PARTICIPATE AND ASSIST

Subject: Science Grade Level: 10

Topic: Mirrors and Lenses
Learning Objectives/Outcomes:
At the end of the lesson, the students are expected to:
1. differentiate real image from virtual image
2. describe the location, size, orientation and the kind of images formed by curved mirrors and lenses
3. apply the concepts of curved mirrors and lenses
Resources/ Instructional What is the use or purpose of Explain why you selected the
Materials you plan to utilize in resource/material? Describe how you resource/material based on the
the lesson. will use the resources/materials to guide points mentioned above.
attain the learning How are these criteria met?
objectives/outcomes.
Pictures/real objects related to This is used for easy understanding Teaching with images can also
mirrors and lenses of the lessons. The teacher will show help students develop their
the pictures of a spot light, side visual literacy skills, which can
mirror, department store mirror, help them develop their overall
contact lens, camera lens, and human critical thinking skills and learn
lens. for the rest of their lives. This
In the discussion, the teacher will material has met the criteria for
distribute different objects related to the conventional and
mirrors and lenses. He/she will instructional materials. Has
instruct the students to describe the meaningful content, align to the
objects and classify using the given objectives, elicits interest and
table. Allow them to examine the engagement, is inclusive,
objects. developmentally appropriate,
Classify the objects using this table. and applies the rest of the guide
points to consider.
OBJECTS MIRRORS LENS

For another activity, the teacher will

distribute the activity sheets to the
students. He/she will discuss the
procedures and allows them to
perform the activity. By using the
pictures, the participants will locate
the focal point and measure the focal
length of the curved mirrors and
lenses.

Bubble map/Concept map This is used for students to It aids children in the
brainstorm their ideas in defining organization of new
real image and virtual image. information. It facilitates
Students will write their idea/ students' ability to make
definition of each word in a concept meaningful connections
map like the one below between the main idea and
 other data. They're simple to
make and can be used in any
type of content and is also
aligned to the learning
objectives. It also fosters
students’ critical thinking, time
and cost-efficient, and flexible
for group or self-study. Aside
from these, this also met with
other criteria for the
conventional resource or IMs.
Whiteboard and marker This is used to describe the things on This is probably one of the very
the board and for writing the notes of old and most used teaching aids
lesson on it for the children to copy in the schools. This has been
especially in discussion proper. the most handy and useful tool
of a teacher in the classroom.
This elicits student interest and
engagement, aligns to the
learning objectives, and is time
and cost-efficient.

NOTICE

1. How did you prepare for this activity?

I thoroughly study the lesson plan and am well-versed in the material. I also familiarized myself with the
lesson's learning objectives and was clear about them. I also make a plan for how I'll use the instructional
materials, formulate some questions, and figure out how I'll assess learning.

2. Describe how you or the teacher utilized the resources/instructional materials. Narrate your experience
as you participated and assisted.

The teacher did a good job with the materials. Lesson delivery and use of instructional materials are also
well-organized. The teacher makes sure that the steps are well-planned, that everyone has access to the
materials, and that students are encouraged to interact in class. Students demonstrate active participation
and engagement in the activities.

3. What were your feelings and thoughts while you were assisting with the use of the resources/
materials?

I was jubilant with delight, and the materials' use was both efficient and effective. We can clearly see the
students' involvement. I'm ecstatic to know that the resources we carefully planned and selected are
helping students learn something.
4. Describe how the students responded and participated.

The students are fully engaged in the activities and are attentive throughout the discussion. I was
astounded by how they presented their ideas to the class, interacted with one another, and demonstrated a
willingness to learn and participate in the activities.

ANALYZE

What worked well during the activity using the resources/materials?

Actually, the entire plan, as well as the use of the resources we chose, went off without a hitch. It
corresponded to the lesson's learning objectives and elicited student interest and participation. It is
developmentally appropriate and inclusive. It also promotes critical thinking, allows for student
collaboration, and is adaptable for self-study, and all of the materials are time and cost-effective.

What part can be improved?

I believe it is the use of other resources, as well as the integration of modern technologies and the use of
ICT. We don't just stick with the traditional one, even though it has proven to be effective in the past, but
I believe we need to be more flexible and look for other resources that aren't as common, taking into
account the points to consider when selecting appropriate resources or instructional materials.

What would you have done differently? What would I change? What will make it better next time?

I'm satisfied with the resources I've carefully chosen, and they meet the criteria for traditional resources
and instructional materials. If there is one thing I would change, it would be the integration of ICT.
However, I believe that the teaching style or strategy also matters; it is up to the teacher to determine how
he or she will deliver his or her lessons in order to promote student engagement and achievement.

How does this connect with what you know about selecting and using instructional materials?

In selecting and using instructional materials, we choose the most appropriate or suitable resources or
instructional materials based on the lesson objectives or lesson outcomes. Even when technology-based
educational materials abound, the teacher still needs to be competent in selecting and developing
resources and materials that are not ICT-based. Teachers should know how to be resourceful in tapping
conventional resources and materials available in the area and situation.

REFLECT
 1. How ready am I in selecting and developing resources/instructional materials in the teaching-learning
process?

So far, I'm still learning how to carefully choose and plan out the resources I'll use in the lesson. I can't
say I'm ready, but I'm being cautious and mindful of how I'm growing as a teacher-researcher. I will be as
resourceful and innovative as possible when selecting resources for use in teaching-learning process, and
I will improve my teaching style and strategy for delivering my lessons as well as the activities in class.

2. What do I still need to learn to select and develop resources/instructional materials in teaching
effectively?

We choose the most appropriate or suitable resources or instructional materials based on the lesson
objectives or lesson outcomes when selecting and using instructional materials. Teachers should also be
able to use conventional resources and materials available in the area and predicament to their advantage.
The materials/resources should be aligned with the learning objectives of the lesson and should elicit
student interest and participation. It should be age-appropriate and all-inclusive. It should also encourage
critical thinking, allow for student collaboration, and be adaptable for self-study, with all materials being
time and money efficient.

3. What can I do to learn more about and practice the use of resources and instructional materials?

I believe it is best to seek advice from other experts, such as teachers and other professionals in the field
of education. I could also conduct some research and study the tips and guidelines in order to improve my
ability to select appropriate resources/materials for students.

AR PROMPTS

OBSERVE

1. Choosing the right and appropriate materials/resources that are applicable and meet the criteria while
considering the guide points in selecting instructional materials has been a challenge for me. We could
use a variety of resources, but we should carefully plan and select which materials to use for that lesson,
ensuring that they are also aligned with the learning objectives/outcomes.

REFLECT

2. in selecting right and appropriate materials/resources that has meet the guide points in selecting
instruction materials

Resource of Reference about the Topic Key points/findings in what I read

Policy. education.vic.gov.au. (n.d.). Retrieved January Teachers and principals need to ensure that the selection of
 7, 2022, from teaching and learning resources:
https://www2.education.vic.gov.au/pal/selecting-
suitable-teaching-resources/policy  considers the expected student learning outcomes and
standards described in the Victorian Curriculum and
Assessment Authority curriculum framework
 considers the particular needs of its students
 does not expose students to highly offensive or obscene
materials or themes
 ensures that teaching and learning resources are suitable
for the age group using them
 considers the words, behavior, images or themes of the
resources in terms of the:
o context
o impact on the audience age group
o literary, artistic or educational merit of the material
o intention of the author and general character of the
material
O’Loughlin, D. (2020, June 12). Selecting teaching Your teaching resource selection checklist
resources that meet student needs: A guide. Does the resource…
ACER. Retrieved January 7, 2022, from  Comply with education department and school
https://www.acer.org/au/discover/article/selectin processes?
g-teaching-resources-that-meet-student-needs-a-  Link to the curriculum?
guide  Breach copyright? Read the official guide to copyright
issues.
 Challenge your student at the appropriate level?
Other factors to consider, depending on your school policies
and teaching environment:
 Does it promote inclusivity?
 Is it likely to be controversial? Students and parents
have the right to object to teaching materials (refer to
your school’s or education authority’s policies for
more).
 Should it represent a range of views that reflect our
diverse society, or form part of a broader program that
achieves this aim?
 Does it fit the teaching context? What are the diverse
cultural, physical and linguistic needs of your school
community and does it address these?
Linde, S. (n.d.). Selecting Appropriate Resources for Teachers should be intentional about choosing classroom
Classroom Use. Study.com | Take Online resources. It should:
Courses. Earn College Credit. Research Schools,  Align with learning objectives
Degrees & Careers. Retrieved January 7, 2022,  Are challenging to all students, regardless of interest
from and developmental level
https://study.com/academy/lesson/selecting-  Help students make sense of instructional concepts
appropriate-resources-for-classroom-use.html  Enhance, or add on to, instruction

On what theories/principles can this problem be anchored?

There are 5 Principles in Selecting Instructional Materials

 Principle of Appropriateness. IM must be either basic or supplementary to the curriculum.

 Principle of Authenticity. IM must present accurate, up-to-date and dependable information.
 Principle of Cost. Substitutes must be considered first.
 Principle of Interest.
 Principle of Organization and Balance.

3. To address the problematic situation, instructional materials should be diverse with respect to levels of
difficulty, reader appeal, and should present a variety of points of view and this should apply all the
principles in selecting instructional materials.

PLAN

4. Instructional materials lay the groundwork for what students will see, hear, and learn. They have the
ability to either motivate or demotivate students. As a result, instructional materials must be carefully
thought out, chosen, organized, refined, and implemented. One thing to keep in mind when selecting
appropriate instructional materials is to consider all criteria, particularly the five principles mentioned
above.

ACT

5. Application of the 5 Principles in Selecting Instructional Materials and its Effectiveness in Students’
Engagement and Academic Performance

CHECK FOR MASTERY