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Science Across the Curriculum: A Penguin Project1
GILT 515:
Science Across Content Areas: A Penguin Project
Analysis Phase: ADDIE Model Student Project
5/8/2023
Rebecca Durbin
Doctoral Program in Instructional Technology and Leadership
Duquesne University
Science Across the Curriculum: A Penguin Project2
Table of Contents
TABLE OF CONTENTS 2
ANALYSIS OF LEARNING NEEDS 3
Needs Assessment 3
Problem Statement 3
Goal Statement 5
Instructional Analysis 5
Learning Context Analysis 6
Learner Analysis 7
Project Management Chart 10
Science Across the Curriculum: A Penguin Project3
Analysis of Learning Needs
Needs Assessment
My field hours and ADDIE student project will be completed in Shaler Area School
District, which is located in the northern suburbs of Pittsburgh, Pennsylvania. The school in
which the teaching will occur is a primary school that has grades K-3 and serves approximately
400 students. The students being instructed are from a Kindergarten level class with ages ranging
from 5-7 years. There are 21 students who will be receiving the instruction.
The needs of the students were analyzed several ways. The analysis phase included
discussions with the classroom teacher of student ability levels and learning goals, common core
standards to focus the instruction, technology available and student technological levels, and pre-
testing of the content knowledge in relationship to the instruction.
Problem Statement
Following a detailed interview and discussion with the classroom teacher, it was
determined through an examination of the Common Core standards that the students have not
met the requirement to complete a research based writing project as part of the Common Core
Standards adopted by the Shaler Area School District. The teacher expressed a need for the
students to engage in more science instruction, as it is an area of content that does not get as
much attention as the core subject areas of math and language arts. The content of the research
was not set by the standards, however in an effort to incorporate more relevant science content, it
was decided that the focus would be on the Science, Technology, and Engineering Common
Core Standards that include biological science standards. Because the core subjects are vital to
success in kindergarten and beyond, it was discussed that the project be cross-curricular in nature
and fuse science, technology, and language arts standards. In looking at the required Common
Science Across the Curriculum: A Penguin Project4
Core Standards and ISTE technology standards to determine appropriate goals for kindergarten
instruction, the following were decided upon as the “big ideas” in a backwards design approach:
Common Core Standards:
Common Core Standard 1.4 Writingo CC.1.4.K.U-With guidance and support, explore a variety of digital tools and
publish writing or in collaboration with peers.o CC.1.4.K.V-Participate in individual or shared research projects on a topic of
interest. Common Core Standard 1.8 Reading, Writing, Speaking, and Listening
o CC.1.8.K.B-Locate information on identified topics with teacher guidance.o CC.1.8.K.C-Create and explain a research-based project with adult assistance
Common Core Standard 1.9- Information, Communication, and Technology Literacyo CC.1.9.K.A-Gain information using media and technology resources with
adult assistance Common Core Standard 3.1-Science and Technology and Engineering Education
o CC.3.1.K.A1-Indentify the similarities and differences of living and non-living things.
o CC.3.1.K.A3-Oberserve, compares, and describes the stages of lifecycles for plants and/or animals.
o CC.3.K.A5-Observe and describe structures and behaviors or a variety of common animals.
Common Core Standard 3.1-Biological Scienceso CC.3.1.K.B1-Observe and describe how young animals resemble their parents
and other animals of the same kind.
ISTE Standards:
Students apply digital tools to gather, evaluate, and use information:
o Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
Science Across the Curriculum: A Penguin Project5
o Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
The next focus of our discussion was on the actual content to be taught. After a
discussion with the classroom teacher to determine an area of interest to the students, the topic of
penguins was chosen. This choice was due to the season of the instruction and the high level
interest of the children in this topic area.
Goal Statement
The main goal of the instruction will be for students to learn science content and
demonstrate their learning of the content through language arts activities. These activities will
culminate in a digital class book at the conclusion of the unit of study.
Instructional Analysis
Once the standards to be met were identified, as in backwards design, the lesson content
and “essential questions” could now be developed based on the “big ideas” and presented in the
standards above. In order to achieve these standards a combination of face-to-face instruction
and digital presentation on the scientific content will occur. After a discussion with the
classroom teacher, it was determined that the students would potentially be more engaged if the
use of technology was incorporated. Tasks were identified to occur in a sequential order to allow
time for students to retain science knowledge before applying their learning in the areas of
technology and language arts.
Science Across the Curriculum: A Penguin Project6
The tasks include:
1. Penguin content instruction via Nearpod, which includes guided web-based research.
2. Penguin species report writing with supporting resources (Nearpod lesson, fact sheets,
QR Code facts, and graphic organizers).
3. Group work to create a digital class book on penguin species.
Table 1(below) illustrates the skills required for each of the above tasks
Tasks SkillsPenguin Content Lesson Student ability to use Nearpod for iPad.
Understanding of classroom protocols and attention getting tecnhiques.
Penguin Report Writing Basic writing skills (encoding of sounds and writing of high frequency words)
Use of graphic organizers Recall and Research skills Fine motor skills (coloring/writing)
Creation of Class Book Basic skills for using Storybuddy2 iPad App (Typing on iPad, voice recording, and photo capture)
Learning Context Analysis
From the discussions with the classroom teacher, I learned that the learning context
would be supportive of learning via the iPad. Students already use the iPad devices for a variety
of learning activities in the classroom each day. They know the basic functionality of the iPads
as well as how to scan QR codes, take photos, and more. The classroom teacher is well practiced
in iPad use for small group, individual, and whole group lessons via airserver. The students use
the devices daily and have been taught basic use procedures and rules for use.
Materials Available:
In terms of this project, all of the needed materials are readily available in the classroom
or can be created using existing technology and materials. The list includes:
1. IPads (Nearpod and Storybuddy2 are already installed on the kindergarten iPad cart containing a class set of ipads).
Science Across the Curriculum: A Penguin Project7
2. Headphones (Each student has a personal set of headphones for use)3. Nearpod lesson (This was created based on the standards determined in the
backwards design)4. Species Fact Sheets (Part of the Nearpod lesson and converted to printable
PDF for use)5. QR Codes fact sheets (Provided by the classroom teacher for further research)6. Graphic organizer (Created based on the Common Core standards)7. Report Worksheet (Provided by the classroom teacher)8. Species coloring pages (For use in illustrating the digital book)9. Storybuddy 2 (Already installed on the district iPads)10. Pencils & Crayons (Provided by classroom teacher11. Projector and Laptop (Already in classroom for use)
Learner Analysis
The students involved in the project will be Kindergarten aged. They range in age from 5-
7 years old. The students’ motivation to learn the system is anticipated to be high, as they
typically are actively engaged in learning when technology and iPads are used. The topic of
penguins is also perceived by the classroom teacher as of high interest to the students and should
enhance comprehension.
To better assess the instructional needs of the students in terms of content, I created a
pre-and post-test on penguin science content related to the common core standards. This will
assess their current knowledge in terms of penguins. It will also be relevant to evaluate their
technology skills in relationship to the ISTE Standards. The rubric below will be used pre and
post to determine student learning and progress. These will be important to help ascertain student
ability levels due to the importance of scaffolding learners in a constructivist approach, by
building on their prior knowledge.
Science Across the Curriculum: A Penguin Project8
Pre and Post Test Images:
Technology Rubric:
Below1
Approaches2
Meets3
Exceeds4
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students apply digital tools to gather, evaluate, and use information
Pre-Test and Pre-Rubric Results: (administered 2/3/15)
Science Across the Curriculum: A Penguin Project9
In examining the results of the pre-test data, there is room for learning to occur in terms
of the data collected. In observations coupled with the test data, the pre-test results may indicate
a higher knowledge about penguins than the actual student knowledge. Many students said they
“didn’t know” and would guess. Being that many questions had two answers, the students had a
50% of guessing the correct answer. Also the pre-test results revealed some misconceptions in
the areas of penguin adaptations, penguin young, and penguin young, and penguin predators.
The lessons will be designed to cover all areas of the pre-test to ensure any information the
students may have guessed on will either be introduced or reviewed.
In the technology rubric, the teacher was asked for input as to the level of technology
based on the two standards. Although the students had basic technology skills, they had not used
the iPads for collaboration in learning. They had minimal use for research using QR code
scanning for facts. The scores are based on the lack of experience the areas of technology
objectives of this lesson.
The lesson will use technology to introduce and teach the science content, as well as
provide a platform for collaborative learning in the form of book creation. The tools to be used
have been identified as appropriate by the classroom teacher as only basic iPad skills will be
required to perform the needed functions of the two applications (Nearpod and StoryBuddy2).
Science Across the Curriculum: A Penguin Project10
Project Management Chart
Instructional Design of Training Course
Task Leaders
Jan Feb Mar
2015 2015 2015Problem Analysis BD Needs Assessment & Problem Statement
BD
Goal Statement BD/KB Instructional Analysis BD Description of Learners/Pre-Test BD/KB Description of Contexts BD Draft Project Management Chart BDDesign Outline of Units and Lessons BD/KB Learning Objectives for Lessons BD/KB Instructional Strategy BD/KB Criteria for Assessment BD/KB Methodology of Instruction BD/KBDevelopment BD Instruction Methodology continued BD Lessons developed BDFormative Evaluation BD Formative Evaluation Plan BD Implementation BD/KBFormative Evaluation BDSummative Evaluation BD