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Elif Gokbel
Rachelle Poth
Tracy Wazenegger
Zhanat Zhapparov
The five steps in the ADDIE Model are: Analysis, Design, Development, Implementation and Evaluation. The steps in
the process each lead into the next step and have some form of evaluation that occurs prior to the next step. The ADDIE
Model is a flexible strategy of instructional design.
ANALYSIS
Analysis
In this important phase, the intended audience is identified. The learner characteristics are analyzed, the instructional goals
are established and additional considerations are made for the learning environment and timeframe required.
Learner Characteristics: Our Galapagos Unit
Forty students in grade 9 studying a unit on the Galapagos Islands for a final culminating project.
The students represent diverse backgrounds, skill levels and interests.
All students have had exposure to Spanish, some at a basic exploratory level and others are completing Spanish I.
Students will complete the lesson by corresponding with similar aged students from a small private school in Ecuador.
The students in Ecuador will make comparisons with our climate, customs and participate in similar lessons.
Students have had English classes and will have the opportunity to make connections between the cultures.
The lesson designed on the Galapagos will engage students by connecting several classes into an interdisciplinary unit.
DESIGN
In the Design phase, the information obtained through the Analysis phase, will help to develop the
learning objectives and instructional strategies for implementing the lesson.
STANDARDS
Learning Standards Addressed
DEVELOPMENT
Development
In the Development phase, the information obtained through the Analysis and Design phases is taken into
consideration for preparing the instructional materials, developing tools to use for assessment and obtaining feedback
from the learners, locating multimedia or other learning materials for the lessons.
In our lesson, we created a variety of instructional materials, located helpful tools, images, videos, multimedia, and
assessment tools for use in our lessons. A variety of resources were consulted to gather the information.
Tools such as Survey Monkey, Socrative, Testmoz and Quizlet were used to create several assessments. GoSoapBox
was used to offer a means for class discussion, quick polls and quizzes. Socrative will be used for quick question that
is MC, T/F, or short answer or for exit slips. Smore and Thinglink were used for student projects. Students can connect
with other students through their Edmodo accounts and setting up epals.
Tools used
Additional Tools
Testmoz
Videos
ThingLink
reinforce knowledge of math skills through foreign language study by comparing the cultures
Adaptation
Learner Goals:
define adaptation
identify common adaptations of organisms
explain how adaptations help an organism to
survive
research adaptations of a specific organism
create a digital poster using ThingLink:
https://www.thinglink.com
know terms in Spanish related to adaptations
be able to write a short paragraph based on
the topic in Spanish
compare the cultures and gain more
knowledge through foreign language study
Introduced Species
Learner Goals:
IMPLEMENTATION
Implementation
In the Implementation phase, the lesson plan is put into action.
The lesson and strategies are reviewed regularly to determine effectiveness of instruction.
EVALUATION
Evaluation
In the Evaluation phase, the effectiveness of the lesson is assessed to ensure that the desired learner outcomes have
been achieved. There are two parts, a formative and summative assessment. Throughout the lesson, formative
assessments take place at each step of the ADDIE Model through tools such as entrance or exit slips, quizzes, or
teacher observation. Summative assessments are used to evaluate whether the learning goals have been met.
For our lesson, we used a pre-assessment on Survey Monkey to determine the knowledge base of the students.
Throughout the lessons, several entrance and exit slips were used for formative assessments:
Socrative quiz
Discussion board on GoSoapBox
Materials used for summative assessment:
Climatogram on Excel
Digital poster on Thinglink.com
Wanted poster using Smore
Food web
At the end of the unit, students were assessed to determine whether each goal of the lessons has been met. Students
had resources available for ongoing review.
CONCLUSION
Galapagos Islands Unit provides:
an interdisciplinary environment in which students explore and learn
appropriate and entertaining setting to help students make connections between academic subjects and the real world
applications
a blend of classroom instruction, interactive activities, and real-life connections, students are expected to extend their
contextual knowledge in the sciences and improve their Spanish language skills and appreciation for other cultures
Lesson Materials
GoSoapBox Discussion
Quizlet Cards Sets
Smore Wanted Poster Assignment
Socrative
Survey Monkey Pre-assessment
Testmoz
Thinglink
RESOURCES
Benz, Richard. Ecology and Evolution: Islands of Change. Arlington: National Science Teachers Association, 2000. Print.
Darwin
Foundation
Galapagos
Species
Checklist,(updated
12/3/2014)
Retrieved
November
16
from
http://www.darwinfoundation.org/datazone/checklists/
Forest, Ed. The Educational Technoloy, the ADDIE model (january 29, 2014) Retrieved November 15, 2014 from
http://educationaltechnology.net/the-addie-model-instructional-design/
Galapagos Species Checklist (2014) Retrieved November 14, 2014 from http://bit.ly/1vIqI0I
Instructional
Design
Central
(2012)
Retrieved
November
http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm
Instructional
Design
Expert
(ADDIE
image)
(2010)
http://www.instructionaldesignexpert.com/addie.html#.VF0X1vvU8n0
Typical
Food
of
Ecuador.
(2014,
January
1).
15,
2014
from
Retrievd
November
14,
2014
from
Retrieved
November
20,
2014,
from
http://www.southamerica.cl/ecuador-guide/typical-food.htm
Whitworth, Mark. "Creating a Climate Graph Using Microsoft Excel." Marque My Words. Marque my words, 15 Nov. 2011. Web.
22 Nov. 2014. http://bit.ly/15OgMJz
Additional Resources
Galapagos Island Information, Retrieved November 14, 2014 from http://www.galapagos.org
Conservation
in
the
Galapagos,
http://www.galapagos.org/conservation/climate-change/
Retrieved
November
18,
2014
from
Schools participating in ecology projects, Retrieved November 19, 2014 from http://www.ecologyproject.org/programs/galapagos
Video Resources
Video on Galapagos and Beak of the Finch Retrieved November 14, 2014 from Video on Galapagos and Beak of the Finch
http://youtu.be/mcM23M-CCog
Galapagos with Google Maps, Retrieved November 14, 2014 from https://www.youtube.com/watch?v=NKG2qH8778U
Image Credits
ACTFL 5 Cs, Retrieved November 25, 2014 from http://bit.ly/1zFVw1w
Curricular Connections Image, Retrieved November 25, 2014 from http://bit.ly/1FGK2i9
Darwin Finches, Retrieved November 15, 2014 from http://bit.ly/12vMRVd
Development, ADDIE Model Retrieved November 30, 2014 from http://bit.ly/1CGF86D
Evaluation Image, Retrieved November 25, 2014 from http://bit.ly/1tAE5uC
Galapagos Islands Image, Cover Page Document, Retrieved November 30 from http://bit.ly/1FKUVh6
Krentzel, D. (2011, June 5). Galapagos tortoises (Chelonoidis nigra sp.) at the Charles Darwin Research Station, Santa Cruz,
Galapagos Islands [Photograph]. Retrieved from https://www.flickr.com
Lonely Planet (2014) Map of Location of Islands, Retrieved November 15, 2014 from http://bit.ly/1HX8vSo
Image Credits
Members Page Addie Image, Retrieved November 21, 2014 from http://bit.ly/1HN734X
Philipsen, S. (2013, May 24). Parades [Photograph]. Retrieved from https://www.flickr.com
Practice your math skills [Photograph]. (2014). Retrieved from http://www.clipartpanda.com/clipart_images/practice-your-mathskills-with-3918813
Standards Aligned System, Retrieved November 27, 2014 from http://bit.ly/1rGrsUD
The Addie Model, Retrieved November 15, 2014 from http://bit.ly/1FG6WX5