Name: Year andCourse:

ACTIVITY 2

PREPARATION AND UTILIZATION INSTRUCTIONAL MATERIALS

PPST Domain: Curriculum and Planning

PPST Strand: Teaching and learning resources including ICT
Intended Learning Outcome: Prepare and utilize instructional materials for a successful delivery of lesson.

ACTIVITY 2.1
Observe your Cooperating Teacher’s (CT) classroom. Classify the instructional materials (IMs) in your
CT’s classroom into the types of IMs as provided in the table below.
Classification of IMs Purpose of Use in the Classroom Sample of IMs Present in the
Classroom
It provide students with visible, Modules ,textbooks,hand outs , Activity sheets
Print
accessible, and diverse materials which ,study guides, charts ,posters ,print photos.
helps in their learning. It also supports
offline learning, limit screen time,
accommodate different learning styles,
act as rapid references, and add a
tangible, aesthetic dimension to
education.
It accommodates different learning styles Learning audio tapes /online modules ,
Audio
by providing an auditory feature to youtube lecture recordings
supplement visual and textual learning.
Through spoken explanations and
demonstrations, audio materials can
assist students better understand the
subject matter.
Visual materials capture students' Chalkboard ,Charts ,diagrams ,educational
Visual
attention and interest, making learning videos,real objects ,images and flashcards.
more engaging and interactive. Visuals
are frequently remembered longer than
text alone, helping students retain
information. They assist teachers in
conveying information effectively,
developing clear communication in the
classroom.
Audio-visual tools give a variety of Online video clips /youtube educational
Audiovisual
senses that helps explain complex channels (eg.DepEd TV,Ted Talks)
concepts and make abstract ideas easier
to understand, thereby boosting students'
knowledge. . Video and multimedia
content can provide real-life examples,
making classes more relevant and
approachable. The mix of sound and
visuals often leads to higher memory
retention, assisting in long-term learning.
It makes learning more engaging and Laptop,tv,Powerpoint slide shows/prezi, o
Electronic Interactive
interactive, capturing students' attention
and interest through multimedia
elements, such as videos, animations,
 and interactive exercises.

ACTIVITY 2.2
Consult your CT about the topic s/he will be discussing. From the topic that s/he has given you, make a list of
instructional materials (one for each classification of IMs) that can be used for the topic. Fill out the table below.
Topic Title: Substance and mixture
Objective: a.) distinguish mixtures from substances based on a set of properties;

CG/MELC Code: S7MT-Ie-f-4

Classification of IMs List of IMs Purpose of Use

-Activity sheets /hand outs - It serves as reference materials that
Print students can use to review the concepts
covered in class. This is especially
useful for complex topics or procedures.
-It reinforce the material taught in class
by providing students with opportunities
to practice what they've learned.
-Learning audio clips ,online modules , - auditory learners, providing them with
Audio
youtube lecture recordings a medium to absorb information through
listening. This is particularly beneficial
for students who learn best by hearing.

-It can help develop students' language

skills, including vocabulary,
pronunciation, and listening
comprehension.

-Chalkboard ,printed -Chalkboards and visual materials

Visual images ,charts ,diagrams and real provide a visual representation of
objects information, making complex concepts
or data more

-Visual aids like images, charts, and

diagrams capture students' attention and
interest, making the learning process
more engaging.

-Video learning presentatio , youtube -Videos provide a visual representation

Audiovisual clips (DepEd TV learning segments) of content, which can be particularly
effective in helping students grasp
complex concepts, historical events, or
scientific processes.

-Online videos, like YouTube clips and

DepEd TV segments, are accessible
from various devices and locations,
providing flexibility for students to
access content.
TV , Laptop,Powerpoint Slideshows -These technologies provide a visual
Electronic Interactive
platform for presenting content, making
it easier for students to grasp complex
ideas and concepts.
-Visual aids like TV screens and
PowerPoint slides capture students'
attention, making the learning
experience more engaging and
interactive.
ACTIVITY 2.3
Given the instructional materials that you have prepared for each classification of IMs based on the topic given by your
CT.Make a list of procedures for each IMs detailing how to utilize the min the class. Ask your CT to check the list of
procedures you made, and whether your CT agreed with them or not. Let your CT use the IMs in his/her class. Assist your
CT in the utilization of theIMs.
Topic Title: Substance and Mixtures
Objective: Distinguish substances from mixtures given their composition
CG/MELC Code: S7MT-Ie-f4
Classification IM to be utilize IM Utilization Procedure
of IMs
Activity sheets 1.The sheets contain various scenarios with descriptions of different
instructional modules substances and mixtures.
Print study guide 2.Students must categorize each scenario as a substance or mixture and
explain their reasoning.
3.Each Instructional module contains multimedia lessons, interactive
simulations, and virtual experiments.
4.Students explore the properties of substances and learn how to
separate mixtures through various hands-on activities.
5.The study guide includes concise summaries of key concepts,
definitions, and examples.Students use the study guide to create
flashcards, practice problems, and conduct group discussions to reinforce
their understanding of the topic.
Learning audio clips 1.Students listen to the audio clips independently or in groups. They are
encouraged to take notes while listening, focusing on key definitions,
Audio examples, and real-world applications.
2.After listening to the audio clips, the class engages in discussions led
by the teacher. Students can ask questions and seek clarification on any
points they found challenging.
3.The teacher may incorporate hands-on experiments or demonstrations
related to substances and mixtures to complement the audio content.
4.To assess comprehension, students participate in a quiz or discussion
related to the topic covered in the audio clips.
5.The audio clips are made available for review outside of class,
allowing students to revisit the material at their own pace and reinforce
their understanding.
Chalkboard 1. illustrate and explain the concepts of substances and mixtureson a
printed images chalkboard .
Visual 2.draw diagrams of different substances, show how mixtures are formed,
and use colors to distinguish between various elements and compounds.
3.provide an interactive and dynamic way to visually represent these
concepts to students.
4.Use printed images to visually depict different substances, their
properties, and how they interact to form mixtures.
5.show the arrangement of molecules in various substances or the
separation techniques used to separate mixtures.
Video learning 1.Play videos demonstrating chemical reactions, showing how
presentation /youtube clips substances combine to form mixtures, or highlighting the properties of
Audiovisual from DepEd TV different elements and compounds.
2.Take students on virtual field trips to facilities like laboratories,
factories, or nature settings, where they can witness substances and
mixtures in real-world applications.
3.Present case studies or real-life examples of how substances and
mixtures play a crucial role in various industries and scientific
ACTIVITY 2.4
applications.
4.Explore the composition of everyday items, understand the chemistry
behind cooking and food preparation.
5.Provide historical and cultural perspectives on the use of substances
and mixtures.

Powerpoint slides 1.Use ppt's to create interactive quizzes or self-assessment activities

Electronic Digital textbooks /e-books related to substances and mixtures.
Interactive
2.Used it to guide virtual or in-person demonstrations of experiments or
chemical processes related to substances and mixtures. They can provide
step-by-step instructions and explanations for students.
3.allow students to quickly find specific information about substances,
mixtures, properties, and related concepts in textbooks.
4.Put interactive elements, such as simulations or animations.
5.add notes, highlights, and annotations to emphasize key points or
provide additional explanations.

Cooperating
Teacher’s
Comment
Name and Signature of
the Cooperating Teacher
ACTIVITY 2.5
Write a narrative on utilization of the IMs you have chosen. Attach a photo or a link of a video showing that
your and your CT have utilized the IMs in class.

My CT prepared to lead her students through the fascinating world of substances and mixtures in a crowded
seventh-grade science classroom. She understood that a well-rounded use of teaching materials was the key to
making the subject engaging and understandable.
Ms.Flores began the day's lecture by introducing and explaning the basic concepts ofbthe topic followed by
distributing activity sheets to her students, which was all about understanding substances and mixtures. These
sheets were meticulously designed to captivate the young minds in front of her. They included questions that
challenged pupils to classify various materials as substances or combinations. She then led a hands-on activity
in which students used the materials and ingredients they had brought, such as samples of substances such as
water,sugar,powdered milk (Bear brand), chocolate (milo), and mixtures such as
cabbages,tomatoes,bread,cheese, and mayo. They were divided into four groups and followed the following
procedures for their activities, which were followed by some guide questions on the activity sheets given .
The activity sheets were accompanied by teaching modules. These well-organized guides served as the lesson's
backbone, providing thorough explanations, examples, and even mini-experiments that students could carry out
in class or at home. The modules allowed students to explore deeper into the subject at their own pace,
encouraging self-directed learning and guaranteeing that no one fell behind.
As the lesson progressed, My CT decided to engage the auditory learners by incorporating learning audio clips.
She played recordings that simulated the sounds of various substances and mixtures. Students listened intently,
trying to distinguish between the crisp sound of breaking a salt crystal and the crinkling noise of crumpling
paper. This auditory reinforcement made the lesson more relatable and helped students develop a deeper
understanding.
The trusty chalkboard, of course, played an important role in the classroom. Ms. Flores drew graphics explaining
the differences between elements, compounds, and blends with it. Students gladly contributed their ideas and
questions.
My CT understood the value of video learning presentations and DepEd TV YouTube clips in the digital age,
and she incorporated short videos that highlighted real-world instances of chemicals and mixes. Students saw
videos of chefs preparing delicious meals, chemists conducting experiments, and even nature movies discussing
the composition of air and soil.
To reinforce their learning, My CT provided study guides. These concise documents summarized the key
concepts, essential definitions, and highlighted important facts about substances and mixtures. They served as
invaluable tools for students to review before quizzes and exams, making the subject more approachable and
manageable.

Ms. Flores utilized a some of teaching tools that I chose to make the study of substances and mixtures
interesting and accessible to her seventh-grade pupils. She transformed her classroom into an exciting space
where students could explore the fascinating world of science with enthusiasm and understanding, using activity
sheets, instructional modules, study guides, learning audio clips, chalkboard, video presentations, and digital
textbooks.Other IMs weren't utilized to accomplish the topic's desired outcomes.
ACTIVITY 2.6

REFLECTION
Write a short reflection about the importance of using appropriate and effective instructional materials for the
success of delivering a lesson. Limit your answer to 350 words.
The use of relevant and effective teaching materials is important for the success of a lesson. These resources
serve as the foundation of education, engaging students, improving their comprehension, and assuring the
overall effectiveness of instruction.
Appropriate instructional materials appeal to a variety of learning styles. Not every learner processes
information the same way. Diagrams and charts help visual learners, whereas verbal explanations help auditory
learners. Educators may reach all students by utilizing a range of materials, making the class more inclusive and
effective.These materials make abstract ideas evident. In topics such as science , where theoretical concepts
might be difficult to grasp, the use of models, simulations, or physical props helps bridge the gap between
ACTIVITY 2.7
theory and practice. This hands-on approach not only improves comprehension but also builds a greater respect
for the subject matter.
Using current resources ensures that the content remains updated. In our ever-changing environment,
information quickly becomes outdated. Students benefit from current materials, whether in the form of digital
resources or current publications, because they learn about the most recent advancements in their field of study.

Note:
You have the liberty add rows in the table in each of the activity.