Instructional Design Project

John Fuller Ed Tech 503

Instructional Design

2 Table of Contents

Title Page………………………………………………………………….…………………..….....…….1 Table of Contents………………………………………………………….………………….……….....2 Reflection Paper……………………………………………………………………………………..……3 Part 1. Topic..……………………………………………………………………………………………...4 Part 1a. Stated learning goal…………………………………………………………………….4

Part 1b. Description of the audience……………………………………………………………4 Part 1c. Rationale…………………………………………………………………………………4

Part 2. Analysis Report………..………………………………………………………………………...5 Part 2a. Description of the Need Part………………………………………………………..…5 2a.1 Needs Analysis Survey…………………………………………………………………….5 Part 2a.2 Needs Analysis Data Report ………………………………………………………...6 Part 2b. Description of the Learning Context…………………………………………………..6 Part 2b.1: Learning context………………………………………………………………………6 Part 2b.2: Transfer context………………………………………………………………………7 Part 2c. Description of the Learners…………………………………………………………….7 Part 2d. Task Analysis Flow Chart……………………………………………………………...8

Part 3. Planning…………………………………………………………………………………………...9 Part 3a. Learning Objectives…………………………………………………………………….9 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan…………………9 Part 3c. ARCS Table……………………………………………………………………..…….10

Part 4. Instructor Guide……………...…………………………………………………………………11 Part 5. Learner Content…………………………………………………………………………………13

Part 5a. Learning materials………………………………………………………………….…13 Part 5b. Formative and/or Summative Assessment Materials…………………………..…18 Part 5c. Technology Tool Justification……………………..………….………………………18

Part 6. Formative Evaluation Plan……………………………………………………………………18 Part 6a. Expert Review………………………………………………………………….……..18 Part 6b. One-to-One Evaluation……………………………………………………….18 Part 6c. Small Group Evaluation………………………………………………………………19 Part 6d. Field Trial……………………………………………………………………….….…..19 Part 7. Formative Evaluation Report…………………………………………………………….…..20 Part 7a. Evaluation Survey or Rubric…………………………………………………….…..20 Part 7b. Report Results of the Expert Review………………………………………………20 Part 7c. Comments on Change……………………………………………………………….21 Part 8. AECT Standards Grid………………………………………………………………………….21

3 Reflection Paper

When I reflect on the actual ID process, I draw upon parallels that

correspond to an artist designing a statue. An Artists goal is to create something aesthetically pleasing for the user. Before the artist can begin and proceed to chip away at the stone block, he has to take into account specific considerations; such as what he wants the final product to look like. With the end product in mind, the artist will then have to systematically and meticulously plan out the actual procedure. He or she may also want to design a statue based on previous designs that have worked in the past. The process, however, doesn’t stop upon completion of the goal or product. For example, once the statue is unveiled to the public, the artist may or may not want to refine or revise the statue based on the outcome and feedback of those who viewed it. By going back and making minor sculpting modifications, the artist becomes closer to the desired result—a true work of art. In many ways, Instructional Design is a similar process; it takes into account the ensuing end goal and the means for achieving the end goal. Depending upon the outcome, the designer may wish to go back and revise or modify instruction to accommodate the needs of the learner in the hopes of ultimately producing a more desirable outcome. Smith and Ragan make a similar analogy, comparing ID to that of an engineer. “Both plan their work based upon principles that have been successful I the past” (Smith & Ragan, 2005). Unlike Smith and Ragan, I feel the engineer analogy makes ID sound more technical and intricate that it really is.

According to Smith and Ragan, “Instruction is the intentional facilitation of learning toward identified learning goals” (Smith & Ragan, 2005). As a teacher, instruction concerns my ability to present and facilitate the educational experience. It is no simple task, especially when stop to think about the complexity of the human mind and the various learning theories such as behaviorism and constructivism.

This task is further complicated when you take into account the context of the learning environment and its target population. My classroom is a “typical” science class room made up thirty-two seats and nine lab stations. From the first day of school, I am examining my target population to create the most effective learning environment possible; taking into consideration the wide range of stable and changing similarities prevalent amongst my students. These diverse similarities account for everything from students sensory abilities to their processing and cognitive levels. Once I am able recognize these attributes, I can begin creating an environment that is advantageous towards learning. The impending result is a seating chart more conducive to learning and lab groups that are evenly balanced.

The undertaking to design appropriate instruction becomes even more convoluted when you break down the actual “design” process into their fundamental elements. This task involves the creation of goals, objectives, and prerequisite knowledge. When I design instruction, the initial task is to create goals that identify what the learner should know or be able to do once they have completed the task. Furthermore, when it comes creating goals, I learned, that writing goals should also reflect the type of learning style involved. For example, note-taking in my class often involves goals that are based on declarative knowledge; or, the stuff they should already know or need to know in order to complete higher order learning outcomes. Inquiry based labs in my class often

4 incorporate learning goals that implement procedural, principle, or problem solving outcomes. Another critical aspect to consider is pre-requisite knowledge. In my class, I make sure to always review and cover prior concepts that may be required in order to complete the learning goal. Perhaps the most challenging aspect of designing instruction is creating a “path of enlightenment” or the steps necessary in order to achieve the particular goal. To maximize understanding, many of the lab procedures I write are done in the simplest, efficient way possible to minimize any confusion. Moreover, I always use arrows or diagram to facilitate the learning objective whenever possible.

The next subsequent phase (not the end by any means) of the ID process involves assessment. Assessment in my class involves both formative and summative methods. Most of the formative assessments are reflective in nature and call for students to discuss and review their results. However, summative assessments are generally district wide and more often than none consist of your typical multiple choice questions. Other assessments are performance based and involve the students demonstrating specific lab skills such as rock or mineral identification.

Once formative and summative assessment data has been compiled and analyzed, the cyclical process of ID is then carried out by modifying and critically evaluating everything previously mentioned. This involves going back and re-assessing and checking for congruence between my learning goals, the instruction itself, and the ensuing assessment. It also involves making changes in the learning environment by moving desks or altering my seating chart. I am starting to agree with Smith and Ragan and their engineering analogy; ID is much more technical and intricate than I previously would ever have thought.

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley & Sons.

Topic: Using Google Earth to Investigate Patterns in Plate Tectonics

Part 1a. Stated learning goal Students will navigate Google Earth to investigate natural relationships that exist among plate boundaries and their associated features (earthquakes, volcanoes, trenches, and mid-ocean ridges) Part 1b. Description of the audience Target Audience consists of mostly freshman to sophomore high school students in an Earth Science class. Part 1c. Rationale

1. I chose this particular topic because it not only meets a state standard learning target, but, many of the concepts I teach in earth science are macroscopic and difficult to simulate in a lab setting. Google Earth allows me the convenience of simplifying large-scale concepts on a level student’s can grasp and conceptualize.

5 2. In this case, the overall strategy is shifted heavily towards the generative side of the “generative-supplanitve spectrum” and instruction explicitly drives learning.

3. In order to perform the assignment, students will be relying a great deal on prior declarative knowledge. Despite this, links to website will be provided for students who are deficient in this area. The lesson itself is highly procedural in that students will carry out specific tasks. These tasks, will guide the learner to a problem solving based strategy.

4. According to Smith and Ragan, “problem solving is the ability to combine previously learned principles, procedures, declarative knowledge in a unique way within a domain of content to solve previously unencountered problems” (Smith & Ragan, 2005).

Part 2. Analysis Report Part 2a. Description of the Need 2a.1 Needs Analysis Survey The questions below are part of a needs assessment. These questions generally are in order from simple (what people may already know and continue in difficulty (what people need to know). The survey analysis consisted of 17 questions delivered to 11 high school individuals of mixed ages and science ability. The assessment was facilitated though a pen and paper format in the high school library.

1) Do you think earthquakes take place in completely random locations, or, occur in a particular location or region? 2) Do you think the locations of mountains are distributed randomly through out the world, or, occur in particular locations or regions? 3) Do you think the locations of volcanoes are distributed randomly through out the world, or, occur in particular locations or regions? 4) What is the outer layer of the earth made of or composed of? 5) In the theory of plate tectonics, what is the plate made of? 6) What is a plate boundary? 7) What are the 3 types of plate boundaries? 8) What kind of geologic features or events take place at or near plate boundaries? 9) How do plates move at a Divergent plate boundary? For example, do they move apart, collide, or slide past one another)? 10) What kind of geologic features or events can be found at Divergent plate boundaries? 11) How do plates move at a Convergent plate boundary? For example, do they move apart, collide, or slide past one another)? 12) What kind of geologic features or events can be found at Convergent plate boundaries?

6 13) How do plates move at a Transform plate boundary? For example, do they move apart, collide, or slide past one another)? 14) What kind of geologic features or events can be found at Transform plate boundaries? 15) With regard to the ocean, what is a Trench? 16) What is an ocean ridge? 17) What is a rift valley?

Part 2a.2 Needs Analysis Data Report Survey Analysis assessment results can be seen below in Figure 1. The diagram clearly shows that most students scored below basic on the overall assessment. However, everyone scored proficient with regard to the three most basic elementary questions (what people already know). Many of the more challenging questions proved difficult for most, and more in-depth instruction would normally be needed to provide the students with the prerequisite knowledge needed to complete the assignment.

Part 2b. Description of the Learning Context

Part 2b.1: Learning context Learning will take place in a computer lab that consists of 40 Hewlett Packard desktop computers with Windows XP operating system. These computers have web access and also are equipped with the required

7 software, Google Earth. The file needed to complete the lesson can be found at my website, or will be located on the school’s shared hard drive. Part 2b.2: Transfer context Learning transfer, in this case, is not the most relevant or pertinent set of skills. Students who are not moving on in a career in science will most likely forget the minutiae surrounding the lesson. However, the overall goal of the lesson does apply to all learners in that they will continue to hear about geological catastrophes for most of their lives; and, hopefully as a result of this assignment, will have an understanding on why, where or what is responsible for these catastrophes. For students who do seek paths in science, this activity is designed to provide them with the problem-solving, critical thinking abilities crucial for the discipline.

Part 2c. Description of the Learners

Learners consist of varying cognitive abilities, and backgrounds. Most of the students are at the freshman level having already taken middle school science courses that provided them with fundamental skills and knowledge in both biology and earth science. Students who typically enroll in my class as freshman do not meet the Algebra 1 prerequisite. Demographics according the SARC report can be seen below in figure 2.

Figure 2: Student Enrollment by Ethnic Group 2010-11

0.3%None Reported3.5%Two or More57.7%White0.4%Pacific Islander24.8%Hispanic or Latino2.8%Filipino6.1%Asian0.7%American Indian3.7%African American

The school is comprised of 1,446 students, of these 446 are socioeconomically disadvantaged, 173 are english learners, and 109 are students with disabilities.

8 Part 2d. Learning Task Analysis Flow Chart

9 Part 3. Planning

Part 3a. Learning Objectives: 01. Utilize the “Search” menu to Locate places of interest 02. Utilize the “places” and “layers” menu by clicking on the arrows to expand or

reduce files and layers 03. Check and Un-check 4 layer boxes to display and conceal geologic features 04. Navigate Google Earth by using the controls in the top right corner 05. Identify geologic Features by mouse clicking on them to access information

about it 06. Recognize linear patterns in topographic features such as Mountains, 07. Recognize patterns in Earthquake and Volcanic Activity 08. Identify geological features found at Divergent Plate Boundaries 09. Identify geological features found at Convergent Plate Boundaries 10. Identify geological features found at Transform Plate Boundaries 11. Classify geologic features according to the principle type of plate boundary 12. Identify which regions of Earth are prone to geologic disasters Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan

a)Learning Objectives

b) Bloom’s Taxonomy Classification

c) Format of Assessment

d)Description of Test Form

e) Sample Items

01. Application Performance Simulation Type in their address, and at least 2 places of interest

02. Application Performance Simulation Expand 2 layers to expose files and sub files by clicking on them

03. Application Performance Simulation Check and Un-check 4 layer boxes to display and conceal geologic features by clicking on them

04. Application Performance Simulation Using the mouse, zoom in and out, rotate the earth to examine 3 geologic features

05. Comprehension Performance Simulation Mouse click on 4 major volcanoes

06. Analyze Pencil and Paper

Constructed Answer

Draw and describe topographic features seen on the virtual globe

07. Analyze Pencil and Paper

Constructed Answer

Using earthquake and volcanic data on the virtual globe, students will analyze the global distribution of earthquakes and volcanoes to conclude if any patterns exist between the three types of plate boundaries

08. Analyze Pencil and Paper

Constructed Answer

Examine and list the types of geologic features found at the Divergent plate boundary

09. Analyze Pencil and Paper

Constructed Answer

Examine and list the types of geologic features found at the Convergent plate boundary

10. Analyze Pencil and Paper

Constructed Answer

Examine and list the types of geologic features found at the Transform plate boundary

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11. Evaluate Performance Simulation Navigate to, and Classify 10 Un-labeled geologic features and relate them to the corresponding plate boundary (Based on the type of geologic features in the area, students will need to determine what type of plate boundary is present)

12. Analyze Pencil and Paper

Constructed Answer

Using Earthquake and Volcanic data, students will Compare and contrast regions which experience earthquakes and volcanic activity to those that don’t

Part 3c. ARCS Table

ATTENTION A.1 Perceptual Arousal >On the in-class projector, the instructor will show several short video clips on recent geologic events that have impacted the lives:

- http://www.youtube.com/watch?v=QGovMjksMi0 - http://www.youtube.com/watch?v=oWzdgBNfhQU - http://www.youtube.com/watch?v=VSgB1IWr6O4&feature=relmfu A2. Inquiry Arousal > The instructor will have the students complete a “quick write” where they are asked to generate prior knowledge or call upon past experiences or situations regarding the subject matter. -What are some geologic natural disasters you are familiar with? -Have your ever visited any geologic areas of significance??? (i.e, Mount saint Helens, Crater lake,…) -Have your ever felt an Earthquake??? What did you see, feel, or hear? -What sort of geological related natural disasters have you seen or heard of in the news, or from family or friends?

A3. Variability > The instructor will then direct the students to work together in “think pair share” groups to discuss their answers to the above questions.

RELEVANCE R1. Goal orientation >The instructor will conduct a pre-assessment survey to determine which students are proficient or familiar with Google Earth software

R2. Motive matching >The Instructor will introduce the learners to professions such as volcanology and seismology

>The instructor will show simulations to the Students to illustrate the dynamic process of plate movement

R3. Familiarity >The instructor will discuss, if possible, will discuss his or her relevant experience in the subject matter (past earthquakes, volcanic eruptions, places he or she have visited……)

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CONFIDENCE C1. Learning requirements >The instructor will review and go over the objectives >The instructor will demonstrate proper navigation techniques to the students. >The instructor will also mention common mistakes and errors that repeatedly transpire. C2. Success opportunities >The instructor will call upon a student volunteer who is proficient in Google Earth to demonstrate and carry out each objective

C3. Personal control

>The instructor will administer positive reinforcement to those who actively put forth an effort and participate

>The instructor will identify students who need supplemented levels of encouragement SATISFACTION S1. Natural consequences > The instructor will group students at computer stations according to their degree of proficiency

S2. Positive consequences >The Instructor students will receive a stamp of “authenticity” to verify their competence S3. Equity >Results will be posted and reviewed and for further analysis

Part 4. Instructor Guide

Introduction

To gain Attention, The instructor will show four brief videos pertaining to the subject matter and software involved.

The instructor will then rearticulate the goal for the learners in a way that better suits there level of comprehension; and rephrased in the form of a question.

To arouse interest and stimulate the learners’ curiosity, the instructor will facilitate a class discussion the deals with past geological catastrophes in their significance on both local and global levels.

Overview will conducted by the instructor. To do this, the he or she will go though and outline the actual learning procedure to support the learner. This involves demonstrating the correct use and operation of the control buttons within the actual software, and the actual procedure outlined in the activity. The instructor should also go over common errors and mistakes.

Body

To recall prior declarative knowledge, the instructor will place the learners’ in appropriate groups of two. It is advised that he instructor strategically pairs students in way that promotes learning for all.

12Working in pairs students will be asked to draw upon prior experiences by answering at least two of the questions below:

-What are some geologic natural disasters you are familiar with?

-Have your ever visited any geologic areas of significance??? (i.e, Mount saint Helens, Crater lake,…)

-Have your ever felt an Earthquake??? What did you see, feel, or hear?

-What sort of geological related natural disasters have you seen or heard of in the news, or from family or friends?

The learners will draw upon prior knowledge and discuss these questions with their “elbow buddy”.

At this point, the instructor will distribute the guided to the learners. At the computer lab, students will download the Google Earth file to begin. The information will be presented to the learner in both an expository and discovery sequence.

To maintain attention, the Instructor will sporadically direct the learner’s focus to the large projector display in front of class to ensure class participation and completion of the outlined procedure.

To prompt inquiry and meaningful dialogue, the instructor will engage students with scaffolding techniques designed to facilitate achievement from the learner. By making appropriate suggestions, the learning objectives will be met.

The instructor should continue to provide further intervention and support to learners who are not meeting the outlined objectives.

As the learner observes patterns in earthquake and volcanic data, the instructor will either confirm or deny mastery of the objectives.

Conclusion

The lesson will be concluded by the instructor emphasizing critical key components of the lesson. (The instructor will point out and review the various geologic features found throughout earth and reveal which regions of earth are prone to earthquakes and volcanic activity, and are therefore near a plate boundary).

Students will be given several “unknown” locations throughout Earth and then identify and determine what each “unknown” location is.

Restate the goal and end the class in a positive manner, reaffirming the learners of their academic achievements

A formative evaluation that is part written (pencil paper) and part simulated (performance) will be administered throughout the activity.

Based on the ensuing results and level of mastery, the instructor will re-teach the instruction and reassess.

13Part 5. Learner Content

Part 5a. Learning materials

C. Using the Places Menu: You need to learn how to expand and collapse items in the places menu. To do this follows the procedure below:

1. Expand the “Plate Tectonic Virtual Field Trip” files by clicking on the “hollow” arrow.

2. Expand the “Dynamic Earth” files by clicking on the “hollow” arrow.

3. Scroll down and check the “Earthquakes” Box. This will reveal 20 years of the world’s great Earthquakes magnitude 6.0 and above.

4. Scroll down and check the “Volcanoes of the world” Box. You should now see almost all of the world’s volcanoes marked with a red triangle.

5. Scroll down and check the “Plate boundary Features” Box. You should now see lines that display the world’s major plate boundaries. Blue lines are convergent boundaries (plates collide), red lines are divergent boundaries (plates spread apart), orange and green lines are transform plate boundaries (plates slide past one

another)

D. Volcanoes and Earthquakes: In this section, we will learn a little bit about volcanoes and Earthquakes. We will also examine how they distributed throughout the earth. In the places menu, make sure “Volcanoes of the world” box is still checked. This should reveal most of the world’s great volcanoes.

1. Make sure the volcanoes box is still checked. In the search menu, type in “Alaska”

2. (2 points) Using the Alaska map to the right and a writing utensil, draw the locations of any volcanoes and Earthquakes you see:

3. (2 points) Are Volcanoes and Earthquakes randomly distributed across Alaska, or do they tend to occur in particular linear patterns??? Explain:

Name_____________________________Date___________________Period_______

Investigating Patterns and Features in Plate TectonicsBy analyzing patterns of volcanoes, earthquakes and mountains, scientists were able to develop the theory of plate

tectonics. By now, we have learned about the 3 types of plate boundaries (Divergent, Convergent, and Transform) and the particular type of geologic features found at each plate boundaries.

Goal: In this assignment, you will use Google Earth to investigate natural relationships that exist among plate boundaries and their associated features (earthquakes, volcanoes, trenches, and mid-ocean ridges)

A. Set up your computer with Google EarthSchool computers already have Google Earth installed, however is you are doing this assignment from home you

can download (for free) and install Google Earth from: http://earth.google.com/

Download and open the following file in Google Earth from my website: Plate Tectonic Virtual Field Trip.kmz

B. Using the Search Menu: You need to learn how to search for items in the places menu. To do this, follow the procedure below:

1. In the Search Menu Type in the your home address

2. One you have found your home, with your mouse, zoom in and out, grab and spin the globe, etc. The resolution will change as you zoom.

3. In the Search menu type in Mount Saint Helens

4. One you have found Mount Saint Helens, with your mouse, zoom in and out, grab and spin the globe, etc. The resolution will change as you zoom.

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4. (2 points) What kind of plate boundary is off the coast of Alaska??? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

5. (2 points) How do plates move at this type of boundary???

6. Make sure the volcanoes box is still checked. In the search menu, type in “Japan”

7. (2 points) Using the Japan map to the left and a writing utensil, draw the locations of any volcanoes and Earthquakes you see:

8. (2 points) Are Volcanoes and Earthquakes randomly distributed across Japan, or do they tend to occur in particular linear patterns??? Explain:

9. (2 points) What kind of plate boundary is off the coast of Japan??? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

10. (2 points) How do plates move at this type of boundary???

11. Make sure the volcanoes box is still checked. In the search menu, type in “Indonesia”

12. (2 points) Using the Indonesia map to the right and a writing utensil, draw the locations of any earthquakes andvolcanoes and volcanic patterns you see:

13. (2 points) Are Volcanoes and Earthquakes randomly distributed across Japan, or do they tend to occur in particular linear patterns??? Explain:

14 (2 points) What kind of plate boundary is off the coast of Indonesia??? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

15. (2 points) How do plates move at this type of boundary???

16. Make sure the volcanoes box is still checked. In the search menu, type in “Africa”

17. (2 points) Using the Africa map to the right and a writing utensil,draw the locations of any earthquakes and volcanoes you see:

18. (2 points) Are Volcanoes and Earthquakes randomly distributedacross Africa, or do they tend to occur in particular region or linear pattern??? Explain:

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19. (2 points) What kind of plate boundary is running down the middle of East Africa??? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

20. (2 points) How do plates move at this type of boundary???

21. In the search Menu, type in “South America”.

22. (2 points) Using the South America map to the right and a writingutensil, draw the locations of any volcanoes and Earthquakes you see:

23. (2 points) Are Volcanoes and Earthquakes randomly distributed across South America, or do they tend to occur in a particular or linear pattern??? Explain:

24. (2 points) What kind of plate boundary is off the coast of South America??? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

25. (2 points) How do plates move at this type of boundary???

26. In the search Menu, type in “California”.

27. (2 points) Using the California map to the right and a writing utensil, draw the locations of any volcanoes and Earthquakes you see:

28. (2 points) Are Volcanoes and Earthquakes randomly distributed across South America, or do they tend to occur in a particular or linear pattern??? Explain:

29. (2 points) What kind of plate boundary comes up through Southern California extending all the way up through northern California??? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

30. (2 points) How do plates move at this type of boundary???

E. Deep Sea Trenches and Plate Tectonics: If you recall, a deep sea trench forms where two plates collide. In this section, we will learn a little bit about Deep Sea Trenches and the type of plate boundary they can be found at.

1. Off the coast of Alaska lies the Aleutian Trench. In the search menu, type in “Aleutian Trench”, then zoom OUT so you can see it in better detail.

2. (2 points) Using the Alaska map to the right and a writing utensil, draw the location of the Aleutian Trench off the coast of Alaska.

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3. What kind of plate boundary is located at the Aleutian Trench???? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

4. Off the coast of Japan lies the Japan Trench. In the search menu, type in “Japan Trench”, then zoom OUT so you can see it in better detail.

5. (2 points) Using the Japan map to the left and a writing utensil, draw the Japan trench off the coast of Japan.

6. What kind of plate boundary is located at the Japan Trench???? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plateboundaries)

7. Off the coast of Indonesia lies the Java Trench. In the search menu, type in “Java Trench”, then zoom OUT so you can see it in better detail.

8. (2 points) Using the Indonesia map to the Right and a writing utensil, draw the Java trench off the coast of Indonesia.

9. What kind of plate boundary is located at the Java Trench???? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

10. Off the coast of South America lies the Peru-Chile Trench. In the search menu, type in “Peru-Chile Trench” ,then zoom OUT so you can see it in better detail.

11. (2 points) Using the South American map to the Right and a writing utensil, draw the Peru-Chile trench off the coast of South America:

12. What kind of plate boundary is located at the Peru-Chile Trench???? (Remember: Blue lines are convergent boundaries, red lines are divergent boundaries, orange and green lines are transform plate boundaries)

13. To review, what kind of plate boundary were all of the deep sea trenches located at???

F. Ocean Ridges and Plate Tectonics: If you recall, ocean ridges are located where two plates pull apart. These underwater, volcanic mountain chains extend though many of the earth’s oceans.

1. Type in Mid-Atlantic ridge into the Search Menu and Zoom OUT once you are there so you can view the entire Atlantic Ocean.

2. What type of plate boundary is located at the mid-Atlantic Ridge???

3. How do plates move here????

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4. Type in Mid-Indian ridge into the Search Menu and Zoom OUT once you are there so you an view East Africa.

5. What type of plate boundary is located at the Mid-Indian Ridge???

6. How do plates move here????

7. Type Cocos ridge into the Search Menu and Zoom OUT once you are there so you can view Mexico and South America.

8. What type of plate boundary is located at the Mid-Indian Ridge???

9. How do plates move here????

10. To review, Ocean are generally found at what type of plate boundary?

G. Quiz: Complete the quiz below by typing the following unknown locations. In the places menu, uncheck everything!!!!!

1. Click on “Location A” into the Places Menu. What geologic feature are you looking at?

2. What type of plate boundary exists at “Location A”?

3. Click on “Location B” into the Places Menu. What geologic feature are you looking at?

4. What type of plate boundary exists at “Location B”?

5. Click on “Location C” into the Places Menu. What geologic feature are you looking at?

6. What type of plate boundary exists at “Location C”?

7. Click on “Location D” into the Places Menu. What geologic feature are you looking at?

8. What type of plate boundary exists at “Location D”?

9. Click on “Location E” into the Places Menu. What geologic feature are you looking at?

10. What type of plate boundary exists at “Location E”?

Got a 100%, go get a stamp of “Authenticity” from the teacher!!!!!!

Certification StampHere!!!

18Part 5b. Formative and/or Summative Assessment materials See Part G above. Using Google Earth, The instructor will have students’ utilize a performance assessment where they will navigate to 5 “unknown” locations of geologic utility. Once students have successfully located these “unknown” locations, they will be further assessed via pencil and paper method by answering several questions to conclude the activity. Once the student has answered each and every question correctly, the instructor should validate and certify each student with a stamp of completeion.

Part 5c. Technology Tool Justification Google Earth is an instrument of technological wonder, and when used properly can create authentic, meaningful learning environments where students are engaged procedural, principle, and problem solving learning outcomes. Many geologic features and complex processes take place on a macroscopic level. Google Earth is a necessary tool that allows students to visualize and comprehend otherwise large scale processes on a level they can relate too.

Part 6. Formative Evaluation Plan

Part 6a. Expert Review The subject matter expert is Alex Uribe. Alex has a MA in the geosciences and has been teaching earth science for eight years. He also possesses innate knowledge on the target audience and their basic level of academic integrity. The questions below submitted were submitted to my SME on Monday, July 23rd 2012 and were received Thursday July 26th 2012.

1. Is the academic content appropriate relevant and stimulating?

2. Does the content meet district and state essential learning targets?

2. Is the academic terminology within the scope and capacity of my target audience?

3. Is the content aligned with the scientific theory and its most up to date principles?

4. Is the overall procedure facilitated in an efficient, logical manner?

5. What was your overall impression of the instruction? What suggestions or changes would you make based upon your expert analysis? Part 6b. One-to-One Evaluation The Instructor should first implement the activity small Earth Science lab setting consisting of four students with mixed abilities and backgrounds.

19Afterwards, the instructor will sit down these students and discuss the questions below: 1. Did the overall lesson make sense? 2. Did the sequence and flow of the lesson progress in a logical manner? 3. If not, what sort of directions or instructions may have been missing? 4. Were their any vocabulary terms that you did not understand or had trouble with? 5. Did any of the diagrams seem confusing or out of place? 6. Were their any unclear sentences or misspelled words? 7. Any suggestions? Part 6c. Small Group Evaluation At this point, the instructor should carry out any necessary revisions based on feedback from the one-to-one evaluation. Before the group evaluation, a questionnaire will be given to assess and review student background, interest in the subject, and demographic information. For further refinement, the lesson will be presented to a broader audience consisting of 12 students (3 lab groups). During this time, I will step back and record crucial observations and will try to address the following questions: 1. Were the learners able to complete the lesson without intervention from the instructor? 2. If not, what sort problems or setbacks did they encounter? 3. Do learners have sufficient pre-requisite skills and declarative knowledge? 4. If not, what skills or concepts did they struggle with and need further instruction? 5. Did the students seem enthusiastic and motivated? 6. If not, what could be done increase stimulation and interest to improve the overall outlook and attitude towards the lesson? 7. Was the lesson done in the appropriate amount of time (1 hour)? 8. Did the lesson seem overly simple and effortless for certain students? 9. If so, what instructional changes are needed so that the lesson is more challenging?

20Part 6d. Field trial By introducing the lesson to a target audience of 36 students, the instructor can begin to determine the overall effectiveness of the lesson based on previous revisions and address any subsequent issues or problems that may arise during the instruction. The following questions below will used to conclude if the actual lesson is effective and further modifications are needed.

1. Was the lesson executed in the appropriate fashion?

2. What sort of prerequisite knowledge or skills did the learners seem to lack?

3. Were students able to utilize the software with ease and no confusion?

4. Are their any concepts or skills that need more focus and attention?

5. Were any technological glitches encountered by any of the students?

6. Are their any concepts or skills that I need more focus and attention?

7. What was the overall classroom “atmosphere” and feelings toward the lesson?

Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric Please see the link below: Expert Review Survey Part 7b. Report the results of the expert review The SME had some constructive and helpful feedback. He really liked the idea of using Google Earth as a platform and tool to analyze the relationship between geologic features and plate boundaries. He also recognizes the academic utility of Google Earth and its stimulating environment. The SME immediately gave praise for the assignments ability to meet state and local standards. He also identified the level of declarative knowledge and vocabulary that needs to be addressed before delivery and implementation of the assignment. By and large, the SME thought the activity was very creative and effective. Answers to the survey can be seen bleow:

1. The idea of using Google Earth as a platform to teach plate tectonic boundaries and there relationship to earthquake and volcano locations is a great idea. Students are familiar with Google Earth and always enjoy using it. As suggestion to make it as stimulating as possible I might include recent or historic events to highlight the importance of this information, the Japanese Tsunami and Earthquake, Sumatran Tsunami, Mt. St. Helens eruption as some examples.

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2.Yes it does. Students are expected to be able to identify tectonic plate boundaries based upon earthquake and volcano type and location data. This assignment directly addresses this standard and learning target.

3.Pre teaching will have to be done so students have a grasp of the curricular vocab; such as plate boundary, divergent convergent, etc. Students might require some scaffolding to follow some of the academic language used in the instructions.

4. Yes, I think that the assignment is right in line with currently excepted plate tectonic theory and taught with an appropriate level of depth for the target audience of high school freshman.

5. As long as the students are comfortable navigating in Google Earth, which I would assume many are, they should be able to complete the assignment.

6. I feel like the overall instructional activity is creative and very approachable for teenage students. I like quiz at the end of the assignment and the medium of using Google docs to analyze student results. I might consider an overall structural change of using a whole earth map to label plate boundaries rather than smaller pictures of the effected regions. I might also consider an opportunity for students to share results to the whole lab team or class.

Part 7c. Comments on Change Based on he SME’s recommendations nad feedback, I am going to focus more on academic vocabulary and pre-teaching strategies that provide the learners’ with a strong background in declarative knowledge. Also, instead of using smaller maps for student’s to write and draw on, I will use one large global map. To provide a more “constructivist” approach, I am also going to have students’ reflect, share and discuss their results.

Part 8. AECT Standards Grid Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project; ID Case Analysis 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Project 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies

22 Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization

X ID Project

3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis X 5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative Evaluation X ID Project 5.4 Long-Range Planning