Shakeerah Brodie

Comprehensive Instructional Design Plan

MEDT 7490
Spring 2017

Description of the Client

My client for the comprehensive instructional design plan is Ms. Brandy Lee, a 3rd grade

teacher in Clayton County. Her contact information is brandy.n.lee@clayton.k12.ga.us. This is

her 10th year teaching elementary school. She has taught grades 3 and 4 here in Georgia as well

as a year abroad. She has the gifted cluster class and is currently getting gifted endorsed. In her

class of 24 students, 16 are gifted. These students spend one day each week in a gifted resource

class.

Instructional Problem

Ms. Lee has a science unit in which she would like to extend the learning of her

students. She realized that the science unit on forces and motion would be a 3rd grade standard

next year and is looking to ensure her students will know the content as they move on to the

4th grade. The students love Science, but she struggles to provide enrichment opportunities

outside of her limited scheduled time. She has presented the lessons created by the county, but

assessments identified weaknesses in their comprehension of simple machines and their

purposes. Unfortunately, she couldnt stay on the standards until mastery because of the

countys pacing guide.

Instructional Model

The instructional design model I followed was the ADDIE model. In the analysis phase,

I thought about my audience and how I would deliver the content. I knew that the audience was
younger, so I wanted to keep it simple in design. I looked at the countys lessons and identified

the strengths and weaknesses. I also examined the results of their assessment to pinpoint the

areas that needed reinforcing.

The design phase consisted of choosing visual presentations that I felt the students would

be most interested in viewing. The PowerPoint in the original lesson was boring and quite

confusing. Therefore, I wanted to recreate the presentation to make it more engaging. I also

decided to create an infographic/poster that could be printed and put in their science interactive

notebooks for reference.

Next was the development phase in which I assembled the content in a way that I felt

they could understand. I didnt get too fancy with the verbiage and made sure to follow a simple

sequence of events. I also used entertaining images that I thought would be fun for my students

and make a lasting impression on their learning, all while promoting academic conversation.

During the implementation phase, I explained to Ms. Lee that she should first present the

newly constructed PowerPoint presentation. Following the presentation, the students would

break off into small groups and participate in activities that dealt with the various tools dealing

with forces and motions. This would give them an opportunity to interact with concrete

examples of the content. Ms. Lee would then be instructed to present the infographic on the

board and give each student their own copy to keep in their interactive notebooks.

The last phase, evaluation, will be assessed based on a final product produced by the

students. They will be required to create their own visual presentations of each tool and their

functions. Instead of a formal paper pencil test, the students will create posters, PowerPoint
presentations, lesson activities, etc. identifying the tools and their everyday or potential uses.

Conversation generated during the small group activities should also be noted and assessed.

Re-Designed Lesson

The 4th grade standard that will be a 3rd grade standard next year is S4P3 Students will

demonstrate the relationship between the application of a force and the resulting change in

position and motion on an object. The students must be able to do the following:

1. Identify simple machines.

2. Using different size objects, observe how force affects speed and motion.

3. Explain what happens to the speed or direction of an object when a greater force than the

initial one is applied.

4. Demonstrate the effect of a gravitational force on the motion of an object.

The instructional re-design comprised of first redesigning the PowerPoint. Because they have

had previous exposure to the material, the new PowerPoint will serve as a review of the material

previously presented. Following the PowerPoint, students will be divided into small groups to

participate in related center activities. Ms. Lee and I found several activities that the students

could engage in for each center. I then designed an infographic for the students to be able to refer

to in their journals. This infographic will be displayed on the board and blew up as an anchor

chart. The students will then be given the culminating activity in which they must create and

present a product displaying their understanding of the tools and their uses.

Description of the Assessment

 The students will be assessed on a final product produced by the students. They will be

required to create their own visual presentations of each tool and their functions. Instead of a

formal paper pencil test, the students will create posters, PowerPoint presentations, lesson

activities, etc. identifying the tools and their everyday or potential uses. Students will be given

the choice of the product they create and present, however they will have a rubric to guide their

finished work. Conversation generated during the small group activities will also be noted and

serve as an informal assessment of student learning. The scores and observations from the

products and the informal assessment will serve as the evaluation tool for the effectiveness of the

lesson.

Artifacts

The artifacts I created were definitely more kid friendly and engaging for the students.

My plan addressed ACRL visual and literacy competency standard five which says that the

visually literate student uses images and visual media effectively. These lessons will have

students selecting appropriate images and visual media aligned with a projects purpose,

integrating images into projects purposefully, considering meaning, aesthetic criteria, visual

impact, and audience, using images for a variety of purposes and using images for subject-

specific and interdisciplinary research, communication, and learning. I also found that for their

final assessments, standard six requires the students to plan visual style and design in relation to

project goals and use aesthetic and design choices deliberately to enhance effective

communication and convey meaning.

Reflection
 I found this assignment to be a lot of work but not really challenging. The planning

portion of the assignment was something very familiar because it is something that I am

accustomed to doing as a teacher. Since it was a redesigned lesson, having a foundation made

planning a little easier than normal. Finding images for the artifacts was somewhat challenging,

but other assignments in this class properly prepared for the work. This most challenging portion

was having to create this for another teacher. Lessons designed for my class can easily be

tweaked as needed based on my discretion. Its different when you are designing a lesson for

someone else. You must be more thorough to make sure your ideas are explicitly written. I

wanted the lesson to be effective, therefore I spent a lot of time making sure everything was

included for smooth implementation.

Artifacts
 Lever
Move It! Move It! : Made with a bar free
Machines Make It to move about a fixed
point called a fulcrum.
Simple Downward motion at
one end results in
upward motion at the
Six basic Types of Simple Machines other end.
A lever can multiply
either the force
applied or the
distance over which
the force is applied.

Pulley INCLINED PLANE

Uses grooved wheels and a rope to raise, lower or move a

load.
Can change the direction of a force or the amount of An inclined plane is a simple machine with no
force.
2 types: moving parts. It is simply a straight slanted
A fixed pulley changes direction of the applied force. (Ex. surface. ( Ex. a ramp.)
Raising a flag)
A movable pulley is attached to the object you are
moving and moves with it.

WHEEL & AXLE WEDGE

Two inclined planes
put together used to
split things in two.
Nearly all cutting
machines use the
wedge.
The blades of a
knife or a shovel are
A modification of a pulley. both wedges. A
wedge can also be
Sometimes the wheel has a crank or handle round, like the tip
of a nail, or the
on it. tines on your fork.
Examples of wheel and axles include roller
skates and doorknobs.

SCREW

Like an inclined plane but wraps around a

shaft.
Image Credits

http://clipartall.com/clipart/2206-get-well-clipart.html
http://www.discoveryexpresskids.com/blog/simple-machines-part-two-inclined-planes
https://clipartfest.com/categories/view/1c5551944f1236de774825d80629af7853205a08/clipar
t-seesaw.html
http://www.clipartkid.com/screw-cliparts/
http://www.clipartpanda.com/categories/bicycle-clipart
http://all-free-download.com/free-vector/download/axe-clip-art_10467.html
https://www.pinterest.com/whiskey6693/water-well-ref/
http://keystonemobility.com/pennsylvania-residents-can-make-their-home-accessible-with-
wheelchair-ramps/
http://www.kmart.com/mongoose-20inch-blue-rive-boy-s-freestyle-bike/p-
080W002272664001P
http://creating-wonder.blogspot.com/2015/04/a-lever-is-clever.html
https://www.pinterest.com/wyeth52/james-gummerson-art/