Science Across the Curriculum: A Penguin Project1

GILT 515:

Science Across Content Areas: A Penguin Project

Analysis Phase: ADDIE Model Student Project

5/8/2023

Rebecca Durbin

Doctoral Program in Instructional Technology and Leadership

Duquesne University

Science Across the Curriculum: A Penguin Project2

Table of Contents

TABLE OF CONTENTS 2

ANALYSIS OF LEARNING NEEDS 3

Needs Assessment 3

Problem Statement 3

Goal Statement 5

Instructional Analysis 5

Learning Context Analysis 6

Learner Analysis 7

Project Management Chart 10

Science Across the Curriculum: A Penguin Project3

Analysis of Learning Needs

Needs Assessment

My field hours and ADDIE student project will be completed in Shaler Area School

District, which is located in the northern suburbs of Pittsburgh, Pennsylvania. The school in

which the teaching will occur is a primary school that has grades K-3 and serves approximately

400 students. The students being instructed are from a Kindergarten level class with ages ranging

from 5-7 years. There are 21 students who will be receiving the instruction.

The needs of the students were analyzed several ways. The analysis phase included

discussions with the classroom teacher of student ability levels and learning goals, common core

standards to focus the instruction, technology available and student technological levels, and pre-

testing of the content knowledge in relationship to the instruction.

Problem Statement

Following a detailed interview and discussion with the classroom teacher, it was

determined through an examination of the Common Core standards that the students have not

met the requirement to complete a research based writing project as part of the Common Core

Standards adopted by the Shaler Area School District. The teacher expressed a need for the

students to engage in more science instruction, as it is an area of content that does not get as

much attention as the core subject areas of math and language arts. The content of the research

was not set by the standards, however in an effort to incorporate more relevant science content, it

was decided that the focus would be on the Science, Technology, and Engineering Common

Core Standards that include biological science standards. Because the core subjects are vital to

success in kindergarten and beyond, it was discussed that the project be cross-curricular in nature

and fuse science, technology, and language arts standards. In looking at the required Common

Science Across the Curriculum: A Penguin Project4

Core Standards and ISTE technology standards to determine appropriate goals for kindergarten

instruction, the following were decided upon as the “big ideas” in a backwards design approach:

Common Core Standards:

Common Core Standard 1.4 Writingo CC.1.4.K.U-With guidance and support, explore a variety of digital tools and

publish writing or in collaboration with peers.o CC.1.4.K.V-Participate in individual or shared research projects on a topic of

interest. Common Core Standard 1.8 Reading, Writing, Speaking, and Listening

o CC.1.8.K.B-Locate information on identified topics with teacher guidance.o CC.1.8.K.C-Create and explain a research-based project with adult assistance

Common Core Standard 1.9- Information, Communication, and Technology Literacyo CC.1.9.K.A-Gain information using media and technology resources with

adult assistance Common Core Standard 3.1-Science and Technology and Engineering Education

o CC.3.1.K.A1-Indentify the similarities and differences of living and non-living things.

o CC.3.1.K.A3-Oberserve, compares, and describes the stages of lifecycles for plants and/or animals.

o CC.3.K.A5-Observe and describe structures and behaviors or a variety of common animals.

Common Core Standard 3.1-Biological Scienceso CC.3.1.K.B1-Observe and describe how young animals resemble their parents

and other animals of the same kind.

ISTE Standards:

Students apply digital tools to gather, evaluate, and use information:

o Locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media

Students use digital media and environments to communicate and work collaboratively,

including at a distance, to support individual learning and contribute to the learning of

others.

Science Across the Curriculum: A Penguin Project5

o Interact, collaborate, and publish with peers, experts, or others employing a

variety of digital environments and media

The next focus of our discussion was on the actual content to be taught. After a

discussion with the classroom teacher to determine an area of interest to the students, the topic of

penguins was chosen. This choice was due to the season of the instruction and the high level

interest of the children in this topic area.

Goal Statement

The main goal of the instruction will be for students to learn science content and

demonstrate their learning of the content through language arts activities. These activities will

culminate in a digital class book at the conclusion of the unit of study.

Instructional Analysis

Once the standards to be met were identified, as in backwards design, the lesson content

and “essential questions” could now be developed based on the “big ideas” and presented in the

standards above. In order to achieve these standards a combination of face-to-face instruction

and digital presentation on the scientific content will occur. After a discussion with the

classroom teacher, it was determined that the students would potentially be more engaged if the

use of technology was incorporated. Tasks were identified to occur in a sequential order to allow

time for students to retain science knowledge before applying their learning in the areas of

technology and language arts.

Science Across the Curriculum: A Penguin Project6

The tasks include:

1. Penguin content instruction via Nearpod, which includes guided web-based research.

2. Penguin species report writing with supporting resources (Nearpod lesson, fact sheets,

QR Code facts, and graphic organizers).

3. Group work to create a digital class book on penguin species.

Table 1(below) illustrates the skills required for each of the above tasks

Tasks SkillsPenguin Content Lesson Student ability to use Nearpod for iPad.

Understanding of classroom protocols and attention getting tecnhiques.

Penguin Report Writing Basic writing skills (encoding of sounds and writing of high frequency words)

Use of graphic organizers Recall and Research skills Fine motor skills (coloring/writing)

Creation of Class Book Basic skills for using Storybuddy2 iPad App (Typing on iPad, voice recording, and photo capture)

Learning Context Analysis

From the discussions with the classroom teacher, I learned that the learning context

would be supportive of learning via the iPad. Students already use the iPad devices for a variety

of learning activities in the classroom each day. They know the basic functionality of the iPads

as well as how to scan QR codes, take photos, and more. The classroom teacher is well practiced

in iPad use for small group, individual, and whole group lessons via airserver. The students use

the devices daily and have been taught basic use procedures and rules for use.

Materials Available:

In terms of this project, all of the needed materials are readily available in the classroom

or can be created using existing technology and materials. The list includes:

1. IPads (Nearpod and Storybuddy2 are already installed on the kindergarten iPad cart containing a class set of ipads).

Science Across the Curriculum: A Penguin Project7

2. Headphones (Each student has a personal set of headphones for use)3. Nearpod lesson (This was created based on the standards determined in the

backwards design)4. Species Fact Sheets (Part of the Nearpod lesson and converted to printable

PDF for use)5. QR Codes fact sheets (Provided by the classroom teacher for further research)6. Graphic organizer (Created based on the Common Core standards)7. Report Worksheet (Provided by the classroom teacher)8. Species coloring pages (For use in illustrating the digital book)9. Storybuddy 2 (Already installed on the district iPads)10. Pencils & Crayons (Provided by classroom teacher11. Projector and Laptop (Already in classroom for use)

Learner Analysis

The students involved in the project will be Kindergarten aged. They range in age from 5-

7 years old. The students’ motivation to learn the system is anticipated to be high, as they

typically are actively engaged in learning when technology and iPads are used. The topic of

penguins is also perceived by the classroom teacher as of high interest to the students and should

enhance comprehension.

To better assess the instructional needs of the students in terms of content, I created a

pre-and post-test on penguin science content related to the common core standards. This will

assess their current knowledge in terms of penguins. It will also be relevant to evaluate their

technology skills in relationship to the ISTE Standards. The rubric below will be used pre and

post to determine student learning and progress. These will be important to help ascertain student

ability levels due to the importance of scaffolding learners in a constructivist approach, by

building on their prior knowledge.

Science Across the Curriculum: A Penguin Project8

Pre and Post Test Images:

Technology Rubric:

Below1

Approaches2

Meets3

Exceeds4

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students apply digital tools to gather, evaluate, and use information

Pre-Test and Pre-Rubric Results: (administered 2/3/15)

Science Across the Curriculum: A Penguin Project9

In examining the results of the pre-test data, there is room for learning to occur in terms

of the data collected. In observations coupled with the test data, the pre-test results may indicate

a higher knowledge about penguins than the actual student knowledge. Many students said they

“didn’t know” and would guess. Being that many questions had two answers, the students had a

50% of guessing the correct answer. Also the pre-test results revealed some misconceptions in

the areas of penguin adaptations, penguin young, and penguin young, and penguin predators.

The lessons will be designed to cover all areas of the pre-test to ensure any information the

students may have guessed on will either be introduced or reviewed.

In the technology rubric, the teacher was asked for input as to the level of technology

based on the two standards. Although the students had basic technology skills, they had not used

the iPads for collaboration in learning. They had minimal use for research using QR code

scanning for facts. The scores are based on the lack of experience the areas of technology

objectives of this lesson.

The lesson will use technology to introduce and teach the science content, as well as

provide a platform for collaborative learning in the form of book creation. The tools to be used

have been identified as appropriate by the classroom teacher as only basic iPad skills will be

required to perform the needed functions of the two applications (Nearpod and StoryBuddy2).

Science Across the Curriculum: A Penguin Project10

Project Management Chart

Instructional Design of Training Course

Task Leaders

Jan Feb Mar

2015 2015 2015Problem Analysis BD Needs Assessment & Problem Statement

BD

Goal Statement BD/KB Instructional Analysis BD Description of Learners/Pre-Test BD/KB Description of Contexts BD Draft Project Management Chart BDDesign Outline of Units and Lessons BD/KB Learning Objectives for Lessons BD/KB Instructional Strategy BD/KB Criteria for Assessment BD/KB Methodology of Instruction BD/KBDevelopment BD Instruction Methodology continued BD Lessons developed BDFormative Evaluation BD Formative Evaluation Plan BD Implementation BD/KBFormative Evaluation BDSummative Evaluation BD