adaptations in the intertidal zone

7/21/2019 Adaptations in the Intertidal Zone

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Adaptations in the intertidal zone

Brian Nagy

EDTECH 503: Instructional DesignSummer, 2013



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Table of Contents

Synthesis Reflection Paper ………………………………………… 3

Part 1: Topic……………………………………………………….. 5Part 2: Analysis Report……………………………………………. 6

Part 3: Planning……………………………………………………. 11

Part 4: Instructor Guide……………………………………………. 14

Part 5: Learner Content……………………………………………. 16

Part 6: Formative Evaluation Plan…………………………………. 19

Part 7: Formative Evaluation Summary…………………………… 21

Part 8: AECT Standards…………………………………………… 23

Appendices………………………………………………………… 29

Appendix A: Needs analysis survey items………………………… 30

Appendix B: Learning task analysis flowchart…………………….. 33

Appendix C: Subject matter expert review survey………………… 34

Appendix D: SME review results…………………………………. 36

Appendix E: Invent an Invertebrate……………………………….. 37

Appendix F: Graphic Organizer…………………………………… 38

Appendix G: Vertical Zones Bell Work…………………………… 39

Appendix H: Test Items…………………………………………… 40

Appendix I: Sources……………………………………………….. 42



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Synthesis Reflection Paper

I entered into this Instructional Design course not having any idea what it meant. I have

been teaching for six years and have a Master’s degree in Secondary Education under my beltalready. I could not imagine it being a difficult process. I have been writing lesson and unit plansall along. I know how to put together instructional materials to get my students to learn therequired material. I had no clue what Instructional Design was.

The instructional design process is very much like reading a Sherlock Holmes novel backwards. In the design process, you don’t start with what you want to design, you start withfiguring out why you are designing. Any good Sherlock Holmes tale starts with a crime. It becomes Holmes’s job to work backwards to figure out who committed the crime and why. Inwhat I always considered “designing instruction” (when I wrote lesson plans), I always stoppedafter the first chapter. I knew the results; I was putting together learning activities for mystudents, but I didn’t stop to consider why. Perhaps that’s not true. I always considered how

previous trials with the given content went over and small changes were made each time, butstudent background, interests, clear guidelines for the instruction—those were never formalizedor even put to paper. The instructional design process follows the book more carefully, just nothow we normally would read it. The end product isn’t the most important part, rather it is moreimportant about how and why we arrive at the final parts. What do we know about our students?What is available for the instructor and the students in the classroom? What kind of instruction isrequired to fill the needs that are discovered? Why is this important to the students? Sherlockwould ask each of these questions to figure out what happened to the victim. As instructionaldesigners, we need to meet the players, ask the questions, then design the instruction.

It is clear by now that I never considered the intricacies of designing instruction as I planned for my classes over the past few years. It would be dishonest to say that I was never

frustrated by the process. It seemed like there was a lot of energy being put into a process whereall anyone saw was the final product. As we progressed through the term, I noticed that by doingthe leg work early on, the final piece became easy. I knew exactly what this instruction wouldlook like as I wrote the instructor’s guide because I already knew what students needed to beable to do when they were done with the unit of study. I was really left astounded by the amountof work that goes into the design process, but I can understand now that the product that comesfrom it makes the effort worthwhile.

That being said, a sentiment that has been repeated all term comes to mind: going throughthe whole design process for a classroom teacher’s courses is just not something that can bedone. As previously mentioned—and as repeated in Instructional Design (Smith and Ragan,2005), “Most often, these instructional design activities are conducted mentally with little

documentation of the decisions made”(p 13) by classroom teachers. Smith and Ragan also makea point to state that those with training in instructional design are more thorough and consistentin using good design theory in their instruction.

The one thing, above all else, that stood out as new to me was all of the evaluation alongthe way. Teachers can easily explain the need for formative assessment, but how often do wethink about the need to evaluate our own instruction while it is being designed? Never.Evaluation has always been after the fact. How did the students respond to the activities? Howwell did they learn what they were meant to? Any changes would only benefit the next batch of



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students. It has always been summative. Davidson-Shivers and Rasmussen (2006), howeverexplain that formative evaluation of instructional design products helps “review the instructionfor weaknesses and make the necessary revisions to correct errors and enhance effectiveness before implementation.”

Despite beginning my career in the classroom, I have been looking recently to transition

to working with online educational content providers in either a technical role or in somecapacity as a content creator. By combining the instructional design process with everything elseI have learned—and have yet to learn—in the Educational Technology program, I hope to beable to help create instructional materials of a quality that I have yet to see. I have supervisedstudents using several different online instructional programs for credit recovery andsupplemental learning and they have all been lacking. The content isn’t written for the rightaudience and the interface they use is complicated and antiquated. I have had everything Ilearned in this course reinforced as I took Online Course Design (EDTECH 512) this semester aswell and I now feel more confident in my ability to design good instruction that will be suitablefor high school students.

Sources: I.

Davidson-Shivers, G. V. and Rasmussen, K. L. (2006). Web-based learning: Design,

implementation, and evaluation. Upper Saddle River, NJ: Pearson Education, Inc.

II. Smith, P. L. and Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ:John Wiley & Sons, Inc.



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Part 1: Topic

1a. Learning goal

After three hours of instruction, 11th and 12th grade students in marine biology will be able tocreate a fictional beach organism that has at least three adaptations to that ecosystem.

1b. Description of the audience

The learners for this unit of instruction are 11th and 12th graders (16-18 years old) in a scienceclass that does not lead to a state assessment (mainly used as an alternative to continuing on tochemistry). Given the rural area of the school, many have not spent much time exploring beaches—if any at all—so the class is their first exposure to many aspects of marine life.

1c. Rationale

Students in marine biology have historically demonstrated lack of understanding about the roleof stressors and adaptations in an ecosystem. Following the current instruction, it not unusual forstudents to be unable to explain what benefit certain body plans or structures bestow in theirgiven ecosystem (as an example, many students cannot describe the benefits of white colorationin a polar ecosystem without direct instruction). With the proposed project, students will not onlylearn about adaptations and stressors, but will also be able to apply that new knowledge to acreature that they will invent. By devising—and justifying—their own answers to stressors in anecosystem, they will be able to better apply those concepts to other organisms that theyencounter.

The instruction in this unit is predominantly supplantive in nature. Though students have

received instruction in biology, and therefore have been introduced to adaptations in the contextof evolution, many have not been challenged to consider what about certain adaptations makethem more beneficial. By receiving more structured instruction, with heavy scaffolding andsignificant amounts of declarative knowledge on existing adaptations, students will gain thefoundational knowledge needed to begin applying this information to their own devisedorganism.

This project primarily involves learning concepts. More precisely, it leads to understanding ofwhat an adaptation is and how certain physical features can make it easier to live in anecosystem. With the learning of “adaptation” as a concept, students will later be able to apply theattributes outside of the beach ecosystem and will be able to identify adaptations and explaintheir benefits in organisms regardless of the environment in which they live.

Instruction will employ a combination of inquiry and expository strategies. After learning abouta variety of extant organisms living in various parts—known as vertical zones—of the intertidalzone, students will be encouraged to begin brainstorming ideas on both what an adaptation is andwhat adaptations are necessary in each vertical zone based on the stressors that exist there.



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Part 2: Analysis Report

2a. Description of the need

2a.1 Needs analysis survey

In order to determine need and better understand the learners who would be targeted by thisinstruction, a survey was created using Google forms (shortened URL: http://goo.gl/bwZbo).Participants self-selected after an invitation was sent out using social media (Facebook) tocurrent high school students and recent graduates. There were 11 respondents in the given timeframe.

Google Forms seems to only allow for capturing a domain-specific user name, thus closing offthe survey to many potential learners. The survey then had to be open, however the system didnot provide the ability to capture IP address, and so there is no way to be certain that any one

person did not submit more than one response. Further, to maintain anonymity of respondents,names were not collected with responses. Learners were asked to send a message once the surveywas filled out. The number of respondents matches the number of messages, removing someuncertainty about falsified surveys. See Appendix A to view the survey questions.

2a.2 Survey results

Of the 11 survey responses, six were fromfemales and 5 from males. The responsescame from students ranging fromapproximately 15 years old (entering 10th grade for the 2013-2014 year) to 18 or older

(already graduated from high school), withthe majority being in the target age group(rising 11th and 12th graders). See the graphto the right for a break down.

In order to get some sense of priorknoweldege, one of the questions of thesurvey asked about how often learners visita beach. In the survey, 73% stated that theyregularly go to the beach. This data may bemisleading as many of the respondants are

not from the same region as the targeted audience and therefore may not accurately represent thetarget.

When asked to rate some statements regarding the content of this project, learner responses weremixed. Overall, reponses demonstrated a lack of understanding of the factors that make living ina beach ecosystem difficult, with 7 of the 11 saying that the statement “It is easy for animals tolive on the beach.” is either “True” or “Maybe true”. The remainder chose “I’m not sure one wayor the other.” for that statement.

0

0.5

1

1.5

2

2.53

3.5

4

4.5

10 11 12 Already

Graduated

High Schhol

N u m b e r o f R e s p o n d e n t s

Grade Entering for 2013/2014

Grade Level

http://goo.gl/bwZbo

http://goo.gl/bwZbo

http://goo.gl/bwZbo

http://goo.gl/bwZbo



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When asked about cerain adaptations, learners demonstrated some understanding of prerequisiteknowledge. For example, all respondants stated that “All animals deal with difficult parts of theenvironment in the same way” was “False” or “Maybe false”. For “Anything that lives on the beach must be able to breathe under water,” only two respondents answered “True” or “Maybetrue”.

When asked to self report on howwell they learned using differentactivities, learners responded more positively to hands-on, activelearning tasks (including labs). Asexpected, there was a range ofresponses to these learning preferences. As many respondentsfound listening to a teacher lecture to be the best way to learn as did those that selected readingfrom a textbook, though one person said they could not learn by reading from a book. Watcing afilm and practiciing problems were preferred to the previous two options. “Book work” wasreported to be the least preferred learning activity.

2b. Description of the learning context

2b.1 Learning context

The learning environment for this project is a public high school in a rural district of New York.According to the most recent data from the state Department of Education, the district ischaracterized as a low-income rural school with 33% of high school students eligible for free orreduced lunch assistance (New York State Department of Education, 2012a). The school consistsof 40 teachers, one principal and an assistant principle that is shared with an attached middle

school. With 214 different class sections in the 2010-2011 school year (New York StateDepartment of Education, 2012b), average class sizes range from 20 to 25 students.

Though not major focus of this unit of instruction, technology is prevalent in the school. Eachclassroom has at least one desktop Macintosh computer. In addition, each room is equipped withan LCD projector and a document camera. Students and teachers have access to two computerlabs (one found in the shared middle school/high school media center) as well as 2 mobile laptoplabs, which are connected to the school network through wifi. Productivity suites available tousers include Microsoft Office as well as Google Docs.

The instructor for this course has been teaching for 12 years. She has been with this district theentire time. She is a strong proponent of allowing students to discover new ideas through

experimentation and observation. She is well versed in the technology in the classroom andfrequently uses it to aid in student learning through online simulations, computer-assisted datacollection and analysis and modeling of complex systems. This will be the first year of marine biology being taught by this instructor, but the curriculum has existed in the school for five yearswith small changes made each year. The course is taught as a survey of aquatic ecosystemsincluding beaches, polar ecosystems, open ocean, salt marsh and freshwater environments.



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2b.2 Transfer context

The concept of an “adaptation” needn’t be reserved for organisms living on a beach. In science,it is used to identify some feature of an organism that has developed and allows some advantagefor survival. The primary question asked is “How does that benefit?” This question can betransferred outside of the context of science and be applied to psychology, economics, and business. The idea of having something that aids in success and survival is pivotal in determiningthe causes of a person’s actions as much as it is in figuring out why clams dig into the sand. Theability of one company to survive the economic climate over another can be understood in thecontext of why kelp anchors to the rocky coastline.

2c. Description of the learners

Learners for this project are between the ages of 16 and 18. The students in this school are predominantly Caucasian (92% in the 2010-2011 school year). Due to location and socio-economic status, many students have limited experience outside of the county.

As with any public high school, the students have a wide range of abilities and some havedisabilities. Approximately 25% of students have diagnoses of some sort that affect their abilityto succeed in school without interventions (ADHD and anxiety disorders are the most common).Few, if any, have visual, hearing or speech impairments. The course can be checked foraccessibility prior to going live for those with visual or physical disabilities.

The following data are accumulated from responses to the needs assessment survey:

Learner interests

In the survey provided, reading level was assessed tangentially through questions on whatlearners enjoy reading. Reading preferences trended heavily towards fiction over

nonfiction and books over comics, magazines or newspapers. Primary reading interestsseem to be in books on comedy and science fiction/fantasy (likely due to the prevalenceof teen fantasy titles currently available). Students have also demonstrated interest invideo games, animal husbandry, hunting and forestry, though those were not assessed inthe needs survey.

When questioned about favorite school subjects,respondents varied greatly in their responses,though science was selected as a favorite subject by5 of the 11 respondents. Art and English followedwith three selections each. No one chose music astheir favorite subject, and there was one “other”chosen, with “Home Economics” hand entered forthat selection. When asked specifically aboutinterest in science courses, all learners rated theirinterest at or above 3 out of 5 (with 5 being thehighest interest). This could be a factor of the self selectionof respondents, but seems to be a trend among learners inthe school. When asked about the importance of learningdifferent topics in school, science received the highest



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rating of importance over a list of topics that include math, history, government andliterature.

Attitudes on school

Attitudes measured on school are equally a mixed bag. All learners reported that

regularly attending school is important, but absenteeism is a big problem in the school.Approximately 10% of students become at risk for loss of course credit annually due tomissed class time. Every respondent stated the importance of graduating from highschool, but more (10 out of 11) thought that getting a job was “very” important than gavethe same answer about going to college (6 out of 11).

Parent Education

According to self-reported information, the parents of the learners tend to not havereceived significant educationthemselves. The mother of everyrespondent has graduated high school orgained a GED, with some (27%) havingtaken some college courses or obtainingan Associate’s degree. Fathers, on theother hand, span the continuum provided.36% reported that their father did notgraduate from high school. 27% reportedthat the father graduated, but did not progress any further. Only 36% (4 of 11)of respondents report that their fatherstook any college courses, which is ahigher percentage than mothers who hadgone to college. One respondent reporteda step-father with a Master’s degree. Noother students responded to theeducational progress of a step-parent.



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2d. Learning task analysis

See Appendix B for a larger version of this flow chart.



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Part 3: Planning

3a. Learning Objectives

By the end of this unit of instruction, students will be able to:

1.0 Compare the vertical zones of the intertidal zones in terms of physical placement2.0 Make a list of organisms that live at each vertical zone of a beach ecosystem3.0 Explain how wave action is a stressor for organisms in the intertidal zone4.0 Describe temperature changes as a stressor in relation to the action of enzymes in the

body5.0 Explain how gas exchange is made difficult in a beach ecosystem6.0 Explain the interplay of predator and prey relationships7.0 Explain why some organisms must resist drying out on the beach

8.0 Explain how each factor presents a challenge to living in the intertidal zone9.0 Correctly pair adaptations found in beach organisms with the stressor that those

adaptations alleviate.10.0 Devise other possible adaptations to the stressors found in a beach ecosystem and

explain how they will help their hypothetical organisms survive.

3b. Matrix of Objectives, Bloom’s Taxonomy and Assessments

Learning

Objectives

(a)

Bloom's

Taxonomy

Classification

(b)

Format of

Assessment

(c)

Description

of Test

Form (d)

Sample Items (e)

1.0 Comprehension Paper andPencil

ShortAnswer

Draw a map of a beach ecosystemand show the placement of thevertical zones.

2.0 Knowledge Paper andPencil

ShortAnswer

Create a data table that shows atleast 4 organisms found in each ofthe vertical zones.


ShortAnswer

What effect does wave actionhave on organisms in theintertidal zone?

4.0 Comprehension Paper and

Pencil

Short

Answer

What happens to the effectiveness

of enzymes as temperatureschange? Be sure to discuss bothreaction speed and the shape ofthe enzyme molecule.


ShortAnswer

Name two different methods ofgas exchange. Predict why livingnear a beach may make one ofthem difficult.



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ShortAnswer

Define the term "Limiting Factor"and explain how a predator and its prey each act as a limiting factorfor the other.

7.0 Comprehension Paper and

Pencil

Short

Answer

One of the biggest challenges to

life on land was needing to getwater. Describe at least 3 thingsliving things need water for.

8.0 Comprehension Performance Essay For each of the stressors of livingin the Intertidal zone, list thechanges that occur over the courseof a day and why those changesneed to be dealt with fororganisms to survive.

9.0 Application Paper andPencil

ShortAnswer

Make a list of the stressors ofliving in the Intertidal zone. For

each, list 3-5 adaptations youhave learned about that helporganisms overcome that stressor.

10. Synthesis Performance BuildProject

Pick a vertical zone. List at least 3stressors organisms have to dealwith for that zone. Design anorganism that has at least oneadaptation for each stressor. Becreative. After you have plannedyour organism, you will be building a model of it.

3c. ARCS Table

Attention

A.1. Perceptual arousal Students will view a video clip from “The Magic School Bus Goesto Mussel Beach”

A.2. Inquiry arousal Students will be asked to come up with adaptations that areemployed by organisms that live in the beach ecosystem

A.3. Variability Students will be allowed to create any organism they want,including fantastical ones as long as they have adaptations tosurvive stated stressors of their environment.

RelevanceR.1. Goal orientation The instructor will utilize the presurvey to adjust learning activities

and interests of the students.R.2. Motive matching Students will be able to choose which vertical zone to focus on In

their final project and then choose stressors from the list for thatzone.

R.3. Familiarity Students will be asked to think about their own experiences at the beach and the types of animals they have seen there.



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Confidence

C.1. Learning requirements Students will be given all of the objectives and rubrics at the beginning and will be given resources to utilize for additionalsupport as needed.

C.2. Success opportunities The instructor will provide opportunities for students to providefeedback and prove what they have learned through checkpointquestions during instruction and bell work.

C.3. Personal control Though the final project will not be assessed based on artisticability, having a final project that demonstrates concepts learnedwill be a motivation to complete the project successfully.

Satisfaction

S.1. Natural consequences At the end of the instruction, students will have a physicalmanifestation of their learning in their models.

S.2. Positive consequences In subsequent units and classes, students will be able todemonstrate a deeper understanding of the functions of adaptationsfor survival. Final projects will be displayed in a case in the school,with approval of administration and the students

S.3. Equity Positive and constructive feedback will be provided throughoutthrough formative assessment. In order to synthesize the final project, students must understand the earlier content. Thatunderstanding will make the later process easier and moreenjoyable.



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Part 4: Teacher Guide

Introduction

Activate Attention- The instructor will ask the class to list out loud the types oforganism that live on the beach and why they can live there.

Explain Purpose- The instructor will explain to the class that they will be learning aboutthe different areas of the beach and how organisms are adapted to live there.

Arouse Interest and Motivation- The class will view a video clip from “The MagicSchool Bus Goes to Mussel Beach” (click here and skip to 02:47). Stop at 20:00.

Preview Learning Activity- The instructor will relay a breakdown of the activities:• Students will learn about the vertical zones shown in the video in more detail

•

Students will learn about some of the creatures found in each zone• Finally, students will create their own organism that lives on the beach and shows

adaptations for surviving there

Body

Recall Relevant Prior Knowledge-As a group, students will list the stressors of a previously-learned ecosystem (the salt marsh, for example).

Process Information and Examples- Instructor will ask students about the zones in the beach ecosystem (as shown in the video clip). Instructor will then elaborate on features ofeach zone and list some of the organisms found in each. Alternately, students may

complete the Jigsaw activity found here.

Focus Direction- The Instructor will ask students to recall the stressors of the otherecosystem from earlier. Students will be asked how those stressors affect organismsthere. In pairs, students will come up with a list of stressors at the beach which will beshared with the whole class. Instructor will add to the list as necessary. (See this page forsome stressors; add predation, breathing, and salinity changes.)

Employ Learning Strategies- The instructor will elaborate on each stressor bydiscussing the biological and physical processes affected by then. The instructor willencourage students to draw on prior knowledge through scaffolding questions. Students

will be asked to come up with strategies employed by the sample organisms listed earlierto counter the stressors in each vertical zone. More information can be found here.

Practice- Students will summarize content by viewing pictures (examples) or living or preserved examples (if available) of intertidal zone animals and explain their adaptations.

Feedback- The instructor will provide feedback during class discussion and whilestudents look at the example organisms.

http://www.youtube.com/watch?v=xlxjdpsWwDY



http://edtech2.boisestate.edu/briannagy/502/jigsaw.html



https://en.wikipedia.org/wiki/Intertidal_zone#Ecology



http://www.pbs.org/americanfieldguide/teachers/oceans/oceans_unit.html#2



http://www.enchantedlearning.com/biomes/intertidal/intertidal.shtml










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Conclusion

Summarize and Review-The instructor will guide students in generating a graphicorganizer showing vertical zones, stressors and adaptations.

Transfer Learning- The instructor will provide conditions to the students (example: “Anorganism living in the high tide zone that cannot breathe in the air”) and ask students to predict adaptations it may have.

Remotivation and Close - The instructor will ask the class where this kind ofinformation can be used elsewhere and try to direct students to understand that they canfigure out the purpose of adaptations in any ecosystem based on the stressors of livingthere.

Assessment

Assess Learning-There will be formal formative assessment throughout with daily bell

work and checkpoint questions. The instructor will informally assess learning throughoutthe discussions. Finally, students will pick a vertical zone, list its stressors and create aunique organism that has adaptations designed for that zone. Materials needed for this arefound in the student instruction sheet titled “Invent an Invertebrate”.

Evaluate Feedback and Seek Remediation- The instructor will provide feedbackthroughout instruction based on the formal and informal formative assessments. Once thefinal projects have been returned, all students will have the opportunity to use thefeedback and resubmit.



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Part 5: Learner Content

5a: Learning materials

The majority of the learning materials for this instruction is either in the form of manipulatives or

student-generated notes. Online materials are linked from the Teacher Guide (above).

Live or preserved specimens: Specimens will be used during the Employ Learning Strategies

and Practice sections of instruction. Having real animal will allow learners to better understand

the structure of adaptations found on the organisms shown in order to figure out how they are

used in counter-acting the stressors of their environment. Pictures can be shown as well, but they

do not necessarily convey the information as clearly as the actual animal could. Live animals can

be captured at a beach or purchased from a pet store or scientific supply company. Preserved

animals can be purchased. If purchasing, ample time should be allowed for shipping.

Graphic Organizer: A graphic organizer will be used during the Summarize and Review

section of the instruction. Using a device such as the one found in Appendix F will help learners

recall information later on for use in class and as a study aid for later assessments.

5b: Assessment materials

Formative Assessments

Discussion Questions: Located in the Instructor Guide are several opportunities for formative

assessment through class discussions. In the Transfer Learning section in particular, a goodopportunity for assessment arises when the instructor provides conditions about organisms and

asks students to try to predict adaptations it might have. Examples include:

• What adaptations would an organism living the high tide zone but cannot breathe air

have?

• Raccoons sometimes come to the beach to find bivalves for lunch. What might a clam

living in the low tide zone do to avoid being eaten?

• Anemone need light in order to survive, so they can’t go any deeper than the subtidal

zone. What could they do to avoid being washed away by wave action?

Bell Work: Small formative assessments at the beginning class help to identify student learning

from the prior class or act as an anticipatory set that accesses prior knowledge. A bell work

assignment for the second day of class is found below in Appendix G.



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Summative Assessments

Invent an Invertebrate: This assignment is available for download in PDF format here and a

screenshot of the file is located in Appendix E.

Test Items: A list of both multiple choice and free response questions pertaining to this unit ofinstruction can be found in Appendix H.

5c. Technology tool justification

Technology use for this unit of instruction is not extensive. As written, there is no technology

requirements, however given options for alternatives in the Instructor Guide and additional

resources provided, technology may come in to play.

Computer(s): Computers can be used as part of the instruction. If the instructor chooses to use

the websites shown in the Instructor Guide, then at least one computer is required for accessing

those sites. If the instructor chooses to utilize the web-based Jig-saw activity, then at least onecomputer would be required for every two students in order to complete the activity, which is

described below. The only required use of a computer would be to view the initial video on

YouTube, though this episode is available on DVD, so alternate methods of showing the video

could be used.

LCD Projector/Large Monitor: An LCD projector (or large computer monitor) would be used

to project images and instructional materials large enough for all students to see.

Document Camera: A document camera is a viable alternative for a blackboard. Again, it is not

a requirement for this instruction, however they can be useful. Document cameras can be used to project printed images onto a screen or monitor (in much better clarity than overhead duplicates),

they can be used for note-taking in lieu of a blackboard. Also, if specimens are fragile or there is

only one to be shown, they can be placed under the document camera for everyone in the room

to observe at once. Magnification on such devices would allow a close examination of structures

found on preserved or live specimens.

Websites: Again, use of most websites is optional, however all of the sites previously listed are

combined here.

• The Magic School Bus Goes to Mussel Beach: (click here). This video is used to activate

student interest in the topic and provide an introduction for some of the content to be presented later .

• Jig-saw activity (click here). This site is an optional form of instruction that allowslearners to become experts on a small part of the content then report back to the class.This would take the place of some of the direct instruction.

• The Intertidal Zone (Wikipedia) (click here). This page, which links directly to the

subheading on Ecology lists some of the stressors found in the intertidal zone and is listedas a resource for the instructor to make sure all items are being met during instruction.

https://docs.google.com/file/d/0B8GKHUJfA2Qoc2JzOExRU3QyWHc/edit


















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• American Field Trip: Oceans (PBS) (click here). Here, instructors can find video,PowerPoint and text information on adaptations found in the intertidal zone. These can beused during instruction or they can be used for reference while preparing for the class.

• Intertidal Organisms (Enchanted Learning) (click here). This site shows examples of

pictures of intertidal organisms. Pictures do not need to come from this source, but it is a

good starting point for collecting images if physical specimens are not available.











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Part 6: Formative Evaluation Plan

6a. Expert Review

The Subject Matter Expert (SME) was Susan Boyle, a biology teacher and head of the sciencedepartment in the school where this module will be taught. As a biology teacher, she has the background knowledge necessary to evaluate the content and methods used in the instruction.SME review took place on July 31, 2013.

6b. One-to-One Evaluation

As access to the intended learners is difficult during the summer months, one-to-one evaluationwill take place with learners similar to the target audience. Two or three subjects will be selectedfrom neighbors, children of friends and family members between the ages of 15 and 20 can beselected. I would likely utilize “read-think-aloud,” as described in Smith & Ragan (2005, p330)and ask clarifying questions at the end. While looking at the student materials and instructormaterials (as a substitute for direct instruction), testers will be asked the following:

• How difficult is the reading? Which--if any--words are you unsure about?

• How clear were the instructions given in the instruction? If there were any tasks you wereunsure about, please list them.

• Take a look at the objectives. Do you think they were met? Were there questions oractivities for each objective? Please list any objectives you don't see addressed.

6c. Small Group Evaluation

After revision from the one-to-one evaluations, the one-to-one subjects as well as 8-10 morestudents will be invited in for a larger-scale run. They will be given the student pre-assessment.They will then work through the instruction with a teacher, including all of the assessments. Asthe instruction progresses, student responses will be recorded as well as any questions they ask.Products of assessments will be evaluated for student learning from the instruction. Theinstructor will also be asked:

• Please comment on the quality of the materials provided for the instruction. What partsdid you particularly like? What did you dislike and do you have any suggestions forimprovement?

•

How effective was the instruction at meeting the objectives listed?

• How easy was the instruction for you to complete? Were instructions clear enough foryou?



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6d. Field Trial

During the first quarter of the coming school year, one section of Marine Biology will act as atest group for this instruction. They will be given all of the assessment items and instruction, asdescribed in the instructor guide. Students will be given a post-assessment with items that askabout the ease, level of interest and effectiveness of learning activities and their feedback onassessment items. The instructor will be given a questionnaire before about her comfort levelwith the content. Afterwards, she will be asked again about her comfort with the contentfollowing the instruction. She will also be asked to provide feedback on parts of the instructionthat worked well and parts that didn’t. She will be asked to provide suggestions forimprovement.

Instructor pre:

• How comfortable are you with teaching about adaptations to stressors in a beach

ecosystem?

Instructor post:

• After completing this unit with your class, how comfortable do you now feel

about teaching about adaptations to stressors in a beach ecosystem? What part ofthe instruction do you feel helped you most in your comfort?

• Please name parts of the instruction you thought worked best with the students.What made them good learning experiences? Was it because it was fun, engaging,challenging, etc?

• Please name parts of the instruction you thought was the least successful withstudents. What made them unsuccessful? Were they too hard? Boring? How couldthey be improved?

•

Please provide further feedback about improvements that can be made on thisinstruction. If you were to do it over again, what would you like to change?

Learner post:

• How difficult was the content? Name anything you felt was either too easy or toohard.

• How interested were you in the information from this unit? Name the part youenjoyed the most and the part you enjoyed the least and explain what about themyou liked or disliked.

• Do you feel that you learned a lot from this unit? Name any parts you didn’tunderstand.

•

How did you like the assessments and activities? Knowing the objectives, do youthink the assessments were fair? How prepared for the assessments did you feel?



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Part 7: Formative Evaluation Summary

7a. Evaluation survey

A survey was created using Google Docs for the Subject Matter Expert (SME). See Appendix C for screenshots of the survey.

7b. Expert review results

The SME reviewed the materials on July 31, 2013. She was able to complete and submit the

review on August 2, 2013. Detailed results can be found in Appendix D.

Feedback from Mrs. Boyle was positive. She gave high marks on the objectives and goals for the

course, rating them as appropriate for the course and indicating that the instruction meets the

goals as stated.

She made positive comments about the content, as well. She praised the bridging of content from

the Living Environment (New York State Education Department’s name for Biology) to marine

biology, but cautioned about the amount of prior knowledge being pulled from prior years. She

was excited about the summative assessment and expressed that it gave a fresh spin on teaching

and assessing student understanding of adaptations.

On pedagogy, Mrs. Boyle made a few suggestions that I had already considered. She did not like

that a lot of the instruction had students sitting. She said, “It seems like there is a lot of ‘the

instructor will’. There is a lot of discussion and note-taking, but the students only seem to get

active at the end” She also questioned the need for the video at the beginning. It was chosen to

draw interest and get learners thinking about the topic, but valid points were made that the video

may be too young for high school students and that its length could be problematic in the

classroom.

7c. Proposed changes

The SME made some suggestions which may be added in future iterations of this instruction.

Primarily, they involve getting students more active in the learning process.

Mrs. Boyle suggested that the online Jigsaw activity (linked in the Instructor Guide) be usedinstead of some of the direct instruction. This is suggested in the guide, but by making it a

permanent part of the instruction could improve the overall experience for learners. This will

break up the instruction a little more to keep student attention. It also allows students to act as

teachers since they will be reporting back to the whole class.



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Additionally, she suggested setting up displays around the room and have students rotate through

to learn about the different vertical zones and/or organisms. The idea of station learning seems

like it would work well in this instance. It would be critical for the instructor to have access to

living or preserved specimens for viewing during these stations. That may be the only part of the

suggestion that makes it complicated.



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Part 8: AECT Standards

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Council

for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.

The numbers of the standards correspond to the numbers next to the course tasks show on the list

of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design(ISD)

X ID Project

1.1.1 Analyzing X ID Project1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project1.1.5 Evaluating X Selected Discussion Forums; ID Project1.2 Message Design1.3 Instructional Strategies X ID Project1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations

3.3 Implementation andInstitutionalization

X ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)4.1 Project Management4.2 Resource Management



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4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X

5.2 Criterion-ReferencedMeasurement

X ID Project

5.3 Formative and SummativeEvaluation

X ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use the systematic process of

instructional design to create an instructional product. To achieve this goal, students will engagein activities that promote reflective practice, emphasize realistic contexts, and employ a numberof communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard tofactors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate toinstructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9.

Describe the major components of the instructional design process and the functions ofmodels in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge,conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)



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11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context,goal, and task analyses

i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that arecontextually relevant

b. Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii.

Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation ofinstructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for EducationalCommunications and Technology

15. Use various technological tools for instructional and professional communication



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AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions forlearning.

1.1.b Identify a variety of instructional systems design models and apply at least onemodel.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an

interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of alllearners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the developmentof interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring

application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualizedinstructional settings (e.g., practica, field experiences, training) that address the needs ofall learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learningand instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice andcontextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, andassessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics andlearning situations.



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1.3.b Identify at least one instructional model and demonstrate appropriatecontextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by thelearning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learningsituation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence theselection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence theimplementation of instructional strategies.

2.0 Development2.0.1 Select appropriate media to produce effective learning environments usingtechnology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools forthe development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection ofappropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectivenessof instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and updateinstructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementarymaterials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integratedapplication programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.



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3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learningsituations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resourcesin a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in variouslearning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media andeducational technology (SMET) contexts (e.g., conduct needs assessments, identify anddefine problems, identify constraints, identify resources, define learner characteristics,define goals and objectives in instructional systems design, media development and

utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety ofSMET contexts.

SMET = School Media & Educational Technologies



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Appendices



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Appendix A: Needs analysis survey items



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Appendix B: Learning task analysis flow chart



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Appendix C: Subject matter expert review survey



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Appendix D: SME review results

The following was copied from the Google spreadsheet created for the survey. The original site

with these results can be found here.

Question Response Name Susan Boyle

Date Reviewed 7/31/2013

Please rate the instructional goals onappropriateness for the course in which itis being taught.

10

If you felt the goals were inappropriate, please indicate why.Do you feel the instruction meets theintended goals

Yes

If you chose “No”, please list any

objectives that you do not feel were met.How appropriate is the content for theaudience

8

Please describe why you rated thecontent as you did

The content works for Marine, but it relies on a lot of prior knowledgefrom LE. Will students remember enough? Is the video reallynecessary? It seems like 17 minutes could be better spent, but I didn'twatch the whole thing. It's cute, but it might be too young for the class.As a whole, the content fits pefectly for the course and it seems to be agood way to get students to go back and combine basics from LE andmarine.

Please rate the instructional activities onhow helpful they are for student learning.

9

Have you come across and factual or

pedagogical errors or inconsistencies?Please list anything you find, no matterhow trivial it may seem.

Content is correct and its nice that you included all the links to

resources in the guide. Did you have to use Wikipedia? Does that set a poor precedent for students?

It seems like there is a lot of "the instructor will". There is a lot ofdiscussion and note-taking, but the students only seem to get active atthe end (I really like this project for them!)

What did you like about this instructionalunit?

I like how students think like biologists. They have to ask, why do theanimals look the way they do or have what they have? I really like thatthe final assessment is to make their own animal to show they arethinking about adaptations.

What did you dislike about thisinstructional unit?

For a lot of the teaching, students don't move around. It looks likethey'd be talking a lot, but they should be more active somehow.

What suggestions do you have forimprovement or refinement? What wouldyou add, remove or change?

Set up displays around the classroom with pictures or specimens thattalk about the different zones or adaptations. That would get the kidsup for a bit and break up the lesson.

I looked at the website for the zones online activity. Tht looks like agood alternative. Less teacher talking and more students finding thingsout on their own.

https://docs.google.com/spreadsheet/ccc?key=0AsGKHUJfA2QodEk2SVdzWVVBb3BDQS15eE1JeEhYU1E&usp=sharing






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Appendix E: Invent an Invertebrate



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Appendix F: Graphic Organizer

This document can be downloaded as a PDF here.

https://docs.google.com/file/d/0B8GKHUJfA2QoZFNkVXZISzN3blE/edit?usp=sharing






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Appendix G: Vertical Zones Bell Work



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Appendix H: Test Items

Draw a map of a beach ecosystem and show the placement of the vertical zones

Create a data table that shows at least 4

organisms found in each of the vertical zones.



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What effect does wave action have on organisms

in the intertidal zone?

What happens to the effectiveness of enzymes as

temperatures change? Be sure to discuss both

reaction speed and the shape of the enzyme

molecule. How is this an issue for beach

organisms?

Name two different methods of gas exchange.

Predict why living near a beach may make one of

them difficult.

Define the term “limiting factor” and explain how

a predator and its prey each act as a limiting factor

for the other.

One of the biggest challenges to life on land was

needing to get water. Describe at least 3 things

living bodies need water for. Keep in mind that

drinking is how we get water, not what we use it

for.

For each of the stressors of living in the intertidal

zone, list the changes that occur over the course of

a day and why those changes need to be dealt

with in order for organisms to survive.

Make a list of the stressors of living in the

intertidal zone. For each, list 3-5 adaptations have

learned about to help organisms overcome that

stressor.



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Appendix I: Sources

I. Davidson-Shivers, G. V.& Rasmussen, K. L. (2006). Web-based learning:

Design, implementation, and evaluation. Upper Saddle River, NJ: Pearson Education,

Inc.

II.

Smith, P. L. & Ragan, T. J. (2005) Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

III. Wohlers, B., Kinsella, J., & Richardson, D. (Eds.). (2006). Life on an ocean planet.

Rancho Santa Margarita, CA: Current Publishing.

adaptations in the intertidal zone

Documents