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Instructional Design Document

Tina Clark (Jackson)

Practicum
Spring 2020
Identification of Learning Problem

The 3rd through 5th grade teachers at Sallas Mahone Elementary School are teaching

science standards which were implemented at the beginning of the 2017-2018 school term. The

standards require students to obtain, evaluate, and communicate science content. To aid in

meeting the needs of the science standards, the teachers would routinely utilize a teaching

strategy called a CER. This strategy gives students the opportunity to state a claim, to list

evidence, and to justify the claim through reasoning. During this experience is when teachers

noticed their students struggling with communicating scientific explanations. According to the

Georgia Department of Education, Sallas Mahone Elementary has a CCRPI score of 74.0 for the

year, 2019. In the area of content mastery for the CCRPI score, the school has a total score of

62.6 with science having the lowest content mastery score of 60.33. According to the data of

content mastery in science content and with the teachers noticing a weakness among the

students’ abilities of communicating scientific explanations, a learning problem has been

identified. The learning problem is teachers ineffectively delivering the science content to their

students, so they can effectively communicate scientific explanations.

Learner Analysis

Description of Target Audience

The target audience that has been identified for this assignment is 3rd through 5th grade

teachers at Sallas Mahone Elementary School. The cultural diversity of the students taught range

from African American, Hispanic, American Indianl, Asian, and Caucasian populations. The

students attending Sallas Mahone Elementary School have students with varied socio-economic
status. Additionally, this school is considered a Title I school. The school has a total of 1,221

students.

Task Analysis

The type of task analysis in which I will be performing is a procedural analysis for the

purpose of a staff to staff development workshop and for online instruction. The staff to staff

development The online instruction ill consist of teachers observing a scientific phenomenon in

order to successfully write a scientific explanation. According to the textbook entitled,

“Designing Effective Instruction”, procedural analysis is described as an examination of tasks by

identifying steps required to complete them. My task analysis example will consist of

establishing background knowledge of the scientific phenomenon, understanding the relevance

of explanations in science, and using both goals ultimately help students write scientific

explanations.

I am considered the subject matter expert in this method of instruction. I am a certified

middle grades teacher in the state of Georgia. I obtain a teaching certification with

concentrations in math and science. I currently work as a science teacher at Valdosta Middle

School in Valdosta, GA.

How students will master writing scientific explanations using a scientific phenomenon?

Students will need to build Students will read the

prior knowledge of Ecology. requirements for the
Students will read online Ecosystem in a Bottle Project.
articles specific to Ecology.

Start construction of the Begin lab report. (Stating the

ecosystem in a bottle. problem, forming hypothesis,
experiment)

Instructional Objectives
Make observations of
Write scientific
observed scientific
explanations based on
phenomenon for 10 days
evidence presented in data.
by recording qualitative
and quantitative data.
 ● Students will write scientific explanations from an observed scientific phenomenon.

Georgia Standards of Excellence for 7th grade Science

S7L4. Obtain, evaluate, and communicate information to examine the interdependence of

organisms with one another and their environments.
a. Construct an explanation for the patterns of interactions observed in different ecosystems in
terms of the relationships among and between organisms and abiotic components of the
ecosystem.

Assessments

The form of assessment in which I will be utilizing for the students is listed below.

Students will observe a scientific phenomenon, then create a lab report which will include a

scientific explanation. Since students are creating a model and writing scientific explanations

based on their observations, students are able to state a claim, list evidence, and express

reasoning. Differentiation is shown since grading is determined by a performance task. The

performance task gives students an opportunity to express their learning goals by using a rubric.

Another example of differentiation is giving the students a two week period to complete the

assessment. This gives students flexibility to direct any concerns or questions to the teacher

about any misunderstandings of the assessment.

Summative Ecosystem Project (Performance Task)

This is a long term science experiment which requires approximately two weeks and is an ideal
project for showing the interrelationships within an ecosystem. The beginning of the school year
is an excellent time to have you students work on this as they are familiar with the basics of the
scientific method. Also, students are being introduced to learning about ecology at this point of
the school year. It is a project in which students will get engaged in and leave class at the end of
the year feeling confident to enter high school Biology.

Pacing:
 Week 1 Start to collect empty 2 liter soda bottles, seeds, gravel, potty mix,
clear packing tape, and water plants.

Teacher demonstrates how to make the ecosystems.

Teacher explains expectations of lab report with students.
Week 2 Students will start collecting the minnows and snails.
Create ecosystems and begin lab report expectations.
Week 3 Students will continue to make observations and analyze data using
graphs.
Students will finalize scientific explanations.

Prep:
1. Hammer 4-5 nail holes in the bottle cap (consider having this done prior to the students
arriving).
2. Make a one inch slit on along the bottom ridge of half bottles.
3. On the other half of the bottles, make a slit at the top about two inches down,
Procedure
1. Use scissors and cut along the ridge at the bottom of a bottle, starting where there is a slit.
2. Put the cap with the hole in, on the bottle and stuff one coffee filter inside the cap.
3. On the second bottle cut along the top starting where the slit is.
4. Place the bottle with the cap on, on top of the second bottle and check to ensure it is
balanced. If it seems tippy, cut a little more off the second bottle.
5. Once the bottle seems stable, use a hole -puncher to make about six holes along the top of
the bottle.
6. Fill the base of the second bottle with inch of gravel and fill with distilled water.
7. Add a male & female guppy (or one very pregnant female).
8. Add 2 common pond snails.
9. In the first bottle fill with approximately 3-4 inches of soil.
10. Place two different types of seeds (beans & grass or lettuce work great!) and sprinkle
with water.
11. Place the bottom which was cut off, inverted on top to make a mini greenhouse.
12. Monitor daily.

The students will imagine they are ecologists studying the interconnections within an ecosystem.
This will require the construction of a model of an ecosystem. You will need to make and record
daily observations, graph, analyze the data and formulate a conclusion.

The ecosystem model will be made from two 2-liter soda bottles, gravel, soil, fish, snails and
seed. A magnifying glass is helpful for close observation of roots and decomposers living in the
soil. There will be lots of activities. Snails are quite beneficial, they act as a "clean -up crew" in
the ecosystem, eating excess food, decaying plant or fish matter, and moving gravel. However,
too many snails can become a problem. Occasionally, the fish or snails will die. This does not
mean you have failed as a researcher but rather an opportunity to analyze the data to determine
the cause.

Your lab report will consist of 6 pages typed:

Page 1 Title Page with Illustration (start and complete this during week 1)

Page 2 Problem, Hypothesis & Materials (start and complete this day 1)

Page 3 Daily observations (2 weeks)

Page 4 Excel line graph of plant growth

Page 5 Excel line graph of aquatic populations (fish & snails)

Page 6 Analysis of data and 3 – 4 paragraph conclusions

Rubric

Ecosystem Lab Report and Scientific Explanation

Pts 0 1 2 3
Ecosystem There is no Project is Project is Project is
Model project constructed but partially functional with
constructed or is missing more functional with 1 all the materials
just a pile of than 1 required material missing in place.
materials material missing
unassembled
Page 1 Page 1 has no Page 1 has Title Page 1 has Page 1 has all
with drawn drawing or title but there is no drawing of required
illustration of information drawing or model, information as
constructed student info However there is well as drawn
project with title listed. no student illustration of
page info(name, information ecosystem model
period, teacher listed. typed in Google
Doc and turned
in though
Google
Classroom
Page 2 Page 2 has none Page 2 has Page 2 has Page 2 states a
Problem, of this Abiotic and problem, problem,
Hypothesis, information Biotic factor list, Hypothesis, hypothesis, and
Materials, but no materials, but list materials
Abiotic and {Problem, there is no list of (abiotic factors
 Biotic factors Hypothesis, Abiotic or Biotic and biotic
list Material list- If 1 factor list. factors) typed in
of these three is Google Doc and
missing} turned in
though Google
Classroom
Page 3 Page 3 has none Page 3 is Page 3 is Page 3 states
Daily of this missing a missing a daily
Observations for information. qualitative Qualitative observations for
2 weeks. (Date, statement for 2 statement for 1 2 weeks. (Date,
observer name weeks, but has week, but has all observer name
Temperature, all other other Temperature,
Root Growth information. information Root Growth
measurement, measurement,
Plant Growth Plant Growth
measurement measurement
with units , with units ,
amount of food amount of food
given if any, given if any,
with a single with a single
qualitative qualitative
statement about statement (i.e
system status) smell, water
clarity, level of
organism
activity) about
system status).
typed in Google
Doc and turned
in though
Google
Classroom
Page 4 Page 4 Page 4 has only Page 4 Page 4
Line Has no Line 1 growth line Has Line graph Has Line Graph
Graph #1 Graph shown with 2 lines with showing plant
Plant growth one color and root growth
above substrate with 2 different
level (color 1) colors with a
legend typed in
Google Doc and
turned in
though Google
Classroom.

Page 5 Page 5 Page 5 Page 5 Page 5

Graph #2 Has no Line 1 population line Has population Has Line Graph
Aquatic Animal Graph shown graph with 2 showing animal
Population Line lines with one population with
Graphs color 2 different colors
and legend
typed in Google
Doc and turned
in though
Google
Classroom
Page 6 Page 6 has no Page 6 Page 6 Page 6
Analysis of Data paragraphs Has 1 paragraph Has 2 Scientific
grammatically paragraphs Explanations
correct Grammatically 3 paragraphs
Correct. grammatically
correct.

1st Paragraph
State the Claim
Will all the
organisms in an
ecosystem-in-a-
bottle survive?

2nd paragraph-
Evidence
1. What did you
observe?
2. What did you
measure?

3rd paragraph-
Reasoning
1. What relevant
information is
used to explain
the
phenomenon?
(Ex. Comparing
your claim to the
hypothesis, what
inferences can
be made?)
Three
paragraphs
typed in Google
Doc, free of
 grammatical
errors and
turned in
though Google
Classroom.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Read articles to develop background knowledge 1

about ecosystems and writing scientific explanations
(claim, evidence, and reasoning.)

2 Complete questionnaire to assess background 1

knowledge.

3 Construct ecosystem in a bottle and include all 1

necessary factors which is needed for a healthy
ecosystem.

4 Begin expectations of writing the lab report. 1

5 1st Paragraph of scientific explanation-State the 1

Claim
(Will all the organisms in an ecosystem-in-a-bottle
survive?)
6 2nd Paragraph of scientific explanation-List the 1
evidence
1. What did you observe?
2. What did you measure?

7 3rd Paragraph of scientific explanation-Reasoning 1

1. What relevant information is used to explain the
phenomenon?
Ex. Comparing your claim to the hypothesis, what
inferences can be made?

8 Form conclusions based on findings and 1

communicate the results.
 In sequence 1 and 2, the strategy used would be recall. During these steps of the module

students will be provided background information and will have to recall the information in order

to move forward in the program. An example of the integration strategy will be used during

sequence 3. During this sequence is when students will have to use their background knowledge

to create a healthy ecosystem. Decisions will be made on what type of organisms could survive

these type of conditions, what abiotic factors are needed, and what other factors can contribute to

the overall health of the “ecosystem in a bottle”. Next, sequences 4, 5, 6, and 7 will use the

organization strategy. At this point in the module, students will have to create lab reports.

Finally, sequence 8 will utilize the fourth strategy, elaboration. While completing the scientific

explanation, students will be able to use previous their knowledge of ecosystems to communicate

their own ideas based on the failures and successes of their “ecosystem in a bottle”.

To differentiate my instruction, my plan is to offer guidance to students who may be

struggling or who may not follow the pace of the class as quickly as possible. My plans for

doing so are listed as follows:

● Conduct weekly meeting on Google Meet to track progress and answer questions.

● Provide tutorials for constructing “ecosystems in a bottle”.

● Provide additional reading sources to help build background knowledge.

● Schedule online quizzes to assess background knowledge.

● Providing a model for students to create to kinesthetic learning.

Instructional Design Summary

The purpose of designing this instruction is for students who struggle in writing scientific

explanations.
How will I gain the attention
of the learners?
How will I inform the
learners of the objectives?
How will I activate prior
relevant prior knowledge?
How I deliver content to
your learners?
My plans for getting the attention of my learners are to get the
students excited about creating ecosystems.
The learning objective of the instructional design is students
will analyze data and make inferences of the data collected by
constructing an ecosystem in a bottle, and by completing a six
page lab report.
Prior knowledge will be activated by reading various articles.
Students will be assessed on prior knowledge before being
able to move ahead in the module.
The science content will be delivered to my students through
online slide decks and frequent meetings will be held on
Google Meet.

Sequence of Instruction
Students will need to build
prior knowledge of Ecology.
Students will read online
articles specific to Ecology.
Students will read the
requirements for the
Ecosystem in a Bottle
Project.

Start construction Begin lab report.

of the ecosystem in (Stating the problem,
a bottle. forming hypothesis,
experiment)

Make observations of
observed scientific
phenomenon for 10 days
by recording qualitative
and quantitative data.
Write scientific
explanations based on
evidence presented in
data.

Sequence of Instruction ● For the first box of the learning sequence, students
Explanation will begin to build background knowledge by using
various learning sources to read and take quizzes.
● The second box will require students to meet the
teacher (me) on Google Meet. This is where a slide
deck will be provided as well as one-to-one
communication between the teacher and the students.
During this time period, the teacher will be providing
instruction about scientific method and ecosystems.
● Next, the third box will provide the students with the

How will I provide
Feedback to the learners?
How will differentiation and
Universal Design for
Learning are be
incorporated in my design?
expectations of the learning module.
● The fourth box will include another Google Meet
session with the teacher. This is where the teacher
will model the construction of the ecosystem in a
bottle.
● For the final boxes, students will have to post their
observations in a slide deck for a total of 10 day.
These observations will include qualitative and
quantitative data. The final lab report consisting of 6
pages will be posted to Google Classroom which will
include the scientific explanation.
Feedback will be provided to the learners as assignments are
submitted via Google Classroom and in a slide deck using
Google Slides. Feedback also will provided as students will
display models via Google Meet.
To differentiate my instruction, my plan is to offer guidance
to students who may be struggling or who may not follow the
pace of the class as quickly as possible. My plans for doing
so includes are listed as follows:
● Conduct weekly meeting on Google Meet to track
progress and answer questions.
● Provide tutorials for constructing “ecosystems in a
bottle”.
● Provide additional reading sources to help build
background knowledge.
● Schedule online quizzes to assess background
knowledge.
● Providing a model for students to create to kinesthetic
learning.

Formative Evaluation Plan

The following surveys can be used to assess the effectiveness of the online instruction.

By utilizing a test audience, they are able to recognize strengths and weaknesses of the

instruction before the instruction can be used by its intended audience. The test audience will

also provide feedback by acknowledging glitches in the instruction, identifying user friendliness,
and identifying user friendly language. Finally, the rigor of the online instruction can also be

recognized by the test audience.

Expert Reviewer

Deborah Terrell

Teaching Certificate in Middle Grades Education with a concentration in English-Language Arts

 Expert Reviewer’s Survey

1. Did the learning problem reflect the instruction? Please explain your answer.

2. Did you clearly recognize a need for learning about writing scientific explanations, ecology,

and understanding the scientific method after reading the background information? Please

explain your answer.

3. Would you consider this instruction effective in carrying out the learning objective? Please

explain your answer.

4. On a scale from 1-10 (with 10 being user friendly and 1 being not user friendly) and if you

were a student, would you be able to meet the learning objective’s goal by being provided online

instruction?

1 2 3 4 5 6 7 8 9 10
 Student Evaluation Surveys

1. What is the class name?

2. Circle the level of effort you exhibited in the course?

Excellent Very Good Satisfactory Fair Poor

3. Was three weeks enough time to complete the course? And explain why?

4. Were the resources provided to aid in instruction helpful? And Explain why?

5. On a scale from 1-10 (with 10 being readily available and 1 being not available), how would

you rate the availability of the instructor to answer questions pertaining to the class?

1 2 3 4 5 6 7 8 9 10
6. After completing this course, do you feel that you are more knowledgeable in writing

scientific explanations and why?

References

Georgia Milestones 2016-2017 Statewide Scores. (n.d.). Retrieved August 20, 2017, from

http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/

Georgia-Milestones-2016-2017-Statewide-Scores.aspx