Helen R.

Ward FRIT 7231 Key Assessment Part 1: Identification of Learning Problem The target audience for the Instructional Design Project is the 8th grade students at Effingham County Middle School. The target audience will include students with disabilities as well as students with 504 plans. There will be a variety of ethnicities as well as ability levels. The main area of difficulty is that the unit including the subject matter of Force & Motion (balanced & unbalanced forces) is taught at the end of the year just before the students take the final county Benchmark assessment and the Criterion Referenced Competency test. All of the educators that teach 8th grade physical science have voiced concern that they do not finish the curriculum for various reasons therefore, the students do not perform as well as they should on the final Benchmark assessment nor the CRCT. However, this deficit is evidenced by our county Benchmark assessments only as we do not have CRCT data broken down by standard. When performing a formal needs assessment of the Benchmark C assessments from the 2012-2013 school term, there is a deficit in the performance of students at Effingham County Middle School (ECMS) in regard to the Force and Motion concepts and standards. For example for the questions regarding standard S8P3b Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia, and friction, only sixty six percent of ECMS students answered correctly. Using a comparative needs analysis ECMS is performing approximately 14% lower than the system average of 80.9%. On the Benchmark assessment C during the 2011-2012 school term, students at ECMS also underperformed the county by approximately 16%. Given this comparison analysis it is believed that using more concentrated methods of instruction along with the incorporation of technology to allow students to visualize the concepts and therefore, raise benchmark performance to that of the county averages. The goal of my instruction is two-fold. First it is to increase the comprehension of the content as evidenced by the scores on the Benchmark C assessment to that of the system average of at least 80.9 percent. Secondly, it is to redesign the unit involving the concepts of Force and Motion. The goal of the instruction will specifically focusing on the scientific vocabulary necessary to understand the concepts of unbalanced and balanced forces and Newtons First, Second, and Third Laws of Motion. The development of the instructional plan will allow for more targeted and time efficient instruction to allow for completion before the students complete the final Benchmark assessment of the year. This will be accomplished using online activities and focused instruction.

Helen R. Ward FRIT 7231 Key Assessment Part 2 Learner Analysis Introduction: The population of learners is all of the students currently enrolled in the 8th grade at Effingham County Middle School. The population is 277 students which consist of 190 white students, 58 black students, 15 mixed students, 13 Hispanic students and 1 American Indian. There is also a large special education population with 43 SPED students being served in the eighth grade. Based on 2012 eighth grade science data, 54 students did not meet requirements (17%), 171 students met requirements (54%), and 90 students exceeded requirements (29%). In gathering information for the learner analysis, students in the 8th grade classes were observed randomly to determine interest level and level of engagement given to the material being discussed by the educators. In addition to qualitative data, quantitative data was also gathered by reviewing 2011-2012 and 2012-2013 Criterion Referenced Competency Test scores for physical science as well as 2011-2012 and 2012-2013 Benchmark C scores. Benchmark C scores included direct questions involving the standard identified for instruction modification. The

demographic information was collected by statistical means through the office of the instructional supervisor and reports that were developed by the ECMS data clerk. Entry Skills and Prior Knowledge: Entry Characteristics: Prerequisite skill & knowledge: Most can successfully operate a computer using Internet Explorer Most students can interact appropriately with a learning program. Most students are familiar with the basic scientific skills such as observation, inference, measuring, communicating results, classifying objects, and predicting a result.

Most students are familiar with how the basic scientific skills develop into the scientific method. Most students can read on the required level to obtain a working level of vocabulary usage. Most learners have no knowledge of with concepts of Force & Motion which include balanced and unbalanced forces. Most learners have no knowledge of the concepts of Newtons three Laws.

Prior Experience: Although many learners have worked with a computer with Internet Explorer and are familiar with internet-based interactive activities, many students have not been exposed to the scientific concepts of force and motion. Potential Misconceptions: Students believe that to sustain motion that a constant force must be applied. Students do not consider slowing down and changing direction as motions. Students think that if speed is increasing that acceleration is also increasing. Students regard objects at rest as being in a natural state in which no forces are acting on the object. Students who recognized a holding force, differentiated it from pushing or pulling forces. Students think air pressure, gravity, or an intervening object (like a table) is in the way and keeps an object stationary. Students think that the downward force of gravity must be greater than an upward force for the book to be stationary. Students believe that objects will come to a stop even with the absence of friction. Students do not understand opposing forces. Students believe that friction is a force. Attitudes Toward Content & Academic Motivation: The majority of students recognized that understanding the concepts of Force & Motion are important. All students have experienced the effects of force and motion but have never considered the concepts scientifically. A random sampling of students was interviewed in regard to their overall attitude toward the content. This interview was

done casually and not formally in order to promote honesty by the student and so as not to intimidate with a written format. Qualitative data was also collected while the content to be modified was delivered in the classrooms. An informal interview was conducted with the other physical science teachers to determine not only the need for instruction modification but the interest level of the students. Team teachers were also interviewed to determine the interest of the material based on conversations that the science teachers may or may not be privy to. Education Ability Levels: As stated in the previous information, the education abilities vary greatly given the gifted classes and SPED population of the 8th graders at ECMS. The vast majority of the SPED population are reading and comprehending below grade level. According to the Benchmark C data, the gifted glasses have acquired the content information at a sufficient mastery level. The deficit in scores is primarily in the collaboration class which would include those students with learning disabilities. The deficit may be attributed to the speed with which the material is covered or the process that is used to convey the content. The abstract level of thinking that is required to acquire this content knowledge may also be a factor contributing to the deficit. General Learning Preferences: As with most 8th grade students, the students observed prefer engaging and motivating instruction. They prefer to learn about the content that is relevant to them and to their everyday experiences. Also, the students observed seemed to prefer activities where they were engaged in kinesthetic activities.

Attitude Toward Teachers and School: 15 students were chosen randomly to interview in regard to their overall attitude toward the teachers and the school. There were varying ethnicities with 7 being African American and 8 being Caucasian. 6 were male students and 11 were female students. The overall attitude toward the teachers and school by the students is positive. Of the 6 males that were interviewed 4 stated that they were very satisfied with the teachers and the school. They stated that they really enjoyed their teachers and when asked specifically about science they stated that they loved science and enjoyed the labs in particular. The other 2 males stated that school was alright but they were ready to be out for summer. They stated that school was boring at times. When asked specifically about science they stated that they enjoyed the labs as well and enjoyed the class. The female students all stated that they enjoyed our school and that they liked the teachers. The overall attitude toward the school was positive as well. 10 of the females stated that they enjoyed science while the 1 student stated it was not her favorite subject and that the content was hard. Group Characteristics: The target group of the Instructional Design is the 8th grade student population. The group characteristics in the 8th grade are very diverse with 277 students which consist of 190 white students, 58 black students, 15 mixed students, 13 Hispanic students and 1 American Indian. There are a total of 43 SPED students. Of the total population of students we have a large group that is considered socio-economically disadvantaged. 96 (35%) students are included in this sub-group and are from a various backgrounds and

exposure. We also have a large group of students that are familiar with violence and reside in areas that are associated with drug behavior and other illegal activities. In contrast to this we also have students from middle to high income families. The majority of our students claim Christianity as their religion. The majority of our students are between 13 and 15 years of age and many of our students are originally from our county. We have received several students throughout the year from surrounding counties (Chatham, Bulloch, and Screven counties) and one student transferred from California. Five of our 8th grade students were placed in alternative school during the current school year for various serious infractions such as possessing and selling controlled substances at school, excessive aggressive behavior, and sexual harassment.

Helen R. Ward FRIT 7231 Instruction Design Project Part III: Task Analysis Description of task analysis: The task analysis is based on Benchmark C data from 2011-2012 and 2012-2013 data. This data shows a discrepancy in the scores between the county average and those of the students at ECMS for questions involving standard S8P3b. This standard requires students to demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia and friction which also requires addressing Newtons laws of motion. The task analysis was performed using strictly a topic analysis. The topic analysis identifies the content that is the focus of the intended instruction, and it identifies the structure of the components. It also identifies the facts, concepts, and principles needed for the instruction. The SME was consulted to determine the key concepts and sequence in which the concepts should be introduced. In beginning the discussion for the analysis, I first determined the vocabulary acquisition necessary for the topic to be discussed. The meaning of each vocabulary word was determined and it was decided how to introduce each vocabulary word and in what context it would be introduced. Following the vocabulary introduction would be an overview and a discussion of forces including examples of forces both balanced and unbalanced. After forces are described and explained it is necessary to discuss Newtons Three Laws of motion in detail. Task Analysis Outline: 1. Essential Vocabulary A. Motion 1. Change in position 2. Caused by unbalanced forces B. Inertia

1. The tendency of an object resist changes in motion 2. A.k.a. Newtons 1st Law 3. Experience when a moving car applies the breaks suddenly 4. Seatbelts were created to counteract inertia C. Gravity 1. The force of attraction between any two objects that have mass 2. Anything that has mass has gravitational pull 3. Mass and distance between objects affect gravitational pull 4. G is the gravitational force of a planet 5. Earth is round due to gravity D. Friction 1. The force that resists the movement of a sliding object 2. Friction between 2 objects converts the energy of movement into heat E. Forces 1. A push or a pull 2. Causes the shape or motion of an object to change 3. If balanced forces no motion 4. If unbalanced forces motion occurs F. Mass 1. The amount of matter an object contains 2. Mass and weight are not the same 3. Objects with more mass have more inertia 4. Mass affects the gravitational pull of an object G. Acceleration 1. The rate of change of speed of movement of an object 2. Is not simply speeding up 3. Can be speeding up, slowing down, or changing direction 4. Acceleration = change in velocity (speed or direction) / time 5. Measured in m/s2 H. Momentum 1. Force of speed of movement of an object

2. Can be used to predict the resulting direction and speed of objects after they collide. I. Net Force 1. The sum of all forces acting on an object a. If forces are in the same direction, add to get net force b. If forces are in the opposite direction, subtract the smaller from the larger force. 2.0 Balanced and unbalanced forces A. Balanced forces 1. Equal and opposite forces (tug of rope with both sides pulling with equal force) a. No movement will occur (Zero Net Force) B. Unbalanced Forces 1. Forces are pushing or pulling in the same direction (add forces together to get Net Force) a. If forces are opposite and not equal there is a Net Force greater than zero (subtract the lesser force from the greater force) b. If forces are in the same direction or if forces are opposite and net force is NOT zero then there MUST be movement. 3.0 Newtons First Law (Inertia) A. Every object in a state of rest or uniform motion remains in that state unless an external force is applied to it. 1. A force (a push or a pull) can set something in motion 2. Net force is a zero B. An object in motion will not change its velocity unless an outside force acts upon it. 1. A force (push or a pull) such as friction, gravity, etc will produce movement 2. Net force is NOT zero 3. A net force that is not zero will change the speed, direction or both 4.0 Describe Newtons Second Law

A.

Explain as the rate of change of momentum of an object is directly proportional to the resultant force acting on it. 1. Force = Mass x Acceleration 2. Applies to movement if net force is NOT zero

5.0 Describe Newtons Third Law A. Explain for every action, there is an equal and opposite reaction. 1. Forces always come in pairs 2. There is always an action and a reaction force that interact Description of the SME: I (Helen Ward) will serve as the SME for this project. Currently I hold a bachelors degree in Middle Grades Education with concentrations in Science and Math. I am an 8th grade Physical science teacher and have taught physical science content for 5 years. I am very familiar with the struggles of emergent learners involving the concepts of Force & Motion. I am also the head of the science department at Effingham County Middle School and will implement the lesson into all 8th grade science classes.

Flow Map of Forces:

Introduction of Vocabulary

Balanced Forces ( No Movement)

Unbalanced Forces (Movement)

Gravity and inertia or friction are equal

Newtons First Law

Newtons Second Law

Newtons Third Law

Helen R. Ward FRIT 7231 Instruction Design Project Part IV: Instructional Objectives Terminal Objective 1: To develop a working set of scientific vocabulary relating to force and motion Enabling Objectives: 1A. To match vocabulary terms to corresponding definitions 1B. To use the appropriate vocabulary word in a fill in the blank activity Terminal Objective 2: To predict the effects of balanced and unbalanced forces Enabling Objectives: 2A. To describe balanced forces and how they are determined 2B. To describe unbalanced forces and how they are determined Terminal Objective 3: To develop an understanding of Newtons First Law and how it relates to balanced and unbalanced forces. Enabling Objectives: 3A: To describe the motion of a moving object on which balanced forces are acting 3B. To describe the motion of a stationary object when balanced forces are acting 3C. To describe the motion of a moving object on which unbalanced forces are acting 3D. To describe the motion of a stationary object when unbalanced forces are acting Terminal Objective 4: To develop an understanding of Newtons Second Law to relate force, mass, and acceleration. Enabling Objectives: 4A. To determine the relationship between the net force on an object and the objects acceleration. 4B. To relate the effect of an objects mass to its acceleration when an unbalanced force is applied. 4C. To determine the relationship between force, mass, and acceleration 4D. To predict the combined effect of multiple forces on an object Terminal Objective 5: To explain that forces act in pairs as described by Newtons third law. Enabling Objectives: 5A. To identify pairs of forces acting between two objects 5B. To determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known 5C. To provide examples of practical applications of Newtons third law

Classification of Instructional Objectives Performance Content Fact Concept Principals Procedure Interpersonal Attitude Recall 1A, 1B 5A 2A, 2B, 3A, 3B, 3C, 4A, 4B, 4C, 4D, 5B, 5C Application 5 1, 2, 3, 4

Terminal & Enabling Objectives 1, 1A, 1B 2, 2A, 2B 3, 3A, 3B, 3C, 3D 4, 4A, 4B, 4C, 4D 5, 5A, 5B, 5C

GPS Standard S8P3b, S8CS8, S8CS10c S8P3b S8P3b, S8CS9, S8CS10d S8P3b, S8CS9, S8CS10d S8P3b, S8CS9, S8CS10d

Helen R. Ward FRIT 7231 Instruction Design Project Part V: Development of Assessments Generative Strategy: Matching activity to match examples of words to definitions. Complete activity using vocab words in a sentence. ("Building reading proficiency," 2013) Goal: To increase the knowledge of the vocabulary necessary to understand the concepts of force and motion. To develop a working set of scientific vocabulary relating to force and motion. Generative Strategy: Determine if forces are balanced or unbalanced. Determine the net force of each example with calculations of net force. Describe movement.
(Morrison, Ross, Kalman & Kalman, 2012)

Generative Strategy: Complete online demonstration of Newtons first law. Give example of Newtons first law that they have personally experienced.
(Morrison, Ross, Kalman & Kalman, 2012

Generative Strategy: Answer questions at the end of Brain Pop. Develop examples of Newtons second law and share with the class.
(Morrison, Ross, Kalman & Kalman, 2012)

Generative Strategy: Develop examples of Newtons third law of motion.

(Morrison, Ross, Kalman & Kalman, 2012)

To develop an understanding of the concepts of balanced and unbalanced forces.

To develop an understanding of Newtons First law.

To develop an understanding of Newtons Second law.

To develop an understanding of Newtons Third law.

Objectives:

To predict the effects of balanced and unbalanced forces

To develop an understanding of Newtons First Law and how it relates to balanced and unbalanced forces. Explain a

To develop an understanding of Newtons Second Law to relate force, mass, and acceleration Brain Pop

To explain that forces act in pairs as described by Newtons third law.

Assessment: Match

Distinguish

Explain a

pictures of vocab words with correct definition.

UDL:

between balanced and unbalanced forces. Demonstration ability to calculate net force. Audio/Visual Leveled Presentation, activities, Discussion differentiated activities using creativity

given example of Newtons first law. Give one of their own examples. Creation of individual examples, interactive instruction, use of technology, audio/visual activity

Quiz. Give one example of Newtons second law.

given example of Newtons third law.

Audio/Visual activity, interactive instruction, use of technology

Audio/Visual activity, interactive instruction, use of technology, choice activity with Web 2.0 tool

The learners will be assessed by performance-based assessments for each objective listed below. Objective 1: To develop a working set of scientific vocabulary relating to force and motion. Assessment: The learners will be given examples of the meanings of some of the vocabulary words that they must match with the corresponding word. The goal is for the learners to recognize the concept and connect it with the correct vocabulary term. Objective 2: To predict the effects of balanced and unbalanced forces. Assessment: Learners will be given sets of balanced and unbalanced forces. They must distinguish the balanced from the unbalanced forces. They will have to demonstrate how each net force is calculated and then determine if the net forces causes movement and in what direction. Objective 3: To develop an understanding of Newtons First Law and how it relates to balanced and unbalanced forces. Assessment: Learners will be asked to explain an example of Newtons First Law in their own words. Then learners will be asked to give one example of Newtons First Law that they have experienced.

Objective 4: To develop an understanding of Newtons Second Law to relate force, mass, and acceleration. Assessment: Learners will take the Brain Pop Quiz. Learners will then be asked to give one example of Newtons First Law that they have created. Objective 5: To explain that forces act in pairs as described by Newtons third law. Assessment: Learners will be asked to explain a picture demonstrating Newtons Third Law.

Assessment #1: Please choose the correct word from the word bank that corresponds with the pictures below: Motion Friction Inertia Forces Gravity Net Force

1.

2.

3.

4.

5.

6.

Answer Key to Assessment #1: 1. 2. 3. 4. 5. 6. Motion Gravity Inertia Forces Friction Net Force

Assessment #2 Determine if the following sets of forces are balanced or unbalanced.

1.

5 Newtons

5 Newtons

Balanced or Unbalanced

2.

12 Newtons

5 Newtons

Balanced or Unbalanced

3.

6 Newtons

3 Newtons

Balanced or Unbalanced

For each Force above, determine how each Net Force is calculated and determine if there will be movement. Remember if the force is unbalanced there MUST be movement. 1. 5 Newtons + 5 Newtons = Net Force _________ Movement: Yes / No Net Force__________ Movement: Yes / No Net Force__________

2.

12 Newtons

5 Newtons

3.

6 Newtons

3 Newtons

Movement: Yes / No Answer Key to Assessment #2: 1. Balanced 2. Unbalanced 3. Unbalanced 1. Net Force = 0 Newtons, 2. Net Force = 6 Newtons to the left, 3. Net Force = 9 Newtons to the left, Assessment #3 1. Look at the picture below. Please explain how Newtons First Law is demonstrated in the picture. No Movement Movement Movement

2. Given an example of Newtons First Law that you have experienced.

Answer Key to Assessment #3 1. The motorcycle comes to a sudden stop when it hits the tires but due to the Law of Inertia the rider will continue forward because an object in motion tends to stay in motion unless acted on by an outside force. 2. Answers will vary Assessment #4

Answer Key to Assessment #4 1. 2. 3. 4. 5. 6. 7. B A C B D C B 8. D 9. B 10. C

Assessment #5 How is this picture an example of Newtons Third Law?

Answer Key to Assessment #5 Newtons Third law states for every action there is an equal and opposite reaction. The girl is pushing on the brick wall and the brick wall is pushing back with an equal and opposite force.

UDL with Corresponding Assessment: Assessment #1: The learners will be given examples of the meanings of some of the vocabulary words that they must match with the corresponding word. The goal is for the learners to recognize the concept and connect it with the correct vocabulary term. UDL: Students will be provided with multiple ways of engagement and representation including audio. Students will be provided with multiple opportunities for enhancement when assessment is complete. Students will be provided with environmental accessibility options if necessary. Assessment #2: Learners will be given sets of balanced and unbalanced forces. They must distinguish the balanced from the unbalanced forces. They will have to demonstrate how each net force is calculated and then determine if the net forces causes movement and in what direction. UDL: Students will be provided with multiple methods of delivery of assessment materials such as audio usage. Some students may require shortened assignments. Students will be provided with environmental accessibility options if necessary. Students will be provided with environmental accessibility options if necessary. Assessment #3: Learners will be asked to explain an example of Newtons First Law in their own words. Then learners will be asked to give one example of Newtons First Law that they have experienced. UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. Students will be provided with multiple ways of engagement and representation including audio. Students will be provided with multiple opportunities for enhancement when assessment is complete. Students will be provided with environmental accessibility options if necessary. Assessment #4: Learners will take the Brain Pop Quiz. Learners will then be asked to give one example of Newtons First Law that they have created. UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. Students will be provided with multiple ways of engagement and representation including audio. Students will be provided with multiple opportunities for enhancement when assessment is complete. Students will be provided with environmental accessibility options if necessary. Assessment #5: Learners will be asked to explain a picture demonstrating Newtons Third Law.

UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. Students will be provided with multiple ways of engagement and representation including audio. Students will be provided with multiple opportunities for enhancement when assessment is complete. Students will be provided with environmental accessibility options if necessary.

Helen R. Ward FRIT 7231 Instruction Design Project Part VI: Instructional Sequence Instructional Sequence: Sequence 1 2 3 4 Description Develop necessary scientific vocabulary Predict the effects of balanced and unbalanced forces Describe effects of balanced and unbalanced forces using Newtons first law Determine the relationship between force, mass, and acceleration (Newtons second law) Explain action and reaction forces (Newtons third law) Objective 1 2 3 4

The sequence builds on concepts in a concept-related order. The learner will move through the content in a logical order learning the prerequisite vocabulary first then developing in understanding using that vocabulary of the more abstract concepts of force and motion. Newtons laws will also be taught in sequential order to allow for the scaffolding of ideas. Lesson 1: Introducing the necessary vocabulary to students Objective 1: To develop a working set of scientific vocabulary relating to force and motion 1A. To match vocabulary terms to corresponding definitions 1B. To use the appropriate vocabulary word in a fill in the blank activity Initial Presentation: Students will watch a brief video introducing the concepts of force and motion and how they experience the affects of forces in their everyday lives.
(Morrison, Ross, Kalman & Kalman, 2012) UDL: Students will be provided with multiple and accessible instructional methods that are accessible to all learners. Students will have access to multiple methods of delivery such as pictures, auditory explanation, and written information. (Burgstahler, 2012)

Generative Strategy: After discussion of definitions and examples of vocabulary words students will complete a matching activity to match examples of words to corresponding definitions. Students will also complete an activity using the appropriate vocabulary word in a sentence. ("Building reading proficiency," 2013) UDL: Students will be provided with multiple methods of delivery of generative strategy materials such as audio usage. Some students may require shortened assignments. Students will receive consistent feedback as they work through the strategy. Students will be provided with environmental accessibility options if necessary. (Burgstahler, 2012) Lesson 2: Introduction of balanced and unbalanced forces Objective 2: To predict the effects of balanced and unbalanced forces 2A. To describe balanced forces and how they are determined 2B. To describe unbalanced forces and how they are determined Motivational Strategy: Ask students to site examples when they have experienced a force. Students should include gravity as a force and include examples of that force. (Kirk, 2013) UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. (Shantia, 2011) Initial Presentation: First, present the definition of balanced forces and how these balanced forces are determined. Second, present the definition of unbalanced forces and demonstrate how they are determined. Third, demonstrate how net forces are calculated to determine movement. This presentation will be done through a power point.
(Morrison, Ross, Kalman & Kalman, 2012) UDL: Students will be provided with multiple and accessible instructional methods that are accessible to all learners. Students will have access to multiple methods of delivery such as pictures, auditory explanation, and written explanations. (Burgstahler, 2012)

Generative Strategy: Students will be given sets of forces to determine if they are balanced or unbalanced. Students will determine the net force of each example and demonstrate how each force is determined. Students will then describe the movement or lack of movement produced by each. Students will build concepts using the vocabulary knowledge they have gained in the previous lesson. (Morrison, Ross, Kalman & Kalman,
2012)

UDL: Students will be provided with multiple methods of delivery of generative strategy materials such as audio usage. Some students may require shortened assignments. Students will receive consistent feedback as they work through the strategy. Students will be provided with environmental accessibility options if necessary. (Burgstahler, 2012)

Lesson 3: Developing an understanding of Newtons First Law of Motion Objective 3: To develop an understanding of Newtons First Law and how it relates to balanced and unbalanced forces. 3A: To describe the motion of a moving object on which balanced forces are acting 3B. To describe the motion of a stationary object when balanced forces are acting 3C. To describe the motion of a moving object on which unbalanced forces are acting 3D. To describe the motion of a stationary object when unbalanced forces are acting Motivational Strategy: Ask students to speculate aloud as to how they think Newtons first law of motion affects them in every day life. (Kirk, 2013) UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. (Shantia, 2011) Initial Presentation: Have class review vocabulary and meanings from lesson 1 and balanced and unbalanced forces for lesson 2. Students will then apply concepts of balanced and unbalanced forces to Newtons first law of motion. Students will complete an interactive demonstration of Newtons first law. (Morrison, Ross, Kalman & Kalman,
2012) UDL: Students will be provided with multiple and accessible instructional methods that are accessible to all learners. Students will have access to multiple methods of delivery such as pictures, auditory explanation, and written explanations. Students will be provided with

environmental accessibility options if necessary. (Burgstahler, 2012) Generative Strategy: Students will be responsible for completing the online demonstration of Newtons first law and will give an example of Newtons first law that they have personally experienced. (Morrison, Ross, Kalman & Kalman, 2012) UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. (Shantia, 2011) Lesson 4: Develop an understanding of Newtons Second Law to relate force, mass, and acceleration Objective 4: To develop an understanding of Newtons Second Law to relate force, mass, and acceleration 4A. To determine the relationship between the net force on an object and the objects acceleration. 4B. To relate the effect of an objects mass to its acceleration when an unbalanced force is applied. 4C. To determine the relationship between force, mass, and acceleration 4D. To predict the combined effect of multiple forces on an object

Initial Presentation: The students will review the Brain Pop for Newtons second law. Newtons second law will be explained through examples and through direct instruction with a power point. Students will also complete an interactive demonstration of Newtons laws. (Morrison, Ross, Kalman & Kalman, 2012)
UDL: Students will be provided with multiple and accessible instructional methods that are accessible to all learners. Students will have access to multiple methods of delivery such as pictures, auditory explanation, and written explanations. Students will be provided with

environmental accessibility options if necessary. (Burgstahler, 2012) Generative Strategy: Students will answer questions at the end of the brain pop. Students will develop their examples of Newtons second law and share with the class.
(Morrison, Ross, Kalman & Kalman, 2012)

UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. (Shantia, 2011) Lesson 5: To explain that forces act in pairs as described by Newtons third law. Objective 5: To explain that forces act in pairs as described by Newtons third law. 5A. To identify pairs of forces acting between two objects 5B. To determine the magnitude and direction of the acting force when magnitude and direction of the reacting force is known 5C. To provide examples of practical applications of Newtons third law Initial Presentation: First students will be presented with the definition of Newtons third law. Second, students will watch a brief video demonstrating the concepts of Newtons third law. Third, students will complete an interactive demonstration of Newtons third law. (Morrison, Ross, Kalman & Kalman, 2012)
UDL: Students will be provided with multiple and accessible instructional methods that are accessible to all learners. Students will have access to multiple methods of delivery such as pictures, auditory explanation, and written explanations. Students will be provided with

environmental accessibility options if necessary. (Burgstahler, 2012) Generative Strategy: Students will develop their own examples of Newtons third law of motion. (Morrison, Ross, Kalman & Kalman, 2012) UDL: Students will be allowed multiple means of expression such as verbal, written, or illustrating an example. (Shantia, 2011)

Resource List:

Building reading proficiency at the secondary level: A guide to resources . (2013). Retrieved from http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi
Morrison, G., Ross, S., Kalman, H., & Kalman, H. (2012).Designing effective instruction. (7th ed.). Hoboken, NJ: John Wiley & Sons. (n.d.). Retrieved from http://www.cals.ncsu.edu/agexed/leap/528/class7/class7.html Kirk, K. (2013, July 05). Motivating students. Retrieved from http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html Burgstahler, S. (2012, 03). Universal design of instruction (udi): Definition, principles, guidlines, and examples. Retrieved from http://www.washington.edu/doit/Brochures/PDF/instruction.pdf Shantia, K. (2011). Tips, tools, and techniques for teaching in the online high school classroom. TechTrends, 55(1), 28-30.

Helen R. Ward FRIT 7231 Instruction Design Project Part VII: Design of Instruction Generative Strategy: Matching activity to match examples of words to definitions. Complete activity using vocab words in a sentence. ("Building reading proficiency," 2013) Goal: To increase the knowledge of the vocabulary necessary to understand the concepts of force and motion. To develop a working set of scientific vocabulary relating to force and motion. Generative Strategy: Determine if forces are balanced or unbalanced. Determine the net force of each example with calculations of net force. Describe movement.
(Morrison, Ross, Kalman & Kalman, 2012)

Generative Strategy: Complete online demonstration of Newtons first law. Give example of Newtons first law that they have personally experienced.
(Morrison, Ross, Kalman & Kalman, 2012

Generative Strategy: Answer questions at the end of Brain Pop. Develop examples of Newtons second law and share with the class.
(Morrison, Ross, Kalman & Kalman, 2012)

Generative Strategy: Develop examples of Newtons third law of motion.

(Morrison, Ross, Kalman & Kalman, 2012)

To develop an understanding of the concepts of balanced and unbalanced forces.

To develop an understanding of Newtons First law.

To develop an understanding of Newtons Second law.

To develop an understanding of Newtons Third law.

Objectives:

To predict the effects of balanced and unbalanced forces

To develop an understanding of Newtons First Law and how it relates to balanced and unbalanced forces. Explain a given example of

To develop an understanding of Newtons Second Law to relate force, mass, and acceleration Brain Pop Quiz. Give one example

To explain that forces act in pairs as described by Newtons third law.

Assessment: Match pictures of vocab words

Distinguish between balanced and

Explain a given example of

with correct definition.

UDL:

unbalanced forces. Demonstration ability to calculate net force. Audio/Visual Leveled Presentation, activities, Discussion differentiated activities using creativity

Newtons first law. Give one of their own examples. Creation of individual examples, interactive instruction, use of technology, audio/visual activity

of Newtons second law.

Newtons third law.

Audio/Visual activity, interactive instruction, use of technology

Audio/Visual activity, interactive instruction, use of technology, choice activity with Web 2.0 tool

Helen R. Ward FRIT 7231 Instruction Design Project Part VIII: Formative Evaluation Plan Formative Assessment by Peer Reviewer: The formative assessment for the instructional design plan will be completed by a peer-reviewer. This individual will review the design plan for structure design and delivery. The peer-reviewer currently holds a bachelors degree in Middle Grades Education with concentrations in Science and Math. She is one of the 8th grade Physical science teachers and has taught physical science content for 3 years. The Peer Review Evaluation Tool will be given using Survey Monkey which is a Web 2.0 tool. Peer Review Evaluation Questions: 1. What do you think of the instruction? 2. Was anything difficult to understand? If yes, please explain. 3. Was the lesson sequence appropriate? If no, please explain. 4. How do you feel about the organization of the instruction? 5. Do you feel that instructional design plan is easy to navigate? If no, please explain. 6. Are there any changes that you would recommend? 7. Was the instruction and assessments aligned with goals, objectives, criteria and standards? 8. Are there any other changes that should be considered? Formative Assessment by Learner: The learners selected to complete the learner assessment will be chosen with varied ability levels as well as a mixture of male and female. There will be 3 female students and 3 male students. One of the female students and one of the male students will be students with disabilities. One female will be of average ability as well as one male student. The remaining two students will be from the gifted section of students. The learner evaluation will be given using Survey Monkey which is a Web 2.0 tool. Rating Questions: 1. The instructional information was easy to follow. Difficult 1 2 3 4 5 Easy

2. The instructions were easy to understand. Difficult 1 2 3 4 5 Easy

Open Ended Questions: 1. Are there any changes you would recommend to the instruction to make it easier to follow? 2. Was the course structure easy to understand? 3. Did the pace of the instruction allow sufficient time to complete the activities? If no, please explain. 4. Are there any instructions for the assignment that were difficult to follow? If so, at what point were you confused? 5. Did the sequence of instruction make sense? 6. How did you feel about the instructions and required practice activities? 7. What would you recommend to make the navigation of the instruction easier? 8. Are there any other changes that we should consider? The quantative data will be evaluated by the instructional designer. Each answer will be placed into a category and recommendations will be considered. After the analysis, the decisions will be made as to the instruction that should be modified or revised.