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Comprehensive Instructional Design Plan

April Parmer

MEDT 7490

University of West Georgia

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Client

The client’s name is Christy Kautz and she is a 6th Grade Earth Science Teacher at

Sammy McClure Sr. Middle School in Dallas, GA. Mrs. Kautz has been in this position for the

past eleven years, since the school opened in 2007. Her contact email address is

ckautz@paulding.k12.ga.us and Georgia Teaching Certificate number is 642153.

Instructional Problem

Mrs. Kautz expressed concern that her students have difficulty grasping the concepts of

deposition and associated environments that form on Earth’s surface based on prior years’

assessment scores and observations. In the past, Mrs. Kautz has utilized a PowerPoint

presentation with photos and information on the environments of deposition from rivers,

including the following terms: alluvial fan, delta, and floodplain. Mrs. Kautz would like for me

to redesign the PowerPoint presentation and include a poster depicting the concepts of

weathering, erosion and deposition.

Instructional Design Model

For this lesson, I used the ADDIE instructional design model. I utilized each step of the

model in the following way:

 Analysis: The purpose of this lesson is to review the term “deposition” and introduce

the environments created when rivers deposit sediment in various locations. The

Georgia Standard of Excellence addressed in this lesson is S6E5, which states that

students should be able to “obtain, evaluate, and communicate information to show

how Earth’s surface is formed.” The audience is a group of 6th Grade Earth Science

students who have previously learned the concept of erosion as it relates to rivers.
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 Design: Students will need to review the term of deposition, as well as the formation

of rivers. New information will be presented and students will complete a

summarizing activity.

 Development: Students will utilize the SMART board to create a Word Splash

reviewing deposition and the formation of rivers. A PowerPoint presentation will be

used to present new material including the terms alluvial fan, delta and fertile

floodplain, providing diagrams and real-life photos. Students will work in groups to

create posters depicting each of the lesson’s new terms. If time allows, groups will

present their posters to the class. A reference poster will be at the front of the room to

review the terms of weathering, erosion and deposition, and to also serve as a model

for poster-making.

 Implementation: The teacher will implement the lesson plan, conducting periodic

checks for understanding.

 Evaluation: The teacher will evaluate the lesson based on students’ posters and

presentations via informal observation. The teacher will also assess formatively at the

beginning of the next day’s lesson. Students will assess their own learning through

group conversations. The teacher will assess the effectiveness of the lesson and make

adjustments for subsequent class periods.

Re-designed Lesson

The teacher will open the lesson with the first two slides of the PowerPoint, reviewing the

formation of rivers and the term deposition. This can be a student-led activity using the SMART

board and having students take turns writing relative words/phrases/descriptions in the white area

of the board. The teacher can then review these slides with students and move into the main
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instructional section of the lesson. The teacher then will utilize the PowerPoint presentation

covering deposition by rivers. During the presentation, students should take brief notes in the

format desired by the teacher (notebook, guided note sheet, etc.). The teacher will play and

discuss each of the video clips as they appear during the presentation. After the presentation, the

teacher will instruct students to work in groups creating posters with illustrations and their own

descriptions of the environments of deposition by rivers covered during the lesson. If time

allows, students will present these posters to the class.

Methods to Assess/Evaluate

In addition to informal observations of the students’ posters and presentations, the teacher

can utilize a formative, review question at the beginning of the next class. Open the lesson by

asking students to answer the following question on a sticky note: “Differentiate between alluvial

fan, delta and fertile floodplain as they relate to deposition.” Ask each student to turn in his/her

sticky note to one of three piles, indicating his/her confidence with the answer (confident,

somewhat confident, and unconfident). The teacher can then quickly sort through the piles of

sticky notes to review/remediate, and/or differentiate the day’s lesson.

Justification of Artifacts

The PowerPoint presentation that I developed for the lesson stems from the original

presentation that Mrs. Kautz has previously used in her class. The original presentation consisted

of lengthy explanations of the terms, irrelevant photos, and slides solely containing text. This

semester, I learned that cognitive overload can occur when students are presented with too much

text, graphics, color, etc. I also discovered that students best learn ideas when text and graphics

are next to each other and presented simultaneously. I redesigned the presentation to contain
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bulleted, straight-forward text for students to easily convert into notes, and relevant diagrams and

photos. The PowerPoint presentation follows Mayer’s Coherence Principle, Spatial Contiguity

Principle, Temporal Contiguity Principle, Pre-Training Principle, and Multimedia Principle.

In addition to the PowerPoint, I designed a poster for Mrs. Kautz to use in her classroom

as a reference for students. This poster gives a brief description and photo example of each

weathering, erosion and deposition, and follows Mayer’s Coherence Principle, Spatial Contiguity

Principle and Multimedia Principle. Mrs. Kautz stated that these three terms are recurring

throughout the unit, and that a poster would be a beneficial resource for her classroom.

ACRL Visual and Literacy Competency Standards

This plan addresses the following ACRL Visual and Literacy Competency Standards:

 Standard Five: The visually literate student uses images and visual media effectively.

o Performance Indicator One: The visually literate student uses images

effectively for different purposes.

a. Plans for strategic use of images and visual media within a project.

b. Selects appropriate images and visual media aligned with a project’s

purpose.

d. Uses images for a variety of purposes (e.g., as illustrations, evidence, visual

models, primary sources, focus of analysis).

 Standard Six: The visually literate student designs and creates meaningful images and

visual media.

o Performance Indicator One: The visually literate student produces visual

materials for a range of projects and scholarly uses.

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a. Creates images and visual media to represent and communicate concepts,

narratives, and arguments (e.g., concept maps, presentations, storyboards,

posters).

c. Produces images and visual media for a defined audience.

d. Aligns visual content with the overall purpose of project.

These standards are represented through both the PowerPoint and poster I created, as they

contain relative photos and diagrams, are audience-specific (6th Grade Earth Science students),

and are aligned with the purpose of the lesson.

Reflection

I enjoyed creating this plan for a fellow educator, utilizing skills that I developed over the

course of the semester. Challenges for this assignment were minimal, as my client was very

appreciative and responsive to the lesson and design ideas. One difficulty I experienced was my

own indecisiveness when choosing diagrams, photos and videos. Overall, I believe that this

project was a nice experience in utilizing a specific instructional design model and creating

visually-enhanced artifacts.
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Artifact 1 – PowerPoint Slides

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Videos included in PowerPoint:

(Slide 7) Geomorphology Lab: Fluvial Erosion & Deposition with Alluvial Fan

Creation: https://www.youtube.com/watch?v=-J9beSoNZMc

(Slide 8) Death Valley National Park – Alluvial

Fans: https://www.youtube.com/watch?v=NMSeE09MTko
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(Slide 12) Why Do Rivers Have Deltas?: https://www.youtube.com/watch?v=A47ythEcz74

(Slide 16) What is Floodplains by Design?: https://www.youtube.com/watch?v=-PBT4OEJfGs

Artifact 2 – Poster