The DID Designer

During the design phase, you should envision the entire instructional unit
from start to finish. Then fully describe your vision in terms of each of the
six critical steps in the design process.
How to Use the Designer: For each of the steps below, click into the shaded
box under each step to enter your own lesson design elements. The box will
expand to accommodate your entry. Save and print the completed template
when you are done.

STEP 1- KNOW THE LEARNER
Summarize the characteristics of the learners for whom you are creating the lesson. Answer the
following questions:

What are the personal demographics (ethnicity, socio-economic level, cultural background)
that might impact learning?

What is the developmental stage of the student relative to the content?

What is the cognitive/learning style of each student?

What are the student’s strengths in terms of multiple intelligences?

What group dynamics might help/hinder the teaching and learning process?

What are the student’s entry skills with reference to the content?

Topic: Agriculture
Lesson: The Farm
What about The Farm?
Specific: Farm Animals
Lesson teaches content-based skills: compare and contrast:
What is the difference between farm animals and pets?
My dream classroom is a class of ten students who are all from good homes. Their
parents are all college graduates and facilitates learning in the home environment. There
are five white students, three black, one Asian, and one Indian student. This is a
kindergarten class in Decatur, Alabama. Each child is advanced for their age, they all
know their alphabet, and all numbers, and are beginner readers. Each child is a visual
learner and there are a lot of decorations in the classroom. The students exhibit many
strengths, the most important is behavior, they share, are kind to one another, and obey
the classroom rules. Group dynamics that help the teaching and learning process are
hands on activities and field trips since they are all visual learners. Giving the students
something to interact with will engage learning. Each student is from the city and has
never been on a farm and is only familiar with the animals. They have never really
experienced agriculture and are totally ambivalent to where food comes from.

STEP 3 . Answer these questions: • What changes need to be made to the classroom space? • What reinforcers are needed for this unit to motivate and build learning success? • What can learning be made active? • How should students be grouped for positive interaction? The classroom should have plenty of space for centers for the children and play area and have designed areas for learning as well. describe in detail the teaching and learning strategies that need to be implemented to meet the objectives. I don’t believe the students should be grouped for learning unless it is for reading and center time. Students could be grouped in twos to read farm picture books to one another for reading time. Answer these questions: • What pre-organizers are you planning? • What prior knowledge do you need to connect to as a prerequisite for the lesson? • How will you introduce the new information? What methods will you use? . and compare these animals to pet animals (evaluation).ARTICULATE OBJECTIVES State the behaviors that you expect your students to be able to do at the conclusion of the unit.STEP 2 .ESTABLISH THE LEARNING ENVIRONMENT Clarify what you plan to do to create an environment for this unit conducive to learning. I would group students who are on the same academic level together so if one reads better than another it is not discouraging. Answer the following questions: • What performance will result from the unit? • What criteria for success are necessary to ensure mastery? • How will you assess the performance? • Have you included all the levels of Bloom’s Taxonomy that are appropriate for the content? The objective for this unit is to educate the children about farm animals and what to expect on a farm. STEP 4 . comprehension). A reinforcer for this lesson using technology could be a computer game that simulates a farm environment to show how to manage a farm and the work involved in it.IDENTIFY TEACHING AND LEARNING STRATEGIES Given the objectives. they should be able to identify the farm animals and what a farm is (knowledge. The criteria needed for success would be the children would need to know the difference between the city and the farm and also the difference between pets and livestock and how livestock health effects them. An educational game may also be useful to quiz the children on what animal serve what purpose on a farm. I believe I have met all the levels of Blooms taxonomy that are appropriate for their age rage.

photos of the animals. . Also introducing the farm animals as similar to your pets at home. and computer systems that monitor the animals. a skillet for eating beef tips. chicken. so the children can see just how large a cow is.• • • • • What media. this will reinforce the material learned. and a way to present all the material such as a smart board. but differences being they are larger and serve a purpose a food or labor on a farm. milking machines. I would use technology to assist in learning about a farm and then I would show all the new technologies that help out a farmer. I would begin the lesson by introducing the idea of agriculture. pig. At the end of the lesson I would then participate in a field trip to a local dairy or farm in the area. Summative evaluation is going to be the most used form of evaluation for kindergarteners. and make hay for horses out of noodles. materials. and horse).IDENTIFY AND SELECT SUPPORT TECHNOLOGIES Given the strategies selected. I then would explain that agriculture is how we get our food and is very important to our livelihood. Nothing will be in depth but a simple picture and a picture book and then a planned activity (such as making ice cream from milk). beef cow. Students will need to be engaged and excited about the lesson to ensure mastery of the content. After showing the students pictures of a farm and what animals you would find on a farm I would spend each day discussing a new animal over the course of a week. as well as the activities at the end of the lesson each day. formative is for older children. or technologies will support your method? What teaching and learning strategies will support active learning? How will you reinforce the new knowledge? What will students need to do to ensure mastery of the content? How will you perform formative and summative evaluation? Objectives for this lesson are well defined as being able to understand about farm animals and identify their purpose on a farm. I would need plenty of picture books for discussing each animal (dairy cow. Like stated before the computer could be used for interactive educational games. identify the technologies that will be needed in support of those strategies. a tractor. STEP 5 . A pre-organizer to this lesson would be discussing the city and what you expect to find in the city and then compare that knowledge to the farm environment. the Internet for research. I would ask each student's ideas and thoughts on what agriculture means to them. Answer these questions: • What technologies and related materials are needed for this unit? • Which technologies are required for each strategy? Technology and related materials for this unit would be a computer. For the activities I would need an ice cream machine for making ice cream from milk one day. combine bacon and eggs in a skillet. For presenting the animals and farm I would need a smart board and the photos. To assess the students I would ask them to draw a picture of their favorite animal they saw on the farm and explain in front of the class three things they learned about that animal.

we must be patient with young children and not put so many constraints and demands on them. this is in the third grade though. it is critical for someone to understand all the hard work that went into putting that pork chop on your plate. you will know as a teacher if they paid attention and understand the lesson you wanted to convey and if they don’t get it right away revisit the unit some other time and make sure they grasp it later. . did they grasp what I wanted them to. and was is too overwhelming? If I didn’t achieve the goal expected I would reconstruct the lesson until the desired outcome is attained. They are children let them be children.EVALUATE AND REVISE THE DESIGN Describe the summative evaluation process you will use to evaluate the design and how the results of the evaluation will be used to revise it. After this unit it is very important to be reflective. I feel I have adapted it to meet younger children’s interests. Answer these questions: • How will you know the design is effective? • What assessment instruments are needed to measure effectiveness? • What is the revision process once you have the results from your evaluation? I feel this design is effective because they use a similar one in Yarbrough elementary school here in Auburn called Oregon Trail when they learn about the history and animals used then.STEP 6 . Assessing kindergarteners to me should not include testing it is discouraging. I would think about if the kids really had fun. We really need to educate our children about food and it’s importance. not just going to the grocery store and purchasing it. I believe each year a teacher adapts a unit or lesson to fit the classroom’s needs because each class each year is different than the one before.