Soil: Infiltration, Runoff, and Erosion Soil 1. Soil is crucial to the study of environmental science, as it helps to sustain plant and animal life both below and above the surface. It also can store vital nutrients and support the ecosystem and life within it. Soil is near the Earth's surface; therefore, unlike the parent material that rests beneath soil, soil can be changed based on its contact with climate, relief, and biological organisms over time.  2. Soil is the accumulation, in layers, of minerals, air, water, animals, and other living materials.  These layers become compacted over time and function as the outer skin of the planet. (Soil Forming Factors, n.d.)   Physical properties of soil include:  · soil texture · soil structure · bulk density · soil color  3. There are five soil forming factors:  climate, time, relief, organisms, and parent material.  These factors act together to offer diversity in the composition of the soil in a particular area.   As time passes, weathering factors act on the parent material, affecting both the composition of soil and its depth. (Soil Forming Factors, n.d.)  4. Weathering factors are broken into four groups: translocations, transformations, additions, and losses. Translocations result from water and animal activity. Transformations occur due to chemical reactions. (Soil Composition and Formation, n.d.)   Weathering creates layers within the soil, known as horizons, which are denoted by letters. A soil’s profile degrades over time depending on the stability of its horizons and the effects of weathering factors.  5. Translocation due to water erosion usually causes a majority of the deterioration of a soil’s profile.  Water contact mainly comes in the form of rainfall, which can move soil both directly and indirectly.  Direct rainfall results in splash erosion, which can aggregate smaller materials such as silt, clay, and organic material.  Rainfall which is not soaked into the soil will flow downhill under the force of gravity, taking the soil with it.  Indirect rainfall results in rill and gully erosion.  Naturally, a steeper, longer slope with minimal vegetation will result in greater erosion and with it greater soil loss. (Soil Erosion, n.d.) Part I Review: Key Points: · Soil is the accumulation of minerals, air, water, animals, and other living materials. · The five forming factors that influence soil are climate, time, relief, organisms, and parent material. · Weathering factors are broken into the following groups:   translocations, transformations, additions, and losses. · A STEEPER slope with less vegetation will increase water erosion. Part II: Infiltration, Runoff, and Erosion The process of water moving from the surface of soil into the actual soil is known as infiltration. The relationship of water and soil is often compared to a sponge. If a sponge meets with water at a manageable rate, the water is absorbed into the sponge, just as rainfall or melting snow can infiltrate soil. If t.

1. Soil: Infiltration, Runoff, and Erosion
Soil
1. Soil is crucial to the study of environmental science, as it
helps to sustain plant and animal life both below and above the
surface. It also can store vital nutrients and support the
ecosystem and life within it. Soil is near the Earth's surface;
therefore, unlike the parent material that rests beneath soil, soil
can be changed based on its contact with climate, relief, and
biological organisms over time.
2. Soil is the accumulation, in layers, of minerals, air, water,
animals, and other living materials. These layers become
compacted over time and function as the outer skin of the
planet. (Soil Forming Factors, n.d.)
Physical properties of soil include:
· soil texture
· soil structure
· bulk density
· soil color
3. There are five soil forming factors: climate, time, relief,
organisms, and parent material. These factors act together to
offer diversity in the composition of the soil in a particular
area. As time passes, weathering factors act on the parent
material, affecting both the composition of soil and its depth.
(Soil Forming Factors, n.d.)
4. Weathering factors are broken into four groups:
translocations, transformations, additions, and
losses. Translocations result from water and animal
activity. Transformations occur due to chemical reactions. (Soil
Composition and Formation, n.d.)
Weathering creates layers within the soil, known as horizons,
which are denoted by letters. A soil’s profile degrades over time
depending on the stability of its horizons and the effects of
weathering factors.

2. 5. Translocation due to water erosion usually causes a majority
of the deterioration of a soil’s profile.
Water contact mainly comes in the form of rainfall, which can
move soil both directly and indirectly.
Direct rainfall results in splash erosion, which can aggregate
smaller materials such as silt, clay, and organic material.
Rainfall which is not soaked into the soil will flow downhill
under the force of gravity, taking the soil with it.
Indirect rainfall results in rill and gully erosion. Naturally, a
steeper, longer slope with minimal vegetation will result in
greater erosion and with it greater soil loss. (Soil Erosion, n.d.)
Part I Review:
Key Points:
· Soil is the accumulation of minerals, air, water, animals, and
other living materials.
· The five forming factors that influence soil are climate, time,
relief, organisms, and parent material.
· Weathering factors are broken into the following groups:
translocations, transformations, additions, and losses.
· A STEEPER slope with less vegetation will increase water
erosion.
Part II: Infiltration, Runoff, and Erosion
The process of water moving from the surface of soil into the
actual soil is known as infiltration. The relationship of water
and soil is often compared to a sponge. If a sponge meets with
water at a manageable rate, the water is absorbed into the
sponge, just as rainfall or melting snow can infiltrate soil. If the
rate of water being added to the sponge is greater than the
speed of infiltration, the result is runoff.
During runoff, water that fails to infiltrate the soil runs over the
surface and flows into another area. The runoff can end up in
rivers, lakes or streams, or down a storm drain in industrialized
areas. Water will naturally moisten and loosen soil particles
and, as a result, the runoff can carry away the loosened soil.
This process is known as erosion.
Environmental Concerns

3. Just as emissions from factories blow downwind and cause acid
rain, erosion and runoff can also lead to harmful effects on the
environment. Runoff can lead to downstream flooding, while
erosion can clog up waterways. Runoff can also take soil,
sediments or other particles, such as fertilizer containing
nitrogen, with it. Because contaminated or high volume runoff
and erosion are environmental concerns, the ability of a surface
to allow for infiltration is crucial. The ability of a service to
allow for infiltration is reflected in the percentage of
impervious surface.
The surface of an area and the percentage that is impervious to
infiltration is a direct factor influencing runoff or erosion that
can be capable of causing flooding, clogging waterways,
removing valuable soil, or carrying toxins from fertilizer into
sources of drinking water.
The following would be a hypothetical ranking of four surface
areas by order of least impervious to most impervious to
infiltration.
1. Natural ground cover with heavy vegetation provides little, if
any, impervious surface area. Light rainfall will most likely not
produce runoff.
2. Bare soil leaves open the possibility of erosion, but requires
a steep enough slope.
3. Even in suburban areas with homes sitting atop large yards
with lots of manmade vegetation, commercial landscaping
leaves the soil compacted to the point where it also becomes
impervious to infiltration.
4. Cities covered in paved sidewalks and roadways can reach
close to 100% impervious surface area.
Erosion does not necessarily require water. In fact, one of the
worst environmental disasters in United States history involved
no water at all. The dark, consuming storms of the Dust Bowl
era involved wind erosion in the unindustrialized southern
plains states.
Prior to the 1930’s and the Great Depression, farmland
expanded throughout the plains. In the decades leading up to the

4. ferocious dust bowl storms, the natural landscape consisted of
prairie grass that had long been used for grazing and was
capable of surviving erratic weather patterns like droughts. Due
to high demand and a shift in worldwide food prices, large areas
of this valuable land were over plowed and planted with wheat
crops. (Dust Bowl, n.d.)
With most of the land left over ploughed and overgrazed, soil
was left with no anchor. The second ingredient for disaster
came in the form of an extended period of drought that lasted
throughout the mid-1930s. With no rainfall for extended
periods, wheat crops died, leaving soil bare and exposed. When
high winds came, fierce dust storms caused by wind erosion
wreaked havoc throughout areas of Texas, Oklahoma, Kansas,
Colorado, and New Mexico.
In environmental science, we can see that rainfall, or as in the
Dust Bowl era, a lack thereof, heavily impacts the health,
influence, and ultimately, the destination of soil.
In Unit 3 Learning Materials READ “How Urbanization Affects
the Water Cycle” A water cycle report from the California
Coastal Commission.” Before you answer the questions to the
Lab Report.
Benefits of Having Soil Tested
Soil testing is economically prudent. The appropriate
application of nutrients and/or lime can save money. Don't buy
nutrients that your soil doesn't need; instead, invest in those
nutrients that will bring about healthy growth and yields.
To apply optimal levels of nutrients or lime to your soil, it is
necessary to know the existing pH and the availability of
essential plant nutrients in the soil. Having too much or too
little of these nutrients or limestone can be harmful to plant
growth. We can help you adjust these levels for best results.
Soil testing is an environmentally responsible practice.
Applying fertilizer or other nutrient sources incorrectly can lead
to nitrate or phosphorus contamination of our water resources.

5. By applying fertilizer appropriately, you can ensure that you are
"feeding" your plants in an environmentally friendly and
"green" way.
Instructional objectives
Performance objectives which will be taken into account in this
project were formulated in a manner consistent with the
scientific method to formulate goals. The objectives are to be a
learner is able to use iMovie to develop his performance in
explaining the lessons by at least 80%, list the steps basic video
editing (iMovie) ,download iMovie properly through App Store,
edit video (iMovie) without any mistakes to helps in classroom,
and train others to increase the number of beneficiaries.
according to (Dr. Bob Kizlik), which included the behavior of
the learner's being done, and the context in which it was chosen
(teaching a lesson), and clear criterion (80% in total goals).
“learning objective describes an intended learning outcome and
contains three parts, each of which alone means nothing, but
when combined into a sentence or two, communicates the
conditions under which the behavior is performed, a verb that
defines the behavior itself, and the degree (criteria) to which a
student must perform the behavior.” All of these goals can be
measured and determine what has been achieved accurately.
That will happen when we follow the conditions for the
formulation of targets as we mentioned .
Assessment tools
Will be provided several tests (written - oral - applied). Before
the start in the content delivery will assess the learners by
asking them about the importance of using video in the

6. classroom. Here, the learner will reach subjectively by
searching through articles and e-books and other scientific
sources, and he will find new facts probably he does not known
about the role of technology in the development of performance.
After that everyone is being discussed about their findings of
the new information .There will be tests after each set of steps,
and here is divided into two parts: an oral and practical . It will
ask a question about if the previous steps were easy and does
not need to apply, and the answer will be oral. Some of the
steps need to apply to make sure that the learner could
understand. At the end of the project will be subjected the
learners to practical test .
The question will be as follows :
Create a storyboard, using all that you have learned in this
course (will identify the subject of a storyboard). Through
these tests (before -during - end), we can determine what the
achievement of objectives.
Instructional sequence
INTERODACTION
How to create iMovie project ?
A good example for video
Test
First application of skills

7. Skills assessment
Final application
Review
According (J. Charles Alderson), which stressed the importance
of the sequence of ideas logically to understand what we want.
He sees, according to Bloom's Taxonomy that there is a specific
relationship between knowledge must be defined because it will
help clearly to absorb information. “A text’s coherence clearly
depends upon the way ideas are related within that text, both in
terms of their logical relations, as well as the cohesive devices
that show, or create, the links between ideas, across para-
graphs and sentences. Thus, it would appear, prima facie, that
part of the ability of a competent reader is to recognize the
appropriate order of ideas, to identify cohesion and coherence
in text in order to relate the ideas to each other and to
understand authorial intention"From this point has been the
division of the course into three sections according to the
following criteria: the transition from the theoretical to the
practical, there will be alongside my search through the
importance of using video in education, then the practical side
starts step by step. The second section, the gradient from easy
to difficult, where it is the beginning of how to download
iMovie and eventually set up an educational video. The third
section is a simulation and good example, here are some of the
distinctive videos for teachers to try to edit videos at the same
level in the future.
Instructional Strategies ) Timeline)
Depending Merrill’s (2002) “Five Principles of Instruction”
(Problem, Activation, Demonstration, Application, and
Integration) will be directing the educational situation on this
basis. The problem of poor use of video in schools in Saudi
Arabia. This is the first topic of discussion in which, as the real

8. world to the problem and what are the opportunities for
improvement. Through this debate we begin linking what the
learner information earlier with new knowledge. After that
activation in the classroom is through the diversity of activities
practiced by the learner (search online - debate - Design -
Application - constructive criticism - evaluation). Construction
phase is one of the stages, which gives a clear vision on how we
got to the targets. Learner begins to apply all the new
knowledge through various activities. Through all of that the
learner can be applied to all new skills. Finally, all of the above
are integrated into a single mold, and it becomes our outputs
complete.
Content will be through a PowerPoint presentation and in the
end will be a video display model special. It will be the strategy
followed are in accordance with Gagne's Nine Events of
instructional . Training session will be in two days( four hours
per day).The first day: to attract the attention of the trainees
about the importance of technology through discussion and
research. This side will make them more stimulation to accept
content. Because their participation in opinion and explain some
of the concepts of self-raising value they have. And give them
the goals will be achieved, and what they will have at the end of
the skills of the evolution of their performance.Then begin the
practical applications phase, where they will be dealt with in
detail goals and stand on each goal and make sure to achieve
before moving on to the next goal. (To be sure of their ability to
download iMovie before moving on to create a new project via
the iMovie .
Activities : There are a number of activities associated with
each set of goals.
1. When they know four to five targets will be applied in
writing activity to list the previous steps.
2. create incomplete steps and the trainee take it over.This is
accomplished every goal of one hour at the most.The second
day will be a review of what has been completed, will be
through discussion. Thereafter it shall the final assessment by

9. creating a final project Individually inside the classroom. they
should be completed in one hour. The last two hours will be
display all projects and discussed.The following is a schedule
linked to motivation ) Gagne's Nine Events.(
Timeline
first day
contact
How to implement
Motivation
30 Minute
introduction
Discuss
Gaining attention
30 Minute
Display of objectives
Discuss
Informing learner of objectives
90 Minute
Steps video editing (iMovie)
PowerPoint presentation + practical application
Stimulating recall of prior learning +Presenting the stimulus
material
30 Minute
Assess
Oral + practical
Assessing the performance
30 Minute
An example of distinct video
Show + discuss
Providing learning guidance
Motivation
How to implement
contact

10. second day
Enhancing retention and transfer
Discuss
Review
30 m
Assessing the performance
practical
test
1 hour
Providing feedback about performance correctness
Discuss and critique
Presentation of projects
2 hours
Providing feedback about performance correctness
Performance Development
Feedback
30 Minute
Student Grouping and Media Selection
The best method for this course is the individual work, all the
skills to be implemented individually to be measure the
achievement of goals. As well as ensures everyone learn
equally. Media outlets that will be used are: PowerPoint, video,
Internet, and has been to clarify the mechanism of their uses
previously.
Sample Practice Tests
- Create a video about a lesson (chosen according to what you
teach) the importance of taking into account the table below :

11. Criterion
Points
Bring the image file
(10 clear photos)
2
use of effects between images
2
Add background
(music - an audio recording - anything else )
2
Writing on image
2
save the file
2
Total
10

12. Revisions
A complete instructional goal statement should describe the
performance, and the learning context through the inclusion of
four key including: a description of the learner; what learners
will be able to do with the information learned; the context in
which the skills will be applied; and what tools will be made
available to the learners (Dick, Carey & Carey, p. 27). Upon
further examination it was apparent that the original goal
statement drafted for the analysis report was very abstract; it
lacked crucial elements of information. Therefore, the original
goal statement was revised to meet the recommendations set
forth by Dick, Carey & Carey (See example Figure A).
Performance Objectives
According to Mager (1997), effective performance objectives
should contain three main components including: a)
performances that can be measured and observed, b) a
description of the tools that will be available for the learners,
and c) the criteria used to evaluate the learner’s ability to
perform the task (Virginia Tech, 2008). Thus, the terminal
objective for this instructional product is: “In a staff
development training, adult education teachers will use
Edmodo, a desktop computer, the Internet and various web-
based reference materials (video tutorials, and instructional
handouts) to: setup an Edmodo teacher account, and create a
course group, post a note, post an assignment, and create a quiz
with two or less errors per module.”
The main objective is both measureable and observable because
the learners will need to create and perform a series of tasks in
order to achieve the performance objective. The conditions are
stated by providing information about the tools that will be used

13. by the learners to perform the task, and the criterion is that the
learners will need to create an account, a course group, post a
note, post an assignment, and create a quiz.
2
DESIGN PHASE
Sample Assessments for each objective
A pretest will not be used for this particular group of learners
because they all master the prerequisite skills. However, a
practice test will be administered at the end of each
instructional module. Each test will contain a total of five
questions comprised of a variety of T/F, Multiple Choice, and
Fill-in-the blank (See example Figure B). The practice tests will
be used as a diagnostic tool to gauge the learner’s
comprehension and mastery of information, and to observe if
there are any instructional gaps that need to be addressed or
modified. Since the instructional product will be used for
professional development training, the tests will not count
towards or against the learner’s grades. A posttest will be
delivered after learners have completed all of the modules. The
results will be used to measure the effectiveness of the
instructional materials. The tests will be created using an online
quiz creator called Class Marker which provides learner’s with
immediate feedback upon the completion of the test.
Instructional Sequence (Flowchart)
Originally the instructional product was going to contain only
one main module, and a set of 25 sub skills. However, it was
soon apparent that this method (of presenting all sub skills at
once) would overwhelm the learner’s cognitive load and hinder
the learner’s ability to process and transfer the learning from
short-term to long-term memory (Dick, Carey & Carey, p. 179).
Consequently, the proposed instructional product was divided
into five main modules; each one with its respective set of five
sub skills that must be learnt before the learner can move on to
the next module and so forth. It was setup this way to ensure
that each step was presented to the learners in a chronological
order. For example, the performance objective for module one is

14. “The learner will, when given access to a computer, the
internet, and instructional resources, set up a teacher account
with Edmodo,” In order to achieve the performance objectives
for
3
DESIGN PHASE
module one, the instruction was broken down into five sub
skills including: a) going to the
Edmodo website, b) provide signup information, c) select a
school, and d) setup profile picture and URL (See example
Figure C). This sequence provides both teacher and learner a
pathway for teaching and learning. The performance objectives
for module two through five follow the same structure, one
main module with a set of five sub skills. Lastly, the learners
will be able to reach the terminal goal upon the successful
completion of all five main modules.
Instructional Strategies for Teaching Terminal Objective
All of the instructional materials will reside in a website created
by the trainers, this in case one of the learners cannot attend a
session. The instruction will begin by addressing the lower level
sub skills first, and continue working upwards until the main
goal has been reached. The instruction will continue to work
from bottom to top and from left to right until all of the sub
skills have been covered. It is projected that each main goal will
be presented once a week, during a one-hour timeframe. Lecture
will last approximately 20 minutes to allow learners the
opportunity to work on the assignments, and to provide learners
with individual help as needed. The instructional product will
call for learners to work through a progression of five activities
to get to their final product. They will engage in both hands-on
activities, and several pretests designed to gauge their
understanding of the topics presented in each activity.
Merrill’s (2002) “Five Principles of Instruction” (Problem,
Activation, Demonstration, Application, and Integration) will be
used in the teaching approach and the development of the

15. instructional product. First, the instructional product relates to a
real world problem one that is relevant to their classrooms and
teaching professions because they need to find an alternative to
the current course management system before the current one is
phased out. Second, the learner’s prior knowledge of course
management systems will be applicable to what they are
learning; this
4
DESIGN PHASE
will allow learners to make a connection between what they
know, and what they are going to
learn. In addition, demonstration will be incorporated through
the inclusion of multiple representations including guided
instruction with visual aids, web-links, and videos that model
performance. Moreover, learners will be able to apply their
skills by “doing” the work themselves in the creation of their
account, course group, notes, quizzes, and assignments. Last,
but not least. The participants will be able to show and
demonstrate their newly acquired skill set by inviting the
trainer, and working towards the creation of other course
assignments.
Additionally, John Keller’s ARCS Model of Motivational design
(Clark, 2010) will be integrated in the instructional design of
the instructional materials. In order to meet the motivational
needs of the learners, the instruction will begin by posing a
series of questions such as: “Have you ever considered using a
social networking site like Facebook to reach students in your
classroom? If so, what has kept you from using it in the
classroom?” This will be done in an effort to engage the
learners from the start, and get their attention. Each module will
be presented the same way, with an opening question or fact to
draw learner’s attention and prepare them for instruction. In
order to make the instruction relevant I will point out that how
the tools are applicable and relevant in their classrooms, for
example, I will point out that Edmodo is very much like
Facebook, and that it can be used as an alternative to the current

16. learning management system. The learning activities are
designed to promote active levels of engagement through
computational thinking, practice, and repetition. Lastly,
immediate feedback will be provided to them during instruction,
and learners will be able to see their progression upon the
completion of each assignment, and completion of quizzes.
5
DESIGN PHASE
Student Grouping and Media Selection
Students will work individually. The media used to impart
instruction will include: print media, streaming videos, and
practice with online feedback. Furthermore, all of the materials
will be instructional materials will be made available to the
learners during the instruction, and will also be posted on a
website so that the learners can access and refer to it as needed.
Summary
The topics covered in this instructional product are designed to
introduce teachers (at the San Bernardino Adult School) to some
of the features and affordances that Edmodo has to offer so that
they can use it in lieu of the current Learning Management
System. The topics will gradually move them from creating an
account, to creating course groups and posting notes and
assignments, and lastly to create quizzes. These are the
fundamental components of any learning management system,
and while Edmodo is not considered an LMS per se, it still
offers its users various alternatives that are comparable to those
offered by fee-based LMSs.
At this point all the necessary bits and pieces of information
have been acquired and analyzed to justify the development of
the instructional training. As observed in this and the analysis
report, there is a need for training, and a need to develop
instructional materials that will allow its targeted audience to
learn in a quick and efficient manner. Teachers at the San
Bernardino Adult School will be able to integrate Edmodo as
part of the course curriculum to enhance teaching and learning.
This course management system will enable its users to connect

17. theory (reflection) with practice (action) to bring forth
meaningful educational experiences beyond those currently
taking place within the confines of the classroom (Krutka,
Bergman Flores, Mason & Jack, p. 85).
6
DESIGN PHASE
References
Clark, D. (2010). John keller’s arcs model of motivational
design. Retrieved from
http://www.nwlink.com/~donclark/hrd/learning/id/arcs_model.ht
ml
Dick, W., Carey, L. & Carey, J. (2015). Systematic Design of
Instruction, (8th ed.) Krutka, D., Bergman, D., Flores, R.,
Mason, K., & Jack, A. (2014). Microblogging about
teaching: Nurturing participatory cultures through collaborative
online reflection with pre-service teachers. Teaching & Teacher
Education, 40, 83-93.
Lechuga, K. (2014) Appendix A Revised Instructional Analysis.
Lechuga, K. (2014) Appendix B Sample Practice Tests and
Posttest.
Lechuga, K. (2014) Appendix C Instructional Map depicting
Terminal Goal and Subordinate
Skills.
Virginia Tech School of Education. (2008). Writing objectives.
Retrieved from
http://www.itma.vt.edu/modules/spring03/instrdes/lesson6.htm
7
Merrill, M. (2002). First principles of instruction. Educational
Technology Research and Development, 50(3), 43-59
Revisions
A complete instructional goal statement should describe the
performance, and the learning context through the inclusion of

18. four key including: a description of the learner; what learners
will be able to do with the information learned; the context in
which the skills will be applied; and what tools will be made
available to the learners (Dick, Carey & Carey, p. 27). Upon
further examination it was apparent that the original goal
statement drafted for the analysis report was very abstract; it
lacked crucial elements of information. Therefore, the original
goal statement was revised to meet the recommendations set
forth by Dick, Carey & Carey (See example Figure A).
Performance Objectives
According to Mager (1997), effective performance objectives
should contain three main components including: a)
performances that can be measured and observed, b) a
description of the tools that will be available for the learners,
and c) the criteria used to evaluate the learner’s ability to
perform the task (Virginia Tech, 2008). Thus, the terminal
objective for this instructional product is: “In a staff
development training, adult education teachers will use
Edmodo, a desktop computer, the Internet and various web-
based reference materials (video tutorials, and instructional
handouts) to: setup an Edmodo teacher account, and create a
course group, post a note, post an assignment, and create a quiz
with two or less errors per module.”
The main objective is both measureable and observable because
the learners will need to create and perform a series of tasks in
order to achieve the performance objective. The conditions are
stated by providing information about the tools that will be used
by the learners to perform the task, and the criterion is that the
learners will need to create an account, a course group, post a
note, post an assignment, and create a quiz.
2
DESIGN PHASE
Sample Assessments for each objective
A pretest will not be used for this particular group of learners
because they all master the prerequisite skills. However, a
practice test will be administered at the end of each

19. instructional module. Each test will contain a total of five
questions comprised of a variety of T/F, Multiple Choice, and
Fill-in-the blank (See example Figure B). The practice tests will
be used as a diagnostic tool to gauge the learner’s
comprehension and mastery of information, and to observe if
there are any instructional gaps that need to be addressed or
modified. Since the instructional product will be used for
professional development training, the tests will not count
towards or against the learner’s grades. A posttest will be
delivered after learners have completed all of the modules. The
results will be used to measure the effectiveness of the
instructional materials. The tests will be created using an online
quiz creator called Class Marker which provides learner’s with
immediate feedback upon the completion of the test.
Instructional Sequence (Flowchart)
Originally the instructional product was going to contain only
one main module, and a set of 25 sub skills. However, it was
soon apparent that this method (of presenting all sub skills at
once) would overwhelm the learner’s cognitive load and hinder
the learner’s ability to process and transfer the learning from
short-term to long-term memory (Dick, Carey & Carey, p. 179).
Consequently, the proposed instructional product was divided
into five main modules; each one with its respective set of five
sub skills that must be learnt before the learner can move on to
the next module and so forth. It was setup this way to ensure
that each step was presented to the learners in a chronological
order. For example, the performance objective for module one is
“The learner will, when given access to a computer, the
internet, and instructional resources, set up a teacher account
with Edmodo,” In order to achieve the performance objectives
for
3
DESIGN PHASE
module one, the instruction was broken down into five sub
skills including: a) going to the

20. Edmodo website, b) provide signup information, c) select a
school, and d) setup profile picture and URL (See example
Figure C). This sequence provides both teacher and learner a
pathway for teaching and learning. The performance objectives
for module two through five follow the same structure, one
main module with a set of five sub skills. Lastly, the learners
will be able to reach the terminal goal upon the successful
completion of all five main modules.
Instructional Strategies for Teaching Terminal Objective
All of the instructional materials will reside in a website created
by the trainers, this in case one of the learners cannot attend a
session. The instruction will begin by addressing the lower level
sub skills first, and continue working upwards until the main
goal has been reached. The instruction will continue to work
from bottom to top and from left to right until all of the sub
skills have been covered. It is projected that each main goal will
be presented once a week, during a one-hour timeframe. Lecture
will last approximately 20 minutes to allow learners the
opportunity to work on the assignments, and to provide learners
with individual help as needed. The instructional product will
call for learners to work through a progression of five activities
to get to their final product. They will engage in both hands-on
activities, and several pretests designed to gauge their
understanding of the topics presented in each activity.
Merrill’s (2002) “Five Principles of Instruction” (Problem,
Activation, Demonstration, Application, and Integration) will be
used in the teaching approach and the development of the
instructional product. First, the instructional product relates to a
real world problem one that is relevant to their classrooms and
teaching professions because they need to find an alternative to
the current course management system before the current one is
phased out. Second, the learner’s prior knowledge of course
management systems will be applicable to what they are
learning; this
4
DESIGN PHASE

21. will allow learners to make a connection between what they
know, and what they are going to
learn. In addition, demonstration will be incorporated through
the inclusion of multiple representations including guided
instruction with visual aids, web-links, and videos that model
performance. Moreover, learners will be able to apply their
skills by “doing” the work themselves in the creation of their
account, course group, notes, quizzes, and assignments. Last,
but not least. The participants will be able to show and
demonstrate their newly acquired skill set by inviting the
trainer, and working towards the creation of other course
assignments.
Additionally, John Keller’s ARCS Model of Motivational design
(Clark, 2010) will be integrated in the instructional design of
the instructional materials. In order to meet the motivational
needs of the learners, the instruction will begin by posing a
series of questions such as: “Have you ever considered using a
social networking site like Facebook to reach students in your
classroom? If so, what has kept you from using it in the
classroom?” This will be done in an effort to engage the
learners from the start, and get their attention. Each module will
be presented the same way, with an opening question or fact to
draw learner’s attention and prepare them for instruction. In
order to make the instruction relevant I will point out that how
the tools are applicable and relevant in their classrooms, for
example, I will point out that Edmodo is very much like
Facebook, and that it can be used as an alternative to the current
learning management system. The learning activities are
designed to promote active levels of engagement through
computational thinking, practice, and repetition. Lastly,
immediate feedback will be provided to them during instruction,
and learners will be able to see their progression upon the
completion of each assignment, and completion of quizzes.
5
DESIGN PHASE
Student Grouping and Media Selection

22. Students will work individually. The media used to impart
instruction will include: print media, streaming videos, and
practice with online feedback. Furthermore, all of the materials
will be instructional materials will be made available to the
learners during the instruction, and will also be posted on a
website so that the learners can access and refer to it as needed.
Summary
The topics covered in this instructional product are designed to
introduce teachers (at the San Bernardino Adult School) to some
of the features and affordances that Edmodo has to offer so that
they can use it in lieu of the current Learning Management
System. The topics will gradually move them from creating an
account, to creating course groups and posting notes and
assignments, and lastly to create quizzes. These are the
fundamental components of any learning management system,
and while Edmodo is not considered an LMS per se, it still
offers its users various alternatives that are comparable to those
offered by fee-based LMSs.
At this point all the necessary bits and pieces of information
have been acquired and analyzed to justify the development of
the instructional training. As observed in this and the analysis
report, there is a need for training, and a need to develop
instructional materials that will allow its targeted audience to
learn in a quick and efficient manner. Teachers at the San
Bernardino Adult School will be able to integrate Edmodo as
part of the course curriculum to enhance teaching and learning.
This course management system will enable its users to connect
theory (reflection) with practice (action) to bring forth
meaningful educational experiences beyond those currently
taking place within the confines of the classroom (Krutka,
Bergman Flores, Mason & Jack, p. 85).
6
DESIGN PHASE
References
Clark, D. (2010). John keller’s arcs model of motivational

23. design. Retrieved from
http://www.nwlink.com/~donclark/hrd/learning/id/arcs_model.ht
ml
Dick, W., Carey, L. & Carey, J. (2015). Systematic Design of
Instruction, (8th ed.) Krutka, D., Bergman, D., Flores, R.,
Mason, K., & Jack, A. (2014). Microblogging about
teaching: Nurturing participatory cultures through collaborative
online reflection with pre-service teachers. Teaching & Teacher
Education, 40, 83-93.
Lechuga, K. (2014) Appendix A Revised Instructional Analysis.
Lechuga, K. (2014) Appendix B Sample Practice Tests and
Posttest.
Lechuga, K. (2014) Appendix C Instructional Map depicting
Terminal Goal and Subordinate
Skills.
Virginia Tech School of Education. (2008). Writing objectives.
Retrieved from
http://www.itma.vt.edu/modules/spring03/instrdes/lesson6.htm
7
Merrill, M. (2002). First principles of instruction. Educational
Technology Research and Development, 50(3), 43-59
Name:
Date:
Instructor’s Name:
Assignment: SCI103 Phase 3 Lab Report
Title: Soil Infiltration and Runoff
Instructions: Enter the Virtual Lab and gather the information
needed to complete the report from the field. Please type your
answers. When your lab report is complete, submit it to the
Submitted Assignments area of the Virtual Classroom.

24. Part I: Field Research
Section 1: Gather the following information from field research
while in the Phase 3 lab environment. Notice that each site you
visit has a distinctly different surface, which could affect
runoff.
One Inch of Rainfall
Shallow water infiltration
Deep water infiltration
Runoff water
Evaporation water
Vegetation
25%
25%
10%
40%
Mountain
10%
5%
60%
25%
Bare soil
20%
15%
35%
70%
= 100%-S%-D%-R%
Section 2: One inch of rainfall deposits 144 cubic inches (0.623
gallons) of water per square foot of surface area. Use the
following formula to calculate the amount of water after one
inch of rainfall (in gallons) for each section: (Introduction slide
tells your there are 100 Sq. Ft. areas)
(0.623) x (square feet of surface area) x (% from lab demo*) =
gallons of water

25. (0.623) x (100 sq ft) = 62.3 x (% from lab demo*)
So the calculation is = 62.3 x (% from lab demo*)
*Remember 40% is written as “0.40” in an equation.
One Inch of Rainfall
Shallow water infiltration
Deep water infiltration
Runoff water
Evaporation water
Vegetation
Mountain
Bare soil
Part II: For the following questions, provide your response in
short-answer format (2–3 sentences each). Use this Phase’s
activities and resources to assist you in answering.
1. How does the vegetation surface type affect the amount of
runoff? Speculate why this happens.
2. How does the smooth mountain rock surface type affect the
amount of runoff? Speculate why this happens.
3. How does the bare soil surface type affect the amount of

26. runoff? Speculate why this happens.
4. How does vegetation slow and prevent sediment loss?
5. How does vegetation allow greater infiltration?
6. How does pavement or smooth rock runoff affect waterways?
7. How do heavy sediment deposits affect waterways?
8. How does sediment loss affect land and soil quality?