Project Plan for Instructional Site
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Project Plan for Instructional Site

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Project Plan for Instructional Site Document Transcript

  • 1. Instructional Site Project ReportPurposeThe purpose or instructional need is for students to learn about the circulatorysystem and health related diseases. They need to know the anatomy of thecirculatory system, how it works and how other systems in their bodies dependon each other for survival. Students need to know the cardiovascular system inorder to fully understand other systems within their bodies. They also need toknow how to take care of their bodies to prevent health related diseases. It isimportant to address this instructional need because it is required that allstudents gain proficiency in the Texas Model Content Standards for Science. Inthis proposal I am seeking to address:STANDARD 3Life Science: Students know and understand the characteristics and structure ofliving things, the processes of life, and how living things interact with each otherand their environment. (Focus: Biology)My instructional web site will cover the following areas of the circulatory system:the heart, blood, veins and arteries. The web site will contain lessons, onlinequizzes, tutorials, and games. Students will receive individual lessons over eacharea of the circulatory system and then complete assignments over each lessononline.Audience AnalysisLearner Objectives:1. Given the instructional web site resources, students will be able to describethe circulatory system and its functions.2. Given an animated diagram of how the heart transports blood, students willbe able to describe the heart and how blood moves through the heart.3. Given a group project and instructional material over the circulatory system,students will be able to identify and describe the three types of blood vessels.4. Given instructional material over blood, students will be able to define whatblood is and describe the function of the different parts of blood.5. Given an online game over how oxygen is transported and utilized in thebody, students will be able to describe what happens to blood as it circulates.6. Given a lab where students determine if the pulse rate is the same for boysand girls, students will be able to recognize that when a science experiment isrepeated with the same conditions, the experiment generally works the sameway. From this lab, students will also be able to and compare knowledgegained from direct experience to knowledge gained indirectly.The learners will be able to do the following at the end of the lessons:• Describe the circulatory system and its functions.• Describe the heart and how blood moves through the heart.
  • 2. • Name and describe the three kinds of blood vessels.• Define what blood is and describe the different parts of blood.• Describe what happens to blood as it circulates.• Identify types of heart disease and their causes.Results: Texas Content Standards1. STANDARD 3 – Life ScienceIn grades K-4, what students know and are able to do includes• describing human body systems (for example, digestive, respiratory,circulatory, skeletal, muscular)2. As students in grades 5-8 extend their knowledge, what they know and are ableto do includes• describing the structures and functions of human body systems; and• describing and giving examples of non-communicable diseases andcommunicable diseases(for example, heart disease and chicken pox).2. STANDARD 6Students understand that science involves a particular way of knowing andunderstand common connections among scientific disciplines.In grades K-4, what students know and are able to do includes• recognizing that when a science experiment is repeated with the sameconditions, the experiment generally works the same way;• comparing knowledge gained from direct experience to knowledge gainedindirectly (for example, collecting data about student heights in their class andcomparing the results to similar data collected in another class or school)Indicators1. Students will investigate the circulatory system through these links on my website:http://library.thinkquest.org/5777/cir1.htmhttp://www.imcpl.org/kids/guides/health/circulatorysystem.htmlhttp://vilenski.org/science/humanbody/hb_html/circ_system.htmlAfter investigating the web site, students will describe the circulatory system anddefine its parts (veins and arteries) on a short quiz.2. Students will participate in a group activity and create a presentation about thecirculatory system. They will use this link on my web site to guide them throughthis project: http://sciencespot.net/Media/hlthhumbdyquest.pdf3. Students will participate in a lab where they determine if the pulse rate is thesame for boys and girls. Found on page 11http://www.msnucleus.org/membership/html/k-6/lc/pdf/lc4w.pdf4. Students will investigate the human heart and blood and identify its functionthrough these links on my web site:http://library.thinkquest.org/5777/cir3.htm
  • 3. http://www.heartpoint.com/theheart.htmlAfter investigating the web sites, students will be able to draw and label parts ofthe heart on a diagram and describe its function on a written test.5. Students play a game called, Sail the Circulatory Systemhttp://www.toxrap.org/36_kids_game1intro.htmlWhen students finish playing the game they will take a written test and describehow oxygen is transported and utilized in the body.Design Decision MakingMajor topics that need to be included in the instruction:Parts of the Circulatory System1. Blood2. Heart3. Veins and ArteriesJobs of the Circulatory System1. transports food and oxygen2. transports wastes3. protection4. transports hormones5. temperature regulationParts of the Heart1. atrium2. ventricle3. septum4. valveBlood Vessels1. artery2. vein3. capillary4. aortaDifferent parts of the Blood1. White Blood Cells2. Red Blood Cells3. Platelets4. PlasmaHeart Disease1. artherosclerosis2. coronary artery3. heart attack
  • 4. Navigation MechanismsThe navigation needs to be user friendly for my 7thgraders. I want my learners tohave the freedom to go back and forth between sessions but I also want to guidemy learners through the course along a specific path along the navigation system.In order to reach both needs I will have elements of both sparse and richnavigation.Menu –On the menu I will be providing a constantly displayed menu to helpusers navigate the site. The users will always see how the course is organized andthey can jump from one activity to another. I will be using a left margin constantmenu that displays all the topics and can be expanded to show sub topics. Themenu will provide complete freedom to move from topic to topic. I will haveanother menu bar of buttons on top going left to right for general topics such as ahelp box, grades, contact info, posting questions and an assignment drop box.Hypertext links – The Glossary entries will have hyperlinks.Location Indicators – I will have visual icons on the assignment pages wherestudents may click on the button to read about the activity and learn about thecurrent topic. The learners will need an easy to understand interface. EnglishLanguage Learners will need these visual icons to help guide them throughcertain assignments.Glossary – The Glossary entries will have hyperlinks to the sections of thecourse that relate to the entries. In this way, it will be both an index and aglossary. There will be a glossary link available all the time in the upper left.Paging - The paging will not span more than one page. Lessons will be designedfor minimal paging.2. Common Instructional ValuesLearner-Centered - The design of this web page is user friendly. The web pagewill have a friendly graphical interface. Visual icons will represent each activitywhich will be useful for English Language Learners within the classroom.Social – The web site will allow students to communicate with each otherthrough the chat feature.Contextual - Each topic of the circulatory system will be discussed meeting theColorado State Standards in Science.Active – Students will be actively engaged in each of the assignments usingcurrent technology and by using interactive games.Supportive – This will be a supportive course in which students may ask directquestions at anytime in class or they send an e-mail regarding questions theyhave. There will also be a chat feature that will allow students to discuss groupwork projects they have to complete. The students are encouraged to work inthese group work projects so that it could help foster their understanding of thematerial.
  • 5. 3. CARPSince this course is about The Circulatory System I chose a basic red colorscheme that correlates with the theme of blood. I would like the site to beinteresting and exciting for my students.Contrast - I like the black menu on the left side with the contrasting whiteletters. This makes the menu more visible for the users. The top buttons are alsoblack with white lettering. I feel like this separates the menu and buttons fromthe rest of the page so it is stands out to the user.Alignment -The left menu is vertically aligned and the top buttons arehorizontally aligned. I feel that this alignment is user friendly and easy tounderstand.Repetition - The same color scheme, menu and buttons are used throughoutthis prototype.Proximity - The general topics such as grades, email and chat are groupedtogether on the top in the form of buttons. The course content is groupedtogether along the left menu. All pages are consistent throughout providing a veryuser friendly site.4. Typography – The typography is a Georgia font. To create a little bit ofcontrast I am using a sans serif typeface (Verdana) for titles, subtitles and menuswhich was created specifically for computer screens. For contrast I am usingbold, underline and larger size for titles, subtitles and menus. The rest of the textwill be normal George font.5. Visuals/Graphics – Within this web page, I am going to use little graphics.There will be the first image on the home page and the others are going to bespread evenly across the site to gain attention to specific parts of the contenttaught. Currently, I am going to add an image to each unit in this course.Instructional Graphics1. Representational – The heart diagram will help students identifyand label parts of the heart.2. Decorative - These graphics will be used to excite and get thestudents attention.3. Functional – (buttons) Buttons will help the student navigatethroughout the site.Evaluation PlanTo determine whether:• the objectives are clear and appropriate• the navigation is helpful to participants• the content is laid out appropriately
  • 6. • participants identified the resources available2. Resources and Constraints• The formative evaluation will cost nothing except time.• The revisers would like the project to be an effective teaching tool• Resources that will be used are: students, parents, and teachers3. Task AnalysisParticipants will be able to do the following proficiently:Objective #1: The Role of the Circulatory System – 1.Given the instructionalweb site resources, students will be able to describe the circulatory system and itsfunctions. 2. Given an animated diagram of how the heart transports blood,students will be able to describe the heart and how blood moves through theheart. In this unit the participant will be able to:• Describe the circulatory system and its functions• Describe the heart and how blood moves through the heart• Identify parts of the heart and explain its functionObjective #2: Veins, Arteries, and Capillaries - Given a group project andinstructional material over the circulatory system, students will be able to identifyand describe the three types of blood vessels. In this unit the participant will beable to:• Name and describe the three kinds of blood vessels• Explain how blood vessels help transport blood throughout thebodyObjective #3: The Heart, Blood, and its Components – 1. Given instructionalmaterial over blood, students will be able to define what blood is and describe thefunction of the different parts of blood. 2. Given an online game over how oxygenis transported and utilized in the body, students will be able to describe whathappens to blood as it circulates. In this unit the participant will be able to:• Define what blood is and describe the different parts of blood• Describe what happens to blood as it circulatesObjective #4: Wellness and Disease – 1. Given instructional material over hearthealth, wellness, and disease, the participant will be able to define wellness andthe types of heart disease and their causes. 2. Given a lab where studentsdetermine if the pulse rate is the same for boys and girls, students will be able torecognize that when a science experiment is repeated with the same conditions,the experiment generally works the same way. From this lab, students will also
  • 7. be able to and compare knowledge gained from direct experience to knowledgegained indirectly.In this unit, the participant will be able to:• Identify types of heart disease and their causes• Define pulse rate and blood pressure• Share the knowledge gained from a science experiment thatcompared pulse rates between boys and girls4. Learning Environment• The learners will use classroom based methods of learning in whichcooperative group learning is encouraged.• The learning environment for each participant will take place within theclassroom, the school computer lab, and at the participant’s home withtheir own computers.• The participants will be students who take this course as part of thescience curriculum. Participants will work from home using their homecomputer or by gaining access to a library computer.5. Media CharacteristicsThe majority of this course is held on-line with some traditional classroomlecture. Media Characteristics includes: computer games, animated diagrams,and content related resources.6. Questions to be answered• Is the Web site easy to access and navigate?• Is the content effective in achieving desired objectives? Are the objectivesbeing covered adequately?• Are the activities engaging for the students? Are there any more games,simulations, and animations that could be added that will make theinstruction more engaging?• Is the instruction self-paced?• Are there any more graphics I could add that would make the instructionmore interesting?7. Parts of instruction to be evaluated• Is the site user-friendly?• Can participants, parents, and teachers access this site easily?• Are the objectives clearly defined?• Is the overall appearance of the site conducive to learning?9. Data gathering tools and methods
  • 8. Stage 1 – The data gathering tools will be to receive constructive feedbackthrough a classroom discussion at the end of the first week. I will record allthe feedback including: constructive criticism, comments, advice, andsuggestions.Stage 2 - I will construct an on-line survey on the web site. On the survey,participants will be asked to rate the user-friendliness of the site.Stage 3 - 7thgrade teachers from my school will evaluate the site forinstructional effectiveness. The teachers will grade the site on the contentcovered, standards addressed, and assessment tools. They will also beasked if they have any suggestions for teaching the content covered. Allfeedback will then be recorded and addressed.Stage 4 – The gathering tool for this last stage is a formal evaluation ofthe class and instructor. This evaluation consists of a hand-writtenquestionnaire that all parents, teachers, and students must complete. Thefeedback received from this last evaluation will drive the changes neededfor a more effective instructional web site.Future PlansReports of evaluationI would like to create a single report that documents all observations, feedback,and revisions that need to be made. I will use this report to drive the changesneeded to create an effective on-line teaching tool. The changes will also guidethe project’s further development in this web site. In conjunction with thisdocument I will create another report that explains the lessons learned from thisFormative Evaluation process.