CRAFTING SELF
INSTRUCTIONAL MODULE
FOR LEAST MASTERED
SKILLS IN SCIENCE
Francisca G. Adlaon, PhD
ES Principal I/Kinoguitan CS
Resource Speakers
Division Training of Trainers (DTOT) in
Science
Einstein said: We cannot solve
problems using the same kind of
thinking that we used when we
created them.” Applied to our
present educational system, we
cannot educate today’s children
using the same methods we used
yesterday.
DO #. 001, s, 2021
TECHNICAL
REQUIREMENTS
OF SLMs
The following are technical requirements
for the submission of SLMs
1.
INSTRUCTIONAL DESIGN
1.INSTRUCTIONAL
DESIGN
❖The Instructional Design (ID) is the systematic
framework used in designing printed learning
resources. It translates the principles of teaching
and learning into place for teaching-learning
strategies, developmental activities, and evaluate
measures that complement the contents.
ELEMENTS PER LESSON
This section deals with the elements culled from
the ID and describes the guidelines for
development of SLMs. However, private and
public entities may consider other terms provided
that these are synonymous, essential, and
consistent in the achievement of learning
objectives and presentation in the inside pages.
a.
a.Overview
Overview
▪ Contains an Introduction that discusses the
topic/content of the module and the learning
objective/s
Objectives
Objective
▪ Anchored on MELCs
▪ Inform the learners of the expected outcomes
Pre-assessment
Pre-Assessment
▪ Check the learners of the expected outcomes
Prior Knowledge
Prior-knowledge
▪ Facilitate condition of learning
b. Presentation
Concept
ConceptDevelopment
Development
▪ Sufficiently develop the MELCs intended for the
learning are and grade level
▪ Logically developed and organized
▪ Suitable to the learner’s level of development, needs,
experience, and context
▪ Free from any type of error
▪ Cognizant of intellectual property rights
Activities
Activities
▪ Developmental and age appropriate
Assessments
Assessments
▪ Aligned with the objectives and content
▪ Varied and involve self-check exercises
▪ Contain answer keys for objective type of
questions
c. Application
Performance Task
▪ Identified tasks based on the learner’s multiple
intelligences, learning styles, and readiness level
d. Generalization/Synthesis
Process what has been learned by the learners
e. Post-assessment
Evaluate the learner’s level of mastery in
achieving the objectives
THE 5E MODEL
It is important to avoid front-loading and to
instead allow students to develop an
understanding through engagement and
exploration.
These experiences allow
students to understand the concept, even
define it, before a term is presented. This gives
the students the opportunity to "discover" the
concepts on their own and something to
connect the terms to. Students can then
elaborate, or apply, the new concepts to related
phenomena for a deeper understanding.
THE 5E MODEL
ENGAGE
This lesson mentally engages students
with an activity or question. It captures their
interest, provides an opportunity for them to
express what they know about the concept
or skill being developed, and helps them to
make connections between what they know
and the new ideas.
THE 5E MODEL
EXPLORE
Students carry out hands-on activities
in which they can explore the concept or
skill. They grapple with the problem or
phenomenon and describe in their own
words. This phase allows students to
acquire a common set of experiences that
they can use to help each other make sense
of the new concept or skill.
THE 5E MODEL
EXPLAI
N
Only after students have explored the
concept or skill does the teacher provide the
concepts and terms used by the students to
develop explanations for the phenomenon
they have experienced. The significant
aspect of this phase is that explanation
follows experience.
THE 5E MODEL
ELABORAT
E
This phase provides opportunities for
students to apply what they have learned to
new situations and so develop a deeper
understanding of the concept or greater use
of the skill. It is important for students to
discuss and compare their ideas with each
other during this phase.
THE 5E MODEL
EVALUAT
E
The
final
phase
provides
an
opportunity for students to reviews and
reflect on their own learning and new
understanding and skills. It is also when
students provide evidence for changes to
their understandings, beliefs and skills.
SELF INSTRUCTIONAL MODULE
IN SCIENCE VI
USING 5E MODEL
THE CIRCULATORY
SYSTEM
I. Objective:
Explain how organs of the
circulatory system work together
In this lesson, the pupils will be able
to explain how organs of the circulatory
system work together to perform its
specific function. They will also realize
the importance of each organ system in
transporting the necessary materials in
our body and excreting body waste.
ENGAGE
Pre- Assessment
Direction: Supply the missing idea found
in the box below.
1. ________is known as the river of life.
2. The pumping machine of the body is
the _________.
3. Blood flows to your body through the
______________.
ENGAGE
4. _______ known as the soldier of the
body.
5. The transport system of the body is
known as the ____________________.
Circulatory System
Heart
Blood
White Blood Cells
Blood Vessels
ENGAGE
Prior Knowledge
⮚ Have you ever wondered how the
nutrients from the food you eat reach the
different parts of your body?
⮚ What body system is responsible for
this?
⮚ What are the organs of the circulatory
system do this action?
EXPLORE
Activity 1. Our Circulatory System
1. Label the drawing
EXPLORE
2. Finish the sentences
Fluid
hollow muscular organ
chest
blood vessels
body
EXPLORE
Activity 2. Observing the Heart
Let’s Find: How does your heart respond to
exercise?
Let’s use this material: stopwatch or watch
with a second hand.
Let’s do it this way:
1. Sit straight and take your pulse beat by
placing your two fingers on your wrist in line
with your thumb.
EXPLORE
Let’s do it this way:
2. Using a stopwatch or watch with a second
hand, count the number of beats in 15
seconds.
3. Multiply the number of beats by four to
calculate the number of beats in one minute.
Record it.
4. Run or jog in place for 30 seconds. Stop
and count your pulse beat for 15 seconds.
Multiply by four and record it.
EXPLORE
5. Rest for 5 minutes. Then, take your pulse
beat again for 15 seconds. Multiply by four
and record it.
Let’s write down our observation.
Before Exercise
During Exercise After Exercise
EXPLORE
1. What was you pulse rate per minute before
you jog?
2. What was your pulse rate per minute just
immediately after jogging?
3. What was your pulse rate per minute after
having rested?
4. What happens to your pulse rate when you
jog?
5. Why was there a difference in the pulse
rate before and immediately after jogging?
EXPLORE
Activity 3. Complete the Concept Map
below.
Direction: Supply the missing idea found
in the box below.
Red Blood Cells
Veins Right Ventricle
Right Atrium
Arteries
Capillaries
Left Ventricle
White Blood Cells
Platelets
Left Atrium
Plasma
EXPLAIN
❑ What
is a circulatory system?
❑What are the three major parts of the
circulatory system?
❑How do the organs of the circulatory
system work together as they do their
specific functions in transporting the
necessary nutrients and materials in our
body as well as excreting wastes from
the body?
EXPLAIN
The Circulatory System is responsible
for distributing nutrients, oxygen, and other
essential substances to all parts of the body.
It also removes carbon dioxide and other
waste materials from the different parts of
the body.
Circulatory System composed of the
heat, blood and blood vessels. It is also
called cardiovascular system. Cardio refers
to the heart and vascular refers to a channel
or passage to which blood passes.
EXPLAIN
What are the functions of the parts of the
circulatory system?
Blood vessels are tubes that serve as passageways for blood to
reach the different parts of the body. There are three kinds of
blood vessels: the arteries, veins and capillaries.
Heart is a hollow muscular organ located in the chest., between the
lungs. It is about the size of a clenched fist. It pumps blood to the
different parts of the body. Inside, the heart has four chambers. The
two upper chambers are the receiving chamber called atria and the
two lower chambers are the pumping chamber called the ventricles.
Blood delivers vital nutrients and oxygen to different parts of the
body. The blood also carries away waste products like carbon
dioxide and excess water for excretion. It also protects the body
from diseases and infection. It helps control body temperature. It is
composed of red blood cells, white blood cells, platelets (solid part
of the blood) and plasma (liquid part of the blood).
The heart contains four (4) chambers: the right atrium, left
atrium, right ventricle, and left ventricle.
Receives
deoxygenated blood
from the different
parts of the body via
the superior and
inferior vena cava.
left atrium
Receives oxygen-rich
blood from the lungs back
to the heart via the
pulmonary vein.
right atrium
Pumps the
deoxygenated blood
to the lungs via the
pulmonary artery.
right ventricle
left ventricle
valves
Pumps the
oxygenated blood to
the different parts of
the body via the
Aorta, the largest
artery in the heart.
Prevent blood from flowing backwards or back into
the heart.
The Heart
Red Blood Cells referred to as erythrocytes. Their function is to carry oxygen from the lungs and transport
it to the body parts and remove carbon dioxide and other wastes. It contains hemoglobin, a substance
which is rich in iron and gives the blood a red color when it combines with oxygen. RBCs are produced in
the bone marrow.
White Blood Cells referred
to as leukocytes. They are
bigger than the red blood
cells but are fewer in
number. They are said to be
the soldiers of the body.
Because they protect and
defend the body against
diseases and infection.
WBCs are also produced in
the bone marrow. In the
presence of an infection or
injury, the bone marrow
increases the production of
white blood cells.
Platelets referred to as
thrombocytes. They are
fragments that are smaller
and are irregular in shape.
They play an important role
in blood clotting. When
some blood tissues are
damaged due to a wound or
cut, the platelets help to
prevent the loss of blood
and close up the wounds.
Lack of platelets in the blood
can
cause
excessive
bleeding.
Plasma is the liquid part of the blood which is straw-yellow in color. It is made up of 90% water and 10%
includes proteins, nutrients, wastes hormones and dissolved electrolytes. It also has substance produced
by white blood cells to defend the body against disease-causing microorganisms.
The Blood
Capillaries are the smallest blood vessels, which connect the arterioles and venules. They
have very thin walls that allow the exchange of materials from blood to the body parts and
vice-versa. Oxygen and nutrients are transported from blood to the body parts while carbon
dioxide and wastes leave the body parts and enter the blood.
Arteries carry blood
away from the Heart.
It delivers oxygen-rich
blood to all body
parts, except for the
pulmonary
artery,
which carries oxygenpoor blood to the
lungs. Arteries have
thick, tough walls that
enable
them
to
withstand increased
blood pressure. The
smallest arteries are
called arterioles and
they are thinner than
the strand of thread.
Blood Vessels
Veins bring blood
to the different
parts of the body
back to the heart.
The blood carried
by veins contain
carbon dioxide and
other waste, except
for the pulmonary
vein which carries
oxygen-rich blood
from the lungs to
the heart. The walls
of the veins are
thinner and less
elastic
than
arteries.
The
smallest veins are
called venules.
ELABORATE
❑ What
are the functions of the heart and its part?
❑ What are the functions of the blood and its
components?
❑ What are the functions of the blood vessels and its
types?
❑ How do heart, blood and blood vessels work
together to enable of the nutrients that you eat,
oxygen and other essential substance reach the
different parts of the body, as well as to remove
carbon dioxide and other waste materials from the
different parts of the body?
EVALUATE
A. Match Column A with Column B to link the parts
to their respective functions.
A
B
___1. Heart
a. Red river of life
___2. Blood
b. Soldiers of the body
___3. Blood Vessels
c. Pumping machine of the body
___4. Platelets
d. Helps in blood clotting
___5. White Blood Cells
e. Passageways of blood
EVALUATE
A. Match Column A with Column B to link the parts to
their respective functions.
A
B
___6. Red Blood Cells
f. Receives oxygenated blood
___7. Plasma
g. Pumps the blood to the
different parts of the body
___8. Left ventricle
h. Prevent the backflow of blood
___9. Valves
i. Liquid part of the blood
___10. Left atrium
j. Distributes nutrients and oxygen
to the different parts of the body.
EVALUATE
A. Match Column A with Column B to link the parts to
their respective functions.
A
B
___6. Red Blood Cells
f. Receives oxygenated blood
___7. Plasma
g. Pumps the blood to the
different parts of the body
___8. Left ventricle
h. Prevent the backflow of blood
___9. Valves
i. Liquid part of the blood
___10. Left atrium
j. Distributes nutrients and oxygen
to the different parts of the body.
EVALUATE
B. Explain the following questions briefly.
Three 5) points each question.
1. Why do the heart, blood and blood
vessels work together?
2. How do organs of circulatory system work
together to continue the process of blood
circulation?
REFERENCES
▪ Cyber Science Book 6, pp. 75-85
▪ Google
▪ Science Beyond Borders 6, pp. 74-79
▪ www.liveworsheet.com
▪ YouTube
2. PHYSICAL ATTRIBUTES
Cover
Page
Cover Page
▪ Cover art is appropriate, relevant, and
interesting
▪ Includes grade level identifier, quarter
number, learning area, module title,
and module volume, when warranted
Grade Level
Identifier
Module
Title
Learning
Area
Quarter
Number
2. PHYSICAL ATTRIBUTES
Front Matter
Pages
Front
Matter
Pages
▪ All necessary elements are complete
(title page, copyright page, table of
contents, and introduction of the
module
Texts
Text
▪
Readable and suitable for the Target users
▪ Written in a conversational/narrative style
Visual and Illustrations
▪ Relevant to the text, age, culture, and life situation
▪ Accurate representation of the concepts discussed
▪ Sustain interest and do not distract attention of the
learner
▪ Proportionately drawn in size
▪ Appropriately placed in the page
▪ Use appropriate color when needed in understanding
of the concepts
Back
Matter
Back Matter
▪ References
Others
Others
▪ Answer Key
Technical Specification and other information
for consideration for submission of SLMs, refer to
Annex 2
3. Format
Design
Designand
andLayout
Layout
▪ Contain enough space between words, between lines, and
between texts and visuals
▪ Citations for graphics and visuals shall be on the same page
▪ Page endings do not end with a hyphenated word or an
awkward page turn which affect readability
▪ Adequate illustrations in relation to text
▪ Harmonious blending of elements (e.g., illustrations and text)
▪ Properly laid out and sustain readability
3. Format
Typeface
andLayout
Font Size
Design and
▪ Appropriate for the target user
▪ Easy to read to enable the target users to easily identify
themes and ideas
The following table shows the
recommended typeface and font
size:
Colored Pages
SLMs are in one color except for Arts, Science,
and Math with approximately 24 multiple colored
inside pages.
4. Medium of Instruction
On the basis of the information as to what grade level; and
learning areas shall be accepted for evaluation, the language to
be used in the SLMs indicated in the following table:
Grade and Learning Area
Medium of Instruction
Grades 4 to 10 Filipino and ESP
Filipino
Grades 4 to 10 English, Science,
and Math
English
Grades 4 to 5 MAPEH
Filipino
Grades 6 to 10 MAPEH
English
Grades 4 to 10 Araling
Panlipunan
Filipino
Francisca G. Adlaon,
PhD
Kinoguitan CS
Principal