Step 6. Plan learning experiences. Via ice sure to match the learning activities with learning outcomes. Examine the table below.
Learning Activities/Experiences
Target Competencies Describe sources of light, sound, heat, and electricity
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Interactive discussion on sources of light, sound, heat, and electricity
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Describing the sources of light, sound, heat, and electricity indicated by the picture prompts
; Practice safety and precautionary measures in dealing with different types
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Viewing dips/lecture on safety and precautionary measures when dealing with different types of weather
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of weather
Simulating different weather conditions and the right response or reaction to each weather condition in the classroom
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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 materials should be aligned with the content and performance standards in the curricu lum guide.
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The materials should contain activities that allow different forms of interaction among the students and between the teachers and the students.
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The activities should be varied and may employ a combination of the following: inquiry-oriented investigations, cooperative groups, use of technology, and simulations.
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The activities indicated in the materials should provide adequate time and opportunities for the students to acquire knowledge, skills, and attitudes
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Opportunities must be provided for the students to develop an understanding of scientific inquiry.
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The content should be accurate and developmentally appropriate for the learners.
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Opportunities to learn should be consistent with contemporary models of learning.
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There should be consistency between learning goals and assessment.
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Assessments should stress the application of concepts to new or different situations.
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Assessment tasks should be fair for all the students. Scoring guide or rubric should be included as well.
UNIT II: INSTRUCTIONAL PLANNING
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