Instructional Module - University of North Carolina Wilmington 513_water cycle_proposal... · The...

Water Cycle Instructional Module

Proposal and project plan for design and development of an instructional module to teach the Water Cycle process to 5th grade students in accordance with North Carolina Standard Course of Study for:

Competency Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate

Objective 3.01: Investigate the water cycle including the processes of: Evaporation, Condensation, Precipitation, and Run-off.

DISCLAIMER: This project was developed for educational purposes to apply instructional design and development processes to an instructional need. Instructional problems and names are fictitious. The information regarding North Carolina Course of Study is accurate; however, this project is not affiliated with the North Carolina Department of Education.

Submitted by:

Chandra R.

Jennifer W.

Jean S.

WATERCYCLE

Water Cycle Project Plan MIT 513, Computer-Based Instruction JJ&C e-Learning Consultants

Developed for educational purposes only. Page i

Contents

Proposal .....................................................................................................................................1

Proposed Instructional Interface .......................................................................................................... 1

Target Audience and Setting ................................................................................................................ 1

Learning Objectives ............................................................................................................................. 1

Content Outline ................................................................................................................................... 3

Instructional Flow ................................................................................................................................ 4

Welcome ..................................................................................................................................... 4

Introduce Module and Objectives ................................................................................................ 4

Gain Attention ............................................................................................................................. 4

Stimulate Recall ........................................................................................................................... 4

Teach Components ...................................................................................................................... 4

Teach Terminal Goal .................................................................................................................... 5

Assessment .................................................................................................................................. 5

Budget ................................................................................................................................................. 5

Project Plan ................................................................................................................................6

Project Summary ................................................................................................................................. 7

Points of Contact ......................................................................................................................... 7

Prime Contractor Information ...................................................................................................... 7

Project Charter .................................................................................................................................... 8

Statement of Work .......................................................................................................................... 8

Project Objectives ............................................................................................................................ 8

Project Activities .................................................................................................................................. 9

Project Schedule ................................................................................................................................ 10

Instructional Flow Chart..................................................................................................................... 11

References ........................................................................................................................................ 16

WATERCYCLE


Developed for educational purposes only. Page 1

Proposal

Proposed Instructional Interface

The Water Cycle learning module is a multi-media learning solution that incorporates NCSCOS objectives

into a fun learning environment. Learners will experience the water cycle through animated graphics,

sound, video, and interactivity. As a self-paced module, Water Cycle learning module enables learners to

select the direction of their inquiry as well as the pace. Formative and formal assessment tests learners

against North Carolina state standards.

Target Audience and Setting

The target audience for this lesson is 5th grade science students in a district in North Carolina. Students will be using the instructional module in the schools’ “learning lab.” Each middle school in the district has at least one learning lab comprised of 30 IBM computers that are equipped with Windows XP.

The Water Cycle learning module is developed as standalone module in Flash, which makes this resource portable and flexible for distribution by the technology facilitator. As a standalone module, it can also be incorporated into a learning management system for seamless integration into lesson plans.

Technical Requirements

Flash Player

Windows Internet Explorer XP (Windows 7 is preferred) or Mozilla Firefox 3.6

Speakers (head set)

Keyboard and mouse

Learning Objectives

The learning objectives of the Water Cycle learning module directly align with Competency Goal 3, Objective 3.01 from the 5th Grade North Carolina Standard Course of Study (NCSCOS), which is published on the NC public schools Web site (North Carolina Standard Couse of Study Grade 5, 2004). Test items, where applicable, are referenced from past End of Grade (EOG) and other standardized tests publically available.

Competency Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate.

North Carolina State Standard Objective (North Carolina Standard Course of Study): 3.01 Investigate the water cycle including the processes of:

Evaporation, Condensation, Precipitation, Run-off

WATERCYCLE



Table 1. Learning Objectives

# Objective Test Item

1 (Terminal Objective, Defined Concept)

Given a diagram of the water cycle, the learner will describe each process involved in the water cycle and explain its function by matching the correct description with the component.

Learner is presented a diagram of the water cycle and a list of descriptions.

Match the description with the component of the water cycle.

(Technology permitting)

Learner is presented a diagram of the water cycle with text boxes at each component of the cycle.

Explain the water cycle.

2 (Verbal) Given a diagram that represents the water cycle, the learner will be able to describe the evaporation component of the water cycle by selecting the correct description from a list.

During evaporation, which change best describes what happens to water?

A) A gas changes to a liquid.

B) A gas changes to a solid.

C) A liquid changes to a gas.

D) A liquid changes to a solid.

(North Carolina Test of Science)

3 (Verbal) Given a diagram that represents the water cycle, the learner will be able to describe how condensation affects and contributes to the water cycle by filing in the blank.

_______________occurs when water vapor in the air gets cold and changes back into liquid, forming clouds.

4 (Verbal) Given a diagram that represents the water cycle, the learner will be able to describe precipitation affects and contributes to the water cycle by selecting the correct description from a list.

Which substance is a form of precipitation?

A) dew

B) frost

C) fog

D) hail

(5th Grade Science EOG Practice 2)

5 (Verbal) Given a diagram that represents the water cycle, the learner will be able to describe the run-off affects and contributes to the water cycle by correctly identifying a statement about run-off as true or false.

Run-off is the process by which water vapor cools off and changes into water droplets.

True

False

WATERCYCLE



Content Outline

Table 2. Content Outline

Purpose Outline

Title Page Welcome (Splash screen)

Overview of Module Purpose of the Module

Navigation Tips

How to use this Module

Gain attention Introduce the topic by directing the learner’s attention toward water.

All living things need water to survive

The earth’s water is millions of years old

Stimulate Recall Stimulate recall of prerequisite knowledge:

Solid

Liquid

Gas

Inform learners of objectives

Investigate the water cycle including the processes of:

Evaporation

Condensation

Precipitation

Run-off

Present the content Present building blocks of water cycle:

Objective 2 – Evaporation

Objective 3 – Precipitation

Objective 4 – Condensation

Objective 5 – Run-off

Present concept of water cycle.

Objective 1

Assess performance Assessment

The learner will summarize the water cycle including such concepts as evaporation, condensation, run off and precipitation by labeling the diagram correctly.

Enhance retention and transfer to the job

Apply Knowledge

Students will be asked to describe the water cycle in their own words

Next Steps Topics for classroom discussion and further inquiry

WATERCYCLE



Instructional Flow

The instructional flow is based on Gagne’s Nine Events of Instruction, which uses prior knowledge to introduce and teach new material. The Nine Events also focus on gaining attention on the outset to bring the learners attention toward the subject matter.

Welcome

The Welcome slide is the splash screen that provides the title of the module and graphic scene of the water cycle. To proceed, the user must click a button to start the module. This provides both the learner and teacher control over when to start the module.

Introduce Module and Objectives

The introduction explains the purpose of the tutorial, informs the learner of the learning objects, and provides instructions for navigation.

Gain Attention

This important step in the instructional flow gains the attention of the learners by encouraging them to think about where water comes from. Animation and audio is used during this phase to give the learner a sense of what the module will be like.

Stimulate Recall

Target learners likely have some knowledge of the components of the water cycle in prerequisite knowledge of water, solid, and gas. To stimulate recall of what the learners already know, the following questions are presented:

1. What happens to water in the freezer?

2. What happens to ice if you leave it out of the freezer?

3. What would happen if you left a glass of water outside in the sun?

A slide for each question lets learners investigate the three different forms of water: liquid, solid or gas.

Teach Components

Once attention is gained, learners are presented with a graphical representation of the water cycle, where they can choose which component to learn first. Because the water cycle does not require a linear format, learners can choose any of the four components in any order. Figure 1 illustrates the instructional flow for teaching objectives.

WATERCYCLE



Figure 1. Sample Instructional Flow for Objectives

Each objective is presented in a way to allow the learner to recall prior knowledge, learn new content, and then apply new knowledge. For example, in presenting the concept of condensation, the learner is prompted to think about a “sweaty” glass of water in the summer time, something most 5th graders have experienced. Next, the concept of condensation is taught, and then the learner is provided an opportunity to apply new knowledge. The formative assessment within each objective provides teacher and student feedback on whether the learner is grasping the concept.

Teach Terminal Goal

Once the learners learn about the building blocks of the water cycle, the new information will be incorporated into objective #1, the terminal objective: learning about how the components fit into the water cycle. The terminal objective is presented in the same way the other objectives were presented: recall prior knowledge, learn the new content, and then apply new knowledge. Animation, audio, and interactivity is used to illustrate the process and keep learner engaged.

Assessment

The final assessment tests the learner on the terminal objective.

Budget

Hours Rate Total Cost

Project Management 5 $ 100 $ 500

Instructional Designer 25 $ 65 $ 1625

Subject Matter Experts (Meteorologist) 3 $ 150 $ 450

Script Writer 10 $ 65 $ 650

Flash Developer 60 $ 100 $ 6000

Illustrator 7 $ 50 350

Video (stock footage, ) 0 $ 100 $ 100

Narration 1 $ 100 $ 100

Total 113 $9775.00

Precipitation

Run-offCondensation

Evaporation Precipitation•Recall prior

knowledge•Teach Objective•Apply knowledge

User selects Water Cycle component.

Component is taught. Component is supported by multi-media, such as graphics, sound, animation, and interactivity.

WATERCYCLE



Project Plan

PROJECT MANAGEMENT PLAN

Project Name: The Water Cycle

Date: 2/7/2011

Plan Release #: 1.0

Project Manager: John Doe

Approvals:

_________________________ _________________________

Project Manager Prime Contractor Manager

_________________________ _________________________

District Superintendent NC Department of Education

_________________________ _________________________

Subject Matter Expert Lead Designer

WATERCYCLE



Project Summary

The purpose of this project is to create computer-based instruction (CBI) modules that directly align with North Carolina State Standards and Objectives for 5th grade science. JJ&C e-Learning Consultants propose a series of twelve CBIs to be completed by August 1st, 2012. Each module will be self-directed and is intended to supplement classroom instruction. The pilot module, The Water Cycle is expected to be ready for field-testing on April 4th, 2011, and will focus on the following NC state standards:

Competency Goal 3: The learner will conduct investigations and use appropriate technology to build an understanding of weather and climate

Objective 3.01: Investigate the water cycle including the processes of: Evaporation, Condensation, Precipitation, and Run-off.

The pilot module is expected to be complete and ready for installation in a district by May 1st, 2011. Training for teachers will begin immediately upon installation.

The cost of the pilot is $9775.00. The budget includes cost estimates for the Project Manager, Instructional Designer, Subject Matter Expert, Script Writer, Flash Developer, Illustrator, Video (stock footage), and Narrator.

Project Name: The Water Cycle Start Date: 2/7/2011

Organization: NC Department of Education Submitted By: JJ&C e-Learning Prime Contractor:

JJ&C e-Learning Consultants Date Awarded:

2/1/2011

Current Stage of Project: Design and Development

Yes No Yes No

Project is On Schedule

X Project is Within Budget

X

Detail Page: Comments:

Points of Contact Position Name / Organization Phone E-Mail

Project Manager John D. NC Dept. of Edu. Senior Project Sponsor Mary S. NC Dept. of Edu. Procurement Contact Joe A. NC Dept. of Edu. Customers: District Lead Science Teachers

Bill S. Anna C. Laura N.

Prime Contractor Information Position Name / Organization Phone E-Mail

Project Manager Chandra R. JJ&C e-Learning Design Jennifer W. JJ&C e-Learning Development Jean S. JJ&C e-Learning

WATERCYCLE



Project Charter

Statement of Work

Design, develop, and formatively assess 12 CBI modules for 5th grade science North Carolina State Standards and Objectives. The pilot module, The Water Cycle, is expected to be ready for field testing by March 28th, 2011 and is expected to be complete for classroom implementation by August 1st, 2011. Eleven subsequent modules will be completed and ready for classroom implementation by August 1st, 2012.

Project Objectives

JJ&C e-Learning consultants will:

Identify target audience by February 15th, 2011.

Define CBI module objectives by February 28th, 2011

Define planning requirements for pilot module by March 7th, 2011

Complete storyboards for pilot module by March 7th, 2011

Complete instructional flowchart for pilot module by March 7th, 2011

Conduct user and stakeholder meeting on March 7th, 2011

Develop prototype for pilot module by March 28th, 2011

User Acceptance Testing - by March 28th, 2011

Revise module based on UAT by March 29th, 2011

Field Testing completed by April 4th, 2011

Complete and install pilot module in a District by May 31st, 2011

Complete and install all modules a District by August 1st, 2012

WATERCYCLE



Project Activities

Deliverable Due Date Date Delivered Point of Contact Project Proposal 2/21/2011 2/21/2011 Jean S. Storyboard development

3/7/2011 3/7/2011 Jean S.

Project Plan 3/7/2011 3/7/2011 Chandra R. Flowchart Development

3/7/2011 3/7/2011 Jennifer W.

Flash Prototype 3/28/2011 Chandra R. Jean S. Jennifer W.

Informal User Acceptance Testing

3/28/2011 Jennifer W.

Implement UAT Changes

3/29/2011 Jean S.

Field Testing 4/1/2011 Chandra R. Jean S. Jennifer W.

Evaluate Field Testing Data


Deliver Field Testing Report


Finalize CBI 4/25/2011 Jean S. Coordinate installation 4/28/2011 Chandra R. Install CBI in District 5/1/2011 Jennifer W. Train Teachers 5/15/2011 Jean S.

WATERCYCLE



Project Schedule

WATERCYCLE



Instructional Flow Chart

The flowchart in Figure 2 depicts the frames and navigation within the instructional module. Each numbered frame indicates the content and arrows pointing away from and into the frame indicates navigation. For example, from Frame 6, Evaporation, the learner can navigate to Frame 5, Objectives, Frame 7, Formative Assessment, and Frame 8, Condensation. Four story boards corresponding to frames 3, 5, 6, and 14 are provided in the next section to illustrate the instructional layout and content.

Figure 2. Instructional Frames and Navigation

Sample Storyboards


WATERCYCLE



References

5th Grade Science EOG Practice 2, (n. d.) Retrieved from http://www.thatquiz.org/tq/previewtest?GWBC2591. (2011, February 18).

Clark, Don (1995) Estimating Costs and Time in Instructional Design. Retrieved from http://www.nwlink.com/~donclark/hrd/costs.html. (2011, February 21).

North Carolina Standard Course of Study Grade 5, (2004). Retrieved from http://www.ncpublicschools.org/curriculum/science/scos/2004/17grade5. (2011, February 18).

North Carolina State Testing Results 2009-2010, (2011, January). Retrieved from http://www.ncpublicschools.org/docs/accountability/reports/green/greenbook0910.pdf. (2011, February 16).

North Carolina Test of Science, (2009). Retrieved from http://www.ncpublicschools.org/curriculum/science/scos/2004/17grade5. (2001, February 18).

Rebetez, C., Be’trancourt, M., Sangin, M., Dillenbourg, P. (2009). Learning from animation enabled by

collaboration. Instructional Science, 38, 471–485. doi: 10.1007/s11251-009-9117-6

http://www.thatquiz.org/tq/previewtest?GWBC2591

http://www.ncpublicschools.org/curriculum/science/scos/2004/17grade5

http://www.ncpublicschools.org/curriculum/science/scos/2004/17grade5

Instructional Module - University of North Carolina Wilmington 513_water cycle_proposal... · The...

Documents

Transcript of Instructional Module - University of North Carolina Wilmington 513_water cycle_proposal... · The...