Client Project: Multimedia Artifact for Client

Planning Document

1. Client Information (10 points in total)

You must submit full client information via the Survey: Client Information.

Client: Ms. Alisha Musick – GA Prek

Client Experience: 8 years of experience
Client Organization: StoneBridge Early Learning Center
Team Members: Michelle Pratt and Donna Whitfield

2. Need Assessments (30 points in total)

2.1 Audience

Our client’s class consists of 22 PreK students. The student will be age five by end
of August 2023. The demographics of the client’s class are 60% female, 40% male.
50% White, 40% African American, 10% Asian (English as a Second Language).
The client describes her students as typical children at age five who are naturally
curious and eager to learn. Students in this class have a wide range of
developmental levels, background knowledge, experiences, and interests, and they
are capable of learning in a variety of ways.

2.2 Context

The client’s environment is a private Early Learning Education Center hosting

three Georgia funded PreK classes. Class technology includes a laptop, two tablets,
and a desktop computer. There is one lead teacher in the class and one assistant
teacher.

Cognitive Development: Science

Client Project: Multimedia Artifact for Client

Properties of water, changes to the states of water, appropriate vocabulary to

discuss changes in climate and changes in weather

2.3 Instructional Problem

After consulting with our client, the problem we seek to address in this project is to
provide our client’s five-year-old PreK students with the necessary understanding of
the terminology and concepts related to precipitation, evaporation, and condensation.
There are two themed units of instruction. One which is titled “Water Works” and one
titled “Weather”. Students are able to describe many of the aspects of weather and
states of matter, however they do not grasp the concepts of the water cycle and the
terminology precipitation, evaporation, and condensation. Our client feels that this is
an important part of their education as these terms are used in everyday life and it is
important for them to begin recognizing them.

The client needs our design project to offer images with associated vocabulary because
her students are at PreK reading level or below. Our client would like our design to
enable students to identify examples of precipitation, evaporation, and condensation
within the website we created. Additionally, students will be able to apply their
knowledge to experiments to experience the concepts personally and test their
understanding of concepts. They will also be able to apply this knowledge in real-life
scenarios, such as when they see rain or fog. Through this project, students will gain an
understanding of how these processes work together to form our climate.

Data collection was an important part of the instructional design process for us. It
helped the client to identify the instructional problem and provide evidence to support
the existence of the problem. The data collection was through teacher observations,
teacher notes in the Student Work Sampling System (WSO), and classroom
observation during the latest unit. These observations provided some of the qualitative
and quantitative data used to validate and support the existence of an instructional
problem.

These strategies allow teachers to gain valuable insights into student behavior,
performance, attitudes, and other factors that can help them understand why a
particular instructional problem exists. By collecting data through these methods,
teachers can develop more effective solutions for addressing the issue at hand.

It was through this process that we were able to assist the teacher in developing a plan
in which multimedia tools would be most effective. With the incorporation or
pre-training, repetition, and segmentation we are expecting the student population of
Client Project: Multimedia Artifact for Client

this classroom to gain a better understanding through the use of technology-enhanced

instruction.

3. Learning Objectives (5 points)

After the completion of the multimedia activity, students will be able to recognize the
terminology of precipitation, evaporation, and condensation and use the definitions in
prompted conversation.
After the completion of the multimedia activity, students will be able to visually
identify examples of precipitation, evaporation, and condensation.

4. Standards (5 points)
Georgia Early Learning and Development Standards (GELDS)
Cognitive Development: Science (CD-SC2.4a, d)

Strand Earth and Space

● CD-SC2.4a Describes properties of water, including changes to the states of water.
● CD-SC2.4d Uses appropriate vocabulary to discuss climate and changes in weather.

5. Multimedia Solution (30 points in total)

5.1 Learning Activities

The students will be provided access to a Wix website on The Water Cycle. Students
will start on the “welcome” screen that introduces The Water Cycle and picture
vocabulary associated with each of the following concepts: Precipitation, Evaporation,
and Condensation. Next, the learners will watch an informational video by Michelle
Pratt that covers the topic and explains how to use the website. They will work their
way through the website, watch engaging and motivational videos, and participate in
active learning opportunities. Experiments that are represented within the external
videos will be conducted within the unit of instruction in order to enforce student
understanding with a hands-on real-world activity.

5.2 Multimedia Resources

Textual presentations will be minimalized. Students within this education level are still
learning to recognize letters and phonics. Because of this, the three main vocabulary
words in focus will be represented numerous times in both textual and audial
formatting.
Client Project: Multimedia Artifact for Client

An introductory video will be presented to students for each module. This video will
focus on auditory information as well as visual cues on how to complete the activity.
After the introductory video, an external supplementary video will be offered to engage
students on the particular section of the water cycle. Within each module, there will
also be a flip card interactive learning opportunity. Finally, there will be an interactive
‘quiz’ opportunity for students. This quiz will allow for immediate feedback based on
their understanding of each concept addressed at the culmination of the lesson.

As a motivational reward, as well as a reinforcement opportunity, students will

complete the lesson with an opportunity to engage in a music and movement activity
enforcing the concepts of the water cycle.

The below examples include the introductory video, the links to the external videos
represented, as well as a link to the final assessment opportunity for students.

Intro video - Michelle Pratt

https://youtu.be/EsdFmKUc_8Q

YouTube Video that explains The Water Cycle

https://youtu.be/MWKrWZ_XiS0

BrainPOP video from YouTube - Precipitation

https://youtu.be/vZbO1JSesC8

Plum Landing video - Evaporation

https://youtu.be/iRLqAhaniyg

Nova Kids Quest - What is Condensation?

https://youtu.be/wZKMlmLdyzQ

Tiny Tap - Visual Interactive - Click on the image

https://static.tinytap.com/media/webplayer/webplayer.html?id=dd797140-db9f-11ed-82
fb-d95f7ada124a

5.3 Alignment between the multimedia solution and the identified problem

When teaching a five-year-old about weather and waterworks, it is important to

consider using repetition to grow their content vocabulary and understanding. This
helps ensure that concepts are understood in a way that is appropriate for the age
group. Our multimedia solutions will help reinforce these concepts and make them
easier to remember and understand. By aligning the repetition, segmentation, and
pre-training multimedia principles with the identified problems, the client can create an
Client Project: Multimedia Artifact for Client

effective learning environment for all students as well as provide a learning

opportunity that will assist in correcting the identified instructional problem.
*Further applications of the multimedia principles utilized and referred to are located
within the “Storyboard and Multimedia Artifact” document.

6. Evaluation (20 points in total)

6.1 Learning

Students will complete a learning activity (quiz) at the end of instruction. The quiz is an
interactive assessment where students select images that define The Water Cycle
vocabulary. The teacher will make use of a classroom matrix to note evidence of student
interactions and usage of terminology during center time, small group time, and large
group activities during the week of the unit. The ultimate goal is that students increase
their usage and understanding on an individual level compared to previous personal
performance within this category.

6.2 User Experience

After the design project is implemented, we will coordinate an interview with the teacher,
and participate in a classroom observation to discuss with students their perception and
reactions to the online multimedia artifact. The goal would be to identify gained
knowledge by growth in student discussion, use of vocabulary words, and perception of
engagement from the use of the multimedia project within daily interactions and
observations in a typical classroom learning environment.