Joshua Thompson EDTECH 503 (Fall 2010) Instructional Design Project Submitted to: Yu-Hui Ching December 9, 2010

Project Title: 5th Grade Personal Chef

Table of Contents Reflection Paper

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Part 1. Topic Part 1a: Stated learning goal Part 1b: Description of the audience Part 1c: Rationale Part 2. Analysis Report Part 2a.1: Needs Analysis Survey Part 2a.2: Needs Analysis Data Report Part 2b: Description of the Learning Context Part 2b.1: Learning context Part 2b.2: Transfer context Part 2c: Description of the Learners Part 2d: Learning Task Analysis Part 3. Planning Part 3a: Learning Objectives Part 3b: Matrix of Objectives, Blooms Taxonomy, and Types of Learning Part 3c: ARCS Table Part 4. Instructor Guide Part 5. Learner Content Part 5a: Learning materials Part 5b: Assessment materials Part 5c: Technology Tool Justification Part 6. Formative Evaluation Plan

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Part 6a: Expert Review Part 6b: One-to-One Evaluation Part 6c: Small Group Evaluation Part 6d: Field trial Part 7. Formative Evaluation Report Part 7a: Evaluation Survey/Rubric Part 7b: Results of the expert review Part 7c: Comments on Change Part 8. AECT Standards Grid Appendices Appendix A- ID Design Survey Appendix B- Food Pyramid image Appendix C- Food Label image Appendix D- Student resource websites Appendix E- My Menu template Appendix F- Menu rubric Appendix G- Small group evaluation sheet Appendix H- Field trial evaluation sheet

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Synthesis Reflection Paper Design is a complex and long process that as I journeyed through this course I was able to gain a better understanding of what exactly the design process is. As I worked more and more on this project I came to realize that the design process is much like building a car. When a car is built the frame is the first thing that is created and in the design process, after the initial design idea is created, an outline or general overview of the project is created. Throughout the process of building a car, small parts are added together to make the car functional and in design, small sections or steps are added during the creation. One of the important factors to look at in the construction of a car is how it will be used. Is it a speed car, or is it meant to save gas? Is its primary use to carry passengers such as a minivan, or is it a truck to carry heavy loads? All these factors need to be considered in the beginning stages of construction of the car. In the early stages of design it is important to determine what the learning goal is, so the designer has a target or end result to use in guiding the design. One of the last steps to building a car is to add the engine and similarly in the design process one of the last steps is to implement the project. Finally, if the car doesnt work or didnt meet the needs of the user the builder and dealer work with the owner to work things out. In design after the initial instruction is over, evaluation is used to determine the effectiveness of the project and if needed, elements are changed to create a better project. Design is not over when the project is done, as stated in Smith and Ragan (2005); design is a process that improves the quality of the subsequent creations (p. 6). In the example of cars and design, neither is ever totally completed, they may be working, but there are always elements that can be changed to make it a better and more effective tool. Over the course of this semester I have journeyed through all aspects of the design process. In the early stages of this course I wasnt sure if I was going to be able to find ways that this course and the assignments were going to apply to me. After a few initial activities I quickly started to see the many ways that I will be able to use the knowledge about the design process. An important part of the design process that I

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learned this semester is that design is basically never ending. Designers are constantly receiving feedback and evaluating their programs to determine what is working and what is not. Design is not lesson planning as I first thought, but a more intense process that involves much more planning than just planning a lesson. Looking at my first ID design this semester it was very vague and incomplete, although I thought it was just fine at this stage but, they are nowhere close to what they are now. Now I feel like my design is much more in depth than when I first started. There are so many parts that are included in my final design that I never thought would have been necessary. Learning the process and steps necessary to design quality instruction will greatly impact the design of my instruction and my teaching. First, I have learned that evaluation whether it be one on one or field study evaluations is one of the most important parts to designing quality instruction. Taking the feedback and making changes necessary to the design to make it better than before is an ongoing process. Second, when implementing and using technology there are many different strategies that can be used to drive instruction. The strategy that is used can vary based on the technology tool used or what the desired outcome is. Lastly, although design is a long process that essentially is never-ending, the design is always better than the last time, which is an encouraging thought to have throughout the design process. Ragan, J. R. & Smith, P.L. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc.

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Part 1: Topic Part 1a: Learning Goal 5th grade Health students will play the role of a nutritionist. Students will create a 5 day menu complete with healthy food choices, correct portions, balanced daily meals, and snacks for someone their age (10-11 years old). Part 1b: Audience The learners for this project are 5th Graders at Frontier Elementary School in Boise, Idaho. Frontier has students in grades K-5 with a larger population of low income students, over 50 percent of the students at Frontier receive free or reduced lunches. Health is a required class and students go to Health class thirty minutes once a week. Part 1c: Rationale 1) With the growing childhood obesity epidemic, healthful eating and physical exercise for children is more important than ever. This design project is aimed at helping 5th grade students understand the importance of a balanced diet. This project is also meeting the 5th Grade Idaho Health Education Standards in the area of nutrition and physical activity. More specifically within the nutrition and physical activity scope and sequence, the lens of this design project is taught through the concept of balance. 2) For this design project, a supplantive strategic approach will drive the majority of instruction. The students have a specific laid out plan of what their assignment needs to entail, a 5 day plan with 3 meals, 1 snack, and 60 minutes of exercise each day. Although students will have the freedom to decide which foods they are going to put into their meal planning, they will be limited to specific guidelines that will guide how their project will look.

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3) The instructional strategy that will be used for this project will be the problem solving approach. Students will learn about what a healthy diet is and the different parts of eating right, then they will be able to complete the task of creating weekly menu. 4) Through this project the learners will be applying three kinds of knowledge: principles, declarative knowledge, and cognitive strategies. Students will first use the principles of a healthy diet such as, correct portion size, low in sugar, and low amounts of saturated and trans fats. Students will use their declarative knowledge when they are preparing their weekly menu. By creating a week long meal students will recall foods that they have learned about and researched to add to their menu and show that they understand what makes up a nutritious food. Since students will be allowed time to research and find healthy foods on their own, they will be able to use the cognitive strategies that will work for them the best. Students will have the ability to use different sources of research to find the healthy foods that they are going to include in their assignment.

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Part 2: Analysis Report Part 2a.1: Needs assessment survey ID Design Survey Circle the correct answer
1. How many calories does someone your own age (10-11) need a day?

a. 1500 b. 3000 c. 2000 d. 2500 1. How many minutes of exercise does someone your age (10-11) need a day? 60 minutes 2 cups True or False 4. An item with more than 20% daily value is nutritionally high True or False
5. What is the total amount of food you need daily from the grain group?

30 minutes 1cup

2. What is the correct serving size for a glass of milk? 3. An item with less than 5% daily value is nutritionally low

_________________________ounces
6. What is the total amount of food you need daily from the vegetable group?

_________________________cups
7. What is the total amount of food you need daily from the fruit group?

_________________________cups
8. What is the total amount of food you need daily from the milk group?

_________________________cups
9. What is the total amount of food you need daily from the meat and beans group?

_________________________ounces
10. When you look at a nutritional label, what does the total fat mean?

_______________________________________________________

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11. When you look at a nutritional label, what does the saturated fat mean?

_______________________________________________________
12. Does exercise help to reduce extra body fat?

Yes

No

13. Where does body fat come from?

A. Sodium B. Vitamins C. Cholesterol D. Unused Calories

14. What is a high level of nutrients in a food?

a. above 20% b. below 5% c. 0% 16.-21. Match the correct total servings per day to the correct food group. Grains Vegetables Fruits Milk Meat and Beans 1 cups 3 cups 5 ounces 2 cups 6 ounces

Part 2a.2: Needs assessment data For the initial needs assessment survey I randomly selected 15 students from my 5th grade class lists. I started with the first student on the roster, I then chose every 3rd student until I had 15 students chosen to take the survey. After they surveys were completed I scored them and charted the answers based whether they were correct or incorrect. There were seven questions that all students answered correctly, and therefore those concepts will be reviewed, but a very small amount of time will be spent

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on those concepts. According to the survey data, the five questions addressing the correct servings per day for each food group are the questions that were answered incorrectly most frequently by the students. Based on this information more time needs to be allotted to the discussion of daily servings from each of the food groups. Two other areas that based on the data, should receive more instruction are the daily amount of calories in a diet, and nutritional value. Both of these concepts had a larger percentage of students who answered incorrectly therefore showing that during instruction, more time needs to be allotted for those concepts. Overall I believe that the needs assessment data provided a good idea of what students already know and what needs to be taught. Although every concept will be addressed during instruction, the needs assessment data helps in determining the amount of time that will be devoted to each concept.

Part 2b: Description of the Learning Context The Health class that the 5th grade students are a part of at school is a required element of their elementary credentials. Many of the students enjoy most or all parts of the Health class and are very easy to teach. The majority of the students are interested in the material and eager to learn. I believe that one of the reasons that the students enjoy the class so much is that almost every unit/lesson is something that they can relate to their own lives and see it as useful immediately. Many of the things that they learn at school in different subjects are not useful at this time if you were to ask the

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students. I believe that the Health class is a very personal and relatable class to the students and therefore they work hard because they can see the value. Part 2b.1: Learning context The learners will be using primarily the classroom where Health is taught. They may also use their homeroom and/or the computer lab during this project. The Health classroom has 5 desktop computers and 1 laptop that students will have access to, as well as a projector that will be used during instruction. Students may need to research different foods and their nutritional value and the majority of the research will be done via the internet. If students choose to use their homeroom or school computer lab during this project they will have access to the same programs as the computers in the Health room. Part 2b.2: Transfer context As students complete their project they will be able to apply what they have learned right away. The knowledge that they will acquired during this project will benefit them on a daily basis. Making healthful choices and being able to create a balanced meal plan is a skill that students will use for the rest of their lives. By the time students are in 5th grade, they are helping prepare meals and many of them are creating their own meals, and being able to make healthy choices is a skill that will last a lifetime.

Part 2c: Description of the learners There are approximately 80 students in the 5th grade at Frontier Elementary, and each one of them will take part in the project. Over fifty percent of students at Frontier receive either free or reduced lunch, which is an indicator of the low income population of most of the students. There is a large population of ELL (English Language Learners) and approximately ten to fifteen students out of the 80 are classified as ELL. The

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students have basic computer skills as they have 30 minute computer class each week to learn the basic skills and computer programs.

Part 2d: Learning task analysis

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Here is a link to the concept map for further viewing.

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http://www.mywebspiration.com/view/622115af930 Part 3: Planning Part 3a: Learning Objectives After initial instruction on nutrition, students will create a complete and balanced weekly meal plan. Students will show their understanding of the material in their meal plan. 1. Students identify how many calories they need on a daily basis. 2. Students will be able to identify where extra body fat comes from. a. Students will show on their plan the correct amount of exercise someone their age needs each day. (60 min) 3. Students will distinguish between total and saturated fat. a. Total Fat b. Saturated Fat 4. Students will identify correct portion sizes and servings. 5. Students will show correct daily servings from each food group on their daily plan a. Grain group b. Vegetable group c. Fruit group d. Milk group e. Meat and beans group 6. Students will show correct percent daily value in their meal plan. a. Given an example food label, students will identify high and low levels of various nutrients. 7. Students will be able to integrate nutrient values into their planning. a. Students will show a variety of nutrient rich foods in their meal plan.

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Part 3b: Matrix of Objectives, Blooms Taxonomy, and Types of Learning Objective Number Blooms Taxonomy Classification Strategy to be employed to teach the objective 1 Comprehension Supplantive Declarative Knowledge 2 Comprehension Supplantive Declarative Knowledge 3 4 5 Analysis Apply Comprehension Supplantive Generative Supplantive Problem Solving Problem Solving Declarative Knowledge 6 7 Apply Comprehension Supplantive Supplantive Problem Solving Declarative Knowledge Type of Learning

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Part 3c: ARCS Table ATTENTION A1. Perceptual Arousal >Ask students Do any of you help prepare your meals? In this unit you are going to get the opportunity to play a personal chef. A2. Inquiry Arousal > Students will be able to give their own input and choose the foods they like. This will stimulate an attitude of inquiry because they will be able to choose what they enjoy. A3. Variability > Students will work on their own project and will have the freedom to choose any foods they like as long as they meet the nutritional criteria that is given.

RELEVANCE R1. Goal orientation > I will use a pretest questionnaire to determine the learners needs. R2. Motive matching > Students will be able to show their own interests in choosing lists of different foods that go together in food groups that they enjoy. R3. Familiarity >Learners will be thinking about what they eat at home and what they would like to prepare and eat.

CONFIDENCE C1. Learning requirements

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>Instruction will be relatively short which will allow students time on their own to research foods they enjoy for their menu. C2. Success opportunities >As students are working and researching foods, the teacher will provide feedback to help students determine if the foods they choose are healthy foods. C3. Personal control >A rubric of the assignment will be shown to the students so they can determine what they need on their project.

SATISFACTION S1. Natural consequences >Students will share their assignment with the class and/or small groups. S2. Positive consequences >The instructor will provide feedback for the learner regarding their assignment. Students will be able to use their assignment at home for an actual 5 day meal plan. S3. Equity >Students will know what is expected of them. The teacher will provide feedback as students are completing the various sections of their assignment. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

Part 4: Instructor Guide Introduction Gain Attention

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Ask students Do any of you get to help prepare your meals? In this unit you are going to get to act like a personal chef. Inform learners of purpose Choosing healthy foods is an important part of living a healthy lifestyle. Many of you (students) help cook and prepare meals, and knowing how to put healthful foods together to create healthy meals is important to healthful eating. Arouse interest and motivation Students will be able to give their own input and choose the foods they like. This will stimulate an attitude of inquiry because they will be able to choose what they enjoy. Preview the learning activity. In this activity students will be creating meals and snacks for five days. Students will put together various foods to create different meals for each day. Students will use the nutrient values of each food to create balance within their meal plans. Students will create one healthy snack per day, and factor in a minimum of one hour of exercise per day. Body To help students recall relevant prior knowledge the instructor will
1. Review what the 5 food groups are using the food pyramid (Appendix B) 2. Review what information food labels provide. Instructor will use label examples

from the mypyramid.gov website. (Appendix C)

3. Review how much exercise people need each day.

Present information and examples 1. Discuss various foods and put them into the correct food groups. 2. Discuss how many calories a person their age (10-11) needs a day.

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a. Discuss what calories are b. What happens to calories that are not used c. Discuss how some people such as athletes need more calories than the majority of people. 1. Explain and discuss the difference between saturated fat and total fat.
2. Define what portion size is and where to find portion sizes of a food, and how to

use them in meal planning. 3. Define serving per day, and discuss the correct servings per day of each food group. 4. Explain what information the nutrient values provide. a. Define high and low levels of nutrient values of foods.
b. Students will look at example food labels and will determine if the food

is a nutritious one or not based on the nutrient values (Appendix C).

1. Allow students time to visit various websites and links on the My Pyramid site

before they begin working on their projects. Students will be allotted approximately thirty to sixty minutes to visit the websites before beginning their assignment. List of websites/links in Appendix D. Focus attention After the initial instruction the instructor will review how students are going to use the information they just learned. The instructor will show a completed example daily meal plan to allow students the opportunity to see what they are going to be doing. Instructor should point out each part of the meal plan such as portion size, food group distribution, and snacks as well as review the important factors of each part. Lastly, the instructor will explain to students that they will get to make their own choices as to what foods they choose to put on their menu. Students can choose foods they like or would like to try, as long as it fits into their daily values.

Employ learning strategies

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Over the course of the project the instructor will use the supplanative strategic approach to instruction. The students will be given a specific design for the project, and they will simply fill in the blanks to complete their assignment. The students will be provided with the scenario that they are responsible for five days of meal planning, which will lead them through the problem solving method of instruction. Provide for and guide practice The students will receive their 5 day meal plan template (Appendix E) and will use the internet to find and research foods they will use over the course of their meal planning. The instructor will provide students with a list of websites they can visit to find foods and their nutritional information (Appendix D). During the time students are researching, the instructor will provide feedback and help students if necessary. Conclusion Summarize and review Before the start of each period, the teacher will review the criteria for their project. The instructor will also review important concepts to the project such as portion sizes, nutrient value, and daily servings. Instructor briefly will review each section of project, spending no more than 5 minutes on review to allow the majority of time to be devoted to working on their assignments. Transfer learning The instructor will provide feedback after the students finish the first days menu to determine if students are creating their menu correctly. After the first day is completed correctly, students will be able to continue along with their project. As students work on their meal planning they will begin to see how healthful eating can apply to their daily lives. As students find the nutrient values of foods they enjoy, they will start to establish if the foods they enjoy are healthy foods.

Provide remediation and closure

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Students will share their completed meal plan with other students to positively reinforce the concepts of healthy eating that they used in creating their projects. Displaying and sharing students work will create a feeling of accomplishment and pride in students when they show off their work. Assess learning After students complete their projects, the instructor will use the rubric to assess students work (Appendix F). Feedback and seek remediation The instructor will return the projects to students after they are assessed. If changes need to be made on a students project, the instructor should guide and help the student make the corrections.

Part 5: Learner Context

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Part 5a. Learning materials Instructor Guide-This is the lesson plan the instructor will use to guide instruction Image of the food pyramid from mypyramid.gov- The instructor will project the image of the food pyramid for the students to see. Instructor will use this image while instructing about the food groups and serving from each group. (Appendix B) Part 5b. Assessment materials Blank daily menu template- Instructor will hand this out for students to create their daily menus (Appendix E). Daily menu rubric- The instructor will use the rubric to grade student work. The rubric will allow the instructor to determine student achievement (Appendix F). Part 5c. Technology Tool Justification The technology that is used during this instruction is: a LCD projector, computers with internet access (for students), and list of websites for students to use. Technology Tool LCD Projector Justification This will be used to project images during instruction, and to help guide students through the websites that they will be using. The instructor will be able to project all documents and images during instruction. Computers There should be a computer for each student to use throughout this project. Each computer will be able to access the internet and specifically the mypyramid.gov website. Mypyramid.gov website This is the primary website that will be used throughout the instruction. This site

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will be used along with the instructor guide during instruction. As students research and work on their projects they will use various links within the mypyramid.gov website. Complete list of websites in appendix D.

Part 6: Formative Evaluation Plan Part 6a. Expert Review

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The expert reviewer of my design project is Sky Satterfield. Sky is another Health and PE teacher in my school district whom I have collaborated with in the past. He holds his MET degree, and teaches the same classes (Health and PE) and age groups that I do, therefore I believe that he will be a good resource to use for the SME of my design project. I will submit my materials to him no later than Friday Dec. 2nd and he will review and return no later than Tuesday Dec. 7th. Part 6b. One-to-One Evaluation For the one-to-one evaluation I will choose the student who scored the highest on the pre-evaluation. I will ask this student to answer specific questions such as:

Was the unit meaningful to you? Do you know/understand why this unit is important? Were the instructions at each step of the assignment clear?

Keeping in mind that this student is a 5th grader and the fact that they scored highest on the pre-test I feel that this will give me a good idea of how an individual learner sees the instruction. To show the implementation part I will ask the student if they feel that they will use this meal plan in the future. Part 6c. Small Group Evaluation This part of the evaluation I will conduct mostly as a series of observations/interviews of the students as they are completing and after they finish their assignment. I will choose students who scored in the top 25% of the class on their pretest to observe and interview for this part. I feel that by using these students it will give me a good sample of students who display a better than average prior knowledge going into this assignment. I will ask students if the material made sense, if it was meaningful to them, and if they think they will use this knowledge in the future (Appendix G). Asking these types of questions will help me to determine if the instruction and objectives were clear to the students. When sorting through the evaluation data from the students I need to keep in mind that these are 10 year old students and to keep my evaluation questions simple enough that the students can give

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me clear answers. I will also be able to observe these students as they are working to determine if the instructional material was clear enough. If they have lots of questions, then it needs some work, if there are only a few questions then it is alright. Part 6d. Field trial At the end of my unit I will have students complete an exit survey. I will make sure that students understand I will not know their answers, I hope that this will make sure that I get honest answers. I will ask them questions about the delivery of the material and if it kept their attention or if it was boring. I will also ask them if they thought that the assignment of creating a daily menu was helpful in increasing their understanding of the material. And finally I will ask them if they feel that they will actually use the 5 day meal plan or any parts from it in the future. This will hopefully give me an idea of what needs to be adapted for this unit. (Appendix H)

Part 7: Formative Evaluation Report Part 7a. Evaluation Survey or Rubric

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The following are questions that the SME will answer. Is the project age appropriate? Are the materials age appropriate? Is the instruction complete and detailed? Does the project align with current district standards? Do you feel that students will use their 5 day menu at home? Do you feel the learning task is useful to students? Do you anticipate any obstacles during the project? Does the instruction flow appropriately? Is the instructor guide detailed? Are the student instructions complete and understandable? Is the assessment appropriate?

The link to the online survey: https://spreadsheets.google.com/viewform? hl=en&formkey=dHQ2eE1NdnhoUWw4cmt4dk1pY1ZOTlE6MQ#gid=0 Part 7b. Results of the expert review After receiving the results of the review from the SME I was very pleased with the feedback. He felt that the design was organized and put together well and was very age appropriate. I was a little concerned about the unit being a little too much information for 5th graders, but after receiving the review from my SME I feel like this is very age appropriate. Another aspect of the design that the SME liked was the needs assessment. He felt that the assessment beforehand gives a great representation of

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where the majority of instructional time needs to be spent. The feedback I received regarding the instructor guide was that the information flows well and it is easy to understand, but after review, it would be nice for the instructor to have some documents to use during instruction. Specifically, the SME would have liked an activity or visual aid to help with understanding the nutrition labels. One comment that my SME made about the project was that some students dont have much say in what they eat, and their parents do all the shopping and cooking, so students may not be able to implement their meal plan at home. I think this is a great point, but I believe that even if they cannot use it at home, over the course of the project they will have a better understanding of the material than when they begin. Part 7c. Comments on Change After the evaluation of the design by the SME there was only one change that he felt would be necessary. The SME felt that the instructor needed a visual aid to help students during the nutrition label part of the instruction. After taking another look at the project I agreed that there needed to be something to help students when learning this concept. I added a page that the instructor can use that will help students to understand nutrition labels better, it has a variety of example labels for students to analyze during that part of the instruction. The document can be found in Appendix C.

Part 8: AECT Standards Grid Professional Standards Addressed (AECT)

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The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.
Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X X X X X X ID Project ID Project ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project

X X X

ID Project Reading Quiz; ID Projects (all assignments)

(all assignments) ID Project

X X X

ID Project ID Project

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COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term educational (or instructional) technology

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9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front-end analysis ii. Identify methods and materials for communicating subject matter that are contextually relevant a. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional task iii. Develop assessments that accurately measure performance objectives a. Select and implement instructional strategies for selected learning tasks

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i.

Select appropriate media tools that support instructional design decisions

a. Describe the rationale and processes associated with the formative

evaluation of instructional products i. Create a plan for formative evaluation

1. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 2. Apply state and national content standards to the development of instructional products 3. Meet selected professional standards developed by the Association for Educational Communications and Technology 4. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing

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1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

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1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

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3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

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5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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Appendices
Appendix A
ID Design Survey Circle the correct answer 1. How many calories does someone your own age (10-11) need a day? a. 1500 b. 3000 c. 2000 d. 2500 1. How many minutes of exercise does someone your age (10-11) need a day? 60 minutes 2 cups True or False 4. An item with more than 20% daily value is nutritionally high True or False 5. What is the total amount of food you need daily from the grain group? _________________________ounces 6. What is the total amount of food you need daily from the vegetable group? _________________________cups 7. What is the total amount of food you need daily from the fruit group? _________________________cups 8. What is the total amount of food you need daily from the milk group? _________________________cups 9. What is the total amount of food you need daily from the meat and beans group? _________________________ounces 10.When you look at a nutritional label, what does the total fat mean? _______________________________________________________ 11.When you look at a nutritional label, what does the saturated fat mean? _______________________________________________________ 12. Does exercise help to reduce extra body fat? 30 minutes 1cup 2. What is the correct serving size for a glass of milk? 3. An item with less than 5% daily value is nutritionally low

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Yes

No

13.Where does body fat come from? A. Sodium B. Vitamins C. Cholesterol D. Unused Calories 14.What is a high level of nutrients in a food? a. above 20% b. below 5% c. 0% 16.-21. Match the correct total servings per day to the correct food group. Grains Vegetables Fruits Milk Meat and Beans 1 cups 3 cups 5 ounces 2 cups 6 ounces

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Appendix B Screen shot of the food pyramid from mypyramid.gov website.

Link to the website http://teamnutrition.usda.gov/Resources/mpk_poster.pdf

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Appendix C Screen shot of food label page from mypyramid.gov

Link to the website http://teamnutrition.usda.gov/resources/mpk3_lesson3.pdf

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Appendix D Links to student resource sites My Food-a pedia- students are able enter various foods and the calories and servings from each food group are displayed http://www.myfoodapedia.gov/ My Pyramid Plan- Students are able to enter their age, sex, weight, height, and activity level and the site will give them the correct amount of foods from each food group. The site also gives students tips how to eat healthier from each of the food groups. http://www.mypyramid.gov/mypyramid/index.aspx My Pyramid Menu Planner-This site allows students to make menus by adding foods that they choose. The site adds to the servings and calories when a food is added to the daily menu. This site could be a great place to have students use as they are planning their menu. This site will make their menu more interactive and the bar graphs provide a great visual to help students begin to understand portion size. Although this site gives the servings and calories, students will still need to do their own research to find the nutrient value of each food they select. http://www.mypyramidtracker.gov/planner/launchPage.aspx

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Appendix E

Name:___________________________

Day: M T W Th F Sa Su (circle the day) Breakfast

Food/Drink

Food Group

Servings/Size

Calories

List any nutrients with a high value

Lunch Food/Drink Food Group Servings/Size Calories List any nutrients with a high value

Dinner Food/Drin k Food Group Servings/Size Calories List any nutrients with a high value

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Snack Food/Drink Food Group Servings/Size Calories List any nutrients with a high value

Servings from each food group today Food Group Grain Vegetable Fruit Milk Meat and Beans Total servings today

Exercise List exercise How long (minutes)

Total Calories Today:__________________

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Appendix F
Rubric for Student Menus Part Complete 5 day plan 3 Meals for all 5 days are completed with minimum of 1 snack per day. 2 1 or more parts are missing from the menu. There are only meals for 4 days, or snacks for 3-4 days. Correct amount or total daily calories per day. (calories will vary per student, Calories for each day (5) are within +/- 200 calories. Calories for 3-4 days are within +/- 200 calories. Calories for 1-2 days are within +/200 calories. Calories are missing, or incorrect( +/-more 1 2-3 days are completely missing from the weekly meal plan. 02 snacks are included. 0 Each day is incomplet e or 4 days are missing. Total Points

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values based on mypyramid.g ov menu planner section. Servings are correct from each food group Serving from each food group is correct within a +/range of cup or ounce. Servings are within a +/- 1 cup or 1 ounce for more than 3 means. Servings are greater than +/- 1 cup or 1 ounce for more than 3 meals.

than 200)

Servings are missing or incomplet e

Snacks

5 or more snacks are included with completed chart

4 snacks with 2 to 3 chart parts missing

3 snacks with incomplete charts.

1 or no snacks included

are included included

High nutrients are included in chart

6 or more foods with a high nutrient value (over 20%) are included in

3-5 foods with a high nutrient value are included in each days

1-2 foods with a high nutrient value are included in each days

1 or no foods with high nutrient values

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each days plan. Exercise 60 minutes or more of vigorous exercise is included each day.

plan.

plan.

included.

30-45 minutes of vigorous exercise is included each day, OR 4 days of 60 minutes of exercise.

30 minutes or less of exercise each day OR 3 days with 60 minutes of exercise

No exercise or less than 20 minutes a day.

Appendix G Small group evaluation questions Name:__________________________________ 1. Did the material you were learning make sense?

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________________________________________ 2. Was the material meaningful to you, why or why not?

3. Will you use your meal plan in the future?

4. What did you learn about fat?

5. What did you learn about nutrient values? ________________________________________________________________

Appendix H Field trial questions Field trial questions/exit survey 1. Did you find the teaching part of the lesson interesting, why or why not?

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________________________________________________________________ 2. Did you think the assignment helped you to understand the lesson better? ________________________________________________________________ 3. Did the websites help you in your learning? ________________________________________________________________ 4. Will you use your meal plan or parts of it in the future? ________________________________________________________________

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