FRIT 7231 Instructional Design Unit
Instructional Design
Chelsea George
Fall 2022
Report 2
5. Learner and Context Analysis
5.1 What is the target population?
The target population is students in 4th grade receiving science instruction.
5.2 Describe how you would determine the characteristics of the target population.
The target population includes students with unique abilities and strengths. The majority
of the class receives Tier 1 instruction without any modifications or accommodations. Out of the
20 students, 4 have an IEP and 5 are English learners. All 9 of these students receive Tier 2
interventions. Please see the graph below to better understand the learner analysis breakdown.
Learner Matrix
Interpersonal
Musical
Spatial-Visual
Logistical-Mathematical
Intrapersonal
Bodily-Kinesthetic
Linguistic
0 1 2 3 4 5 6 7 8
5.3 Describe how you would determine the physical and organizational environment.
Students would be sitting at desks in a classroom. 4 desks are put together to create a
large table/workstation. This allows 5 groups of students to work together. Students will be
grouped based on ability and needs. Within groups each student will have one of the following
roles: recorder, reporter, facilitator, inquirer. This will encourage students to focus on the task at
hand and ensure that all tasks are completed. We will intentionally assign students a role based on
their strengths and areas for improvement.
Technology Integration Assessment
Technology Technology policies and plans are adapted from a district level and take into
Planning and account state-wide expectations. These policies are made available on the school
Policies district’s website, each school website and within the staff and student handbooks.
The technology plan is evaluated and revised every 3-5 years by the district’s
team of school-based DLS’s and the Director of Technology Integration.
Finance Our district has an annual technology budget that is based on federal, state,
and Title 1 funds. This budget accounts for the maintenance of Wifi,
hardware, and the purchasing of softwares/licenses. It is also used to
purchase accessories like laptop/iPad chargers and name tags. Our
district’s budget closely compares to the surrounding counties.
Equipment and In our school, each classroom has access to various technological resources. Each
Infrastructure classroom gets access to the computer lab once a week. While we do not have a
mobile lab or cart, students do have access to in-class computers. Each student in
grades PreK-1 has an iPad; each student in grades 2-5 has a chromebook. These
devices are 1:1 and are not shared with other students.
Our school has access to high speed internet via wifi and ethernet cables.
The infrastructure in place successfully meets the school’s technology needs for
both staff and students.
Technology We primarily use the HMH Science app to teach life science and physical science.
Applications Students also use Flocabulary, Quizziz, Kahoot, and other game-based
applications to learn.
Each year the instructional team asks for teacher feedback of what did and did not
work well. Usually, this type of feedback is sent out by the school-based Digital
Learning Specialist and is taken from the Bright Bytes platform. Students are also
asked to take a simple version of this survey so the core leadership team can gain
a wholistic understanding of the application’s effectiveness.
Maintenance and Staff members are able to submit a work ticket to a member of the technology
Support team if we have issues with softwares/online systems, devices, network, or other
requests. The school-based Digital Learning Specialist or IT personnel address the
issue within 24-48 business days.
Professional Once each quarter elementary science teachers from each school in the district
Development meet either virtually or in person on campus for professional development
opportunities. Once each month science teachers meet virtually with the academic
coach of science and other content areas to discuss strategies to improve planning,
instruction and assessment. At least 24 hours of professional development
opportunities are available per year for teachers and staff.
Technology Are teachers proficient in the use of tech in the teaching/learning environment?
Integration This varies from teacher to teacher. Some teachers are better than others because
they enjoy the use of technology and figuring out how to do new things with it.
Others are not as well versed in using technology because they are not as fluent
with how to use it. It also varies from school to school with how much our tech
liaison is willing to assist teachers with learning how to use what is available.
Are students proficient in the use of technology in the teaching/learning
environment? The majority of my students know and understand how to use their
chromebooks very efficiently. Learning how to log in to the device is usually
challenging at the beginning of the year but most students catch on quickly. Once
logged in, the classlink program my school uses makes getting to most tasks very
easy for my students.
Is technology integrated into the teaching/learning environment? Yes, we use
technology for many tasks in my classroom. My students really like doing task
cards for assignments where they get to answer them on the chromebook for
immediate feedback.
At what ISTE Level of Technology Implementation (LOTI)
Framework (0-6) would you describe your school in the use of technology?
Based on the LOTI Scale what level would you describe your level of integration?
ISTE LEVEL OF TECHNOLOGY IMPLEMENTATION (LOTI) FRAMEWORK
6. Writing Performance Objectives
6.1 State the Terminal Objective (TO) for your instructional plan: While working collaboratively
with peers (CN), students will use tools to obtain, evaluate, and communicate information (B) about the
nature of light and how light interacts with objects (CR).
6.2 Subordinate Objectives (3)
6.2.1 Subordinate Objective - Cognitive Domain: Using mirrors and prisms (CN), students will
be able to carry out an investigation (B) to describe the path light takes as it bends on a mirror.
6.2.2 Subordinate Objective - Psychomotor Domain: Students will manipulate mirrors and
prisms (CN) to bend light (B) and gain a better understanding of refraction and reflection (CR).
6.3.3 Subordinate Objective from Attitude Domain: While working in small groups (CN),
students will choose to fulfill their individual roles (B) to ensure that all tasks within the
experiment are complete (CR).
7. Assessments
7.1 Select one SO; describe the manner by which you would assess whether or not the
learner has achieved that objective.
To determine whether or not the learner has met the cognitive objective, the teacher will
provide a formative assessment in the form of Kahoot. This quiz like platform feels like a game
for students and allows the teacher to create assessment items based on the students’ experiences.
7.2 What types of assessment instruments will your instruction have? Why?
Throughout this unit of instruction, students will engage in a scavenger hunt of items
with reflective surfaces. They will make predictions to determine how the reflective surface might
affect the path of light. To ensure that students understand and are able to apply vocabulary
terms, the teacher will use Flocabulary to have students respond to a passage. Flocabulary is a
program that uses music to teach students concepts across various content areas. This appeals to
the learning style of the majority of the students in the class seeing that 7 of the students have a
musical intelligence. Also, the teacher will conference with each student individually to gain an
better sense of how students are grasping the concept.
7.3 Write items to assess the SOs above in 6.2.
Subordinate Objective Answer Key and Rubric
6.2.1 Using mirrors and prisms Ask prompting questions to further understand how light travels: 1
(CN), students will be able to point
carry out an investigation (B) to
describe the path light takes as it Analyze findings on a chart or table: 1 point
bends on a mirror.
Synthesize findings in sentence form (written or verbal): 1 point
6.2.2 Students will manipulate Creates a unique path for light with:
mirrors and prisms (CN) to bend 1 angle: 1 point
light (B) and gain a better 2 angles: 2 points
understanding of refraction and 3 angles: 3 points
reflection (CR).
Identify refraction versus reflection: 1 point
6.2.3 Completes their job within the group (timekeeper, facilitator,
While working in small groups recorder etc.): 1 point
(CN), students will choose to
fulfill their individual roles (B) to Completes experiment within given time: 2 points
ensure that all tasks within the
experiment are complete (CR).
8. Planning Instructional Strategy
8.1 For the TO, specify and exemplify an appropriate pre-instructional activity.
Before instruction ensues, the teacher would examine the students’ CUA results
from 3rd grade. The teacher would also play a quiz-based game on Kahoot or Quizziz
during whole group instruction to determine what students already know and what they
still struggle with. The teacher would then present them with a puzzling phenomenon to chart
observations and questions on a KWL graphic organizer.
8.2 For a SO associated with that TO, specify and exemplify an appropriate presentation
strategy.
Students will manipulate mirrors and prisms to bend light and gain a better
understanding of refraction and reflection.
In efforts to make a real life connection to what the students know and experience, the teacher
would activate students’ prior knowledge by investigating weather and space (rainbows, planets,
sun, stars, etc.). The students would watch instructional videos and read books with teacher
guidance to better understand how light operates. To support the EL’s in the class, the teacher
would begin this unit of instruction by frontloading all of the vocabulary terms that the student
would need to know.
8.3 For the same SO, specify and exemplify an appropriate practice activity.
What kind of practice activity would align with the SO goal?
Allow students to work with two-hinge mirrors, water, bottles, flashlights, and prisms to better
understand how they can manipulate the path of light. The teacher might also choose to put
obstacles in the way to help students understand translucence and opacity.
8.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity.
To demonstrate mastery, students can analyze the picture in Appendix A to identify
reflection, refraction, translucence, opacity, and light. Students are also encouraged to explain
their thinking.
9. Planning Logistics and Management for Instructional Materials
9.1 For the TO, provide a description of the learning experience and how you planned for it.
To begin, the teacher will share the terminal objective and success criteria with the
students. The teacher will ask students what they know about light and document the discussion
on the “Know” section of the KWL chart that will be referenced throughout the lesson. Next, the
teacher will show students a video of the refraction of light against a flat surface. Students will be
given time to discuss their thoughts regarding how light is able to bend. This will support EL
students. The teacher will call on individuals to share what they noticed and what they already
know to document these findings on the “Wonder” section of the KWL chart.
The teacher will then activate prior knowledge by reminding students of what they
learned last year pertaining to light in weather patterns and space. Next, the teacher will introduce
refraction and reflection by reading a passage from the HMH science textbook while clarifying
misconceptions along the way. The teacher will stop reading and ask students to think of real life
examples of reflection and refraction that they’ve recognized. The students will then engage in
the scenario described in 7.2.
Students will then be given the opportunity to work in small groups to investigate the
properties of light, reflection, and refraction. Students will pick one of the following roles to
serve throughout the investigation: time recorder, facilitator, recorder, questioner, reporter.
Students will be provided with all necessary materials to conduct their investigation. The teacher
will walk around to monitor and facilitate each group’s experience.
In a whole group discussion, the each of the 5 reporters will share what they observed
their investigation. The teacher will synthesize the findings of each group and note them on the
“Learned” section of the KWL chart. Students will complete game-based quiz (Kahoot) on their
Chromebook. The teacher will provide closing remarks to help solidify the students’
understanding of light.
9.2 Provide a material, technology, and resource logistics checklist.
Materials: pencil, paper, sand timer, single-sided mirror, hinged mirror, bottles of water,
drinking glasses, concave/convex lenses, flashlights, laser pointers, glass prisms
Technology: Chromebooks
Resources: HMH Science Grade 4 (student and teacher editions)
9.3 Provide an organizational matrix/table showing learning initiatives, activities, and
lessons.
Learning Initiatives Activities Lessons
Using mirrors and prisms Students will - Explain how to ask
(CN), students will be able - Create a list of and answer
to carry out an questions questions
investigation (B) to - Make a hypotheses - Explain how to
describe the path light - Test the hypotheses create and carry out
takes as it bends on a - Record findings a hypotheses
mirror. - Explain how to
synthesize and
record findings.
Students will manipulate Students will - Explain how to
mirrors and prisms (CN) - Moving mirrors and create angles by
to bend light (B) and gain prisms to create moving reflective
a better understanding of angles surfaces
refraction and reflection - Use flashlights and - Explain how to
(CR). laser pointers to create angles by
create a path for moving flashlights
light and laser pointers
- Discover how light - Explain refraction
refracts and reflects and reflection
off of surfaces
While working in small Students will - Explain what the
groups (CN), students will - Work in individual individual roles
choose to fulfill their roles within each group
individual roles (B) to - Address questions are and how to
ensure that all tasks within on the KWL chart carry them out
the experiment are - Explain how to
complete (CR). work based on the
KWL chart.
Appendix A
(Georgia Department of Education, 2019)
Works Cited
Georgia Department of Education. (2019, November). Fourth Grade Science Instructional Segment 5
Light and Sound. Retrieved from georgiastandards.org:
https://lor2.gadoe.org/gadoe/file/ed3b62a4-6fb9-4bb4-9abf-3cf3447c4a47/1/Fourth-Grade-
Science-Instructional-Segment-5-Light-and-Sound-with-supports.pdf
