developing Instructional Plan
• It is refers to the process of creating a detailed
outline or roadmap for teaching and learning
activities. It involves carefully designing a plan
that outlines the objectives, content,
instructional strategies, assessment
methods, and resources required to effectively
deliver instruction and facilitate learning.
OBJECTIVES
•It is specific, observable, and
measurable learning
outcomes and it refers to what
the students should know or
do as the result of the lesson.
CONTENT
•This is the scope and
sequence of topics and skills
covered in each
strand/domain/theme
component.
INSTRUCTIONAL STRATEGIES

•It encompass any type of

learning technique a teacher
uses to help students learn or
gain a better understanding of
the course material.
ASSESSMENT METHOD

•It is the systematic basis

for making inferences
about learning and
development of students.
RESOURCES

•It is a material that is

designed to help
facilitate learning and
knowledge acquisition
 COMPETENCY
• It refers to specific skills performed with
varying degrees of independence. It has
different degrees of difficulty and
performance levels. It also refers to the
ability to perform activities according to the
standards expected by drawing from one’s
knowledge, skills and attitudes.
STANDARD
• In its broadcast sense, it is something
against which other things can be
compared to for the purpose of
determining accuracy, estimating
quantity or judging quality. It is a stated
expectation of what one should know
and be able to do.
What is Curriculum Guide?
• It is a structured document that delineates the
philosophy, goals, objectives, learning
experiences, instructional resources and
assessments that comprise a specific educational
program.
• It represents an articulation of what students
should know and be able to do and supports
teachers in knowing how to achieve these goals.
 How do you use
the curriculum
guide for science?
CURRICULUM GUIDE and UNAPACKING
The curriculum guide serves as the teacher’s
blueprint in planning and designing the curriculum. It
should be not be taught as is. It will be your job to
interpret these standards using unpacking strategies.
Unpacking means extracting the component
knowledge and skills required by a standard in order
to understand the learning expectations and clearly
articulate those expectations to the students and the
parents.
Unpacking serves three purposes;

a. To establish focus of standards

and competencies
b. To link standards, competencies,
and teaching
c. To contextualize teaching
 Steps that need to undertake when unpacking the elements
of curriculum guide in order to plan for classroom instruction

1. Analyze the standard.

2. Read the competencies. Determine the
target domain of the competencies.
3. Determine the nature of competencies
(knowledge, skills, values).
4. Determine the target topic or content.
Identify time allotment.
5. Select assessment
strategies.
6. Plan learning experiences.
7. Design learning materials
 Step 1. Analysis of standards

• Standards articulate what a student

should know , understand be able
to do by the end of the year, and
they set equitable benchmarks
across classrooms and schools.
CONTENT STANDARD
• Answers the question, ”What do
the students want to know, be
able to do, and understand?”
PERFORMANCE
• 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 what the students are expected to

know ( knowledge: facts and information), what • Defines the expected
they should be able to do (process or skills)
with they know
proficiency level
• The meaning or understanding that • Products and/or performances as
they construct or make as they process evidence that the students can transfer
the facts and information or 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.
• KEY STAGE STANDARD
(This defines the specific outcomes for key stages such as K – 3, Grade 4 – 6,
Grade 7 – 10, and Grade 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.
• GRADE LEVEL STANDARD

(This defines the specific outcomes for each grade level)

e.g., 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.
Step 2. Determine the target domain

•The broad group of topics in

science. There are five
domains of science indicated
in the curriculum guide.
DOMAIN/COMPONENT CODE
Living things and their LT
environment
Force, Motion, and FE
Energy
Earth and Space ES
Matter MT
 Examples:
COMPETENCIES DOMAIN

Describe sources of light and Earth and Space

sound, heat and electricity
(S3ES-Ivg—5)
(ES)

Practice safety and precautionary Force, Motion, and

measures in dealing with different types
of weather Energy (FE)
(S3EFE-IIIg-h-4)
 Step 3 . Determining the nature of
competencies
• The target of the competency may be:
1. Knowledge (conceptual and factual
understanding)
2. Skills (ability to perform or demonstrate science
process skills)
3. Values (development of right attitudes and
values in science)
 COMPETENCIES NATURE
Describe sources of light and
sound, heat and electricity
(S3ES-Ivg—5)
Knowledge
Skill
Practice safety and
precautionary measures in
dealing with different types of
weather
(S3EFE-IIIg-h-4)
 Step 4. Determine the topic or content and
time allotment

•The target competency contains

specific topic or lesson. The first
column of the curriculum guide
Quarter/Week/Theme provides
clue to the topic.
 COMPETENCIES NATURE TOPIC
Describe sources of light and Energy,
sound, heat and electricity Knowledge Light,
(S3ES-Ivg-h-5) sound
Earth and
Practice safety and
precautionary measures in Skill Space:
dealing with different types of Weather
weather (S3FE-III-h-4)
• The curriculum guide provides the minimum
standard for the Filipino learners. The time
allotment in the first column of the curriculum
guide proper also serves as the minimum
duration of learning the topic. Our learners
may acquire or develop the target competency
much ahead of the expected time.
TIME ALLOTMENT COMPETENCIES NATURE TOPIC

2 weeks Describe sources Energy,

of light and sound,
(weeks 7 – 8) heat and electricity Knowledge Light,
(S3ES-Ivg-h-5) sound

2 weeks Practice safety and

precautionary
Earth and
(weeks 7 – 8) measures in dealing Skill Space:
with different types of
weather (S3FE-III-h-4) Weather
Step 5. Select assessment strategies

• The most important principle to

remember when selecting assessment
strategies is constructive alignment. It
is the coherence among the learning
outcomes, assessment, and learning
experiences on an educational program.
 TIME COMPETENCIES NATURE TOPICS ASSESSMENT
ALLOTMENT STRATEGIES

• Answering short response

test on sources of light
Describe sources of light and sound, heat and
2 weeks and sound, heat and Knowledge Energy, Light, electricity
(weeks 7 – 8) electricity sound
(S3ES-Ivg-h-5) • Describing the sources of
light and sound, heat and
electricity indicated by the
picture prompts
• Simulating different
Practice safety and weather conditions and
2 weeks precautionary measures Skill Earth and Space: the right response or
(weeks 7 – 8) in dealing with different Weather reaction to each weather
types of weather condition in the classroom
(S3FE-III-h-4)
Step 6. Plan learning experiences

•Make sure to match the

learning activities with
the learning outcomes
 TARGET COMPETENCIES
Describe sources of light,
sound, heat, and electricity
Practice safety and
precautionary measure in
dealing with different types
of weather
LEARNING ACTIVITIES/EXPERIENCES
• Interactive discussion on sources of light,
sound, heat, and electricity
• Describing the sources of light, sound, heat,
and electricity indicated by the picture prompts
• Viewing clips/lecture on safety and
precautionary measures when dealing with
different types of weather
• Simulating different weather conditions and the
right response or reaction to each weather
condition in the classroom
• Participating in institutional/departmental
earthquake drills
Step 7. Design learning materials

•The teachers should keep the

following guidelines when
designing learning materials
for elementary science .
The teachers should keep the following guidelines when designing
learning materials for elementary science.
• The materials should be aligned with the content and performance
standards in the curriculum guide
• The materials should contain activities that allow different forms of
interaction among the students and between the teachers and the
students
• The activities should be varied and may employ a combination of the
following: inquiry – oriented investigations, cooperative groups, use of
technology, and simulations
• The activities indicated in the materials should provide adequate
time and opportunities for the students to acquire knowledge,
skills, and attitudes
• Opportunities must be provided for the students to develop an
understanding of scientific inquiry
• The content should be accurate and developmentally
appropriate for the learners
• Opportunities to learn should be consistent with contemporary
models of learning
• There should be consistency between
learning goals and assessment
• Assessment should stress the application of
concepts to new or different situations
• Assessment task should be fair for all the
students. Scoring guide or rubric be included
THANK YOU