This document contains materials for an alternative learning program that uses simulation (SIM) cards. It includes objective and assessment cards to guide lessons, activities to reinforce learning, and references for further reading. An evaluation shows the SIM cards were effective - pupils' test scores increased by an average of 5.33 points after using the materials. Overall, the SIM cards provide a comprehensive system for lesson delivery and assessment that helps learners master topics in an engaging way.

3. These materials are the
alternatives for traditional
learning materials. These
new program depicts the
entire definition of learning
since it concludes well the
systematic development of a
particular lesson.

4.  The assessment card helps the
learner measure his/her level of
mastery of the skill upon
completion of the task(s). The
result of the assessment identifies
the knowledge /skill(s) that the
learner may need to enhance or
develop further.

5. Assesment Card No. 1
Direction: Answer the question
base on Activity 1.
1 . What is the tool used to
view microorganisms?

6.  Assessment Card 2
 B. Direction: List the parts of the compound
microscope in any order
 Base on Activity 2, What are the parts of a Light Compound
Microscope?
 1.________________
 2.________________
 3.________________
 4.________________
 5.________________
 6.________________
 7.________________
 8.________________
 9.________________
 10._______________
 11._______________
 12._______________

7.  ASSESSMENT CARD NO. 3
 C. Direction: Base on Activity , give the function of
each part of a Light Compound Microscope.
PARTS FUNCTION
OCULAR LENS
COARSE ADJUSTMENT KNOB
OBJECTIVE
ARM
STAGE CLIP

12.  These include activities that
reinforce the lesson and provide
opportunities for further learning. It
extends learning by providing
additional exercises for further
application of knowledge or skill to
improve the academic performance
of the pupils.

13.  1. Get three empty glasses of the same size. Half – fill
each glass with water. Label the glasses – A,B,C.
A B C
 2. Put a spoonful of sawdust in glass A, a spoonful
of ground pepper in glass B, and a spoonful of
ground coffee in glass C.
A B C

14.  3. Stir the water in each glass. Record your
observations in a sheet of paper.
 What happened to each substance placed in water?
 Did the water change its appearance?
 Can you still distinguished the powder from water?

17.  Contains all the answers to the
different activities found in the
activity cards, as well as answers
to the assessment cards and
enrichment card.

19.  These are the listings of the
references for further readings.
Provides additional content to
the coverage of the textbook.

20.  Below are standard formats and
examples for basic bibliographic
information recommended by the
American Psychological Association
(APA). For more information on the
APA format,
see http://www.apastyle.org

21. Sample Bibliography: APA ReferenceFormat
Books Format:
Author's last name, first initial. (Publication date). Book
title. Additional information. City of publication: Publishing
company.
Examples:
Allen, T. (1974). Vanishing wildlife of North America.
Washington, D.C.: National Geographic Society.
Boorstin, D. (1992). The creators: A history of the heroes of
the imagination. New York: Random House.
Toomer, J. (1988). Cane. Ed. Darwin T. Turner. New York:
Norton.

22. Encyclopedia & Dictionary Format:
Author's last name, first initial. (Date). Title of Article. Title
of Encyclopedia (Volume, pages). City of publication:
Publishing company.
Examples:
Bergmann, P. G. (1993). Relativity. In The new
encyclopedia britannica (Vol. 26, pp. 501-508). Chicago:
Encyclopedia Britannica.
Merriam-Webster's collegiate dictionary (10th ed.). (1993).
Springfield, MA: Merriam-Webster.

23. Magazine & Newspaper Articles Format:
Author's last name, first initial. (Publication date). Article
title. Periodical title, volume number(issue number if available),
inclusive pages.
Examples:
Harlow, H. F. (1983). Fundamentals for preparing psychology
journal articles. Journal of Comparative and Physiological
Psychology, 55, 893-896.
Henry, W. A., III. (1990, April 9). Making the grade in today's
schools. Time, 135, 28-31.
Kalette, D. (1986, July 21). California town counts town to big
quake. USA Today, 9, p. A1.

24. Website or Webpage Format:
Online periodical:
Author's name. (Date of publication). Title of article. Title of
Periodical, volume number, Retrieved month day, year, from
full URL
Online document:
Author's name. (Date of publication). Title of work. Retrieved
month day, year, from full URL
Note: When citing Internet sources, refer to the specific
website document. If a document is undated, use "n.d." (for no
date) immediately after the document title. Break a lengthy
URL that goes to another line after a slash or before a period.
Continually check your references to online documents. There
is no period following a URL
Note: If you cannot find some of this information, cite what is
available.

25. Website or Webpage Format:
Examples:
Devitt, T. (2001, August 2). Lightning injures four at music
festival. The Why? Files. Retrieved January 23, 2002, from
http://whyfiles.org/137lightning/index.html
Dove, R. (1998). Lady freedom among us. The Electronic Text
Center. Retrieved June 19, 1998, from Alderman Library,
University of Virginia website:
http://etext.lib.virginia.edu/subjects/afam.html
Fredrickson, B. L. (2000, March 7). Cultivating positive emotions
to optimize health and well-being. Prevention & Treatment, 3,
Article 0001a. Retrieved November 20, 2000, from
http://journals.apa.org/prevention/volume3/pre0030001a.html
Hilts, P. J. (1999, February 16). In forecasting their emotions,
most people flunk out. New York Times. Retrieved November 21,
2000, from http://www.nytimes.com

26.  This portion provides the
objective evaluation of the
effectiveness and
appropriateness of the material.

27. Criteria Excellent
Very
Good
Good Fair Poor
The objectives reflect three domains:
cognitive, psychomotor & affective.
The activities outlined in the SIM
allow for the objectives to be met.
The guide cards promote a clear
development of the lesson.
The SIM caters to different types of
learners.
Essentials points are emphasized and
examples are given.
The assessment cards are aligned
with cognitive objectives.
Enrichment cards provide stimulating
options for independent learners.

28. PUPILS PRETEST POSTTEST DIFFERENCE
1 4 8 4
2 3 9 6
3 0 5 5
4 1 5 4
5 3 7 4
6 0 5 5
7 1 7 6
8 2 8 6
9 3 9 6
10 5 10 5
11 2 7 5
12 1 6 5
13 2 8 6
14 1 7 6
15 2 9 7
MEAN 2.0 7.33 5.33