Instructional Module
WaterCycleInstructional ModuleProposal and project plan for design and development of an instructionalmodule to teach the Water Cycle process to 5th grade students inaccordance with North Carolina Standard Course of Study for: Competency Goal 3: The learner will conduct investigations and useappropriate technology to build an understanding of weather andclimate Objective 3.01: Investigate the water cycle including the processesof: Evaporation, Condensation, Precipitation, and Run-off.DISCLAIMER: This project was developed for educational purposes toapply instructional design and development processes to an instructionalneed. Instructional problems and names are fictitious. The informationregarding North Carolina Course of Study is accurate; however, thisproject is not affiliated with the North Carolina Department of Education.Submitted by:Chandra R.Jennifer W.Jean S.
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEContentsProposal .1Proposed Instructional Interface . 1Target Audience and Setting . 1Learning Objectives . 1Content Outline . 3Instructional Flow . 4Welcome . 4Introduce Module and Objectives . 4Gain Attention . 4Stimulate Recall . 4Teach Components . 4Teach Terminal Goal . 5Assessment . 5Budget. 5Project Plan .6Project Summary . 7Points of Contact . 7Prime Contractor Information . 7Project Charter . 8Statement of Work . 8Project Objectives . 8Project Activities. 9Project Schedule . 10Instructional Flow Chart. 11References . 16Developed for educational purposes only.Page i
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEProposalProposed Instructional InterfaceThe Water Cycle learning module is a multi-media learning solution that incorporates NCSCOS objectivesinto 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 toselect the direction of their inquiry as well as the pace. Formative and formal assessment tests learnersagainst North Carolina state standards.Target Audience and SettingThe target audience for this lesson is 5th grade science students in a district in North Carolina. Studentswill be using the instructional module in the schools’ “learning lab.” Each middle school in the districthas 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 thisresource portable and flexible for distribution by the technology facilitator. As a standalone module, itcan 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 mouseLearning ObjectivesThe 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 ispublished 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 testspublically available.Competency Goal 3: The learner will conduct investigations and use appropriate technology to buildan 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-offDeveloped for educational purposes only.Page 1
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLETable 1. Learning Objectives#1ObjectiveTest Item(Terminal Objective, Defined Concept)Given a diagram of the water cycle, thelearner will describe each processinvolved in the water cycle and explainits function by matching the correctdescription with the component.Learner is presented a diagram of the water cycle anda list of descriptions.Match the description with the component of thewater cycle.(Technology permitting)Learner is presented a diagram of the water cycle withtext boxes at each component of the cycle.Explain the water cycle.During evaporation, which change best describes whathappens 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)2(Verbal) Given a diagram thatrepresents the water cycle, the learnerwill be able to describe the evaporationcomponent of the water cycle byselecting the correct description from alist.3(Verbal) Given a diagram thatrepresents the water cycle, the learnerwill be able to describe howcondensation affects and contributesto the water cycle by filing in the blank.(Verbal) Given a diagram thatrepresents the water cycle, the learnerwill be able to describe precipitationaffects and contributes to the watercycle by selecting the correctdescription from a list.45(Verbal) Given a diagram thatrepresents the water cycle, the learnerwill be able to describe the run-offaffects and contributes to the watercycle by correctly identifying astatement about run-off as true orfalse.occurs when water vapor in theair gets cold and changes back into liquid, formingclouds.Which substance is a form of precipitation?A) dewB) frostC) fogD) hail(5th Grade Science EOG Practice 2)Run-off is the process by which water vapor cools offand changes into water droplets.TrueFalseDeveloped for educational purposes only.Page 2
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEContent OutlineTable 2. Content OutlinePurposeTitle PageOverview of ModuleGain attentionStimulate RecallInform learners ofobjectivesPresent the contentAssess performanceEnhance retention andtransfer to the jobNext StepsOutlineWelcome (Splash screen)Purpose of the ModuleNavigation TipsHow to use this ModuleIntroduce the topic by directing the learner’s attention toward water.All living things need water to surviveThe earth’s water is millions of years oldStimulate recall of prerequisite knowledge:SolidLiquidGasInvestigate the water cycle including the processes ent building blocks of water cycle:Objective 2 – EvaporationObjective 3 – PrecipitationObjective 4 – CondensationObjective 5 – Run-offPresent concept of water cycle.Objective 1AssessmentThe learner will summarize the water cycle including such conceptsas evaporation, condensation, run off and precipitation by labelingthe diagram correctly.Apply KnowledgeStudents will be asked to describe the water cycle in their ownwordsTopics for classroom discussion and further inquiryDeveloped for educational purposes only.Page 3
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEInstructional FlowThe instructional flow is based on Gagne’s Nine Events of Instruction, which uses prior knowledge tointroduce and teach new material. The Nine Events also focus on gaining attention on the outset tobring the learners attention toward the subject matter.WelcomeThe Welcome slide is the splash screen that provides the title of the module and graphic scene of thewater cycle. To proceed, the user must click a button to start the module. This provides both the learnerand teacher control over when to start the module.Introduce Module and ObjectivesThe introduction explains the purpose of the tutorial, informs the learner of the learning objects, andprovides instructions for navigation.Gain AttentionThis important step in the instructional flow gains the attention of the learners by encouraging them tothink about where water comes from. Animation and audio is used during this phase to give the learnera sense of what the module will be like.Stimulate RecallTarget learners likely have some knowledge of the components of the water cycle in prerequisiteknowledge of water, solid, and gas. To stimulate recall of what the learners already know, the followingquestions 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 ComponentsOnce 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 alinear format, learners can choose any of the four components in any order. Figure 1 illustrates theinstructional flow for teaching objectives.Developed for educational purposes only.Page 4
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEFigure 1. Sample Instructional Flow for ipitation Recall priorknowledge Teach Objective Apply knowledgeRun-offUser selects Water Cyclecomponent.Component is taught.Component is supported bymulti-media, such as graphics,sound, animation, andinteractivity.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 isprompted to think about a “sweaty” glass of water in the summer time, something most 5th gradershave experienced. Next, the concept of condensation is taught, and then the learner is provided anopportunity to apply new knowledge. The formative assessment within each objective provides teacherand student feedback on whether the learner is grasping the concept.Teach Terminal GoalOnce the learners learn about the building blocks of the water cycle, the new information will beincorporated into objective #1, the terminal objective: learning about how the components fit into thewater 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, andinteractivity is used to illustrate the process and keep learner engaged.AssessmentThe final assessment tests the learner on the terminal objective.BudgetProject ManagementInstructional DesignerSubject Matter Experts (Meteorologist)Script WriterFlash DeveloperIllustratorVideo (stock footage, )NarrationTotalHours52531060701113Developed for educational purposes only.Page 5Rate 100 65 150 65 100 50 100 100Total Cost 500 1625 450 650 6000350 100 100 9775.00
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEProject PlanPROJECT MANAGEMENT PLANProject Name: The Water CycleDate: 2/7/2011Plan Release #: 1.0Project Manager: John DoeApprovals:Project ManagerDistrict SuperintendentSubject Matter ExpertPrime Contractor ManagerNC Department of EducationLead DesignerDeveloped for educational purposes only.Page 6
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEProject SummaryThe purpose of this project is to create computer-based instruction (CBI) modules that directly align withNorth Carolina State Standards and Objectives for 5th grade science. JJ&C e-Learning Consultantspropose a series of twelve CBIs to be completed by August 1st, 2012. Each module will be self-directedand is intended to supplement classroom instruction. The pilot module, The Water Cycle is expected tobe 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 tobuild 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 (stockfootage), and Narrator.Project Name:Organization:Prime Contractor:The Water CycleNC Department of EducationJJ&C e-Learning ConsultantsCurrent Stage of Project: Design and DevelopmentYesNoProject is OnXScheduleDetail Page:Points of ContactPositionProject ManagerSenior Project SponsorProcurement ContactCustomers:District Lead ScienceTeachersName / OrganizationJohn D. NC Dept. of Edu.Mary S. NC Dept. of Edu.Joe A. NC Dept. of Edu.Bill S.Anna C.Laura N.Prime Contractor InformationPositionName / OrganizationProject ManagerChandra R. JJ&C e-LearningDesignJennifer W. JJ&C e-LearningDevelopmentJean S. JJ&C e-LearningStart Date:Submitted By:Date Awarded:Project is WithinBudget2/7/2011JJ&C -MailDeveloped for educational purposes only.Page 7
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEProject CharterStatement of WorkDesign, develop, and formatively assess 12 CBI modules for 5th grade science North Carolina StateStandards and Objectives. The pilot module, The Water Cycle, is expected to be ready for field testingby 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 ObjectivesJJ&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, 2012Developed for educational purposes only.Page 8
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEProject ActivitiesDeliverableProject ProposalStoryboarddevelopmentProject PlanFlowchartDevelopmentFlash PrototypeDue Date2/21/20113/7/2011Date Delivered2/21/20113/7/2011Point of ContactJean S.Jean S.3/7/20113/7/20113/7/20113/7/2011Chandra R.Jennifer W.Informal UserAcceptance TestingImplement UATChangesField Testing3/28/2011Chandra R.Jean S.Jennifer W.Jennifer W.3/29/2011Jean S.4/1/2011Evaluate Field TestingDataDeliver Field TestingReportFinalize CBICoordinate installationInstall CBI in DistrictTrain Teachers4/2/2011Chandra R.Jean S.Jennifer W.Jennifer W.4/4/2011Jennifer W.4/25/20114/28/20115/1/20115/15/2011Jean S.Chandra R.Jennifer W.Jean S.3/28/2011Developed for educational purposes only.Page 9
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEProject ScheduleDeveloped for educational purposes only.Page 10
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEInstructional Flow ChartThe flowchart in Figure 2 depicts the frames and navigation within the instructional module. Eachnumbered frame indicates the content and arrows pointing away from and into the frame indicatesnavigation. 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 frames3, 5, 6, and 14 are provided in the next section to illustrate the instructional layout and content.Figure 2. Instructional Frames and NavigationDeveloped for educational purposes only.Page 11
Sample StoryboardsDeveloped for educational purposes only.Page 12
Sample StoryboardsDeveloped for educational purposes only.Page 13
Sample StoryboardsDeveloped for educational purposes only.Page 14
Sample StoryboardsDeveloped for educational purposes only.Page 15
Water Cycle Project PlanMIT 513, Computer-Based InstructionJJ&C e-Learning ConsultantsWATERCYCLEReferences5th Grade Science EOG Practice 2, (n. d.) Retrieved 1. (2011, February 18).Clark, Don (1995) Estimating Costs and Time in Instructional Design. Retrieved fromhttp://www.nwlink.com/ donclark/hrd/costs.html. (2011, February 21).North Carolina Standard Course of Study Grade 5, (20
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
Teacher’s Book B LEVEL - English in school 6 Contents Prologue 8 Test paper answers 10 Practice Test 1 11 Module 1 11 Module 2 12 Module 3 15 Practice Test 2 16 Module 1 16 Module 2 17 Module 3 20 Practice Test 3 21 Module 1 21 Module 2 22 Module 3 25 Practice Test 4 26 Module 1 26 Module 2 27 Module 3 30 Practice Test 5 31 Module 1 31 Module .
WinDbg Commands . 0:000 k . Module!FunctionD Module!FunctionC 130 Module!FunctionB 220 Module!FunctionA 110 . User Stack for TID 102. Module!FunctionA Module!FunctionB Module!FunctionC Saves return address Module!FunctionA 110 Saves return address Module!FunctionB 220 Module!FunctionD Saves return address Module!FunctionC 130 Resumes from address
XBEE PRO S2C Wire XBEE Base Board (AADD) XBEE PRO S2C U.FL XBEE Pro S1 Wire RF & TRANSRECEIVER MODULE XBEE MODULE 2. SIM800A/800 Module SIM800C Module SIM868 Module SIM808 Module SIM7600EI MODULE SIM7600CE-L Module SIM7600I Module SIM800L With ESP32 Wrover B M590 MODULE GSM Card SIM800A LM2576
mind, I like instructional design and technology (IDT). This term, which has been employed by one of the professional organizations in our field (Professors of Instructional Design and Technol-ogy), directly refers to the key concepts men-tioned earlier-instructional design and instructional technology (i.e., instructional media).
Goals and Objectives Module Goal Students will be able to write instructional goals and objectives. Performance Objectives As a result of participating in the Writing Instructional Goals and Objectives Module, students will be able to Explain three characteristics of an instructional goal,with 100% accuracy.
Approaches to Language Teaching: Foundations Module 1: Contextualizing Language Module 2: Building Language Awareness Module 3: Integrating Skills Module 4: Pairwork / Groupwork Module 5: Learner Feedback Approaches to Language Teaching: Extension Module 6: Managing Large Classes Module 7: Learning Strategies Module 8: Authentic Materials Module
Getting to know Cerebral Palsy: List of Modules: Module 1: Introduction Module 2: Evaluating Your child Module 3: Positioning Your child Module 4: Communication Module 5: Everyday Activities Module 6: Feeding Your child Module 7: Play Getting to know cerebral palsy V1 - Module 5: Everyday activities Page 4 MODULE 5 EVERYDAY ACTIVITIES
1. explain the definition of instructional media 2. identify the kinds of instructional media 3. identify the function of the instructional media 4. select appropriate instructional media for teaching English 5. Use media in four language skills ( listening, speaking, reading, writing) and grammar, vocabularies in teaching and learning process.
