Instructional Design Project

Name: Katheryn Campbell

WKU ID#: 800365607__

Date:

Lesson Grade Level:

11/14/15

Subject: Science

4th

Authentic Topic: Animal Habitats

Lesson Title: Use Your Imagination!

Objectives/Standards:
Objective
Content Objective:
4th grade students will create an
imaginary animal and its habitat that
will meet all of the animals needs.

Standards
SC-04-4.7.1
Students will make predictions and/or
inferences based on patterns of
evidence related to the survival and
reproductive success of organisms in
particular environments.

I CAN Statements (Learning Targets)

I can make inferences based on patterns of
evidence related to the survival and
reproductive success of organisms in a
particular environment.

Technology Objective:
4th grade students will use multimedia apps
to create an imaginary animal and its
habitat.

ISTE:
Students demonstrate creative thinking,
construct knowledge, and develop
innovative products and processes
using technology.

I can use creative thinking, and knowledge

of animal habitats to create a multimedia
presentation.

Connections:
How does your lesson address the following?
A. Revised Blooms Level
B. Cognitive Complexity

C. Real World learning

D. Engaged learning

E. Technology integration

F.

Context

G. How will you

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Level 6 Create: 6.3 Producing (Constructing) - create an imaginary animal and build a habitat to
meet its needs. Students have been learning about the various ecosystems that animals live in, as
well as research the habitats of zoo animals.
C Level: Level 4
Justification: Students will create an imaginary animal in which they will have to generate ideas
and plan a proper/suitable habitat. Students had to use their background knowledge to create an
imaginary animal, as well as provide elements of the animals habitat that will make it be able to
survive and thrive in a zoo setting.
R Level: Level 3
Justification: Learning simulates real world by creating an animal and habitat that will prove their
knowledge of animal needs and habitats best suitable. They also have spoken to zoo-keepers first
hand about the habitats of the animals held in captivity.
E Level: Level 3
Justification: Students have a choice to create whatever type of animal they want, and the product is
differentiated by learning preferences, interest and ability levels. Students can take their creative
ability to whatever level they are comfortable with, and use the knowledge they learned about
animals and habitats to create a product that is unique to their imaginary animal.
T Level: Level 3
Justification: Once students have planned a proper habitat for their imaginary animal, students will
use multiple multimedia apps in which they will create an animal, habitat and then record
themselves speaking from that animals perspective, describing the habitat and what it needs.
As the classroom teacher, I taught the lessons on animals, ecosystems and natural habitats. I also
collaborated with the LMS in the building on how to successfully incorporate the use of the
ChatterPix app, as well as ThingLink presentation.
I will be co-planning with other 4th grade teachers on the team, as well as the LMS. The LMS is

Instructional Design Project

collaborate with other

professionals in this
lesson?

very knowledgeable with technology, and she will be someone to help trouble shot any issues that
may arise from many pupils using iPads and various apps at the same time. I will also be coteaching with the LMS and the special education teacher who is in my room during science. She
will get the plans a week before the lesson, but plays a little role in teaching as she is often there to
assist with a student who has EBD (emotional behavior disorder). After the lesson has been taught,
the 4th grade team and the LMS will reflect upon the lessons, and make any adjustments to the
lesson for the following year, plan extensions, or remediation activities. Before the lesson, the LMS
and myself worked together on the planning of teaching the lessons on how to use Chatterpix and
ThingLink successfully. After the lessons were taught and students had created their presentations,
the LMS and myself met to analyze their results and grade students presentations based on the
rubric.

Resources:
Pencil and paper: Students will use this for sketching a rough draft of the imaginary animal and
habitat. They will also craft a rough script to use to read into the ChatterPix presentation. (ChatterPix,
Inc., 2015)
iPad: All students must have an iPad to carry out this project. We are going to be app smashing, or in
other words, using more than one app at a time in a given lesson. We will be using 3 apps: ChaterPix,
Easy Photo Doodle Drawing, and ThingLink.
Easy Photo Doodle Drawing App: Students will use this app to create their picture of their imaginary
animal, as well as its habitat. They can choose from a range of colors, marker size, etc. Once they
create the photo to be used, they will save it to the iPad camera roll. (Easy Photo Doodle Drawing,
Inc., 2015)
ChatterPix App: Once students have their picture created onto the camera roll, they will upload it into
the ChatterPix app. Here, they will draw a line over the animals mouth and record their script in
which they discuss the animal and its habitat. Once they have recorded and previewed it, they will
save it to the camera roll. (ChatterPix, Inc., 2015)

ThingLink App: Once their ChatterPix presentation is saved onto the camera roll, they will use the
class login information to log into ThingLink. Here, they will upload their presentation onto the class
ThingLink for everyone to see. (ThingLink, Inc., 2015).

Animoto Video: Students watched the Animoto video I created to get them hooked on the topic at hand
about whether or not animals should be held in captivity or not. Many did not think they should, but
after our visit to the Zoo, they heard first hand all the benefits that zoos provide for our community as
learners, as well as the benefits for the animals.
https://animoto.com/play/QcBwJLUeaGLrl2AcHYf1nw

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Instructional Design Project

Prezi: This presentation was used to teach the various biomes around the world, and also show
students the difference between natural habitats verses captivity habitats (such as in zoos).
https://www.youtube.com/watch?v=8it4oSMIqxs

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Instructional Design Project

Use Your Imagination

Scenario: The local Louisville Zoo is interested in bringing in more animals for others to see and learn about. Create an imaginary animal (it does NOT really exist)
and habitat for the animal using multimedia apps.
Lesson Tasks (directions):
Student Directions:
1.) Brainstorm: Think about what you have learned so far during this unit about animals and their habitats. Use your imagination to design an imaginary animal.
Sketch your animal on your piece of paper using PENCIL only. After you have drawn your animal, add features in the background that are necessary for its
habitat to keep it happy and healthy.
2.) After you have sketched your animal and habitat, write a script on the back of the paper. YOU pretend you are the animal (talk from the point of view of your
animal) and describe yourself, and what you need in your habitat to live a long, happy, healthy life. Make sure to include a minimum of 3 elements necessary
for the zoo to have and maintain in order for the animal to seemingly feel in its natural habitat.
3.) Next, open the Easy Photo Doodle Drawing App on your iPad. Draw your picture on this app using various colors, and font sizes. Be sure to include ALL
habitat needs in your drawing. Once you are finished, save the photo to the camera roll. (To do this, click the rainbow in the top right corner, and choose save
to photo album). (Easy Photo Doodle Drawing, Inc., 2015)
4.) Open the app ChatterPix. Watch the demonstration that comes up when you first open, and then choose Take Photo. Here it will ask you if you wish to allow
access to the camera roll and you want to click yes. Choose your drawing which can be found in the box on the left at the bottom of the screen. Click your
picture, and hit next. Now, it is going to ask you to draw a line over the mouth of your animal. Once you do that, click the red microphone, and begin
recording your voice reading the script you wrote in step 2. Preview the video to make sure you like it and you can hear it clearly. (You can always rerecord if
you need to). Last but not least, you need to save the presentation (after you have recorded and are happy with it) to the camera roll. This is going to save just
like a video saves.
5.) Now you are ready to share! Open the app ThingLink on your iPad, and enter in the login information from the board:
katheryn.campbell@oldham.kyschools.us and PW: camdenstation
6.) Click the + button on the top right corner of the screen to insert your video. Your video will play on the same photo as everyone else. Choose the photo that
says Animal Habitats. Next, click anywhere on the photo, and then click add media. This will ask you to upload your from camera roll. Ta-Da! Enjoy looking
at everyones presentations!

Scoring Rubric for Content Objective:

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Instructional Design Project

CATEGORY

Distinguished

Proficient

Apprentice

Novice

Content

Covers animal and

habitat in-depth with
details and examples.
Subject knowledge is
excellent.

Includes essential
knowledge about the
animal and habitat.
Subject knowledge
appears to be good.

Includes essential
information about the
animal and habitat
but there are some
missing factors.

Animal and habitat

information is
minimal OR there
are several missing
factors.

Habitat
Components

Successfully drew
and named 3 or more
components
necessary for the
animal\'s habitat.

Successfully drew
and named 2
components
necessary for the
animal\'s habitat

Drew and named 1

component
necessary for the
animal\'s habitat

Did not draw or

name any
components
necessary for the
animal\'s habitat.

Distinguished

Proficient

Apprentice

Novice

Presentation

Well-rehearsed with
smooth delivery that
holds audience
attention.
Presentation is
accurate with many
details, in-depth, and
entertaining

Rehearsed with fairly

smooth delivery that
holds audience
attention most of the
time. Presentation is
accurate with some
detail, and
entertaining

Delivery not smooth,

but able to maintain
interest of the
audience most of the
time. Presentation is
inaccurate, lacking
detailed information

Delivery not smooth

and audience
attention often lost.
Presentation is in
accurate with little to
no detail

Mechanics

No grammatical
errors in ChatterPix
voice recording

Three or fewer
grammatical errors
in ChatterPix voice
recording

Four grammatical
errors in ChatterPix
voice recording

More than 4
grammatical errors
in ChatterPix voice
recording

Creativity

Excellent, original,
unique presentation
that shows a large
amount thought.
Animal and habitat
are creative and
inventive

Presentation shows
some original
thought. Work shows
new ideas and
insights

Presentation lacks
originality and has
little evidence of
original thinking

Presentation lacks
originality and
creativity as the
animal(or some form
of) already exists

Scoring Rubric for Technology Objective:

CATEGORY

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Instructional Design Project

Use of
Technology

No technical
problems; consistent
navigation and
formatting; Use of
advanced features/
enhancements such
as color, size,
stickers,
backgrounds, etc.
that are available on
ChatterPix

Few technical
problems; some
consistency in
navigation and
formatting; Some
use of advanced
features/
enhancements such
as color, size,
stickers,
backgrounds, etc.
that are available on
ChatterPix

Several technical
problems and
inconsistent
navigation and
formatting. Little to
no use of advanced
features/
enhancements such
as color, size,
stickers,
backgrounds, etc.
that are available on
ChatterPix

Many technical
problems;
inconsistent
navigation and
formatting; No use of
advanced features/
enhancements such
as color, size,
stickers,
backgrounds, etc.
that are available on
ChatterPix

Instruction Plan
Give the objective number and text from your Goals and Objectives section above.
Describe the instructional activities you will use to engage students toward mastery of your objectives including how you will trigger prior knowledge and adapt
strategies to meet individual student needs and the diversity in your classroom. Be sure to describe higher level thinking requirements in your activities. All
worksheets you use must be included in the Appendix of this lesson file (not a separate file). Bullets or numbered items preferred over lengthy paragraphs. If there
were prior lessons providing background knowledge and skills, begin by briefly describing what pupils learned from those prior lessons. There is not need to give
those lesson activities here.
Learning Targets: Indicate which Learning Targets (LT) are addressed in your instructional activities and assessments.
Objective (# and text)
Copy your Content and
Technology objectives below
from the Goals and Objectives
section above.

Describe Instruction and Activities

Content Objective:

4th grade students will create an

imaginary animal and its
habitat that will meet all of the
animals needs.

Note: Students used their prior knowledge of animals and different biomes in the world before
completing this task. Students were taught about the various biomes around the world, as well as the
different plants and animals that live in each one. They were also taught about the necessities that
animals need in order to survive, flourish and thrive in a specific habitat. In addition, they were taken
to the zoo on a field trip where we discussed animals living in captivity benefits, as well as deficits.
After speaking to the zookeepers, students were informed about the habitats of the animals living there
and how they try to accommodate their natural living quarters within the zoo setting.
First, students began brainstorming an imaginary animal that does not exist in the world today. Next,
they were asked to Sketch their animal on a piece of paper using pencil only. After they have drawn
their animal, they were asked to add features in the background that are necessary for its habitat to
keep it happy and healthy. This might include their shelter, food, space, etc. Next, they wrote a script
describing the animal and the necessary elements of its habitat from the point of view of the animal.

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Instructional Design Project

Technology Objective:

4th grade students will use

multimedia apps to create an
imaginary animal and its habitat.

Revised May 2014

Once they had created their animal and habitat elements sketch on paper, as well as write their script,
students then used the iPad and the app Easy Photo Doodle Drawing to draw their sketch and save it to
the camera roll. Afterwards, students then uploaded their drawing into the app, ChatterPix. After
watching the demonstration on how to use ChatterPix, as well as listen to the lesson taught by the
LMS, students drew a line over the mouth of their animal and began to record their voice reading the
script as the animal. The students loved speaking from the perspective of their make believe animal,
and it allowed for a lot of creativity. Once they had successfully created their ChatterPix video,
students were asked to save their video to the iPad camera roll. Next, they used the app ThingLink to
upload their presentation. They had to use my email and password to log in. (Email:
Katheryn.Campbell@oldham.kyschools.us and Password: camdenstation).
The point of using ThingLink was to be able to access and view all presentations in one place without
having the specific iPad that they used.

Instructional Design Project

Sample Student Work

Student 1: This student wrote her script on loose-leaf paper to prepare for her ChatterPix video. She also
sketched her animal, the Mosin below.
Student 1s script:
Hi, I am a Mosin. I eat mice, and sometimes, small
rabbits. I am an omnivore, and also eat sweet berries and
fruit. We feel at home when we are in a pack. We Mosin
never travel solo. I live in a very damp climate near the
coat of the ocean. I am 2 feet tall. We are also great
hunters.

This student scored Proficient on the content objective,

as well as the technology objective. She could have
described in more depth what the necessities are that the
zoo needs to provide for her animal to create a natural
feel. As far as her technology presentation, she spoke
clearly, used expression, kept my attention, and showed
that it was well rehearsed.

This is a screen shot of the computer where you can see the students ChatterPix video has been uploaded for
viewing. To view the presentation, go to www.thinglink.com and use the following email and password:
katheryn.campbell@topper.wku.edu Password: camdenstation

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Instructional Design Project

Next, go to the ME tab in the upper right corner, and click on the image as shown below. It also is titled
Mosic by Avi Bayless
Student 2: Student 2 created the Polafish.
Student 2s script:
I am a Polafish. I live in the water, as well as on
land. However, I need water to survive, which
requires a pond or small body of water. The food
I eat is fish and eggs from other animals. I love
to hide. I need grass and trees to hide. I also am
very social and need friends to play with so I am
happy.

This student scored proficient on the technology objective but apprentice on the content objective. He
did not give enough information to describe the necessary needs of his animals habitat, as well as only
have one component in the drawing to showcase their needs.

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Instructional Design Project

This is a screenshot of student 2s ChatterPix

video.

This is a screenshot of the two presentations uploaded to ThingLink. www.thinglink.com

Email: katheryn.campbell@topper.wku.edu PW: camdenstation

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Instructional Design Project

References
Animoto (2015). Animoto Inc. Retrieved from https://animoto.com/play/QcBwJLUeaGLrl2AcHYf1nw
Chatterpix (2013). Duck Duck Moose [Mobile application software]. Retrieved from http://itunes.apple.com
Easy Photo Doodle Drawing Free (2015). Xuehui Wu [Mobile application software]. Retrieved from http://itunes.apple.com
ThingLink (2015). Thinglink Oy [Mobile application software]. Retrieved from http://itunes.apple.com

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Instructional Design Project

IMPACT: Reflection/Analysis of Teaching and Learning

1.

INSTRUCTIONAL DECISIONS:
Describe one occasion when pupil responses or other performance/ behavior required a change (adaptation) in your
instruction from the original lesson plan. Do not describe administrative activities such as setting up equipment. Describe
changes made in your instruction for pupils. Explain what was done, for which objective, and how the change improved
pupil learning for that objective. Was it done for one pupil or for the whole group?
One change I had to make during my instruction with the content objective was when going over the student directions.
Students were becoming very creative with their choices for their imaginative animal. However, they were not using their
background knowledge to describe the necessities of a natural habitat. They were struggling to make the connection that
they were basically creating the animal and habitat that will be at the Louisville Zoo. Students were being pretty vague in
what they would need to include in their habitat to make it as natural as a habitat could be for that animal. So, I had to
use the catch and release strategy to pull students back in and remind them that they had to take the knowledge they
gained from our field trip to the Louisville Zoo, the information that the zoo-keepers gave us, and transfer that knowledge
to create a living habitat for their animal that would mimic their natural habitat in the wild. This was done whole class, as I
noticed many students were getting carried away with the creative and imaginative part, rather than using their schema and
knowledge learned to transfer into their creation. This change greatly improved their products. For example, they went
from just saying that their animal needs food, to needing adequate space in the zoo for the size of their animal.

2.

LESSON REFLECTION:
a. Select the instructional objective for which pupils had the greatest success. Explain possible reasons for this success.
What things under the control of the teacher were done well?
In my opinion, students had the greatest success with the technology objective. Students did a wonderful job sketching
their animal and habitat in the doodle app, as well as create their ChatterPix video. I was worried about students being able
to write a script and explain their animal in enough detail in the 30-second time slot they were given with the ChatterPix
app. However, they wrote their scripts, practiced thoroughly and were able to successfully record themselves speaking
from the perspective of the animal in that allotted time frame. I did however have a back-up plan for my slower readers. If
the students were not able to get their whole script in that 30-second time slot, they were going to create a Part B video
and add that video to their ThingLink image.
I also think that the students did very well with the content objective after the teacher clarified the information and
directions for them. They went from wanting to just create an imaginary animal, to including the information they had
learned to also create an amazing habitat for that animal in the Louisville Zoo.
b.

Select the instructional objective on which pupils had the least success. Explain possible reasons for this. What things
under the control of the teacher could have been managed more effectively?
The content objective, SC-04-4.7.1, was definitely the objective I feel students struggled with the most, as mentioned
above. I feel like the teacher could have explained the situation and directions in a better way, to prevent the confusion that
took place. Students learned several lessons about animals, their habitats, survival and reproductive patterns based on their
habitats, etc. However, when the actual scenario was posed, students just wanted to run away with the creation of an
animal, and not apply the skills they had learned about animal habitats.

c.

Reflect on possibilities for your professional development based on the designing, implementing, and assessing instruction
for this project. Discuss at least two areas of your professional competence that should be a focus for further training for
you.
One area I would like to work on is gathering more apps and technology tools for my toolbox when it comes to creating
digital presentations. I think ChatterPix worked great, but I found that 30 seconds was hard for students who have poor
fluency. I also found that ThingLink is great for gathering multiple medias in the same place, but I think it is definitely
meant more for having multiple videos per student.
Another area I would like to work on is deepening my understanding about the content of what students truly need to know
about the patterns of evidence related to the survival and reproductive success of organisms in particular environments. The

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Instructional Design Project

more I was teaching this, the more I got confused about how deep to really take the 4th graders, especially on the
reproductive patterns.
d.

Discuss how you considered the diversity of pupils in planning and teaching this lesson. Diversity can include special
populations, ELL, different learning styles, ethnic differences, gender, economic differences, etc.
The learning style inventory that I gave at the beginning of the year always helps me in my planning process with all of my
lessons. I try to incorporate a little of all styles to keep everyone engaged. I found that my Animoto video and Prezi on
whether animals should be held in captivity or not really motivated students and hooked them into the topic. It was a great
for my visual and auditory learners. I also wanted to allow for creativity, and I think the end product of the lesson with
creating an imaginary animal lended itself well to those learners. The ChatterPix app was great for my auditory learners,
and they were able to communicate their thinking very well.

e.

Discuss your role in this lesson. Were you the classroom teacher, library media specialist, TRT (technology resource
teacher), or other? Discuss how you collaborated with other professionals in creating and/or teaching this unit.
In this lesson, I was the classroom teacher. I worked closely with the LMS, and she was a huge asset when it came to
teaching the technology standard. She created wonderful lessons on how to use ChatterPix and ThingLink, as well as
provide an extra set of hands when putting 27 iPads into the fourth graders hands. I also worked with her on the planning
of this lesson, as well as analyzing the students presentations, and using the rubric to grade appropriately.

REFINEMENT: Lesson Extension/Follow-up

1.

Based on your reflection, discuss plans for subsequent lessons to reinforce and extend understanding particularly for
students who did not make satisfactory progress.
I definitely think I need more lessons on animal habitats. I do not feel like I was successful in teaching that standard due to
the lack of transfer of knowledge into their presentations. I definitely think that this lesson and task should come later on in
the unit. I want to touch base on more than just the animals needs, but also on what makes a natural habitat different
from a habitat in captivity. I think if students compared these more, they would be able to successfully voice what elements
the zoo would need to have in order to ensure that animal is just as happy in the zoo as in the wild.

2.

Include ways in which you would change this lesson if you were to teach it again.
I would add more lessons prior to teaching to the lesson on the difference in habitats from the zoo to the wild. I would want
to discuss the positive and negatives of both more in depth.

3.

Give suggestions for increasing the CReaTE level of this lesson.

I think that in order to increase the CReaTE levels for this lesson, it would need to be more student- led. Students were
given a scenario and asked to create a product. To take this to the next level, I think students should have to hear the
information presented and design their own product to prove their understanding. This would allow for more students to
truly showcase their learning styles as well.

How to Submit:
1.

Submit this IDP to EPS.

2.

Submit the following to DropBox:

a. Personal Reflection and Self-evaluation
b. Student sample project from your IDP
c. Your evaluation of the student project using your Content Objective and Technology
Objective scoring rubrics

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Instructional Design Project

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Instructional Design Project