Shanna Floyd

FRIT 7734
Instructional Design Unit
Instructional Problems and Goals:
In analyzing first grade test scores, it becomes apparent that science, especially life
science, is a weakness. When I discussed this with my collaborating teacher, we decided this can
be attributed to the strong focus on building reading and math foundational skills. In addition,
she showed me the research Common Core Georgia Performance Standards for first grades.
These standards were not in the old Georgia Performance Standards, and she does not feel that
they are being adequately addressed. To address these two weaknesses, we decided to create a
research unit on the differences between frogs and toads. The following are our goals for this
unit:
Goal 1: To know how frogs and toads are alike and different.
Goal 2: To research a topic with guidance from an adult.
Goal 3: To share the results of research.
Goal 4: To use information ethically.
Learner Characteristics
First graders range in age from six to eight years old. Most of them are still beginning
readers, which means reading materials need to be on a low reading level or be read out loud.
Students at this age are still learning school routines, so materials need to be especially engaging.
A few students have computer skills learned at home, but most students are not technologically
proficient. At school, they learn computer skills once a week in computer lab. First grade
teachers use iPads with students frequently, and they seem to understand this interface fairly
intuitively.
In this particular classroom, there are twenty students. Four students are identified gifted.
No students are identified special education. Four students have anxiety issues; two of these
students take medication.

Instructional Objectives
Terminal Objective 1: To compare frogs and toads.
Enabling Objectives:
1A. To describe the appearance, motion, growth, and basic needs of frogs.
1B. To describe the appearance, motion, growth, and basic needs of toads.
Terminal Objective 2: To participate in a shared research project.
Enabling Objectives:
2A: To generate a list of questions for research.
2B: To use a pathfinder to access information about frogs and toads.
2C: To gather information from provided sources.
2D: To use provided sources to answer questions.
Terminal Objective 3: To avoid plagiarism.
Enabling Objectives:
3A: To define plagiarism.
3B: To identify examples of plagiarism.
3C: To explain why plagiarism is unethical.
3D: To define paraphrasing.
3E: To paraphrase given text.
Classification of Instructional Objectives:
Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude

Recall
1A, 1B, 3A, 3D

Application
1, 3B, 3E

3C

2A, 2B, 2C, 2D

2
3

Relationship between Instructional Objectives and Standards:

Instructional Objectives CCGPS/GPS/AASL/ISTE
1
S1L1d. Compare and describe various animalsappearance,
motion, growth, basic needs
1A
S4L1b. Identify the basic needs of an animal.
S1L1d. Compare and describe various animalsappearance,
1B
motion, growth, basic needs
2
ELACC1W7: Participate in shared research and writing projects.
ELACC1W8: With guidance and support from adults, recall
2A
information from experiences or gather information from provided
2B
sources to answer a question.
2C
AASL1.1.3 Develop and refine a range of questions to frame the
2D
search for new understanding.
AASL1.1.6 Read, view, and listen for information presented in any
format in order to make inferences and gather meaning.
AASL1.1.9 Collaborate with others to broaden and deepen
understanding.
AASL1.2.6 Display emotional resilience by persisting in
information searching despite challenges.
AASL1.4.2 Use interaction with and feedback from teachers and
peers to guide own inquiry process.
AASL 1.4.4 Seek appropriate help when it is needed.
ISTE3a. Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and media.
3
AASL1.3.1 Respect copyright/intellectual property rights of
creators and producers.
3A
AASL1.3.3 Follow ethical and legal guidelines in gathering and
3B
using information.
3C
3D
3E

Assessments
Terminal Objective 1: To compare frogs and toads.
Enabling Objectives:
1A. To describe the appearance, motion, growth, and basic needs of frogs.
1B. To describe the appearance, motion, growth, and basic needs of toads.
Assessment: Working in partners, students will be assigned to create pages for a class book about
frogs and toads. Each page will tell either one way frogs and toads are alike, or one way they are
different. Students will be given the choice of creating the page using paper and traditional art
materials or using the Educreations app on the iPad. Paper pages will be photographed and added
to Educreations to create an electronic book.
UDL Principles: Collaboration provides for multiple means of engagement. Choice of traditional
or technology tools provides for multiple means of expression.
Terminal Objective 2: To participate in a shared research project.
Enabling Objectives:
2A: To generate a list of questions for research.
2B: To use a pathfinder to access information about frogs and toads.
2C: To gather information from provided sources.
2D: To use provided sources to answer questions.
Assessment: Students will be observed as they participate in research. A checklist will be used to
record appropriate behaviors, as well as questions asked and questions answered.
UDL Principles: Collaboration provides for multiple means of engagement. Because students
will be able to demonstrate mastery through written and oral expression, as well as through
action, there will be multiple means of expression.
Terminal Objective 3: To avoid plagiarism.
Enabling Objectives:
3A: To define plagiarism.
3B: To identify examples of plagiarism.
3C: To explain why plagiarism is unethical.
3D: To define paraphrasing.
3E: To paraphrase given text.
Assessment: Students will complete a quiz identifying examples of plagiarism. Students will be
given a choice between two quizzesone with picture examples and one with written examples.

UDL Principles: Allowing students to choose which quiz to take provides for multiple means of
engagement. The two versions of the quiz provide for multiple means of representation.
Assessment: Students will work together to paraphrase a text selection. While students are
discussing, the teacher will use a checklist to monitor mastery. Answers will then be shared with
the whole class. In addition, the pages of the class book will be assessed to make sure students
paraphrased information.
UDL Principles: Collaboration allows for multiple means of engagement. Using two forms of
assessment allows for multiple means of expression.

Book Page Rubric Checklist

Criteria
The page gives one similarity or one difference between frogs and toads. The
information is correct.
Sentences begin with a capital letter.
Sentences end with a period.
Sentences have correct subject-verb agreement.
First grade words are spelled correctly.
Score

Research Checklist
Student

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Question Asked

Question Answered

Uses
text
features

Uses
illustrations

Uses
details

Plagiarism Quiz
Name______________________________________________________________________Date_____________________________
Circle the pictures that represent plagiarism.

Instructional Sequence
Sequence
1
2
3
4

Description
Plagiarism
Paraphrasing
Research
Writing

Objective
3
3
2
1

Lesson 1: Plagiarism
Terminal Objective 3: To avoid plagiarism.
Enabling Objectives:
3A: To define plagiarism.
3B: To identify examples of plagiarism.
3C: To explain why plagiarism is unethical.
Initial Presentation: Students will watch a BrainPOP video about plagiarism. The video explains
what plagiarism is and why it is unethical.
Generative Strategy: After the video, students will participate in a whole group discussion about
plagiarism. Students will be asked to define plagiarism and explain why it is unethical. Several
examples will be given. Students will be asked to identify which examples show plagiarism.
Lesson 2: Paraphrasing
Terminal Objective 3: To avoid plagiarism.
Enabling Objectives:
3D: To define paraphrasing.
3E: To paraphrase given text.
Initial Presentation: Students will watch a BrainPOP video about paraphrasing. The video goes
through the process of paraphrasing a piece of text.
Generative Strategy: The students will be given a block of text. After reading it together as a
class, they will be asked to paraphrase the information in partners. Partners answers will then be
shared whole group.
Lesson 3: Research
Terminal Objective 2: To participate in a shared research project.
Enabling Objectives:
2A: To generate a list of questions for research.
2B: To use a pathfinder to access information about frogs and toads.
2C: To gather information from provided sources.
2D: To use provided sources to answer questions.

Initial Presentation: The class will read a book about frogs and toads to generate interest in the
topic. They will answer questions about the book.
Generative Strategy: After learning about frogs and toads, the class will generate a list of
questions about what else they would like to learn about frogs and toads. They will then organize
these questions by grouping them by topic (e.g. movement, life cycle).
Initial Presentation: Partners will use laptops to access a frog and toad pathfinder. This will be
their first time using the laptops, so they will be given some time to explore the navigation of the
laptop, as well as become familiar with the resources available. The teacher will model how to
read the first website and find and record information.
Generative Strategy: Partners will work together to find answers to the previously generated
questions. Teachers will be available to help with navigation and reading.
Lesson 4: Writing
Terminal Objective 1: To compare frogs and toads.
Enabling Objectives:
1A. To describe the appearance, motion, growth, and basic needs of frogs.
1B. To describe the appearance, motion, growth, and basic needs of toads.
Initial Presentation: Students will be shown an example of a paper page for the class book and a
page on Educreations. The class will help the teacher outline expectations. The teacher will show
students how to use the Educreations app.
Generative Strategy: The class will decide which information will be included in the book. Each
group will be assigned a page.