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Mit 513 - Water Cycle - Proposal - Project Plan PDF
Mit 513 - Water Cycle - Proposal - Project Plan PDF
Cycle
Instructional Module
Proposal and project plan for design and development of an instructional
module to teach the Water Cycle process to 5th grade students in
Submitted by:
accordance with North Carolina Standard Course of Study for:
Competency Goal 3: The learner will conduct investigations and use
Chandra R.
appropriate technology to build an understanding of weather and
climate
Jennifer W.
Objective 3.01: Investigate the water cycle including the processes
of: Evaporation, Condensation, Precipitation, and Run-off.
Jean S.
Contents
Proposal .....................................................................................................................................1
Proposed Instructional Interface .......................................................................................................... 1
Target Audience and Setting ................................................................................................................ 1
Learning Objectives ............................................................................................................................. 1
Content Outline ................................................................................................................................... 3
Instructional Flow ................................................................................................................................ 4
Welcome ..................................................................................................................................... 4
Introduce Module and Objectives ................................................................................................ 4
Gain Attention ............................................................................................................................. 4
Stimulate Recall ........................................................................................................................... 4
Teach Components ...................................................................................................................... 4
Teach Terminal Goal .................................................................................................................... 5
Assessment .................................................................................................................................. 5
Budget................................................................................................................................................. 5
Project Plan ................................................................................................................................6
Project Summary ................................................................................................................................. 7
Points of Contact ......................................................................................................................... 7
Prime Contractor Information ...................................................................................................... 7
Project Charter .................................................................................................................................... 8
Statement of Work .......................................................................................................................... 8
Project Objectives ............................................................................................................................ 8
Project Activities.................................................................................................................................. 9
Project Schedule ................................................................................................................................ 10
Instructional Flow Chart..................................................................................................................... 11
References ........................................................................................................................................ 16
Proposal
Proposed Instructional Interface
The Water Cycle learning module is a multi-media learning solution that incorporates NCSCOS objectives
into a fun learning environment. Learners will experience the water cycle through animated graphics,
sound, video, and interactivity. As a self-paced module, Water Cycle learning module enables learners to
select the direction of their inquiry as well as the pace. Formative and formal assessment tests learners
against North Carolina state standards.
The Water Cycle learning module is developed as standalone module in Flash, which makes this
resource portable and flexible for distribution by the technology facilitator. As a standalone module, it
can also be incorporated into a learning management system for seamless integration into lesson plans.
Technical Requirements
Flash Player
Windows Internet Explorer XP (Windows 7 is preferred) or Mozilla Firefox 3.6
Speakers (head set)
Keyboard and mouse
Learning Objectives
The learning objectives of the Water Cycle learning module directly align with Competency Goal 3,
Objective 3.01 from the 5th Grade North Carolina Standard Course of Study (NCSCOS), which is
published on the NC public schools Web site (North Carolina Standard Couse of Study Grade 5, 2004).
Test items, where applicable, are referenced from past End of Grade (EOG) and other standardized tests
publically available.
Competency Goal 3: The learner will conduct investigations and use appropriate technology to build
an understanding of weather and climate.
North Carolina State Standard Objective (North Carolina Standard Course of Study):
3.01 Investigate the water cycle including the processes of:
Evaporation, Condensation, Precipitation, Run-off
Content Outline
Table 2. Content Outline
Purpose Outline
Title Page Welcome (Splash screen)
Overview of Module Purpose of the Module
Navigation Tips
How to use this Module
Gain attention Introduce the topic by directing the learner’s attention toward water.
All living things need water to survive
The earth’s water is millions of years old
Stimulate Recall Stimulate recall of prerequisite knowledge:
Solid
Liquid
Gas
Inform learners of Investigate the water cycle including the processes of:
objectives Evaporation
Condensation
Precipitation
Run-off
Present the content Present building blocks of water cycle:
Objective 2 – Evaporation
Objective 3 – Precipitation
Objective 4 – Condensation
Objective 5 – Run-off
Present concept of water cycle.
Objective 1
Assess performance Assessment
The learner will summarize the water cycle including such concepts
as evaporation, condensation, run off and precipitation by labeling
the diagram correctly.
Enhance retention and Apply Knowledge
transfer to the job Students will be asked to describe the water cycle in their own
words
Next Steps Topics for classroom discussion and further inquiry
Instructional Flow
The instructional flow is based on Gagne’s Nine Events of Instruction, which uses prior knowledge to
introduce and teach new material. The Nine Events also focus on gaining attention on the outset to
bring the learners attention toward the subject matter.
Welcome
The Welcome slide is the splash screen that provides the title of the module and graphic scene of the
water cycle. To proceed, the user must click a button to start the module. This provides both the learner
and teacher control over when to start the module.
Gain Attention
This important step in the instructional flow gains the attention of the learners by encouraging them to
think about where water comes from. Animation and audio is used during this phase to give the learner
a sense of what the module will be like.
Stimulate Recall
Target learners likely have some knowledge of the components of the water cycle in prerequisite
knowledge of water, solid, and gas. To stimulate recall of what the learners already know, the following
questions are presented:
3. What would happen if you left a glass of water outside in the sun?
A slide for each question lets learners investigate the three different forms of water: liquid, solid or gas.
Teach Components
Once attention is gained, learners are presented with a graphical representation of the water cycle,
where they can choose which component to learn first. Because the water cycle does not require a
linear format, learners can choose any of the four components in any order. Figure 1 illustrates the
instructional flow for teaching objectives.
Assessment
The final assessment tests the learner on the terminal objective.
Budget
Hours Rate Total Cost
Project Management 5 $ 100 $ 500
Instructional Designer 25 $ 65 $ 1625
Subject Matter Experts (Meteorologist) 3 $ 150 $ 450
Script Writer 10 $ 65 $ 650
Flash Developer 60 $ 100 $ 6000
Illustrator 7 $ 50 350
Video (stock footage, ) 0 $ 100 $ 100
Narration 1 $ 100 $ 100
Total 113 $9775.00
Project Plan
Date: 2/7/2011
Approvals:
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
Project Summary
The purpose of this project is to create computer-based instruction (CBI) modules that directly align with
North Carolina State Standards and Objectives for 5th grade science. JJ&C e-Learning Consultants
propose a series of twelve CBIs to be completed by August 1st, 2012. Each module will be self-directed
and is intended to supplement classroom instruction. The pilot module, The Water Cycle is expected to
be ready for field-testing on April 4th, 2011, and will focus on the following NC state standards:
Competency Goal 3: The learner will conduct investigations and use appropriate technology to
build an understanding of weather and climate
Objective 3.01: Investigate the water cycle including the processes of: Evaporation,
Condensation, Precipitation, and Run-off.
The pilot module is expected to be complete and ready for installation in a district by May 1st, 2011.
Training for teachers will begin immediately upon installation.
The cost of the pilot is $9775.00. The budget includes cost estimates for the Project Manager,
Instructional Designer, Subject Matter Expert, Script Writer, Flash Developer, Illustrator, Video (stock
footage), and Narrator.
Points of Contact
Position Name / Organization Phone E-Mail
Project Manager John D. NC Dept. of Edu.
Senior Project Sponsor Mary S. NC Dept. of Edu.
Procurement Contact Joe A. NC Dept. of Edu.
Customers: Bill S.
District Lead Science Anna C.
Teachers Laura N.
Project Charter
Statement of Work
Design, develop, and formatively assess 12 CBI modules for 5th grade science North Carolina State
Standards and Objectives. The pilot module, The Water Cycle, is expected to be ready for field testing
by March 28th, 2011 and is expected to be complete for classroom implementation by August 1st, 2011.
Eleven subsequent modules will be completed and ready for classroom implementation by August 1st,
2012.
Project Objectives
JJ&C e-Learning consultants will:
Project Activities
Deliverable Due Date Date Delivered Point of Contact
Project Proposal 2/21/2011 2/21/2011 Jean S.
Storyboard 3/7/2011 3/7/2011 Jean S.
development
Project Plan 3/7/2011 3/7/2011 Chandra R.
Flowchart 3/7/2011 3/7/2011 Jennifer W.
Development
Flash Prototype 3/28/2011 Chandra R.
Jean S.
Jennifer W.
Informal User 3/28/2011 Jennifer W.
Acceptance Testing
Implement UAT 3/29/2011 Jean S.
Changes
Field Testing 4/1/2011 Chandra R.
Jean S.
Jennifer W.
Evaluate Field Testing 4/2/2011 Jennifer W.
Data
Deliver Field Testing 4/4/2011 Jennifer W.
Report
Finalize CBI 4/25/2011 Jean S.
Coordinate installation 4/28/2011 Chandra R.
Install CBI in District 5/1/2011 Jennifer W.
Train Teachers 5/15/2011 Jean S.
Project Schedule
References
5th Grade Science EOG Practice 2, (n. d.) Retrieved from
http://www.thatquiz.org/tq/previewtest?GWBC2591. (2011, February 18).
Clark, Don (1995) Estimating Costs and Time in Instructional Design. Retrieved from
http://www.nwlink.com/~donclark/hrd/costs.html. (2011, February 21).
North Carolina State Testing Results 2009-2010, (2011, January). Retrieved from
http://www.ncpublicschools.org/docs/accountability/reports/green/greenbook0910.pdf. (2011,
February 16).
Rebetez, C., Be’trancourt, M., Sangin, M., Dillenbourg, P. (2009). Learning from animation enabled by
collaboration. Instructional Science, 38, 471–485. doi: 10.1007/s11251-009-9117-6