L. Sinclair Instructional Design Key Assessment

8/11/2019 L. Sinclair Instructional Design Key Assessment

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Lauren Sinclair

Key Assessment

Instructional Design Project

IDENTIFICATION OF LEARNING PROBLEM

TARGET AUDIENCE

The target audience will be a group of 8th

grade physical science students. Their ages will range

from 13 to 15 years old. There will be a small number of students who having learning

disabilities. This will be a diverse group of students.

PROBLEM IDENTIFICATION

Eighth grade students are required to learn the types of energy and its transformations. The 2012-

2013 Criterion-Referenced Competency Test results for Pierce County Middle School indicated

student comprehension of energy and its transformations were low. Transformations of energy

are difficult for the students to understand because it is not something they can easily see. Low

student achievement indicates the need for efficient application activities. In order to assess the

students prior knowledge a KWL chart along with a pre-assessment quiz will be conducted.

Currently, the instruction is not learner centered. The instructors wish is that the instruction will

provide more visuals so the learner is able to observe how energy is transformed.

INSTRUCTIONAL GOALS

e correct

vocabulary terms.

what they have learned about energy and its transformations to

their lives.


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LEARNER ANALYSIS

INTRODUCTION

The learners in the 8th grade physical science class are composed of 28 students between

the ages of 13 and 15. There are 18 males and 10 females. The overwhelming majority of the

students are Caucasian. The class contains 2 Hispanic and 3 African Americans. The majority of

the students in this class are not economically disadvantage. The 5 students that are at an

economic disadvantage are all Caucasian. This physical science class does not contain any

students who are part of the Special Education program; however, one student does have a 504

Plan that allows him more time on assignments.

The general demographics of this class were found by searching school records through

the computer program Georgia LDS (Statewide Longitudinal Data System). This program allows

teachers to see each student in the classs demographic information, number ofdays absent,

lexile level, CRCT scores from previous years, and whether the student is gifted or has a learning

disability. Surveys, interviews, and observations of the students were used. Student surveys were

used to determine the learning styles of each individual. Each student in the class was given a

survey to complete on their own. Since surveys may not portray the entire truth, observations of

each student were done when completing tasks to see what type of learner they were. Student

interviews were done to assess the students prior knowledge of energy and its transformations.

The information regarding the attitudes of students towards the content, teachers, and the school

was acquired through student and teacher surveys and interviews.

ENTRY SKILLS & PRIOR KNOWLEDGE

Entry Skills:

Mastery of entry skills reading and writing

Able to log on to computer

Use basic internet search engines

Able to browse websites


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Use cameras on smartphones

Prior Knowledge:

Collect data by observations

Analyze data collected

Apply information learned

This information was attained by administering a pretest that assessed this prior

knowledge. The results of the pretest showed that 65% of the students scored less than 70%. The

remaining 35% of the students made a passing score on the pretest. Only 5% of the students

scored 90% or better. 15% of students scored between 80-89% while the remaining 15% of the

students scored between 70-79%. The students were timed while taking the pretest. Students that

spent less than 10 minutes taking the pretest scored below 70% (not proficient). Students that

took longer to complete the pretest scored much higher than students that seemed to rush through

the pretest.

ATTITUDES TOWARD CONTENT & ACADEMIC MOTIVATION

The students were given a survey regarding their outlook about the topic energy and its

transformations. The majority of the students were not excited to know they would be learning

about energy. Several students stated they do not care about energy and its transformations

because it has nothing to do with them.

The students previous teachers were surveyed to get an idea of how motivated each student was.

Many students in the class are academically motivated to learn, yet, the 15 of the students are

not.

EDUCATIONAL ABILILTY LEVELS

All 28 students in the class are classified as regular education students. This class consists

of students who are at the appropriate grade level. There are no students in this class with any

disabilities. The one male student who has a 504 Plan is allowed more time for assignments. This


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student has the same educational ability level as everyone else in the class. When viewing the

data from the previous year, 7th grade, the class average was an 85.4.

GENERAL LEARNING PREFERENCES

After reviewing the student surveys and observation notes the data shows the widely held

learning preference of the class are kinetic and visual learners. Two of the students are auditory

learners. Many of the students did not have one primary style of learning. Few students were

able to identify just one learning style as being their strongest.

ATTITUDE TOWARD TEACHERS & SCHOOL

Peer interviews were conducted in order to uncover the attitudes the students have

towards teachers and the school. All 28 students feel the teachers should incorporate more

interactive activities. The data collected from the interviews prove the bulk of the students

attitudes towards the teachers are positive. A few students do have negative attitudes towards

certain teachers because of past experience. During the interview the students were asked how

they felt about the school. The results were unanimous. All students like the school, but wish

some rules could be changed.

GROUP CHARACTERISTICS

Social characteristics are important when designing instruction. The social characteristics

of this class are the middle working class. There are 5 students who are considered to be a part of

the lower class. There are no students in the class who would be considered in the high class. The

majority of the students are from the South Georgia area. There are two students who are

migrants to the South. One Hispanic student was raised in New Mexico and one African


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TASK ANALYSIS

How the task analysis was conducted and the method used to conduct the analysis.

The task analysis was conducted in a physical science classroom. The subject matter

expert (SME) for this analysis is the teacher. The teacher was able to pull information

from the previous years on the topic. The teacher is to create a new unit for Energy and

Its Transformations. While knowing the performance standards, viewing the class

textbook, energy units from previous years, and using online resources allowed the

teacher to conduct this analysis. Due to the fact that the students from the previous year

had no prior knowledge of energy gave the teacher her starting point. From there the

teacher went to each element of the standard to make sure everything was being

addressed. The type of analysis chosen was a topic analysis because of the topics building

on each other. Before a student can describe energy transformations the student must first

know what energy is and the different forms of energy.

How interaction with appropriate subject matter expert (SME) informed analysis.

The subject matter expert (SME) for this analysis was a middle grades physical science

teacher. The SME taught 8thgrade physical science for one year, however had the highest

CRCT scores in the Okefenokee RESA area. The SME taught physical science using

hands on approaches. I am the SME for this task analysis. I have a bachelors degree in

Middle Grades Science. I have taken many physical science courses in college. This past

year I was asked by Georgia Tech to participate in creating an Energy Unit for 8th

grade

physical science. Energy and its transformations is a unit that I have written at Pierce

County Middle School along with a colleague that has taught 9th

grade physical science

for the past seven years. Although I am the SME for this analysis I did have a colleaguereview the analysis. We both agreed on the order the content should be taught in and the

importance of each subtopic.


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Topic Analysis

Energy and Its Transformations

I. Define energy and select major forms of energy.

1.1. Energy is the ability to do work.

1.1.1. Energy is found everywhere in the universe.

1.2. Energy is found in two major forms.

1.2.1. Potential energy is energy at rest or stored energy.

1.2.2. Kinetic energy is energy in motion.

II. Identify six common forms of energy.

2.1. The most common forms of energy used on a daily bases is mechanical

energy, chemical energy, sound energy, light energy, electrical energy and

thermal energy.

2.2 . Each of the six forms of energy can be categorized as either potential energy

or kinetic energy.

2.2.1. Potential energy: mechanical and chemical energy.

2.2.2. Kinetic energy: sound, light, electrical and thermal energy.

2.3. Each of these six forms of energy have different characteristics.

2.3.1. Mechanical energy is the sum of potential and kinetic energy.

2.3.1.1. Mechanical energy is demonstrated using a pendulum.

2.3.2. Chemical energy is stored fuel.

2.3.2.1. Chemical energy is food, gasoline, acid.

2.3.3. Sound energy is vibrations through solids, liquids or gases.

2.3.4. Light energy (Electromagnetic energy) is a wave that can travel to

through a vacuum.

2.3.4.1. Light energy is found as radio waves, microwaves,

infrared waves, visible waves, ultraviolet waves, x-rays

and gamma rays.

2.3.5. Electrical energy (electricity) is created by the flow of electrons.

2.3.6. Thermal energy is heat.


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3.0 Demonstrate transformations of energy.

3.1. Energy transformations means to change from one form of energy to

another form of energy.

3.2. Identify that an energy transformation has taken place by stating what

form of energy the situation began with and what form of energy it

will end with.

3.3. Energy transformations are described using the six forms of energy.

3.4. The Law of Conservation of Energy states that energy can never be

created nor destroyed, it can only change forms.


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Energy

&

Its Transformations

Energy: Two

Main Forms

Other Forms of

Energy

Energy

Transformations

Potenti

Kinetic

Mechanical

Chemical

Sound

Light

Electrical

Thermal

Changes

forms

Heat is a

byproduct

Law of

Conservation

Energy


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INSTRUCTIONAL OBJECTIVES

Terminal Objective 1: To select the major forms of energy.

Enabling Objectives:

1A. To define energy.

1B. To identify the two major forms of energy.

Terminal Objective 2: To select six common forms of energy used on a daily bases.


2A. To identify six common forms of energy.

2B. To describe six common forms of energy.

Terminal Objective 3: To demonstrate the transformations of energy forms.


3A. To define transformations.

3B. To identify energy transformations.

3C. To describe energy transformations.

3D. To define the Law of Conservation of Energy.


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Classification of Instructional Objectives:

ContentPerformance

Recall Application

Fact 1A, 3A, 3DConcept

Principles1B, 2A,

2B, 3B, 3C3

Procedure 1, 2

Interpersonal

Attitude

Relationship between Instructional Objectives and Standards:

Instructional

ObjectivesGeorgia Performance Standards

1

S8P2b. Explain the relationship between potential and kinetic energy.1A

1B

2 S8P2c. Compare and contrast the different forms of energy (heat, light,

electricity, mechanical motion, sound) and their characteristics.2A

2B

3

S8P2a. Explain energy transformation in terms of the

Law of Conservation of Energy.

3A

3B

3C

3D


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DEVELOPMENT OF ASSESSMENT

Goals Objectives Assessments UDL

Lesson 1:

What is Energy?

1. Learners will

be able to

define and

identify the

many forms

of energy.

1. To select the

major forms of

energy.

1A. To define

energy.

1B. To identify the

two major forms

of energy.

BrainPOP: Potential

Energy Quiz

BrainPOP: Kinetic

Energy Quiz

Acrostic Poem

Multiple means

of representation

Multipleopportunities to

watch videos and

take quizzes.

Extended time to

complete assessment.

Choice of word to use

for acrostic poem.

Work with partners.

Lesson 2:

Energy Forms

1.

Learners willbe able to

define and

identify the

many forms

2. To select sixcommon forms of

energy used on a

daily bases.

2A. To identify six

Energy FormPresentation

Multiple means

of representation

Advanced students


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of energy. common forms of

energy.

2B. To describe

six common formsof energy.

will be expected to

create a presentation

using web 2.0 tools.

Extended time will be

given to those who

have a disability.

Multiple choices for

students with

disabilities to use

Power Point or a Web

2.0 tool for their

presentation.

Lesson 3:

Energy

Transformations

1. Learners will

be able to

describe

energy

transformatio

ns that have

taken place.

2. Learners will

be able to

create their

own examples

of energy

transformatio

3. To demonstrate

the

transformations of

energy forms.

3A. To define

transformations.

3B. To identify

energy

transformations.

3C. To describe

energy

transformations.

Energy Conversion

Practice

Energy

Transformation

Picture Collage

Energy

Transformation

Summary

Multiple means

of representation

Students with

disabilities as well as

students struggling

with the content will

practice the energytransformations

multiple times.


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ns using

correct

vocabulary.

3.

Learners willbe able to

apply what

they have

learned about

energy and its

transformatio

ns to their

lives.

3D. To define the

Law of

Conservation of

Energy.

Multiple energy

transformation

practice sheets.

Students that do not

have a mobile device

they could use to take

pictures will be

allowed to use

pictures from the

web.

Students that are

advanced will create

a collage using

multiple pictures and

descriptions ofevery

energy

transformation.

Students with

disabilities will be

allowed to use one

picture and describe

one energy

transformation.

Extended time for

students with


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disabilities.

Advanced students

will write a more

detailed summary.

Students with

disabilities will prove

mastery using less

detail in summary.


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Objective 1 Assessments:

BrainPOP Quiz

Potential Energy

1. What is potential energy?

a. The energy an object has due

to its position or condition

b. The energy an object has due

to its motion

c. The energy an object has due

to its chemical composition

d. The energy an object has due

to its atomic structure

2. What is kinetic energy?




to its motion

c.

The energy an object has due




3. When does an object have no kinetic

energy?

a. When its at rest

b.

When its moving veryslowly

c. When the only force thats

acting on it is gravity

d. When it has no electrical

charge

4. Which object has the most potential

energy?

a. A ball resting on the ground

b. A ball being thrown at 100

miles per hour

c. A ball on top of a refrigerator

d. A ball resting on the edge of

a cliff

5. When does a yo-yo have the most

potential energy?

a. When its at its highest point

b. When its at its lowest point

c. When its moving between its

highest and lowest points

d.

When its moving at its top

speed

6. When is potential energy

transformed into kinetic energy?

a. When an object at rest is

lifted to a higher elevation

b. When an object at rest

remains at restc. When an object at rest is put

into motion

d. When an object in motion is

stopped and put at rest


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7. What do potential and kinetic energy

have in common?

a. Theyre both related to

density

b. Theyre both unrelated to

density

c. Theyre both related to

volume

d. Theyre both related to

motion

8. Four cars are positioned at the top of

a hill. Which car has the most

potential energy?

a. Small convertible

b. Large SUV

c. Midsize sedan

d. Large sedan

9. Which is the best synonym for

potential energy?

a.

Stored energy

b. Energy of motion

c. Energy due to gravity

d. Mechanical energy

10.Why do objects at high elevations

have more potential energy than

objects at low elevations?

a. Because the thinner air at

higher elevations mean

objects have a greater

potential to move very fast.

b. Because objects at high

elevations are closer to the

sun, which is the source of all

energy on earth

c. Because objects at high

elevations tend to move

slower than objects at low

elevations

d. Because gravity gives objects

at high elevations the

potential to fall much further


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BrainPOP Quiz

Potential Energy ANSWER KEY

1. What is potential energy?




to its motion









to its motion





3. When does an object have no kinetic

energy?

a. When its at rest

b. When its moving very

slowly

c.

When the only force thats

acting on it is gravity

d. When it has no electrical

charge

4. Which object has the most potential

energy?

a. A ball resting on the ground

b. A ball being thrown at 100

miles per hour

c. A ball on top of a refrigerator

d. A ball resting on the edge of

a cliff

5.

When does a yo-yo have the most

potential energy?

a. When its at its highest point

b. When its at its lowest point

c. When its moving between its

highest and lowest points

d. When its moving at its top

speed

6. When is potential energy

transformed into kinetic energy?

a. When an object at rest is

lifted to a higher elevation

b. When an object at rest

remains at rest

c. When an object at rest is put

into motion

d. When an object in motion is

stopped and put at rest


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7. What do potential and kinetic energy

have in common?

a. Theyre both related to

density

b. Theyre both unrelated to

density

c. Theyre both related to

volume

d. Theyre both related to

motion

8. Four cars are positioned at the top of

a hill. Which car has the most

potential energy?

a. Small convertible

b. Large SUV

c. Midsize sedan

d. Large sedan

9. Which is the best synonym for

potential energy?

a.

Stored energy

b. Energy of motion

c. Energy due to gravity

d. Mechanical energy

10.Why do objects at high elevations

have more potential energy than

objects at low elevations?

a. Because the thinner air at

higher elevations mean

objects have a greater

potential to move very fast.

b. Because objects at high

elevations are closer to the

sun, which is the source of all

energy on earth

c. Because objects at high

elevations tend to move

slower than objects at low

elevations

d. Because gravity gives objects

at high elevations the

potential to fall much further


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BrainPOP Quiz

Kinetic Energy

1. Kinetic and potential energy are the

two types of energy that relate to:

a. Change

b. Friction

c. Density

d. Motion

2. Which of the following has the most

potential energy?

a. A man standing at the top of

a hill

b. A car rolling down the hill

c. A car parked at the top of the

hill

d. A man walking down the hill

3.

What is potential energy?

a. The stored energy of an

object due to its position or

condition

b. The energy that an object has

due to its motion


to its speedd. The energy an object has due

to its volume




condition


due to its motion


to its existence


to its volume

5. Which passenger has the most

potential energy?

a. Passenger at the lowest point

on the mountain

b.

Passenger 1/3 the way up the

mountain

c. Passenger the way up the

mountain

d. Passenger at the top of the

mountain

6. The amount of kinetic energy an

object has depends on its:a. Mass and volume

b. Volume and friction

c. Mass and speed

d. Speed and density


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kinetic energy?

a. A car traveling at 80 kph

b. A tractor-trailer traveling at

80 kph

c. A cheetah running at 80 kph

d. A motorcycle traveling at 80

kph

8. When is kinetic energy transferred

from object to object?

a. When those objects pass one

another

b. When the first object

outweighs the second object

c. When the first object has

more potential energy than

the second object

d. When those objects collide

9. In a generator, kinetic energy is

transformed into:

a.

Motion

b. Potential energy

c. Electricity

d. Solar power

10.There is a finite amount of energy in

the universe. What does this mean?

a. Energy is created and

destroyed all the time

b. There is a limited amount of

energy in the universe

c. Stars generate most of the


d. Dark matter absorbs most of

the energy in the universe


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BrainPOP Quiz

Kinetic Energy ANSWER KEY

1. Kinetic and potential energy are the

two types of energy that relate to:

a. Change

b. Friction

c. Density

d. Motion


potential energy?

a. A man standing at the top of

a hill

b. A car rolling down the hill

c. A car parked at the top of the

hill

d. A man walking down the hill

3.

What is potential energy?



condition


due to its motion


to its speed


to its volume




condition


due to its motion


to its existence


to its volume

5. Which passenger has the most

potential energy?

a. Passenger at the lowest point

on the mountain

b.

Passenger 1/3 the way up the

mountain

c. Passenger the way up the

mountain

d. Passenger at the top of the

mountain

6. The amount of kinetic energy an

object has depends on its:

a. Mass and volume

b. Volume and friction

c. Mass and speed

d. Speed and density


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kinetic energy?

a. A car traveling at 80 kph

b. A tractor-trailer traveling at

80 kph

c. A cheetah running at 80 kph

d. A motorcycle traveling at 80

kph

8. When is kinetic energy transferred

from object to object?

a. When those objects pass one

another

b. When the first object

outweighs the second object

c. When the first object has

more potential energy than

the second object

d. When those objects collide

9. In a generator, kinetic energy is

transformed into:

a. Motion

b. Potential energy

c. Electricity

d. Solar power

10.There is a finite amount of energy in

the universe. What does this mean?

a. Energy is created and

destroyed all the time

b. There is a limited amount of


c. Stars generate most of the


d. Dark matter absorbs most of

the energy in the universe

Acrostic Poem Example

E-Energy is the ability to do work.

N-Naturally found in our universe.

E-Energy in motion is kinetic energy.

R-Resting energy is potential energy

G-Gaining speed or height will affect the amount of kinetic or potential energy

there is.

Y-You are a part of everyday energy conversions.


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Objective 2 Assessment:

Presentation of Forms of Energy

Example

Slideshare URL:http://www.slideshare.net/llsinclair/forms-of-energy-24206809
http://www.slideshare.net/llsinclair/forms-of-energy-24206809http://www.slideshare.net/llsinclair/forms-of-energy-24206809http://www.slideshare.net/llsinclair/forms-of-energy-24206809http://www.slideshare.net/llsinclair/forms-of-energy-24206809


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Objective 3 Assessments:

Energy Transformations

Students will visitwww.glencoe.com/sites/common_assests/science/virtual_labs/E04/E04.htmlto practice

energy transformations.
http://www.glencoe.com/sites/common_assests/science/virtual_labs/E04/E04.htmlhttp://www.glencoe.com/sites/common_assests/science/virtual_labs/E04/E04.htmlhttp://www.glencoe.com/sites/common_assests/science/virtual_labs/E04/E04.html


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Energy Transformations ANSWER KEY


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Picture Collage Example

Summary of Energy Transformations Example

Energy is the ability to do work. The two main forms of energy are potential and

kinetic energy. All other forms of energy can be categorized by being either potential or

kinetic energy. The six most common forms of energy are mechanical, thermal, chemical,

sound, light, and electrical energy. The law of conservation of energy states that energy

can never be created nor destroyed, but can only change forms. This means energy is

transferred from one form to another. For example, before turning on a car the gasoline in

the car is the fuel (chemical energy). Once the car is on the belt in the engine is moving

(mechanical energy). If you have ever touched the hood of a vehicle after it has been

driven you know that heat is produced (thermal energy). All forms of energy can be

converted into other forms of energy.


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Differentiation for Learners:

BrainPOP Potential Energy Quiz

Students struggling with the content will be allowed to view the video and

take the quiz multiple times.

BrainPOP Kinetic Energy Quiz

Students struggling with the content will be allowed to view the video and

take the quiz multiple times.

Acrostic Poem

Students with disabilities will have extended time to complete assessment.

Students with disabilities will be allowed to work with partners.

Energy Forms Presentation

Advanced students will be expected to create a presentation using web 2.0

tools. They will be graded on content, spelling, and punctuation. Students

with disabilities will be given extended time if needed. Students with

disabilities will have the choice of using Power Point or a Web 2.0 tool for

their presentation. Students will only be graded on content.

Energy Conversion Practice

Students with disabilities as well as students struggling with the content

will practice the energy transformations multiple times. If needed, the

teacher will provide the students with extra practice worksheets.

Energy Transformation Picture Collage

Students that do not have a mobile device they could use to take pictures

will be allowed to use pictures from the web. Students that are advanced

will create a collage using multiple pictures and descriptions of every

energy transformation. Students with disabilities will be allowed to use


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one picture and describe one energy transformation. All students must use

energy vocabulary terms.

Energy Transformation Summary

Advanced students will be expected to write a summary including all six

energy forms learned through this course. Advanced students must include

energy transformations for each of the six forms of energy. Students with

disabilities will be a given extended time. Students with disabilities will be

required to name the six forms of energy learned through this course and

give an example of one energy transformation. All students must define

the law of conservation of energy in their summary.

CONTENT SEQUENCING AND INSTRUCTIONAL STRATEGIES

Instructional Sequence

Sequence Description Objective

1 Define an energy and identify the two main forms of energy 1

2Identify and describe six common forms of energy used on a daily

bases2

3 Demonstrate energy transformations 3

This sequence builds on concepts in a concept-related order. The students will proceed

through the lessons in the same way the teacher would teach the lessons. This sequence

alternates between reading and creating examples to maintain high learner motivation and

engagement. Finally, this sequence allows the student to connect energy and its

transformations to their life.


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Lesson 1: What is energy?

Objective 1: The student will select the two major forms of energy.

Objective 1A: The student will define energy.

Objective 1B: The student will identify the two major forms of energy.

Motivational Strategy: (Titov, Andrews, Schwencke, Robinson, Peters & Spence, 2010)

Before researching energy students will be asked to post a

discussion message answering the question what do you think

life without energy would be like? Students will have the choice

of writing a paragraph explaining life without energy or create an

illustration using several clipart images or the paint program.

Initial Presentation: (Morris, Ross, Kemp & Kalman, 2012)

Students will read The Energy Story: Chapter 1: Energy-What is it?

http://energyquest.ca.gov/story/chapter01.html.While reading

students will mine the article for discussion post. Second, students

will log in towww.brainpop.comusing the login informationprovided by the school. The students will watch the BrainPop video

Potential Energy. Students are able to read and view pictures on

the energy quest website. At risk students are able to watch the

BrainPop videos as many times as needed to understand the

information being presented.

Generative Strategy: (Hodges, Mandlebaurn, Boff & Miller 2007)

Recall

After watching the BrainPop video Potential Energy the students will

take the quiz. This is to reinforce what students should have learned while

watching the video. This is not for a grade. Students will have multiple
http://energyquest.ca.gov/story/chapter01.htmlhttp://energyquest.ca.gov/story/chapter01.htmlhttp://www.brainpop.com/http://www.brainpop.com/http://www.brainpop.com/http://www.brainpop.com/http://energyquest.ca.gov/story/chapter01.html


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chances to take the quiz. Students should continue taking the quiz until

they answer each question correctly.

Initial Strategy: (Morris, Ross, Kemp & Kalman, 2012)

The students will then watch the second BrainPOP video Kinetic Energy

At risk students are able to watch the BrainPop videos as many times as

needed to understand the information being presented.

Generative Strategy: (Hodges, Mandlebaurn, Boff & Miller 2007)

Recall

After watching the BrainPop video Kinetic Energy the students will

take the quiz. This is to reinforce what students should have learned while

watching the video. This is not for a grade. Students will have multiple

chances to take the quiz. Students should continue taking the quiz until

they answer each question correctly.

Integration & Elaboration

Students will have the choice between to assignments to complete.

Students should only complete ONE of the assignments.

Students will post on the discussion board their definition of energy.

Students will also identify and describe the two main forms of energy.

OR

After completing the discussion activity the students will create an acrostic

poem. Students should choose one of the following words to use for their

acrostic poem: energy, potential, kinetic. The acrostic poem should

describe energy or the form of energy.

Lesson 2: Other Forms of Energy


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Objective 2: The student will select the six most common forms of energy that are used

on a daily bases.

Objective 2A: The student will identify the six common forms of energy.

Objective 2B: The student will describe the six common forms of energy.

Initial Presentation: (Hodges, Mandlebaurn, Boff & Miller 2007)

Students will read Forms of Energy

http://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basics

While reading the students will compare the different forms of energy and

decide which forms of energy they use on a daily bases. The students will

the visithttp://www.nmsea.org/Curriculum/Primer/forms_of_energy.htm

to get a better definition of the different forms of energy. Have the

students take notes of special characteristics of each form of energy.

Students with disabilities will be given guided notes.

Generative Strategy: (Morris, Ross, Kemp & Kalman, 2012)

Integration & Organization

Students will create a presentation using slideshare, prezi, thinglink, etc. to

describe the following forms of energy: Potential, Kinetic, Mechanical,Thermal, Sound, Light (Electromagnetic) Electricity, and Chemical. Each

form of energy must include the definition and example. Students with

disabilities will be given extended time on the assignment.

Lesson 3: Energy Transformations

Objective 3: The student will demonstrate the transformations of energy forms.

Objective 3A: The student will define transformations.

Objective 3B: The student will identify energy transformations.

Objective 3C: The student will describe energy transformations.
http://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basicshttp://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basicshttp://www.nmsea.org/Curriculum/Primer/forms_of_energy.htmhttp://www.nmsea.org/Curriculum/Primer/forms_of_energy.htmhttp://www.nmsea.org/Curriculum/Primer/forms_of_energy.htmhttp://www.nmsea.org/Curriculum/Primer/forms_of_energy.htmhttp://www.eia.gov/kids/energy.cfm?page=about_forms_of_energy-basics


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Objective 3D: The student will define the Law of Conservation of Energy.

Motivational Strategy: (Titov, Andrews, Schwencke, Robinson, Peters & Spence, 2010)

Students will go tohttp://energyquest.ca.gov/index.htmlto watch the video

Youve Got the Power in the Movie Room. Once students have entered the

Movie Room they will drag the mouse to the TV. They will then click on Youve

Got the Power to watch the video. After watching the video students may

explore the Energy Quest website.

Initial Presentation: (Morris, Ross, Kemp & Kalman, 2012)

Students will view Energy Transformations presentation. While watching the

presentation students should be thinking of ways they transfer energy everyday.

Students should take notes on how energy can be transferred. Next have the

students visit the following website:

http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Energy.cfm#ho

me.The students should read What are some examples of energy transformations

or conversions, How efficient is the energy conversion, Law of

Conservation.Students should compare examples of energy conversions from

the presentation and the readings form the website. Students with disabilities willbe given detailed notes and multiple examples of energy transformations.

Generative Strategy: (Hodges, Mandlebaurn, Boff, Miller 2007)

Recall & Application

Students practice identifying energy transformations by visiting

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E

04.html.Students will then be given several different pictures of energy

transformations; the student will describe all energy transformations

taking place.

Elaboration

Students will create a picture collage of energy transformations. Students

will identify and describe the energy transformations taking place. The
http://energyquest.ca.gov/index.htmlhttp://energyquest.ca.gov/index.htmlhttp://energyquest.ca.gov/index.htmlhttp://www.sciencetech.technomuses.ca/english/schoolzone/Info_Energy.cfm#homehttp://www.sciencetech.technomuses.ca/english/schoolzone/Info_Energy.cfm#homehttp://www.sciencetech.technomuses.ca/english/schoolzone/Info_Energy.cfm#homehttp://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.htmlhttp://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.htmlhttp://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.htmlhttp://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.htmlhttp://www.glencoe.com/sites/common_assets/science/virtual_labs/E04/E04.htmlhttp://www.sciencetech.technomuses.ca/english/schoolzone/Info_Energy.cfm#homehttp://www.sciencetech.technomuses.ca/english/schoolzone/Info_Energy.cfm#homehttp://energyquest.ca.gov/index.html


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students will then write a summary of the transformation of energy.

Summary must include the Law of Conservation of Energy. Students with

disabilities will be have the option to record themselves stating the Law of

Conservation of Energy and explaining what an energy transformation is.

References

Morris, G., Ross, S., Kemp, J., & Kalman, H. (2012).Designing effective instruction. (7

ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Titov, N., Andrews, G., Schwencke, G., Robinson, E., Peters, L., & Spence, J. (2010).

Randomized controlled trial of internet cognitive behavioural treatment for social

phobia with and without motivational enhancement strategies. 44(10), 938-945.

Retrieved from http://web.ebscohost.com/ehost/detail?vid=5&sid=a6b82868-

7663-4283-8024-

7df37ac2ad66@sessionmgr113&hid=22&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ=

=

Hodges, D., Mandlebaurn, L., Boff, Colleen., & Miller, Mitch. (2007). Intervention in

school and clinic.42(4), 219-224. Retrieved fromhttp://web.ebscohost.com/ehost/pdfviewer/ pdfviewer?sid=ddec88c9-a910-47c9-

bc63-3e1d510272b8%40sessionmgr112&vid=5& hid=10

DESIGN OF INSTRUCTION

Goals Objectives Assessments UDL

Lesson 1:

What is Energy?

1. Learners will be

able to define and

1. To select the

major forms of

BrainPOP:

Potential Energy

Multiple means

of representation
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identify the many

forms of energy.

energy.

1A. To define

energy.

1B. To identify

the two major

forms of energy.

Quiz

BrainPOP: Kinetic

Energy Quiz

Acrostic Poem

Multiple

opportunities to

watch videos and

take quizzes.

Extended time to

complete

assessment.

Choice of word to

use for acrostic

poem.

Work with

partners.

Lesson 2:

Energy Forms

1. Learners will be

able to define and

identify the manyforms of energy.

2.To select six

common forms of

energy used on adaily bases.

2A.To identify

six common

forms of energy.

2B.To describe

six common

forms of energy.

Energy Form

Presentation

Multiple means

of representation

Advanced students

will be expected to

create a

presentation using

web 2.0 tools.

Extended time will

be given to those

who have a

disability.

Multiple choices


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for students with

disabilities to use

Power Point or a

Web 2.0 tool for

their presentation.

Lesson 3:

Energy

Transformations

1 Learners will be

able to describe

energy

transformations

that have taken

place.

2. Learners will be

able to create their

own examples of

energy

transformations

using correct

vocabulary.3.

Learners will be

able to apply what

they have learned

about energy and

its transformations

to their lives.

3.To demonstrate

the

transformations

of energy forms.

3A.To define

transformations.

3B. To identify

energy

transformations.

3C. To describe

energy

transformations.

3D. To define theLaw of

Conservation of

Energy.

Energy Conversion

Practice

Energy

Transformation

Picture Collage

Energy

Transformation

Summary

Multiple means

of representation

Students with

disabilities as well

as students

struggling with the

content will

practice the energy

transformations

multiple times.

Multiple energytransformation

practice sheets.

Students that do

not have a mobile

device they could

use to take pictures

will be allowed to

use pictures from

the web.

Students that are


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advanced will

create a collage

using multiple

pictures and

descriptions of

every energy

transformation.

Students with

disabilities will be

allowed to use one

picture and

describe one

energy

transformation.

Extended time for

students with

disabilities.

Advanced students

will write a more

detailed summary.

Students with

disabilities will

prove mastery

using less detail in

summary.


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PLAN FOR FORMATIVE EVALUATION

Near the end of the course learners will complete an online evaluation for the

online module. Learners will be given a course evaluation that the instructor created at

www.surveymonkey.com.The instructor will provide the students with the link to the

survey. The evaluations will be submitted through Survey Monkey. The instructor will

have no way of knowing which student submitted which evaluation. The learner will

have to take a screen shot of the confirmation page and email it to the instructor. The

confirmation page is simply a thank you page. This will be done so the instructor is

able to make sure every learner participates. The SME will evaluate the online

module using the same evaluation form. Some questions on the form will be omitted

for the SME. The SME will be able to access the online module as a demo student

that will be allowed to access all contents at one time. This will allow the SME to

navigate through the module to see everything the learners have done.

Energy Module Evaluation

http://www.surveymonkey.com/s/32J8NBK

1. How challenging did you find the course to be?

o Much too challenging

A little too challenging

o About right

o A little too easy

o Much too easy

2. How easy is it to navigate through the course?

o Extremely easy

o

Very easyo Moderately easy

o Slightly easy

o Not at all easy
http://www.surveymonkey.com/http://www.surveymonkey.com/http://www.surveymonkey.com/s/32J8NBKhttp://www.surveymonkey.com/s/32J8NBKhttp://www.surveymonkey.com/s/32J8NBKhttp://www.surveymonkey.com/


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3. Based on your experience in the course how does it compare with other online

courses?

o This course was much easier to navigate through than other online

courses.

o This course was somewhat easier to navigate through than other online

courses.

o This course was equally as easy to navigate through as other online

courses.

o This course was somewhat difficult to navigate through than other online

courses.

o This course was much more difficult to navigate through than other online

courses.

4.Where do you primarily log in to view the course or complete course work?

o Home

o Library

o School

o Other: _______________

5.What made you decide to participate in an online course?

6.What was the most stressful part about this online course?

o Learning the content

o Navigating through the module

o Internet connection

o

Other: __________________

7.What changes could be made in order to have a more efficient online course?


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After all evaluations have been submitted the instructor will be able to review and

analyze the data collected through SurveyMonkey.com. As each evaluation is

submitted survey monkey breaks down the data collected. The instructor will view all

the information collected to search for ways to improve the module or instruction. The

instructor will discuss with the SME the improvements that need to be made and the

way to go about improving the course.

Documents

L. Sinclair Instructional Design Key Assessment