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FRIT 7231 Instructional Design

Design Document

Amy Wise

Dr. Hodges
Fall 2016
Identification of Learning Problem

As a fifth grade teacher with 21 years of experience, I have seen a deficiency in students

geography skills through my whole career. The students know very little about the world around

them. They live in a rural county in Georgia in which the average student would belong to a

household below the poverty line. Because of that, their access to the world outside Jefferson

County is very limited. Not surprisingly, the Milestones Geography results also show a

deficiency. Out of 59 students that were tested, last year's Milestones test results show that a full

46 of them were considered beginning learners on that section of the test! That's 78% of the

students! The goal I have set for my students comes directly from Georgias Performance

Standards (GPS). GOAL: The students will be able to explain how factors such as

population, transportation and resources influenced industrial locations between the end of

the Civil War and 1900.

Learner Analysis

The students that will be participating in this project are fifth graders. Their ages range from ten

to twelve years old. Fifty-six percent of them are male and 44% are female. The group consists

of 79% African Americans, 16% white and 5% Hispanic. Six students have asthma, six have

Attention Deficit Disorder, and one child has a vision impairment that enables him to use large

print or a magnifying glass when large print isnt available.

The students prior knowledge of geography is lacking overall. The fifth graders know they live

in Louisville. Most of them know they live in Georgia, and that Georgia is in the United States.

The majority of them do not know the name of the continent in which they live, much less the
hemisphere. The Georgia Performance Standards say that those pieces of information are to be

taught in kindergarten and first grade!

This group of students has a huge population in the Response to Intervention (RTI) program.

Several years ago, the school went overboard in assigning students to RTI, and this year several

will be exiting the program. At this point, 63% of the students are in the program. One child is

in RTI for behavior. Special Education students (not a part of RTI) consist of 15% of the

participating group. That means that a full 78% of the fifth graders are getting some type of

intervention for their learning. (That does not include the boy receiving behavior RTI since he is

above average in his learning.) The reading lexiles of this group range from a high of 1200 to a

low of BR, which is beginning reader.

Many of the students are interested in sports. Several of them participate in the recreation

departments sports program. Many of them believe that they will become professional athletes

after they graduate from high school. Video games, social media and pretty much anything

having to do with electronics sparks their interest. Reading a book is not interesting to them,

although they love having a book read to them.

Task Analysis

For the task analysis, I will first do a topic analysis to immerse myself totally in the standard I

have chosen. Following that, I will do a task analysis and will summarize by creating a flow

chart. I will be my own subject matter expert (SME). I have chosen to be my own SME because

as a veteran teacher with 21 years of experience, 18 of which have been teaching fifth grade
social studies, I feel I have enough experience with the topic that I can do a complete analysis. I

also feel that I am already familiar with the learners and the deficiencies they have in the area of

geographical understanding.

The students will be able to explain how factors such as population, transportation and

resources influenced industrial locations between the end of the Civil War and 1900.

Topic Analysis:

I. Population

A. Definition: all the inhabitants of a particular town, area, or country

B. Influenced industrial locations by adding people to the employment pool, encouraged

immigration, stimulated diversity as well as prejudice, built up the populace for the area,

formed a strong tax base, motivated the formation of labor unions

II. Transportation

A. Definition: the process of being transported (take or carry people or goods from one

place to another by means of a vehicle or ship.)

B. Influenced industrial locations by having existing waterways used for ship travel which

encouraged the building of railroads

III. Resources

A. Definition: materials or substances such as minerals, forests, water, and fertile land that

occur in nature and can be used for economic gain.

B. Influenced industrial locations because industry grew around resources to lessen the cost

of transportation
Task Analysis

I. Determine definitions for key words used in the standard

A. Industrial Location

B. Population

C. Transportation

D. Resources

II. Use map to show industrial locations from 1865-1900 in the United States

A. Northeast

1. Boston

2. New York City

3. Philadelphia

4. Pittsburg

B. West

1. San Francisco

III. Discuss why industrial cities were booming in the North but not in the South because

of the recent Civil War devastation

IV. Examine how population exploded near industrial cities and its effects

A. encouraged immigration from Europe and migration from the South

B. stimulated diversity as well as prejudice

V. Explain how industrial cities needed transportation to move the goods

A. cities built near major waterways for ship transportation

B. railroads built near industrial cities


VI. Inform students about the resources that were needed for an industrial city

A. Large supply of laborers

B. Natural resources

VII. Compile information to answer the standard from the Georgia Performance Standards

(GPS)
Instructional Objectives

Objective #1 Cognitive Domain

When given an unlabeled map of the United States, students will be able to identify, by marking

a digital copy of a United States map, four different potential locales on the map that could have

become an industrial location between the Civil War and 1900 and will be able to tell two

reasons why these locations were chosen. The map answers will be shared with me via email.

Objective #2 Cognitive Domain

Students will write an essay describing a perfect fictitious industrial location. Population,

transportation and resources must be addressed in the essay with an assortment of at least 5

images/charts/diagrams included.
Assessments

Objective #1

The first objective gives the students an opportunity to assess a digital map of the United States

to determine four places where industrial cities could have been located based on the information

they had received during earlier lessons. They will support their choices by typing two reasons

on Google Docs to defend why the location was selected. To address differentiation, students

will be grouped into pairs, which will be designed around their strengths and weaknesses so that

they can tutor each other.

Rubric for Objective #1, Map Skills

Category Unacceptable Acceptable Target


1 2 3
Industrial 0-1 industrial 2-3 industrial 4 industrial
Locations locations locations locations
Supporting 0 supporting 1 supporting 2 supporting
Reasons reasons reason reasons
Sentence Sentences do not One sentence Both sentences
formation make sense, lack makes sense, has make sense,
capitalization capitalization have
and correct and correct capitalization
punctuation punctuation and correct
marks. marks. punctuation
marks.
Partnership Unsupportive of n/a Supportive of
partner partner

Objective #2

For objective #2, the students will use Google Docs to write an essay creating a perfect fictitious

industrial location between the Civil War and the turn of the century. They must add at least 5

images/charts/diagrams to their work. To differentiate the lesson, the majority of the class will
create a five paragraph paper: introduction paragraph, population paragraph, transportation

paragraph, resources paragraph and conclusion. For the students with a writing weakness, they

will write a five sentence paragraph: an introduction sentence, population sentence,

transportation sentence, resource sentence and conclusion sentence. Both groups will be

expected to have five images/charts/diagrams. The charts may be created or imported from a

website. The rubric below covers both the five paragraph paper and the five sentence paper.

Rubric for Objective #2, Industrial City Essay

Category 1- below basic 2- basic 3- proficient 4- advanced

Content Shows no Shows a limited Shows complete Shows complete


knowledge of knowledge of knowledge of knowledge of
the subject the subject the subject the subject
matter matter matter matter using
appropriate
examples
Organization No organization Difficult to Difficult to Flows smoothly
follow follow
Style No sentence Little sentence Some sentence Assortment of
variety and no variety or word variety and sentence styles
attempt made to choice word choice and vivid
have interesting language
vocabulary
Introduction/ Missing Missing Introduction and Introduction and
Conclusion introduction introduction or conclusion are conclusion grab
and conclusion conclusion present but do the readers
not grab the attention
readers
attention
Mechanics Very difficult to Some errors Few errors Few errors
read due to make the essay make the essay make the essay
errors difficult to read difficult to read difficult to read
Images 0-1 appropriate 2-3 appropriate 4 appropriate 5 appropriate
images images images images
Content Sequencing and Instructional Design

Sequence Description Objective

1 Teacher will explain background of the time era post-Civil War until 1,2

the 20th century.

2 Teacher will present information about industrial locations during this 1,2

time frame.

3 Teacher will display a map showing industrial locations. 1,2

4 Student will identify on map different areas that could have been a 1

potential industrial location.

5 Student will tell two reasons why the locations are considered 1

potential industrial locations.

6 Student will write a five paragraph paper. 2

7 Students will edit their writing. 2

8 Students will add images to their essay. 2

In objective #1, the students will be working on map skills. The lesson is designed for the

teacher to instruct the students about the information and ends with the students applying the

information. To begin, the teacher will explain, using a brief Google Slides production, the

background of the time era. The time era is post-Civil War until the 20th Century. Information

about railroads and immigration will be of paramount importance. Following that, a map will be

presented on the Google Slides production, which will show where industrial cities were located

during this time period and the reasons why those particular locations were chosen based on
natural resources, human resources and railroads. After the instruction period, the students will

be given a blank map, and they will be prompted to identify four different potential locations

where industrial cities could have been located. This will be applying RULEG (statement of a

rule with examples) and integration. Their knowledge to determine where a potential city

would have been located. Following this step, the students will tell two reasons to support their

choices. The sentences must be well written sentences that make sense including proper

punctuation marks, spelling and capitalization. This step will be recalling the information that

was taught about criteria needed for an industrial city to be formed.

To differentiate objective #1, students will be grouped into pairs, which will be designed around

their strengths and weaknesses so that they can tutor each other.

In objective #2, the same information that was given by the teacher to prepare the students for

objective #1 will help them in writing an essay describing a perfect fictitious industrial location.

To fulfill the needs of this objective, the students will write a five paragraph paper extrapolating

information from Google Slides to create a perfect industrial city in the time era they are

studying. They must address population, transportation and natural resources in the paper. A

paragraph will be created for each of those three subjects. Also necessary is an introductory

paragraph in which they introduce their city and concluding paragraph. Following their writing,

the students must edit the paper for complete sentences, sentence variety, capitalization and

punctuation. Then they will do an image search to find photographs/maps/charts/diagrams to

illustrate their work. The charts may be created or imported from a website. This essay will be

demonstrating and organizing the knowledge they have gained.


To differentiate objective #2, the majority of the class will create a five paragraph paper:

introduction paragraph, population paragraph, transportation paragraph, resources paragraph and

conclusion. For the students with a writing weakness, they will write a five sentence paragraph:

an introduction sentence, population sentence, transportation sentence, resource sentence and

conclusion sentence. Both groups will be expected to have five images/charts/diagrams.

Instructional Design Summary

Motivation Students will assume the identity of an immigrant arriving in America and

learn about what life was like for immigrants. http://www.mission-

us.org/pages/landing-mission-4

Inform learner Students will learn the objectives in a Google Slides presentation created by

of objectives the teacher.

Activation of Students prior knowledge will be activated with further information

prior presented on the Google Slides presentation.

knowledge

Content Google Slides will continue to be the springboard for instruction. The content

Delivery will be added to the Google Slides and will include video:

https://app.discoveryeducation.com/learn/videos/38504827-2101-42e8-b687-

de017212198f?hasLocalHost=false

images:

http://melisaki.tumblr.com/post/1259987685/pittsburgh-pennsylvania-photo-

by-jack-delano
https://ephemeralnewyork.wordpress.com/2011/04/12/what-life-was-like-in-

a-rundown-city-tenement/

https://www.flickr.com/photos/98803345@N06/9382479648/

http://www.old-picture.com/old-west/Homestake-Mine.htm

https://s-media-cache-

ak0.pinimg.com/originals/48/09/54/4809543a9c7700246a0cf8acdae27abf.jpg

https://www.buzzfeed.com/briangalindo/30-shocking-photos-of-child-labor-

between-1908-and-1916?utm_term=.yxoZZabvZw#.jh9oogB3oK

Content will follow closely to the Georgia Performance Standards.

Sequence of I. Determine definitions for key words used in the standard

Instruction A. Industrial Location

B. Population

C. Transportation

D. Resources

This will be done by a slide in Google Slides.

II. Use map to show industrial locations from 1865-1900 in the United

States

A. Northeast

1. Boston

2. New York City

3. Philadelphia

4. Pittsburg

B. West
1. San Francisco

On a Google Slide, maps will be given to show the locations.

III. Discuss why industrial cities were booming in the North but not in the

South because of the recent Civil War devastation

On a Google Slide, the teacher present the information in paragraph form

with added pictures to show the Souths devastation compared to the Norths

industrialization.

IV. Examine how population exploded near industrial cities and its effects

A. encouraged immigration from Europe and migration from the South

B. stimulated diversity as well as prejudice

C. labor unions formed

Each subcategory will have its own slide(s) on Google Slides presenting

information. Video will be included:

https://app.discoveryeducation.com/learn/videos/ecc8806f-c023-4ddf-b2ca-

c2022980a1e7?hasLocalHost=false

V. Explain how industrial cities needed transportation to move the goods

A. cities built near major waterways for ship transportation

B. railroads built near industrial cities

Transportation will be addressed on a Google Slide.

VI. Inform students about the resources that were needed for an industrial

city

A. Large supply of laborers

B. Natural resources
This information will be on a Google Slide.

VII. Compile information to answer the standard from the Georgia

Performance Standards

(GPS)

Learning Objective #1

Activity #1 The first objective gives the students an opportunity to assess a digital map of

the United States to determine four places where industrial cities could have

been located based on the information they had received during earlier

lessons. They will support their choices by typing two reasons on Google

Docs to defend why the location was selected. To address differentiation,

students will be grouped into pairs, which will be designed around their

strengths and weaknesses so that they can tutor each other.

Students will use the digital map from https://s-media-cache-

ak0.pinimg.com/originals/64/cc/72/64cc721f8f6666a7f12ad70aa6fe3f85.jpg

which indicates rivers and mountains, to determine four places where

industrial cities could have been located. On Google Doc, students will type

reasons to defend their choice of location.

Learning In objective #2, the same information that was given by the teacher to

Activity #2 prepare the students for objective #1 will help them in writing an essay

describing a perfect fictitious industrial location. To fulfill the needs of this

objective, the students will write a five paragraph paper extrapolating

information from Google Slides to create a perfect industrial city in the time

era they are studying. They must address population, transportation and
natural resources in the paper. A paragraph will be created for each of those

three subjects. Also necessary is an introductory in which they introduce

their city and concluding paragraph. Following their writing, the students

must edit the paper for complete sentences, sentence variety, capitalization

and punctuation. Then they will do an image search to find

photographs/maps/charts/diagrams to illustrate their work. The charts may

be created or imported from a website.

Students will continue on Google Docs to write the 5 paragraph/sentence

essay.

Feedback Feedback will be given to students directly on their Google Doc page.

Differentiation Differentiation is embedded in the learning activities above.

Universal Universal Design for Learning is incorporated into the plan by

Design for representation: material is given in paragraph form, in video form, in picture

Learning form.
Formative Evaluation Plan

Subject Matter Expert: The subject matter expert I have chosen for my review is my assistant

principal, Mrs. Stephanie Hildebrant. She was chosen because she has a background in teaching

writing to several grade levels. Since this instruction is using writing so heavily, her expertise in

the subject will be useful. Mrs. Hildebrant also has a strong background in United States history,

so that too will be a valuable knowledge base for this review.

Subject Matter Experts Survey: The survey that Mrs. Hildebrant will take as she reviews my

instruction is found at evaluation guide survey.

Test Audience Formative Assessment

A formative evaluation informs the instructor whether or not the instruction is going well. It

answers, How are we doing? As the learners perform their written assessments for this lesson,

it will be quite obvious whether or not the way the information was presented was appropriate

for the students. The resources may need to be changed and/or the major questions tweaked to

be more suitable to the fifth grade learner.

Test Audiences Survey: The survey the fifth grade users will take after the instruction is

complete is found at student survey.

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