I.

TITLE
The Use of a Water Cycle Model as an Instructional Material for Learning
Ecosystems

II. INTRODUCTION

Looking at the educative process before and that of today, a big

difference can be seen. It has long progressed and innovated to cater the
needs of students and enhance their performance inside the classroom. This
is due to that of learners having different types of learning styles. The way
they process and internalize instruction varies from one another, and such
differences of the learning styles lead teachers to innovate on how they could
present and give instruction. Creating and utilizing an appropriate
instructional material (IM) plays a vital role in student learning. An IM should
cater to the needs of learning. It should support and enrich the lessons being
discussed because it has a direct impact on the quality of teaching.

Science is a subject that is required to have an engaging and hands-on

inquiry approach in learning and teaching of lessons. It is mostly made up of
complex and technical terms that not all students maintain interest for long
periods of time. Although, student can appreciate the subject if the curiosity
and imagination is tapped into. Using diverse IMs to maintain the students
attention is needed for him to appreciate that fact. IMs improve students
knowledge, ability and skills. It can also be used to assess and monitor
assimilation of information, and can always be interactive that students
interests are sustained. Lastly, it gives learners meaningful learning
experiences for information to become permanent.

III. OBJECTIVES

The effectiveness of using a visual type of instructional material in the

teaching and learning process prompted the group to create a scale model of
the water cycle. Specifically, the use of this instructional material aims to let
students:
 i. Identify the key components of the water cycle
ii. Explain the concept of water cycle.
iii. Appreciate models as an important tool to use in helping understand global
processes.

IV. CONCEPTUAL FRAMEWORK

Science has a different vocabulary such as Mathematics. These subjects have

jargons and use terms and phrases that are not understood and used by most
people in their everyday life. We all know that Science is a broad and complex
field of study in which it is hard for teachers to incorporate every concept
needed to be learned in just a sixty minute period. Also, the retention of
information of these scientific concepts will be hard on learners without the aid
of visual and hands-on inquiry instruction. Properly chosen and labeled
instructional materials can support the students information processing by
supplementing auditory information with visual clues. This provides multi-
sensory experiences such as observing and communicating is achieved if
instructions are given using a variety of visual and aural support materials such
as drawings, diagrams, and pictures supporting the spoken word, and labeled
scale model set-ups (Carrier, n.d.). A strategy in aiding learners in learning
scientific vocabulary is the use of pictures and labels, which helps in the visual
reinforcement to support comprehension and retention.

Under Science, the water cycle has been in the curriculum for the basic up to
the secondary education in schools. Starting from a simple process to a more
technical sense, the complexity of the cycle is learned. Being repetitive and the
addition of information of the same concept of water cycle, learners have a more
meaningful and permanent learning experience. Information has been retained
mostly through the visual representation of the cycle itself. A common
instructional material to illustrate these processes is the use of labeled pictures,
audio-visual presentations, scale models, and experiments. This is to ensure that
students experience learning through visual and hands-on approach.

Labeled models have been used to make an illustration of a process that

triggers the learners to learn visually. A scale model has an explanatory power to
it so learners can easily visualize the concepts and processes that are needed to
 be learned. This helps in the retention of information to students. The models are
often said to be used in thinking about processes that happen too slowly, too
quickly, or on too small a scale to observe directly, or are too vast to be changed
deliberately, or that these are potentially dangerous
(https://www.ucar.edu/learn/1_1_2_4t.htm). Labels on pictures and models help
learners correlate and visualize the scientific concept being taught to them, in
which, they associate a meaningful memory of the word and can easily be stored
in their minds.

V. MATERIALS AND METHOD

1. The model of the water cycle gives learners the learning experience of
visualizing and recalling the concept or process learned. Incorporating
visual representations with aural instruction strengthens the ability of
the learner to retain the information easily. This is a useful IM to be
used in Scienc 8 under Ecosystems.
2. The materials used in creating the model are illustration board, white
cartolina, double sided tape, white, blue, and brown clay
3. Steps in making the instructional material:

The illustration board will act as a base for the whole model, and
will be designed with the cartolina and clays for the representation of
water, land, and sky. Different components of the ecosystem are
incorporated to the model for students to connect a sample of the
environment with what they encounter in real life. Cut out labels will be
placed in the model to indicate what process is taking place on what side
of the model. This will show the representation of how water in recycled
through time and what are the phases of water in the whole cycle.

The Water Cycle Model

VI. EVALUATION/ VALIDATION RESULTS

Rate the following statements from 1 5 whether the development of

instructional material is appropriate for the criteria provided.

1 Strongly Disagree 2 Disagree 3 Uncertain 4 Agree 5 Strongly

Agree

Criteria 1 2 3 4 5
Content. The IM is aligned with the
curriculum and is current, valid, and
reliable. The design met the interest and
enhanced the conceptual understanding of
the individual learner.
Equity and Accessibility. The materials
used in making the IM are durable, easily
stored, transported, and universally
accessible.
Appropriateness. The IM is appropriate for
the subject matter and also appropriate for
the learners capacity of learning.
Presentation. The IM is aligned with its
instructional components, organized,
comprehensive, readable content, and ease
of use and durability of the material.
Learning. Students are motivated, guided
and supported, are actively participating,
and perform well in their assessment of
learning.
Cost. The making of the IM is not too
expensive, it is captivating to the eye, and
catches the attention of learners,

VII. CONCLUSION
 The use of a model of the water cycle for Grade 8 students enhances the
learning experience of learners. Scientific terms and concepts can be easily
recalled by the use of labels corresponding to the processes observed. Also, the
instructional material sustains the learners interest, gives a visual key concept
of the cycle itself, and is appropriate and cost wise to create.

VIII. REFERENCES

Carrier, S. (n.d.) Effective Strategies for Teaching Science vocabulary in LEARN NC:
K-12 Teaching and Learning from the UNC School of Education. Retrieved
October 12, 2016 from http://www.learnnc.org/lp/pages/7079

The Water Cycle in Introduction to the Atmosphere. Retrieved October 12, 2016
from https://www.ucar.edu/learn/1_1_2_4t.htm

Marbas, J. (n.d.) The Importance of Insrtructional Materials. Retrieved October 12,

2016 from
http://www.academia.edu/8704377/THE_IMPORTANCE_OF_INSTRUCTIONAL
_MATERIALS
 APPROVAL SHEET
(Instructional Material)

This instructional material entitled A Detachable My Body Fabric Wall Chart as

an Instructional Material for Learning the Organ Systems prepared by Melissa Ann
P. Idio, Let Mallari M. Quebral, and Leah S. Serrano in partial fulfillment of the
requirements in PRINCIPLES OF TEACHING I is hereby recommended for
evaluation and approval.

PROF. REYMOND N. VILLARE

Professor

Approved by the Evaluation Committee on __________________ with a grade of

_______.

DR. JOSEPH RICHARD O. MEJIA

Chairman

DR. MARKCONI F. TAROMA PROF.

REYMOND N. VILLARE
Member Member

Accepted in partial fulfilment of the requirements in Principles and Methods of

Teaching

DR. JOSEPH RICHARD O. MEJIA

Dean
 I. TITLE
A Detachable My Body Fabric Wall Chart as an Instructional Material for
Learning the Organ Systems

II. NTRODUCTION

Students are unique individuals wherein the way they learn varies from
one another. Finding and utilizing the proper instructional material(IM) to be
used in aid of teaching is a valuable skill for an effective teacher to have. The
instructional material should support and enrich the lesson being discussed
since the quality of the materials directly impacts the quality of teaching.

The subject Science needs to have engaging and hands-on approach in

learning and teaching to clarify important concepts, and to arouse and
sustain the sudents interests. The subject itself is broad, complex, and
technical that not all students can maintain the same enthusiastic outlook in
learning the lessons all throughout. This is why Science teachers make use of
diverse, and interactive IMs to maintain the students attention. Also, this type
of IM improves the students knowledge, ability, and skills. Lastly, the teacher
can easily monitor the students assimilation of information, and gives all the
students in class the opportunity to share their experiences necessary for
learning and make it more permanent.

III. OBJECTIVES

The effectiveness of using a hands-on type of instructional material in

the teaching and learning process prompted the group to create an
attachable felt chart of the human bodys organ systems. Specifically, the use
of this instructional material aims to:

i. Identify the parts of the major organs of the human body

ii. Find the correct positions of the organs inside the human body, and
iii. Appreciate the complexity of the different organs in fitting inside the human
body.
IV. CONCEPTUAL FRAMEWORK
 The educative process of the Science subject has always been more of a
visual, hands-on, and inquiry-based approach. Students performance and
information retention on the subject matter will never be one hundred percent
for the whole class if the teacher only applied a lecture type of discussion.
Experiments and demonstrations have been widely used in giving instruction,
since not only does this sustain a learners interest, but also lets them practice
and be hands-on with the knowledge they have acquired. This is why teachers
come up with innovative and interactive instructional materials to use in their
everyday instruction. Learners actively take part in the classroom discussion and
eventually construct their own knowledge in due course of time. Among the
different kinds of teaching aids, the felt charts have been very useful.

The felt charts or fabric wall charts are very colorful, acting as a stimulus for
drawing the attention of learners. These charts also help in explaining the
complex concepts before the students, thus developing their rational and critical
thinking skills. Moreover, these charts act as an audio-visual aid making the
educative process more interesting and exciting, encouraging classroom
participation and the lesson more interactive. Lastly, the charts help in
integrating learning with real life situations thus learning becomes more realistic.
Learners can connect abstract concepts learned with the concrete examples
presented before them, making learning more effective and permanent.

In studying the human anatomy, fabric wall charts can be very useful. It
makes the learners understand the complexity and peculiarity of their own body.
It gives them the idea on how all of their organs can fit inside them and how the
different organ systems are interconnected with one another. The concepts they
have learned can be applied and meaningful learning experiences can be
acquired and stored in their minds.

V. MATERIALS AND METHOD

1. This My Body felt chart or fabric wall chart is an ideal resource to make
students aware of their body and body parts. It teaches them the human
anatomy how they are all interconnected with one another. This IM is used in
 Science 8, under the lessons of the different organ systems of the human
body.
2. Materials used are felt paper, black cloth Velcro adhesives, glue gun, needle
and thread.
3. Step in making the Instructional Material:

Different kinds of organs are drawn and cut according to their shape in
the corresponding color of felt paper. Also, imaginary lines were drawn as
details of the different organs for the design and were sewn afterwards.
Velcro adhesives were glued on to the respective organs. Next, a shape of the
human body was cut and glued on the center of a black cloth bigger than the
size of the human body that served as border for the human body cut-out.
Velcro adhesives were also glued on to corresponding places where the
organs can be attached. The organs can now be attached to their
corresponding positions on the human body cut-out.

VI. EVALUATION/ VALIDATION RESULTS

Rate the following statements from 1 5 whether the development of

instructional material is appropriate for the criteria provided.
1 Strongly Disagree 2 Disagree 3 Uncertain 4 Agree 5 Strongly
Agree

Criteria 1 2 3 4 5
Content. The IM is aligned with the curriculum and
is current, valid, and reliable. The design met the
interest and enhanced the conceptual understanding
of the individual learner.
Equity and Accessibility. The materials used in
making the IM are durable, easily stored,
transported, and universally accessible.
Appropriateness. The IM is appropriate for the
subject matter and also appropriate for the learners
capacity of learning.
Presentation. The IM is aligned with its
instructional components, organized,
comprehensive, readable content, and ease of use
and durability of the material.
Learning. Students are motivated, guided and
supported, are actively participating, and perform
well in their assessment of learning.
Cost. The making of the IM is not too expensive, it is
captivating to the eye, and catches the attention of
learners,

VII. CONCLUSION

The use of fabric wall charts gives the learners an interactive and hands-on
approach on the different concepts they have discussed. It sustains their interest
since it is both colorful and can be manipulated by them. It gives them the
 awareness of how the different organs can fit inside a human body and how these
organs are interconnected to function as a whole.

VIII. REFERENCES

Marbas, J. (ND) The Importance of Insrtructional Materials. Retrieved October 12,

2016 from
http://www.academia.edu/8704377/THE_IMPORTANCE_OF_INSTRUCTIONAL
_MATERIALS
 APPROVAL SHEET
(Instructional Material)

This instructional material entitled The Use of a Water Cycle Model as an

Instructional Material for Learning Ecosystems prepared by Melissa Ann P. Idio, Let
Mallari M. Quebral, and Leah S. Serrano in partial fulfillment of the requirements in
PRINCIPLES OF TEACHING I is hereby recommended for evaluation and approval.

PROF. REYMOND N. VILLARE

Professor

Approved by the Evaluation Committee on __________________ with a grade of

_______.

DR. JOSEPH RICHARD O. MEJIA

Chairman

DR. MARKCONI F. TAROMA PROF.

REYMOND N. VILLARE
Member Member

Accepted in partial fulfilment of the requirements in Principles and Methods of

Teaching

DR. JOSEPH RICHARD O. MEJIA

Dean
USE OF MODELS AND DETACHABLE FABRIC WALL CHARTS AS INSTRUCTIONAL
MATERIALS FOR GRADE 8 SCIENCE

A Development of Instructional Material

Presented to
Faculty of University of Pangasinan
Dagupan City

In Partial Fulfillment
of the Requirements for the subject
PRINCIPLES OF TEACHING I

MELISSA ANN P. IDIO

LET MALLARI M. QUEBRAL
LEAH S. SERRANO
October 2016