Helen R.

Ward
FRIT 7231
Key Assessment
Part 1: Identification of Learning Problem

The target audience for the Instructional Design Project is the 8
th
grade students at
Effingham County Middle School. The target audience will include students with
disabilities as well as students with 504 plans. There will be a variety of ethnicities as
well as ability levels.

The main area of difficulty is that the unit including the subject matter of Force & Motion
(balanced & unbalanced forces) is taught at the end of the year just before the students
take the final county Benchmark assessment and the Criterion Referenced Competency
test. All of the educators that teach 8
th
grade physical science have voiced concern that
they do not finish the curriculum for various reasons therefore, the students do not
perform as well as they should on the final Benchmark assessment nor the CRCT.
However, this deficit is evidenced by our county Benchmark assessments only as we do
not have CRCT data broken down by standard.

When performing a formal needs assessment of the Benchmark C assessments from the
2012-2013 school term, there is a deficit in the performance of students at Effingham
County Middle School (ECMS) in regard to the Force and Motion concepts and
standards. For example for the questions regarding standard S8P3b Demonstrate the
effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and
friction, only sixty six percent of ECMS students answered correctly. Using a
comparative needs analysis ECMS is performing approximately 14% lower than the
system average of 80.9%. On the Benchmark assessment C during the 2011-2012 school
term, students at ECMS also underperformed the county by approximately 16%. Given
this comparison analysis it is believed that using more concentrated methods of
instruction along with the incorporation of technology to allow students to visualize the
concepts and therefore, raise benchmark performance to that of the county averages.

The goal of my instruction is two-fold. First it is to increase the comprehension of the
content as evidenced by the scores on the Benchmark C assessment to that of the system
average of at least 80.9 percent. Secondly, it is to redesign the unit involving the
concepts of Force and Motion. The goal of the instruction will specifically focusing on
the scientific vocabulary necessary to understand the concepts of unbalanced and
balanced forces and Newtons First, Second, and Third Laws of Motion. The
development of the instructional plan will allow for more targeted and time efficient
instruction to allow for completion before the students complete the final Benchmark
assessment of the year. This will be accomplished using online activities and focused
instruction.




Helen R. Ward
FRIT 7231 Key
Assessment Part 2
Learner Analysis

Introduction:

The population of learners is all of the students currently enrolled in the 8
th
grade at
Effingham County Middle School. The population is 277 students which consist of 190
white students, 58 black students, 15 mixed students, 13 Hispanic students and 1
American Indian. There is also a large special education population with 43 SPED
students being served in the eighth grade. Based on 2012 eighth grade science data, 54
students did not meet requirements (17%), 171 students met requirements (54%), and 90
students exceeded requirements (29%). In gathering information for the learner analysis,
students in the 8
th
grade classes were observed randomly to determine interest level and
level of engagement given to the material being discussed by the educators. In addition
to qualitative data, quantitative data was also gathered by reviewing 2011-2012 and
2012-2013 Criterion Referenced Competency Test scores for physical science as well as
2011-2012 and 2012-2013 Benchmark C scores. Benchmark C scores included direct
questions involving the standard identified for instruction modification. The
demographic information was collected by statistical means through the office of the
instructional supervisor and reports that were developed by the ECMS data clerk.
Entry Skills and Prior Knowledge:

Entry Characteristics:
Prerequisite skill & knowledge:
Most can successfully operate a computer using Internet Explorer
Most students can interact appropriately with a learning program.
Most students are familiar with the basic scientific skills such as
observation, inference, measuring, communicating results, classifying
objects, and predicting a result.
Most students are familiar with how the basic scientific skills develop
into the scientific method.
Most students can read on the required level to obtain a working level
of vocabulary usage.
Most learners have no knowledge of with concepts of Force & Motion
which include balanced and unbalanced forces.
Most learners have no knowledge of the concepts of Newtons three
Laws.

Prior Experience:
Although many learners have worked with a computer with Internet
Explorer and are familiar with internet-based interactive activities, many
students have not been exposed to the scientific concepts of force and
motion.

Potential Misconceptions:
Students believe that to sustain motion that a constant force must be
applied.
Students do not consider slowing down and changing direction as
motions.
Students think that if speed is increasing that acceleration is also
increasing.
Students regard objects at rest as being in a natural state in which no
forces are acting on the object.
Students who recognized a holding force, differentiated it from
pushing or pulling forces.
Students think air pressure, gravity, or an intervening object (like a
table) is in the way and keeps an object stationary.
Students think that the downward force of gravity must be greater than
an upward force for the book to be stationary.
Students believe that objects will come to a stop even with the absence
of friction.
Students do not understand opposing forces.
Students believe that friction is a force.

Attitudes Toward Content & Academic Motivation:
The majority of students recognized that understanding the concepts of Force & Motion
are important. All students have experienced the effects of force and motion but have
never considered the concepts scientifically. A random sampling of students was
interviewed in regard to their overall attitude toward the content. This interview was
done casually and not formally in order to promote honesty by the student and so as not
to intimidate with a written format. Qualitative data was also collected while the content
to be modified was delivered in the classrooms. An informal interview was conducted
with the other physical science teachers to determine not only the need for instruction
modification but the interest level of the students. Team teachers were also interviewed
to determine the interest of the material based on conversations that the science teachers
may or may not be privy to.
Education Ability Levels:
As stated in the previous information, the education abilities vary greatly given the gifted
classes and SPED population of the 8
th
graders at ECMS. The vast majority of the SPED
population are reading and comprehending below grade level. According to the
Benchmark C data, the gifted glasses have acquired the content information at a sufficient
mastery level. The deficit in scores is primarily in the collaboration class which would
include those students with learning disabilities. The deficit may be attributed to the
speed with which the material is covered or the process that is used to convey the content.
The abstract level of thinking that is required to acquire this content knowledge may also
be a factor contributing to the deficit.
General Learning Preferences:
As with most 8
th
grade students, the students observed prefer engaging and
motivating instruction. They prefer to learn about the content that is relevant to them and
to their everyday experiences. Also, the students observed seemed to prefer activities
where they were engaged in kinesthetic activities.


Attitude Toward Teachers and School:
15 students were chosen randomly to interview in regard to their overall attitude
toward the teachers and the school. There were varying ethnicities with 7 being African
American and 8 being Caucasian. 6 were male students and 11 were female students.
The overall attitude toward the teachers and school by the students is positive. Of the 6
males that were interviewed 4 stated that they were very satisfied with the teachers and
the school. They stated that they really enjoyed their teachers and when asked
specifically about science they stated that they loved science and enjoyed the labs in
particular. The other 2 males stated that school was alright but they were ready to be
out for summer. They stated that school was boring at times. When asked specifically
about science they stated that they enjoyed the labs as well and enjoyed the class. The
female students all stated that they enjoyed our school and that they liked the teachers.
The overall attitude toward the school was positive as well. 10 of the females stated that
they enjoyed science while the 1 student stated it was not her favorite subject and that the
content was hard.
Group Characteristics:
The target group of the Instructional Design is the 8
th
grade student population.
The group characteristics in the 8
th
grade are very diverse with 277 students which
consist of 190 white students, 58 black students, 15 mixed students, 13 Hispanic students
and 1 American Indian. There are a total of 43 SPED students. Of the total population of
students we have a large group that is considered socio-economically disadvantaged. 96
(35%) students are included in this sub-group and are from a various backgrounds and
exposure. We also have a large group of students that are familiar with violence and
reside in areas that are associated with drug behavior and other illegal activities. In
contrast to this we also have students from middle to high income families. The majority
of our students claim Christianity as their religion. The majority of our students are
between 13 and 15 years of age and many of our students are originally from our county.
We have received several students throughout the year from surrounding counties
(Chatham, Bulloch, and Screven counties) and one student transferred from California.
Five of our 8
th
grade students were placed in alternative school during the current school
year for various serious infractions such as possessing and selling controlled substances
at school, excessive aggressive behavior, and sexual harassment.




























Helen R. Ward
FRIT 7231
Instruction Design Project
Part III: Task Analysis

Description of task analysis:
The task analysis is based on Benchmark C data from 2011-2012 and 2012-2013 data.
This data shows a discrepancy in the scores between the county average and those of the
students at ECMS for questions involving standard S8P3b. This standard requires
students to demonstrate the effect of balanced and unbalanced forces on an object in
terms of gravity, inertia and friction which also requires addressing Newtons laws of
motion. The task analysis was performed using strictly a topic analysis. The topic
analysis identifies the content that is the focus of the intended instruction, and it
identifies the structure of the components. It also identifies the facts, concepts, and
principles needed for the instruction. The SME was consulted to determine the key
concepts and sequence in which the concepts should be introduced.

In beginning the discussion for the analysis, I first determined the vocabulary acquisition
necessary for the topic to be discussed. The meaning of each vocabulary word was
determined and it was decided how to introduce each vocabulary word and in what
context it would be introduced. Following the vocabulary introduction would be an
overview and a discussion of forces including examples of forces both balanced and
unbalanced. After forces are described and explained it is necessary to discuss Newtons
Three Laws of motion in detail.

Task Analysis Outline:
1. Essential Vocabulary
A. Motion
1. Change in position
2. Caused by unbalanced forces
B. Inertia
1. The tendency of an object resist changes in motion
2. A.k.a. Newtons 1
st
Law
3. Experience when a moving car applies the breaks suddenly
4. Seatbelts were created to counteract inertia
C. Gravity
1. The force of attraction between any two objects that have mass
2. Anything that has mass has gravitational pull
3. Mass and distance between objects affect gravitational pull
4. G is the gravitational force of a planet
5. Earth is round due to gravity
D. Friction
1. The force that resists the movement of a sliding object
2. Friction between 2 objects converts the energy of movement into heat
E. Forces
1. A push or a pull
2. Causes the shape or motion of an object to change
3. If balanced forces no motion
4. If unbalanced forces motion occurs
F. Mass
1. The amount of matter an object contains
2. Mass and weight are not the same
3. Objects with more mass have more inertia
4. Mass affects the gravitational pull of an object
G. Acceleration
1. The rate of change of speed of movement of an object
2. Is not simply speeding up
3. Can be speeding up, slowing down, or changing direction
4. Acceleration = change in velocity (speed or direction) / time
5. Measured in m/s
2
H. Momentum
1. Force of speed of movement of an object
2. Can be used to predict the resulting direction and speed of objects after
they collide.
I. Net Force
1. The sum of all forces acting on an object
a. If forces are in the same direction, add to get net force
b. If forces are in the opposite direction, subtract the smaller from
the larger force.
2.0 Balanced and unbalanced forces
A. Balanced forces
1. Equal and opposite forces (tug of rope with both sides pulling with
equal force)
a. No movement will occur (Zero Net Force)
B. Unbalanced Forces
1. Forces are pushing or pulling in the same direction (add forces
together to get Net Force)
a. If forces are opposite and not equal there is a Net Force greater
than zero (subtract the lesser force from the greater force)
b. If forces are in the same direction or if forces are opposite and
net force is NOT zero then there MUST be movement.
3.0 Newtons First Law (Inertia)
A. Every object in a state of rest or uniform motion remains in that
state unless an external force is applied to it.
1. A force (a push or a pull) can set something in motion
2. Net force is a zero
B. An object in motion will not change its velocity unless an outside force
acts upon it.
1. A force (push or a pull) such as friction, gravity, etc will produce
movement
2. Net force is NOT zero
3. A net force that is not zero will change the speed, direction or both
4.0 Describe Newtons Second Law
A. Explain as the rate of change of momentum of an object is directly
proportional to the resultant force acting on it.
1. Force = Mass x Acceleration
2. Applies to movement if net force is NOT zero
5.0 Describe Newtons Third Law
A. Explain for every action, there is an equal and opposite reaction.
1. Forces always come in pairs
2. There is always an action and a reaction force that interact

Description of the SME:
I (Helen Ward) will serve as the SME for this project. Currently I hold a bachelors
degree in Middle Grades Education with concentrations in Science and Math. I am an
8
th
grade Physical science teacher and have taught physical science content for 5 years. I
am very familiar with the struggles of emergent learners involving the concepts of Force
& Motion. I am also the head of the science department at Effingham County Middle
School and will implement the lesson into all 8
th
grade science classes.

















Flow Map of Forces:

























Balanced Forces
( No Movement)

Unbalanced Forces
(Movement)
Gravity
and inertia
or friction
are equal
Newtons
First Law
Introduction of
Vocabulary
Newtons
Second
Law
Newtons
Third Law

Helen R. Ward
FRIT 7231
Instruction Design Project
Part IV: Instructional Objectives


Terminal Objective 1: To develop a working set of scientific vocabulary relating to force
and motion
Enabling Objectives:
1A. To match vocabulary terms to corresponding definitions
1B. To use the appropriate vocabulary word in a fill in the blank activity

Terminal Objective 2: To predict the effects of balanced and unbalanced forces
Enabling Objectives:
2A. To describe balanced forces and how they are determined
2B. To describe unbalanced forces and how they are determined

Terminal Objective 3: To develop an understanding of Newtons First Law and how it
relates to balanced and unbalanced forces.
Enabling Objectives:
3A: To describe the motion of a moving object on which balanced forces are acting
3B. To describe the motion of a stationary object when balanced forces are acting
3C. To describe the motion of a moving object on which unbalanced forces are acting
3D. To describe the motion of a stationary object when unbalanced forces are acting

Terminal Objective 4: To develop an understanding of Newtons Second Law to relate
force, mass, and acceleration.
Enabling Objectives:
4A. To determine the relationship between the net force on an object and the objects
acceleration.
4B. To relate the effect of an objects mass to its acceleration when an unbalanced force
is applied.
4C. To determine the relationship between force, mass, and acceleration
4D. To predict the combined effect of multiple forces on an object

Terminal Objective 5: To explain that forces act in pairs as described by Newtons third
law.
Enabling Objectives:
5A. To identify pairs of forces acting between two objects
5B. To determine the magnitude and direction of the acting force when magnitude and
direction of the reacting force is known
5C. To provide examples of practical applications of Newtons third law




Classification of Instructional Objectives


Content
Performance
Recall Application
Fact 1A, 1B
Concept 5A 5
Principals 2A, 2B, 3A, 3B, 3C, 4A,
4B, 4C, 4D, 5B, 5C
1, 2, 3, 4
Procedure
Interpersonal
Attitude



Terminal & Enabling Objectives GPS Standard
1, 1A, 1B S8P3b, S8CS8, S8CS10c
2, 2A, 2B S8P3b
3, 3A, 3B, 3C, 3D S8P3b, S8CS9, S8CS10d
4, 4A, 4B, 4C, 4D S8P3b, S8CS9, S8CS10d
5, 5A, 5B, 5C S8P3b, S8CS9, S8CS10d

























Helen R. Ward
FRIT 7231
Instruction Design Project
Part V: Development of Assessments

Generative
Strategy:
Matching
activity to
match
examples of
words to
definitions.
Complete
activity
using vocab
words in a
sentence.
("Building
reading
proficiency,"
2013)
Generative
Strategy:
Determine if
forces are
balanced or
unbalanced.
Determine the
net force of
each example
with
calculations of
net force.
Describe
movement.
(Morrison,
Ross, Kalman
& Kalman,
2012)
Generative
Strategy:
Complete
online
demonstration
of Newtons
first law.
Give example
of Newtons
first law that
they have
personally
experienced.
(Morrison,
Ross, Kalman
& Kalman,
2012
Generative
Strategy:
Answer
questions at
the end of
Brain Pop.
Develop
examples of
Newtons
second law
and share
with the
class.
(Morrison,
Ross, Kalman
& Kalman,
2012)

Generative
Strategy:
Develop
examples of
Newtons
third law of
motion.
(Morrison,
Ross, Kalman
& Kalman,
2012)

Goal: To increase
the
knowledge
of the
vocabulary
necessary to
understand
the concepts
of force and
motion.
To develop an
understanding
of the
concepts of
balanced and
unbalanced
forces.
To develop an
understanding
of Newtons
First law.
To develop
an
understanding
of Newtons
Second law.
To develop
an
understanding
of Newtons
Third law.
Objectives: To develop a
working set
of scientific
vocabulary
relating to
force and
motion.
To predict the
effects of
balanced and
unbalanced
forces
To develop an
understanding
of Newtons
First Law and
how it relates
to balanced
and
unbalanced
forces.

To develop
an
understanding
of Newtons
Second Law
to relate
force, mass,
and
acceleration

To explain
that forces act
in pairs as
described by
Newtons
third law.
Assessment: Match
pictures of
vocab words
with correct
Distinguish
between
balanced and
unbalanced
Explain a
given
example of
Newtons
Brain Pop
Quiz. Give
one example
of Newtons
Explain a
given
example of
Newtons
definition. forces.
Demonstration
ability to
calculate net
force.
first law.
Give one of
their own
examples.
second law. third law.
UDL: Audio/Visual
Presentation,
Discussion
Leveled
activities,
differentiated
activities
using
creativity
Creation of
individual
examples,
interactive
instruction,
use of
technology,
audio/visual
activity
Audio/Visual
activity,
interactive
instruction,
use of
technology
Audio/Visual
activity,
interactive
instruction,
use of
technology,
choice
activity with
Web 2.0 tool


The learners will be assessed by performance-based assessments for each objective listed
below.


Objective 1: To develop a working set of scientific vocabulary relating to force
and motion.

Assessment: The learners will be given examples of the meanings of some of the
vocabulary words that they must match with the corresponding word. The goal is for the
learners to recognize the concept and connect it with the correct vocabulary term.

Objective 2: To predict the effects of balanced and unbalanced forces.

Assessment: Learners will be given sets of balanced and unbalanced forces. They must
distinguish the balanced from the unbalanced forces. They will have to demonstrate how
each net force is calculated and then determine if the net forces causes movement and in
what direction.

Objective 3: To develop an understanding of Newtons First Law and how it relates to
balanced and unbalanced forces.

Assessment: Learners will be asked to explain an example of Newtons First Law in
their own words. Then learners will be asked to give one example of Newtons First Law
that they have experienced.


Objective 4: To develop an understanding of Newtons Second Law to relate force,
mass, and acceleration.

Assessment: Learners will take the Brain Pop Quiz. Learners will then be asked to give
one example of Newtons First Law that they have created.

Objective 5: To explain that forces act in pairs as described by Newtons third law.

Assessment: Learners will be asked to explain a picture demonstrating Newtons Third
Law.




Assessment #1:

Please choose the correct word from the word bank that corresponds with the pictures
below:

Motion Inertia Gravity

Friction Forces Net Force



1.













2.














3.








4.









5.








6.












Answer Key to Assessment #1:

1. Motion
2. Gravity
3. Inertia
4. Forces
5. Friction
6. Net Force



Assessment #2


Determine if the following sets of forces are balanced or unbalanced.



1. 5 Newtons + 5 Newtons = Balanced or Unbalanced




2. 12 Newtons + 5 Newtons = Balanced or Unbalanced



3. 6 Newtons + 3 Newtons = Balanced or Unbalanced


For each Force above, determine how each Net Force is calculated and determine if there
will be movement. Remember if the force is unbalanced there MUST be movement.


1. 5 Newtons + 5 Newtons = Net Force _________
Movement: Yes / No


2. 12 Newtons + 5 Newtons = Net Force__________
Movement: Yes / No


3. 6 Newtons + 3 Newtons = Net Force__________
Movement: Yes / No


Answer Key to Assessment #2:
1. Balanced
2. Unbalanced
3. Unbalanced

1. Net Force = 0 Newtons, No Movement
2. Net Force = 6 Newtons to the left, Movement
3. Net Force = 9 Newtons to the left, Movement

Assessment #3


1. Look at the picture below. Please explain how Newtons First Law is
demonstrated in the picture.






















2. Given an example of Newtons First Law that you have experienced.



Answer Key to Assessment #3

1. The motorcycle comes to a sudden stop when it hits the tires but due to the Law
of Inertia the rider will continue forward because an object in motion tends to stay
in motion unless acted on by an outside force.
2. Answers will vary
Assessment #4




Answer Key to Assessment #4

1. B
2. A
3. C
4. B
5. D
6. C
7. B
8. D
9. B
10. C





Assessment #5

How is this picture an example of Newtons Third Law?

















Answer Key to Assessment #5

Newtons Third law states for every action there is an equal and opposite reaction. The
girl is pushing on the brick wall and the brick wall is pushing back with an equal and
opposite force.





UDL with Corresponding Assessment:

Assessment #1: The learners will be given examples of the meanings of some of the
vocabulary words that they must match with the corresponding word. The goal is for the
learners to recognize the concept and connect it with the correct vocabulary term.

UDL: Students will be provided with multiple ways of engagement and representation
including audio. Students will be provided with multiple opportunities for enhancement
when assessment is complete. Students will be provided with environmental accessibility
options if necessary.

Assessment #2: Learners will be given sets of balanced and unbalanced forces. They
must distinguish the balanced from the unbalanced forces. They will have to demonstrate
how each net force is calculated and then determine if the net forces causes movement
and in what direction.

UDL: Students will be provided with multiple methods of delivery of assessment
materials such as audio usage. Some students may require shortened assignments.
Students will be provided with environmental accessibility options if necessary. Students
will be provided with environmental accessibility options if necessary.

Assessment #3: Learners will be asked to explain an example of Newtons First Law in
their own words. Then learners will be asked to give one example of Newtons First Law
that they have experienced.

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. Students will be provided with multiple ways of engagement and
representation including audio. Students will be provided with multiple opportunities for
enhancement when assessment is complete. Students will be provided with
environmental accessibility options if necessary.

Assessment #4: Learners will take the Brain Pop Quiz. Learners will then be asked to
give one example of Newtons First Law that they have created.

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. Students will be provided with multiple ways of engagement and
representation including audio. Students will be provided with multiple opportunities for
enhancement when assessment is complete. Students will be provided with
environmental accessibility options if necessary.

Assessment #5: Learners will be asked to explain a picture demonstrating Newtons
Third Law.

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. Students will be provided with multiple ways of engagement and
representation including audio. Students will be provided with multiple opportunities for
enhancement when assessment is complete. Students will be provided with
environmental accessibility options if necessary.









































Helen R. Ward
FRIT 7231
Instruction Design Project
Part VI: Instructional Sequence


Instructional Sequence:

Sequence Description Objective
1 Develop necessary
scientific vocabulary
1
2 Predict the effects of
balanced and unbalanced
forces
2
3 Describe effects of balanced
and unbalanced forces using
Newtons first law
3
4 Determine the relationship
between force, mass, and
acceleration (Newtons
second law)
4
5 Explain action and reaction
forces (Newtons third law)
5


The sequence builds on concepts in a concept-related order. The learner will move
through the content in a logical order learning the prerequisite vocabulary first then
developing in understanding using that vocabulary of the more abstract concepts of force
and motion. Newtons laws will also be taught in sequential order to allow for the
scaffolding of ideas.

Lesson 1: Introducing the necessary vocabulary to students

Objective 1: To develop a working set of scientific vocabulary relating to force
and motion
1A. To match vocabulary terms to corresponding definitions
1B. To use the appropriate vocabulary word in a fill in the blank activity

Initial Presentation: Students will watch a brief video introducing the concepts of force
and motion and how they experience the affects of forces in their everyday lives.
(Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be provided with multiple and accessible instructional methods that are
accessible to all learners. Students will have access to multiple methods of delivery such as
pictures, auditory explanation, and written information. (Burgstahler, 2012)

Generative Strategy: After discussion of definitions and examples of vocabulary words
students will complete a matching activity to match examples of words to corresponding
definitions. Students will also complete an activity using the appropriate vocabulary
word in a sentence. ("Building reading proficiency," 2013)

UDL: Students will be provided with multiple methods of delivery of generative strategy
materials such as audio usage. Some students may require shortened assignments.
Students will receive consistent feedback as they work through the strategy. Students
will be provided with environmental accessibility options if necessary. (Burgstahler,
2012)

Lesson 2: Introduction of balanced and unbalanced forces

Objective 2: To predict the effects of balanced and unbalanced forces
2A. To describe balanced forces and how they are determined
2B. To describe unbalanced forces and how they are determined

Motivational Strategy: Ask students to site examples when they have experienced a
force. Students should include gravity as a force and include examples of that force.
(Kirk, 2013)

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. (Shantia, 2011)

Initial Presentation: First, present the definition of balanced forces and how these
balanced forces are determined. Second, present the definition of unbalanced forces and
demonstrate how they are determined. Third, demonstrate how net forces are calculated
to determine movement. This presentation will be done through a power point.
(Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be provided with multiple and accessible instructional methods that are
accessible to all learners. Students will have access to multiple methods of delivery such as
pictures, auditory explanation, and written explanations. (Burgstahler, 2012)

Generative Strategy: Students will be given sets of forces to determine if they are
balanced or unbalanced. Students will determine the net force of each example and
demonstrate how each force is determined. Students will then describe the movement or
lack of movement produced by each. Students will build concepts using the vocabulary
knowledge they have gained in the previous lesson. (Morrison, Ross, Kalman & Kalman,
2012)

UDL: Students will be provided with multiple methods of delivery of generative strategy
materials such as audio usage. Some students may require shortened assignments.
Students will receive consistent feedback as they work through the strategy. Students
will be provided with environmental accessibility options if necessary. (Burgstahler,
2012)


Lesson 3: Developing an understanding of Newtons First Law of Motion

Objective 3: To develop an understanding of Newtons First Law and how it relates to
balanced and unbalanced forces.
3A: To describe the motion of a moving object on which balanced forces are acting
3B. To describe the motion of a stationary object when balanced forces are acting
3C. To describe the motion of a moving object on which unbalanced forces are acting
3D. To describe the motion of a stationary object when unbalanced forces are acting

Motivational Strategy: Ask students to speculate aloud as to how they think Newtons
first law of motion affects them in every day life. (Kirk, 2013)

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. (Shantia, 2011)

Initial Presentation: Have class review vocabulary and meanings from lesson 1 and
balanced and unbalanced forces for lesson 2. Students will then apply concepts of
balanced and unbalanced forces to Newtons first law of motion. Students will complete
an interactive demonstration of Newtons first law. (Morrison, Ross, Kalman & Kalman,
2012)

UDL: Students will be provided with multiple and accessible instructional methods that are
accessible to all learners. Students will have access to multiple methods of delivery such as
pictures, auditory explanation, and written explanations. Students will be provided with
environmental accessibility options if necessary. (Burgstahler, 2012)

Generative Strategy: Students will be responsible for completing the online
demonstration of Newtons first law and will give an example of Newtons first law that
they have personally experienced. (Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. (Shantia, 2011)

Lesson 4: Develop an understanding of Newtons Second Law to relate force, mass,
and acceleration

Objective 4: To develop an understanding of Newtons Second Law to relate force,
mass, and acceleration
4A. To determine the relationship between the net force on an object and the objects
acceleration.
4B. To relate the effect of an objects mass to its acceleration when an unbalanced force
is applied.
4C. To determine the relationship between force, mass, and acceleration
4D. To predict the combined effect of multiple forces on an object

Initial Presentation: The students will review the Brain Pop for Newtons second law.
Newtons second law will be explained through examples and through direct instruction
with a power point. Students will also complete an interactive demonstration of
Newtons laws. (Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be provided with multiple and accessible instructional methods that are
accessible to all learners. Students will have access to multiple methods of delivery such as
pictures, auditory explanation, and written explanations. Students will be provided with
environmental accessibility options if necessary. (Burgstahler, 2012)

Generative Strategy: Students will answer questions at the end of the brain pop.
Students will develop their examples of Newtons second law and share with the class.
(Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. (Shantia, 2011)

Lesson 5: To explain that forces act in pairs as described by Newtons third law.

Objective 5: To explain that forces act in pairs as described by Newtons third law.
5A. To identify pairs of forces acting between two objects
5B. To determine the magnitude and direction of the acting force when magnitude and
direction of the reacting force is known
5C. To provide examples of practical applications of Newtons third law

Initial Presentation: First students will be presented with the definition of Newtons
third law. Second, students will watch a brief video demonstrating the concepts of
Newtons third law. Third, students will complete an interactive demonstration of
Newtons third law. (Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be provided with multiple and accessible instructional methods that are
accessible to all learners. Students will have access to multiple methods of delivery such as
pictures, auditory explanation, and written explanations. Students will be provided with
environmental accessibility options if necessary. (Burgstahler, 2012)

Generative Strategy: Students will develop their own examples of Newtons third law of
motion. (Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be allowed multiple means of expression such as verbal, written, or
illustrating an example. (Shantia, 2011)








Resource List:

Building reading proficiency at the secondary level: A guide to resources.
(2013). Retrieved from http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi

Morrison, G., Ross, S., Kalman, H., & Kalman, H. (2012).Designing effective instruction.
(7th ed.). Hoboken, NJ: John Wiley & Sons.

(n.d.). Retrieved from http://www.cals.ncsu.edu/agexed/leap/528/class7/class7.html

Kirk, K. (2013, July 05). Motivating students. Retrieved from
http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html

Burgstahler, S. (2012, 03). Universal design of instruction (udi): Definition, principles,
guidlines, and examples. Retrieved from
http://www.washington.edu/doit/Brochures/PDF/instruction.pdf

Shantia, K. (2011). Tips, tools, and techniques for teaching in the online high school
classroom. TechTrends, 55(1), 28-30.


























Helen R. Ward
FRIT 7231
Instruction Design Project
Part VII: Design of Instruction


Generative
Strategy:
Matching
activity to
match
examples of
words to
definitions.
Complete
activity
using vocab
words in a
sentence.
("Building
reading
proficiency,"
2013)
Generative
Strategy:
Determine if
forces are
balanced or
unbalanced.
Determine the
net force of
each example
with
calculations of
net force.
Describe
movement.
(Morrison,
Ross, Kalman
& Kalman,
2012)
Generative
Strategy:
Complete
online
demonstration
of Newtons
first law.
Give example
of Newtons
first law that
they have
personally
experienced.
(Morrison,
Ross, Kalman
& Kalman,
2012
Generative
Strategy:
Answer
questions at
the end of
Brain Pop.
Develop
examples of
Newtons
second law
and share
with the
class.
(Morrison,
Ross, Kalman
& Kalman,
2012)

Generative
Strategy:
Develop
examples of
Newtons
third law of
motion.
(Morrison,
Ross, Kalman
& Kalman,
2012)

Goal: To increase
the
knowledge
of the
vocabulary
necessary to
understand
the concepts
of force and
motion.
To develop an
understanding
of the
concepts of
balanced and
unbalanced
forces.
To develop an
understanding
of Newtons
First law.
To develop
an
understanding
of Newtons
Second law.
To develop
an
understanding
of Newtons
Third law.
Objectives: To develop a
working set
of scientific
vocabulary
relating to
force and
motion.
To predict the
effects of
balanced and
unbalanced
forces
To develop an
understanding
of Newtons
First Law and
how it relates
to balanced
and
unbalanced
forces.

To develop
an
understanding
of Newtons
Second Law
to relate
force, mass,
and
acceleration

To explain
that forces act
in pairs as
described by
Newtons
third law.
Assessment: Match
pictures of
vocab words
Distinguish
between
balanced and
Explain a
given
example of
Brain Pop
Quiz. Give
one example
Explain a
given
example of
with correct
definition.
unbalanced
forces.
Demonstration
ability to
calculate net
force.
Newtons
first law.
Give one of
their own
examples.
of Newtons
second law.
Newtons
third law.
UDL: Audio/Visual
Presentation,
Discussion
Leveled
activities,
differentiated
activities
using
creativity
Creation of
individual
examples,
interactive
instruction,
use of
technology,
audio/visual
activity
Audio/Visual
activity,
interactive
instruction,
use of
technology
Audio/Visual
activity,
interactive
instruction,
use of
technology,
choice
activity with
Web 2.0 tool































Helen R. Ward
FRIT 7231
Instruction Design Project
Part VIII: Formative Evaluation Plan

Formative Assessment by Peer Reviewer:
The formative assessment for the instructional design plan will be completed by a
peer-reviewer. This individual will review the design plan for structure design and
delivery. The peer-reviewer currently holds a bachelors degree in Middle Grades
Education with concentrations in Science and Math. She is one of the 8
th
grade Physical
science teachers and has taught physical science content for 3 years. The Peer Review
Evaluation Tool will be given using Survey Monkey which is a Web 2.0 tool.

Peer Review Evaluation Questions:
1. What do you think of the instruction?
2. Was anything difficult to understand? If yes, please explain.
3. Was the lesson sequence appropriate? If no, please explain.
4. How do you feel about the organization of the instruction?
5. Do you feel that instructional design plan is easy to navigate? If no, please
explain.
6. Are there any changes that you would recommend?
7. Was the instruction and assessments aligned with goals, objectives, criteria
and standards?
8. Are there any other changes that should be considered?

Formative Assessment by Learner:

The learners selected to complete the learner assessment will be chosen with
varied ability levels as well as a mixture of male and female. There will be 3 female
students and 3 male students. One of the female students and one of the male students
will be students with disabilities. One female will be of average ability as well as one
male student. The remaining two students will be from the gifted section of students.
The learner evaluation will be given using Survey Monkey which is a Web 2.0 tool.

Rating Questions:

1. The instructional information was easy to follow.

Difficult 1 2 3 4 5 Easy

2. The instructions were easy to understand.

Difficult 1 2 3 4 5 Easy





Open Ended Questions:

1. Are there any changes you would recommend to the instruction to make it easier
to follow?
2. Was the course structure easy to understand?
3. Did the pace of the instruction allow sufficient time to complete the activities? If
no, please explain.
4. Are there any instructions for the assignment that were difficult to follow? If so,
at what point were you confused?
5. Did the sequence of instruction make sense?
6. How did you feel about the instructions and required practice activities?
7. What would you recommend to make the navigation of the instruction easier?
8. Are there any other changes that we should consider?

The quantative data will be evaluated by the instructional designer. Each answer
will be placed into a category and recommendations will be considered. After the
analysis, the decisions will be made as to the instruction that should be modified
or revised.