Student/Client Instruction Plan Form

University of West Georgia

Rachel (Taulbee) Wise

Demographics Section
Name of School/District/Worksite
Lovinggood Middle School/Cobb County School District/Science Department
School/District/Worksite Demographics
The state of Georgia has a total of 13 K-12 schools, 1,321 elementary schools, 483
middle schools, and 450 high schools. Cobb County is the largest school district in the
state of Georgia with approximately 68 elementary schools, 25 middle schools, and 16
high schools throughout the district.
Worksite Demographics:
Lovinggood Middle School enrolls students living within Powder Springs city limits.
Some students can apply to transfer under the School choice law and go to
Lovinggood but must fill out an application and await approval.
White 48%, Black 34%, Hispanic 9.7%, 2 or more races 5%, Asian, 2.7%, American
Indian 0.3%
The females make up 49.4% of the population while the males make up 50.5%.
There is adequate technology available in all classrooms including a mounted ceiling
projector, surround sound, Wi-Fi access, DVD/VHS player, a printer, one desktop
computer, and a document camera. In addition, all teachers are given a laptop for school
use for the time they serve within the county. Some classrooms have Promethean
boards and the others have recently received e-beams to transform their whiteboards
into electronic boards. All teachers have a set of I-Respond remotes although only 6 of
the newly revised sets are available throughout the school. Although they arent used as

often because of a lack of training, interactive Class Pads are available to all teachers as
well.
Learner Characteristics

Potential Demographic Impact on

Assessment

Lovinggood Middle School educates students enrolled in 6th through 8th grade. With a
total of 1427 students, Lovinggood is currently the largest middle school in the district.
Because we educate students in their least restrictive environment, students with special
needs are served in a co-taught setting with a general education teacher and a special
education teacher combined. Gifted learners are enrolled in at least one Advanced
Content course providing them with a minimum of give segments per week of
differentiated instruction. We also offer ESOL services for students. Many students at
Lovinggood are also being served accommodations under a Section 504 plan and are
also enrolled in the typical general education classroom setting.
Special Education- Unfortunately, Lovinggood only offers small group classes for
Math, Language Arts/Reading courses and does not offer it for Science and Social
Studies classes. Therefore, results from state assessments in the science and social
studies categories tend to decrease because they arent provided with as much support
as they need in these subject areas throughout the year. Most SPED students have
accommodations for extra time on tests, for the tests to be read aloud, etc.
Gifted Education- Our Gifted students are served in Advanced Content classes and are
not pulled out of any class to attend gifted courses. They do not miss any class time
in order to be served in their gifted class. Gifted students often do well on assessments
with the majority of them exceeding state standards.
ESOL- Because these students typically have a hard time understanding and/or
communicating the English language, they may struggle to understand assessments
throughout the year as well as on statewide assessments.
Section 504- Every childs case is different, but depending on the medical issue
described in the childs 504 plan, students have access to accommodations and extra
support from the classroom teacher as well as have access to hospital-homebound

services if needed.

Potential Demographic Impact on

Instructional Strategies/Activities

Free or Reduced Lunch- Because some families do not have the proper income to
financially support a student throughout the year, some students receive free or reduced
breakfast and lunch. These students may also arrive to school needing bathed or in need
of school supplies. The counselors and various teachers throughout the building often
keep extra supplies and items on hand to assist with these needs.
Special Education- Instruction continues in the classroom with accommodations
followed according to the students IEP (Individualized Education Plan) and is
supported by the special education teacher and/or case manager.
Gifted Education- Because the Advanced Content courses are taught at a higher-level
and strive to provide students with a deeper understanding of the content, Gifted
students may opt to attend optional tutoring sessions provided before and after school
for the various subject areas. Most teachers also update class blogs regularly and
students can visit these blogs for additional support or to download any work that may
have been missed in case of an absence.
ESOL- These students may need additional support for daily classroom tasks. This
support can come from an ESOL teacher who may be in the classroom at the time or the
support may have to come from the childs academic teacher. Many textbooks are
offered online and have access to an audio version of the text. This is very helpful to
some ESOL students.
Section 504- Every childs case is different, but depending on the medical issue
described in the childs 504 plan, students have access to accommodations and extra
support from the classroom teacher as well as have access to hospital-homebound
services if needed.
Free or Reduced Lunch- These students may need access to extra paper, pencils, class
notebooks, etc. in order to have the materials they need to be successful in class.

Standards Identification Section

Grade Level/Client Group Selected

7th grade Life Science

Content or Information Area Selected

Advanced Content Life Science class:

The seventh grade science program is a process oriented, activity centered approach to
life science, which encourages the ability to think critically. Students are expected to
solve problems that demonstrate an understanding of basic biology. There is a focus on
content related reading comprehension and on content related writing.
The curriculum and instructional strategies for this course are differentiated in content,
pacing, process skills emphasis, and expectation of student outcomes from the typical
7th grade Life Science course. Curriculum content has been designed for mastery and
extension of state and district performance standards. The course is appropriate for
students who have high achievement and interest in science. The district has established
criteria and guidelines to identify students who will be successful with the advanced
curriculum offered in Life Science. Students are placed in this class according to
specified indicators of demonstrated exceptional ability and motivation. Students must
meet continuation criteria to remain in the class.

Specific Georgia Performance Standards or

Common Core Curriculum Standards
(include the actual standards, not just the
number/letter designations)

Standard:
S7L2 a. Explain that cells take in nutrients in order to grow and divide and to
make needed materials.
Objectives:

Explain that cells need to maintain homeostasis

Explain passive transport and diffusion
Define the process of osmosis
Explain the process of active transport and the role of ATP
Explain the processes of endocytosis and exocytosis

Develop a solution to a real world problem

Solve a mystery involving the diffusion process

Correlation of AASL Standards for 21
1.1.2. Use prior and background knowledge as context for new learning.
Century Learner Standards that could
1.1.9. Collaborate with others to broaden and deepen understanding.
support the specified Georgia Performance 2.1.3. Use strategies to draw conclusions from information and apply knowledge to
Standards or Common Core Standards:
curricular areas, real-world situations, and further investigations.
(include the actual standards and indicators, 2.3.1. Connect understanding to the real world.
not just the number designations)
3.4.1. Assess the processes by which learning was achieved in order to revise strategies
and learn more effectively in the future.
4.1.7. Use social networks and information tools to gather and share information.
4.4.6. Evaluate own ability to select resources that are engaging and appropriate for
personal interests and needs.
Correlation of ISTE Technology Standards ISTE Technology Standards include:
that could support the specified Georgia
1b. Engage students in exploring real world issues and solving authentic problems using
Performance Standards or Common Core
digital tools and resources.
Standards: (include the actual standards
2d. Provide students with multiple and varied formative and summative assessments
and indicators, not just the number
aligned with content and technology standards and use resulting data to inform learning
designations)
and teaching.
3b. Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation.
4b. Address the diverse needs of all learners by using learner-centered strategies and
providing equitable access to appropriate digital tools and resources.

st

Content Analysis
To complete a content analysis you will review the content you plan to cover in your lesson/activity. In the box below you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.
Students will be able to apply the concepts of osmosis and diffusion to read world situations. A pretest will separate students based on
their knowledge of the cellular processes providing a basic and more advanced level of understanding among the two groups.
Osmosis is the diffusion of water through a membrane.

Diffusion is the movement of molecules from high concentration to low concentration.

Know the difference between active and passive transport and examples of each.
More advance level- Understand the concepts: hypertonic and hypotonic in relation to the cell membrane.
Understand how molecules move along a concentration gradient.
The learning activities will take a variety of forms including use of technology, teacher as facilitator, peer discussions, and hands-on
lab experiences.
Learning Questions:

How do cells take in nutrients in order to grow and divide and to make needed materials?
How do you explain the relationship between the structures and functions of cell organelles?
How do cells maintain homeostasis in changing environments?
Why are the crops dying? (Case study on farmers crops)
Advance level- Forensics Case study involving the location of death in a criminal investigation

Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment
The needs assessment step is the first step in the instructional design process. Basically in the needs assessment process the instructor
is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The purpose of this step
is to establish the content around which the instruction is to be designed. Typically content is derived from curriculum guides and
textbooks but even then, decisions must be made in order for the curriculum to match the students. The Georgia Performance
Standards and Common Core Standards make it even more critical that this step be included in the planning process because most
schools are not using textbooks they are relying on the media center and on-line materials. Needs assessment is important in order
for curriculum to move students forward from where they are. A needs assessment is a process that consists of the determination of
gaps in results between what is and what should be. Three important points make the needs assessment process unique, powerful, and
different from the typical process in determining content:
The needs assessment process concentrates on results rather than on means.
The content that is determined by using the needs assessment procedure is content that has not been mastered by the student/
clients.
The needs assessment procedure recognizes that a value judgment is involved.

A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
established standards.
what is being taught somewhere else.
what will be needed in the future.
asking the population to be taught.
requests from students/clients.
Step or Phase
Task to be Considered
This column is where you will type your information
Phase 1 Generate Goals - Goals
List some general goals for After reviewing the required Georgia Performance Standards for
are generated with respect to the
the content area and grade the cells unit, I want students to meet the following goal:
subject matter that ought to be
level selected.
mastered. These goals can result
Students will be able to define osmosis, diffusion, concentration
from studying course syllabi,
gradient, and other concepts involved in cellular transport. My
processing survey results,
goal is to have them not only be able to define these concepts, but
responding to requests from
also to be able to apply their knowledge to new situations and
students, or reviewing many other
solve problems.
input categories.
(See also learning questions listed above)
*The previous unit will teach students the different types of cells
and the organelles in each. They will already be able to identify the
organelles and the specific functions of each before moving on to
this lesson teaching the cell processes.
Phase 2 Rank Goals Whoever is
involved should be asked to rank
the goals statements as to
perceived importance.

Rank the goals generated,

listing the most important
goal first.

Phase 3 Determine Extent to

Which Goals have already been
met
Assess Prior Knowledge the
result of this determination is a

Describe the types of

information and how that
information could be
gathered that would help
determine which goals the

1- Understand osmosis and diffusion

2- Apply that knowledge to a simple situation (potato lab or
gummy bear lab)
3- Use knowledge of cell processes to solve a more complex
problem that is unfamiliar to them. (2 real world problems)
Unfortunately at this 7th grade level, most students do not
understand these concepts coming in to the lesson. The pretest will
demonstrate their level of understanding. Those who achieve on a
higher level will move beyond the basic lessons teaching the cell
processes terms and will continue to work towards the more

discrepancy statement describing

the difference between what ought
to be and what is that is, the
need.
Phase 4 Prioritize Needs this
step is a needs analysis. Questions
are asked regarding the probability
of obtaining a particular goal
given the resources available and
the existing learning environment.
The ranking that from this step
might differ from Phase 2.
Although a goal may have
received high priority in the initial
listing, resources required and
realization of the goal might result
in a lower priority for actual
implementation.

students have already met

through previous
instruction.
After prior knowledge has
been assessed describe
which instructional needs
or concepts need the most
attention.

advanced problem solving activity.

1- Conduct pretest
2- After initial instruction, the first step to understanding will
be to observe the students ability to explain the processes
of osmosis and diffusion in a lab. This lab write up will
determine whether they can move on or if they need
remediation.
3- Those in need of further remediation on the meaning of the
terms passive transport, active transport, osmosis,
diffusion, endocytosis and exocytosis will complete an
interactive activity on EduSmart using the Promethean
Board.
4- Those who demonstrate mastery of the concepts applied in
the lab will move on to complete one of two real-world
problems/case studies.

Step 2 Learner Analysis

The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at the
same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase
Task to be Considered
This column is where you will type your information
Student Learning Styles
Describe process used to
At the beginning of the year, students completed a learning style
The text describes both
determine the learning
inventory determining their strengths and weaknesses. Students
unidimensional procedures and
styles of the students and
can understand what learning style methods best suit their
multidimensional procedures to
the information gained.
learning/understanding. By doing so, students can supplement
identify learner characteristics.
assignments or lessons throughout the year by adding their own
resources to support their specific learning style. Each unit

throughout the year provides various lessons involving methods

designed to meet a variety of learners needs whether that is more
visual or kinesthetic or auditory.
Learning Tools Inventory
The text presents the philosophy
that successful learners possess a
variety of learning tools that
enable them to acquire and
process information successfully.
These tools are often thought of
as critical thinking skills or as
metacognitive abilities.

Describe process used to

determine the most
effective learning
tools/strategies to be used
in the instructional unit.

Because I will have given a pre-assessment prior to

beginning this unit on cell processes, I should have a good
idea about students prior knowledge on the subject.
Determining whether students already understand the key
vocabulary associated with this unit will help determine
how much additional vocabulary instruction needs to be
present. Vocabulary will include: osmosis, diffusion, active
and passive transport, concentration gradient, hypotonic,
hypertonic and isotonic.
A review of the cell organelles may need to occur such as
the cell membrane, mitochondria, and cytoplasm.
Provide hands-on, real-life lab situations where they can
see the cellular concepts in action. It helps for students to
witness the potato taking in the water and getting harder
overnight rather than just reading the definition and
memorizing it.
Providing probes in the beginning of the unit to determine
how the students are understanding the concept and what
misconceptions they may have.

Step 3 Instructional Objectives

In the first step of the instructional design process, needs assessment, the instructional content was determined and broad goals were
identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives step is to
translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional objectives answer the
question, What will a learner be able to do when the goal has been met?
Step or Phase
Task to be Considered
This column is where you will type your information
Primary Objectives typically have Develop at least five
Students will:
four components:
primary
Students will complete a potato lab with at least 85%

* Description of the learner

* Description of the behavior that
will demonstrate that the goal has
been reached
* Description of the conditions
under which the behavior will be
performed
* Description of the degree to
which the stated behavior must
occur for the instruction to be
judged successful

measurable/observable
instructional objectives for
the instructional unit based
on the goals developed in
Step 1. Indicate the
Georgia Performance
Standards or Common
Core Standards and AASL
Standards for 21st Century
Learner and ISTE
Technology Standards that
support the objectives.

accuracy. To determine level of understanding, an in-depth

look at the analysis and conclusion section of the lab will
be needed. A rubric will be used to determine accurate
scoring of the lab write up.
Students will compare and contrast active and passive
transport on a ticket out the door. If done correctly and
with 100% accuracy, students can then move on to the next
activity. Those who still have misconceptions will
complete an interactive remediation activity using
EduSmart software with the
teacher.
After completing the Osmosis Gizmo lesson online,
students will earn an 80% or higher on the Gizmo online
quiz to determine mastery of the content.
Two leveled problem based case studies- Students must
correctly solve the problem in order to demonstrate
mastery of the lesson. If some students need more help,
they are able to see the teacher for a hint card. By taking a
hint card, students will lose points.
Students will earn an 85% or higher on the Osmosis and
Diffusion post-test to demonstrate mastery of the content.
Complete a forensics lesson by writing a detailed
description to determine where a persons place of death
occurred based on the information provided. Students must
understand concepts of osmosis/diffusion in order to solve
this problem based learning activity. They must use key
vocabulary in their write up as described on the rubric.

Learning Questions:

How do cells take in nutrients in order to grow

and divide and to make needed materials?
How do you explain the relationship between the

structures and functions of cell organelles?

How do cells maintain homeostasis in changing
environments?
Why are the crops dying? (Case study on
farmers crops)
Advance level- Forensics Case study involving
the location of death in a criminal investigation

Step 4 Assessment of Student/Client Performance

This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment that is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the effectiveness
of instructional techniques, materials, and activities. Authentic assessment must be based on authentic content. Material should be
based on important concepts and assessment should be directly related to those concepts. Material should be consistent with state,
district, and school curriculum guidelines to provide continuity for students. Real-life experience should serve as a base for the
material. The developmental progression of students must be taken into account. When background is missing, that information must
be included in the material. Material should require higher-level thinking. The appropriateness of the assessment for the content being
taught and the effectiveness of the activities and instructional strategies will both reflect the successfulness of teaching and learning.
Step or Phase
Task to be Considered
This column is where you will type your information
Assessment Strategies
Describe the variety of
The elements within S7L2 will be mastered by the student within
Four questions can guide the
assessment strategies to be the range of 85-100% accuracy.
development of assessments:
used throughout the
Acceptable student performance will be determined on a standard
* What do you want students to
instructional unit to
100 point scale and/or with the use of rubrics to ensure fair grading
know and be able to do?
determine the extent to
practices. Feedback will be constructive and will be provided
* What will count as acceptable
which the students
throughout the lessons. Positive reinforcements will be given in
performance?
achieved the primary
the form of verbal and written praise and handing out Silver Hawk
* How can you ensure expert
objectives indicated in Step cards. Students can use these hawk cards to purchase small prizes
judgments?
3.
and free time outside every two weeks.
How can you provide feedback?

Assessments will be offered in the form of pretests and posttests,

laboratory experiences, tickets out the door, formative probes to
assess misconceptions, and assessments using technology online.

Step 5 Strategies and Activities Development

At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives are
selected and after the learner analysis is conducted. The development of instructional objectives and information gathered through the
learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the source
of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teachers judgment as to the range of instructional activities feasible.
Step or Phase
Task to be Considered
This column is where you will type your information
Resources/Materials
List the resources to be
Holt Life Science textbook
There are endless resources
used by the teacher and
Gizmo online interactive software (demos provided in
available today to assist in the
media specialist/
order to effectively allow the class to login for the
selection of appropriate learning
technology specialist in the
Osmosis lesson; Teacher materials are provided as well
strategies and activities for a
development of the
as the Gizmo Osmosis Assessment given after the lesson
specific group of learners and in
instructional unit. These
NSTAs Science Probes book
support of specified content.
are the resources you use
The Promethean board and EduSmart software
These resources include but are
for planning not
Access to print/copy both real world problems to create
not limited to:
materials students would
organizers for students
* Teacher Editions of textbooks
use.
Students and teacher needs to have Internet access to
* Professional resources
perform necessary tasks in the computer lab as well as
journals, planning materials
assessments taken on their own device. Computers need to
* Grade level, school, and district
be able to view video files (which they all do) so students
developed resources
can watch the recorded PPT lesson/video on Cell Processes
* Resources available from state

DOE
* Internet resources
Activities and Strategies
In order for students to develop a
repertoire of learning strategies
there are times when they have to
actually have to be taught those
strategies (page 164)
Activities will be teacheroriented, group-oriented, or
student-oriented. The source of
guidance for the students, and the
cognitive and physical
environments must also be taken
into consideration as the most
appropriate strategies and
activities are identified.

Briefly describe five

potential activities for the
instructional unit. Indicate
one activity that will be the
focus of the detailed lesson
plan. This one activity is
the only one for which you
will develop a detailed plan
in Step 7.

1- Take a 10 question multiple choice pre-quiz to determine

students prior knowledge.
2- Watch a video (recorded lesson over the material) on Cell
Processes and answer the following questions:

What is diffusion?
What is osmosis and how is it different from diffusion.
What is passive transport and what are some examples?
What is active transport and what are a couple of
examples?

3- Students will complete a Potato Lab showing osmosis in

action when a small piece of potato is placed in salt water
and another is placed in distilled water.
4- Students will complete an interactive GIZMO lab on
osmosis and diffusion using an Internet connection and a
temporary username and login. After completing the
module, they will complete a 5 question assessment over
what they learned.

5- Students will solve a mystery about King Z and the reason

behind his death.

Step 6 Materials Selection

Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time

viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are purchased,
used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be made only
after considering several sources of information this information is available only as a result of the instructional objectives step, the
learner analysis step, and the assessment of student performance step in this instructional design process (steps 2, 3, 4). Considering
these three sources of information will prevent the waste of funds used to purchase materials and will prevent disastrous learning
situations. After materials have actually been used with students/clients it is critical to reflect on the effectiveness of the materials. If
the materials were considered to be ineffective was it because of the materials or because of the way in which they were used. It is
important to determine if changes would need to be made in the planning for future use of the materials.
Step or Phase
Task to be Considered
This column is where you will type your information
Materials to Used
List all of the materials
1- Copies of the 10 question pre-assessment will be needed or
The selection of materials
needed by the instructor
adequate number of devices/laptops in order for students to
involves 5 tasks:
and students/clients in
take the pre-assessment online using Socrative or Google
* Selecting the format of the
order to successfully
Forms. An answer key is needed in order to grade it as well.
material
implement and participate
2- Teacher must have access to Camtasia or another video
* Identifying the specific
in the lesson. These are the
editing software in order to create the recorded PPT lesson
materials
materials that will actually
on Cell Processes. In this case, the video is already created
* Locating reviews of the
be used during the
and therefore students will just need access to a computer,
materials
activities described in
cell phone/tablet with Internet connection and headphones
* Previewing the materials
Step 5.
to hear the recorded lecture.
* Evaluating the materials with
3- Potato Lab: This lab requires 2 small cubes of potato for
actual learners
each student, two cups labeled salt water and distilled water,
permanent markers for labeling, access to salt to create salt
water and a container of distilled water. Rulers and
electronic balances will also be needed to record the starting
length/width/height and mass as well as the after soaking
measurements. Student copies of lab sheets as well as the
instructional PowerPoint directions are needed as well.
Teachers will need to use the overhead projector to post the
PPT to discuss with students.
4- For the GIZMO interactive lab, computers with Internet
access are needed as well as a login and password for the
students to access the lesson. Teachers can sign up for a free

30-day trial to Gizmo and generate a login and password

that will work for the class. No materials are needed for the
assessment unless the teacher wants to create paper copies
of it as well as the one accessed through the Gizmo online.
5- The King Z mystery only requires one sheet of paper
describing the scene as well as a spot for students to write
their analysis of the problem. Hint cards will need to be
provided in an envelope that the teacher holds onto.
Students may request a hint card if they get stuck within the
lesson, but it will slightly affect their overall grade on the
assignment.

Step 7 Implementation Plan

The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and able
to carry out. When designing instruction it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
What facilities and equipment are required?
Is there special lighting, space, or ventilation required?
What support staff are required to implement the instruction?
Is the administrator aware of the costs of implementation, and has this persons support been gained? Are resources available
for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructors
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase
Task to be Considered
This column is where you will type your information
Primary Instructional Objectives
List the primary observable Students will complete a potato lab with at least 85% accuracy. To
You will be able to pull these
instructional objectives for determine level of understanding, an in-depth look at the analysis

objectives from Step 3 or at least

be able to take objectives from
Step 3 and make them even more
specific for this particular activity.

Briefly Describe Learner Group

This description can be developed
based on the information gathered
from the Demographic section,
Needs Assessment (Step 1) and
the Learner Analysis (Step 2)

the selected activity.

Indicate the Georgia
Common Core
Standards/Georgia
Performance Standards,
Information Literacy
Standards/Technology
Standards that support
those objectives.

Describe the
students/clients who would
participate in the activity
including the learning
styles and preferred
learning tools/strategies of
the students/clients.

and conclusion section of the lab will be needed. A rubric will be

used to determine accurate scoring of the lab write up.
S7L2 a. Explain that cells take in nutrients in order to grow and
divide and to make needed materials. (georgiastandards.org, n.d.).
1.1.2. Use prior and background knowledge as context for new
learning.
1.1.9. Collaborate with others to broaden and deepen
understanding.
2.1.3. Use strategies to draw conclusions from information and
apply knowledge to curricular areas, real-world situations, and
further investigations. (AASL, 2015).
ISTE Technology Standards include:
1b. Engage students in exploring real world issues and solving
authentic problems using digital tools and resources.
2d. Provide students with multiple and varied formative and
summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching.
(ISTE, n.d.).
7th grade Life Science students have a combination of auditory,
visual and kinesthetic learning styles as indicated by a learning
style profile conducted during the first few weeks of school.
Depending upon the class period, the students may be a
combination of advanced content/gifted students, general
education students, and students with a 504 or IEP.
Auditory learners will do well with the class discussion
prior to the lab as well as after the lab has concluded.
Visual students will appreciate the photographs of how the
lab should be setup. These photos will be dispersed through
the Power Point guiding the lab procedures.
Kinesthetic learners will thrive using the hands-on

Pretest/Assess Prior Knowledge

This description can also be
derived from information
gathered in the Needs Assessment
(Step 1)

Describe the process used

to assess student/client
prior knowledge as it
relates to the specific
content of this lesson.
Describe how the
information gathered
would impact the
continued development of
and implementation of the
lesson plan.

Motivating Activity/Launch
This type of activity can include
strategies to prepare the learners
for the activity; advance
organizers; etc.

Describe the strategy to be

used to gain student/client
attention and develop
interest in the content of
the lesson. This activity
must be connected to the
content of the lesson. How
you will start the lesson to
engage and motivate
learners.
Describe the content and
procedures of the lesson.
What you will say and do.
Questions you will ask.

Description of Lesson
Presentation
This section will include the
procedures for the activity what
is going to take place; who is
going to do what; etc.

application of the lab and being able to touch and

manipulate the materials to demonstrate osmosis.
Students prior knowledge would be individually assessed with the
10 question pre-assessment. If a student happens to master the
pretest with a score of 80% or more, they will be provided with an
extension activity and/or more challenging lab experience
involving dialysis tubing. (high school level lab) Most likely, the
potato lab would be most appropriate for students in the AC Life
Science course and an easier, Gummy Bear Osmosis Lab, would
be used for the students in the general education science course.
All students would have already been introduced to the key terms
associated with this lab previously in the unit including osmosis,
diffusion, passive and active transport and concentration gradient.
The lab serves as a hands-on approach to demonstrate these
concepts to give students a look at the terms in action.
For the introduction into diffusion and osmosis, the teacher will
spray a steady stream of air freshener along the front edge of the
classroom. As students start smelling the fragrance, they will raise
their hand silently. Visually, students should observe that the kids
in the front row nearest the spray will smell it first and those in the
far back corner of the room will raise their hands last. This shows
how the molecules have spread from an area of high concentration
to an area of low concentration. A short ticket out the door will
have students record what they learned about how molecules
naturally want to move from high to low concentration.
Teacher will instruct students to write their name on their lab sheet
and silently read the lab procedures found on the front white board
(PPT) as they enter the room. Teacher will then show students the
location of the lab materials they will need for this class period.
Teacher will remind students of their assigned seats and class jobs
such as materials manager, recorder, etc. Students will then start
the lab by following the procedures below:

Potato Lab Procedures

1. Download/print the lab worksheet for students
2. Get two plastic cups
3. Cut a potato into 2 pieces of equal size. Approximately
1cm x 2cm x 3 cm
4. Take the measurements of the potato and record as
indicated on the lab report.
5. Label one cup salt and the other distilled water.
6. Fill one cup with a 20% salt solution and the other with
distilled water.
7. Place the corresponding piece of potato in the salt and the
tap water.
8. Allow the pieces of potato to sit for approximately 8 hours
or overnight.
9. Observe the outcome and complete the lab report.
10.Submit the lab report.

Provisions for Participation

Instructors always need to be
prepared for those times when an
activity does not go as intended;
be prepared to ask probing
questions to keep the activity

Describe how the lesson

would be structured so that
all students would be able
to successfully participate
in the lesson. What
students will do.

After completing the initial lab report on day 1, students will save
the last 8 minutes of class for a quick lab clean up and to watch a
short Brain Pop video on Osmosis. The following day, students
will calculate the percent change in height, width, and length and
finish the final analysis questions on the lab report before turning
it in for a grade. Students will then make sure to clean up their lab
station and complete a ticket out the door explaining why the
potato changed the way it did.
If for some reason the teachers computer was not accessible in
order to display the Power point with the lab procedures, the
teacher would have a class set of the PPT procedures printed on
paper and ready to hand out to each table.
Teacher must circulate around the room asking students to state

progressing; etc.

Closure

How you will end the

lesson. Summary of the
content of the lesson.

Posttest/Assessment of Learning
In Step 4 you described the main
assessment strategies for the unit.
In this section you will describe
what the students will do at the
end of the lesson to demonstrate
they have met the specific
objective for this one activity.
Results of Learning
Since you are not able to
implement the actual activity this
semester, you only need to briefly
describe what you expect the
students to be like as a result of

Describe the assessment

strategies/activities to be
used to determine and
document student/client
achievement of the
instructional objectives of
the lesson.

their hypothesis and why they think that will happen to the potato.
On day 2, the teacher will ask the students why the potatoes feel so
differently with one being hard and crisp and the other more
flexible, squishy and turning grey? She will ask what happened to
the overall size of each potato sitting in salt water versus the one
sitting in the distilled water. Teacher will probe students to
determine why the potatoes changed so muchwhat happened to
the water in each of the cups? Teacher will encourage lab groups
to work together to come up with ideas about what happened to the
potatoes overnight. This will encourage group conversation and
peer teamwork.
At the conclusion of day 2 of the lab, students will be given a few
minutes to answer the ticket out the door asking them to describe
how this lab demonstrated the process of osmosis. To ensure
students are on the right track, the teacher will ask for volunteers
to share their ideas aloud with the class. Any misconceptions can
be redirected on the spot if needed. The answers to the ticket out
the door will show which students are able to connect their content
knowledge to the real world experience of the lab.
As described above, one of the assessments will consist of the
ticket out the door. Students will be given informal feedback on
their ticket out the door in order to help prepare them for the post
assessment.
In addition to the TOD, students will be given the 10 question post
test to see if their knowledge of the material has changed after
completing the hands-on lab.

Describe the progress made

by students/clients as a
result of the lesson
knowledge they gained,
skills they attained or
improved, etc.

I expect the students to be engaged in the lesson due to the

excitement of being able to complete a hands-on lab. By allowing
them to work in pairs at their lab tables, students will have another
peer to bounce their ideas off of and collaborate on the lab
analysis. By providing the lab setup photographs within the lab
procedure Power Point, students will have more confidence that

the activity.

Summary of Instruction
Again, since you are not able to
implement the activity this
semester, simply briefly describe
the kinds of things you think you
would need to be very observant
of throughout the implantation in
order to make notes about what
might need to be done differently
in future implantations.

Describe the strengths and

weaknesses of the
implementation of the
lesson what worked,
what did not work, what
would need to be changed
for future implementation
of the lesson.

they are setting up the lab properly. I expect students will be able
to verbally explain why the potato placed in distilled water got
larger and the potato placed in salt water shrunk some and turned
grey. They should know that the distilled water from the cup
entered the potato because there was less water in the potato than
in the cup. Water wants to naturally move from high concentration
to low concentration. For the salt water potato, there was more
pure water in the potato itself and therefore it wanted to leave the
potato and enter the cup of salt water.
If for some reason students are not able to cut slices of potato
themselves (safely), the teacher could prepare the potato cubes
before the students entered the classroom. (Depending upon the
maturity/behavior of each class period, I would probably opt to cut
the potatoes so the students wouldnt need to use any sharp objects
or knives. The teacher could also allow the students to choose
other mystery liquids to soak the potatoes in overnight and see
how they would affect the overall outcome.

Step 8 Evaluation of the Plan

Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
Did carrying out the step collaboratively lead to effective instruction?
How could the step be carried out better in the future?
Were all the instructional objectives met?
Are the students ready to learn more?
If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:

 Evaluation that will result in changes for current students/clients.

Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
Evaluation that will result in changes in the way future instruction is designed.
Step or Phase
Task to be Discussed
This column is where you will type your information
Describe the planning and
Since you are not actually
Collaborative planning occurs in our middle school because there
implementation processes
going to implement your
are 3 teachers who teach 7th grade Life Science. Because each
strengths, weaknesses, and
plan this semester, think
teacher has a different set of students in their classroom with
changes for future collaborative
about questions you might different needs, the lessons may have different impacts on the group
planning and instruction.
need to ask yourself in the of students. Those students with special needs may need additional
event you were able to
support throughout the lessons (and lab) and may need more
implement your plan.
guidance with reading and understanding the key vocabulary in this
short unit. Problems in the instruction will need to be addressed as
they are encountered and the three teachers can collaborate and
share successes of how they are implementing the lesson within
each of their own classrooms. During collaborative weekly
meetings, teachers can record notes on what worked well and what
would need to be adjusted before repeating the lessons the
following year. If many students are not engaged in the current
lessons, teachers will need to adjust instruction and freshen up the
content presentation to increase engagement over time. If the
majority of students do not make 90-100% on the post assessment,
the lessons will need to be revisited to account for the lack in key
understandings. An analysis of the most missed questions on the
posttest will show where there may be gaps in learning.
American Association of School Librarians. (2015). Standards for the 21st Century learners. Retrieved September 23, 2015 from the
American Association of School Librarians Website: http://www.ala.org/aasl/standards-guidelines/learning-standards
EducationPlanner.org. (n.d.). (2015). Whats your learning style? Retrieved September 30, 2015 from
http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml

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Georgiastandards.org. (n.d.). Retrieved September 25, 2015 from https://www.georgiastandards.org/Standards/Georgia
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International Society for Technology in Education Website: http://www.iste.org/standards/ISTE-standards/standards-forteachers
International Society for Technology in Education. (n.d.) ISTE standards students. Retrieved September 25, 2015 from the
International Society for Technology in Education Website: http://www.iste.org/standards/ISTE-standards/standards-forstudents
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