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The Galapagos Islands

A lesson using the ADDIE model


GILT 512
Fall 2014

MEMBERS
Elif Gokbel
Rachelle Poth
Tracy Wazenegger
Zhanat Zhapparov

THE ADDIE MODEL


Introduction
The ADDIE Model is an instructional design process which follows a learner-centered rather than a teacher-centered
framework to provide the design of the course. There are several types of instructional design models, each with the goal
of planning all phases of the learning process.
Why choose ADDIE? Through the ADDIE Model, the learning goals are set and procedures planned by following a five
step sequence. The goals of the Galapagos unit, the objectives for each lesson and the needs of the students are all met by
implementing the ADDIE Model. Because of the five specific steps in this model, there is ongoing evaluation and review to ensure
that the objectives and student needs are being met. Ongoing feedback is provided which ensures that students are the focus of the
lesson.

The five steps in the ADDIE Model are: Analysis, Design, Development, Implementation and Evaluation. The steps in
the process each lead into the next step and have some form of evaluation that occurs prior to the next step. The ADDIE
Model is a flexible strategy of instructional design.

ANALYSIS
Analysis
In this important phase, the intended audience is identified. The learner characteristics are analyzed, the instructional goals
are established and additional considerations are made for the learning environment and timeframe required.
Learner Characteristics: Our Galapagos Unit

Forty students in grade 9 studying a unit on the Galapagos Islands for a final culminating project.
The students represent diverse backgrounds, skill levels and interests.
All students have had exposure to Spanish, some at a basic exploratory level and others are completing Spanish I.

Connections: Expanding Cultural and Curricular Knowledge

Students will complete the lesson by corresponding with similar aged students from a small private school in Ecuador.

The students in Ecuador will make comparisons with our climate, customs and participate in similar lessons.

Students have had English classes and will have the opportunity to make connections between the cultures.

The lesson designed on the Galapagos will engage students by connecting several classes into an interdisciplinary unit.

DESIGN
In the Design phase, the information obtained through the Analysis phase, will help to develop the
learning objectives and instructional strategies for implementing the lesson.

STANDARDS
Learning Standards Addressed

ACTFL Foreign Language Standards


PA Core Standards Geography
PA Core Standards Math
PA Core Standards Science
ISTE Student Standards

DEVELOPMENT
Development
In the Development phase, the information obtained through the Analysis and Design phases is taken into
consideration for preparing the instructional materials, developing tools to use for assessment and obtaining feedback
from the learners, locating multimedia or other learning materials for the lessons.

In our lesson, we created a variety of instructional materials, located helpful tools, images, videos, multimedia, and
assessment tools for use in our lessons. A variety of resources were consulted to gather the information.
Tools such as Survey Monkey, Socrative, Testmoz and Quizlet were used to create several assessments. GoSoapBox
was used to offer a means for class discussion, quick polls and quizzes. Socrative will be used for quick question that
is MC, T/F, or short answer or for exit slips. Smore and Thinglink were used for student projects. Students can connect
with other students through their Edmodo accounts and setting up epals.

Tools used

Additional Tools
Testmoz

Videos

ThingLink

The Lessons: Galapagos Unit

Introduction to Ecuador and the Galapagos Islands and Climate


Climate and Climatograms
Energy and Food Web Ecology
Population and Sample
Adaptation
Adaptation and Natural Selection
Introduced Species

Introduction to Ecuador and the


Galapagos Islands
Learner Goals:

locate the Galapagos Islands on a map


provide at least two facts about the country of Ecuador and the
Galapagos Islands
describe physical and historical characteristics of Ecuador
better understand the culture of Ecuador and the Galapagos and
compare cultures, school systems
develop insight into the nature of language and culture
state the significance of the islands and their history
identify vegetation features of plants found on the Galapagos Islands
identify patterns in vegetation characteristics to various climate zones
of the Galapagos Islands
state the difference between weather and climate
determine the two most important indicators of climate: temperature
and precipitation
describe the climate of Pittsburgh to their peers in Ecuador

Climate and Climatograms


Learner Goals:
explain what a climatogram/climate
graph is
analyze climate graphs to determine
temperature and precipitation trends
determine the data necessary to
create a climatogram
construct a climatogram using
Microsoft Excel

Energy and Food Web Ecology


Learner Goals:
discuss how they obtain energy
discuss types of foods common to each culture and some typical foods for
American students and students from Ecuador
compare typical foods between cultures
discuss ways in which organisms obtain energy
explain photosynthesis and aerobic respiration
identify an organism as a producer, herbivore, carnivore or omnivore based
on feeding habits
build a food web for the Galapagos Islands

Population and Sample


Learner Goals:

identify samples from a type of animal population in ecosystem

solve proportions to estimate population size

use the mark-and-recapture method to estimate the size of a population.

describe factors that may affect population size.

compare population sizes of both cultures

reinforce knowledge of math skills through foreign language study by comparing the cultures

Adaptation
Learner Goals:

define adaptation
identify common adaptations of organisms
explain how adaptations help an organism to
survive
research adaptations of a specific organism
create a digital poster using ThingLink:
https://www.thinglink.com
know terms in Spanish related to adaptations
be able to write a short paragraph based on
the topic in Spanish
compare the cultures and gain more
knowledge through foreign language study

Introduced Species
Learner Goals:

define introduced species


discuss harmful impacts of introduced species
learn new spanish vocabulary related to
introduced species
model the finch habitat destruction caused by
introduced goats on the Galapagos
identify an introduced species in Pennsylvania
research an introduced species
create an informative Wanted Poster describing
an introduced species using Smore
know the Spanish terms related to the introduced
species and discuss with Ecuadorian students

IMPLEMENTATION
Implementation
In the Implementation phase, the lesson plan is put into action.
The lesson and strategies are reviewed regularly to determine effectiveness of instruction.

EVALUATION
Evaluation
In the Evaluation phase, the effectiveness of the lesson is assessed to ensure that the desired learner outcomes have
been achieved. There are two parts, a formative and summative assessment. Throughout the lesson, formative
assessments take place at each step of the ADDIE Model through tools such as entrance or exit slips, quizzes, or
teacher observation. Summative assessments are used to evaluate whether the learning goals have been met.
For our lesson, we used a pre-assessment on Survey Monkey to determine the knowledge base of the students.
Throughout the lessons, several entrance and exit slips were used for formative assessments:
Socrative quiz
Discussion board on GoSoapBox
Materials used for summative assessment:
Climatogram on Excel
Digital poster on Thinglink.com
Wanted poster using Smore
Food web
At the end of the unit, students were assessed to determine whether each goal of the lessons has been met. Students
had resources available for ongoing review.

CONCLUSION
Galapagos Islands Unit provides:
an interdisciplinary environment in which students explore and learn
appropriate and entertaining setting to help students make connections between academic subjects and the real world

applications
a blend of classroom instruction, interactive activities, and real-life connections, students are expected to extend their
contextual knowledge in the sciences and improve their Spanish language skills and appreciation for other cultures

Lesson Materials
GoSoapBox Discussion
Quizlet Cards Sets
Smore Wanted Poster Assignment
Socrative
Survey Monkey Pre-assessment
Testmoz
Thinglink

RESOURCES
Benz, Richard. Ecology and Evolution: Islands of Change. Arlington: National Science Teachers Association, 2000. Print.
Darwin
Foundation
Galapagos
Species
Checklist,(updated
12/3/2014)
Retrieved
November
16
from
http://www.darwinfoundation.org/datazone/checklists/
Forest, Ed. The Educational Technoloy, the ADDIE model (january 29, 2014) Retrieved November 15, 2014 from
http://educationaltechnology.net/the-addie-model-instructional-design/
Galapagos Species Checklist (2014) Retrieved November 14, 2014 from http://bit.ly/1vIqI0I
Instructional
Design
Central
(2012)
Retrieved
November
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
Instructional
Design
Expert
(ADDIE
image)
(2010)
http://www.instructionaldesignexpert.com/addie.html#.VF0X1vvU8n0
Typical

Food

of

Ecuador.

(2014,

January

1).

15,

2014

from

Retrievd

November

14,

2014

from

Retrieved

November

20,

2014,

from

http://www.southamerica.cl/ecuador-guide/typical-food.htm
Whitworth, Mark. "Creating a Climate Graph Using Microsoft Excel." Marque My Words. Marque my words, 15 Nov. 2011. Web.
22 Nov. 2014. http://bit.ly/15OgMJz

Additional Resources
Galapagos Island Information, Retrieved November 14, 2014 from http://www.galapagos.org

Conservation
in
the
Galapagos,
http://www.galapagos.org/conservation/climate-change/

Retrieved

November

18,

2014

from

Schools participating in ecology projects, Retrieved November 19, 2014 from http://www.ecologyproject.org/programs/galapagos

Video Resources
Video on Galapagos and Beak of the Finch Retrieved November 14, 2014 from Video on Galapagos and Beak of the Finch
http://youtu.be/mcM23M-CCog

Galapagos with Google Maps, Retrieved November 14, 2014 from https://www.youtube.com/watch?v=NKG2qH8778U

Traveling to the Galapagos, (2010) Retrieved November 15, 2014 from


https://www.youtube.com/watch?v=l6EZN4szlqM

Image Credits
ACTFL 5 Cs, Retrieved November 25, 2014 from http://bit.ly/1zFVw1w
Curricular Connections Image, Retrieved November 25, 2014 from http://bit.ly/1FGK2i9
Darwin Finches, Retrieved November 15, 2014 from http://bit.ly/12vMRVd
Development, ADDIE Model Retrieved November 30, 2014 from http://bit.ly/1CGF86D
Evaluation Image, Retrieved November 25, 2014 from http://bit.ly/1tAE5uC
Galapagos Islands Image, Cover Page Document, Retrieved November 30 from http://bit.ly/1FKUVh6
Krentzel, D. (2011, June 5). Galapagos tortoises (Chelonoidis nigra sp.) at the Charles Darwin Research Station, Santa Cruz,
Galapagos Islands [Photograph]. Retrieved from https://www.flickr.com
Lonely Planet (2014) Map of Location of Islands, Retrieved November 15, 2014 from http://bit.ly/1HX8vSo

Image Credits
Members Page Addie Image, Retrieved November 21, 2014 from http://bit.ly/1HN734X
Philipsen, S. (2013, May 24). Parades [Photograph]. Retrieved from https://www.flickr.com
Practice your math skills [Photograph]. (2014). Retrieved from http://www.clipartpanda.com/clipart_images/practice-your-mathskills-with-3918813
Standards Aligned System, Retrieved November 27, 2014 from http://bit.ly/1rGrsUD
The Addie Model, Retrieved November 15, 2014 from http://bit.ly/1FG6WX5