Unit Plan Biodiversity Unit 2 1

Unit Plan Biology 2201 Unit 2 Biodiversity

Sample Student

Memorial University, Cape Breton University

Unit Plan Biodiversity Unit 2 2

Approach

It is hard to nail down the approach of the unit to just one learning theory. No one theory
totally encapsulates what I believe about learning. Even within a course I feel that some theories
have a constant influence on the learning environment. Whereas others seem to be better suited
for the beginning of instruction, and others still to the later parts of a unit of instruction.

Learning theories that I feel run throughout the instruction tend to be the cognitive
theories. In particular I will focus on Cognitive Theory of Multimedia Learning (Mayer &
Moreno, 2003) and Cognitive Load theory (Mousavi, Low, & Sweller, 1995). As a biologist I
have very strong views on the brain as an organ that works in certain ways and has certain
limitations. To me trying to teach without knowing something about how the brain works does
not make sense. Not overwhelming the brain of the learner and giving it information in an
optimal way is essential to maximizing learning. Trying to use visual with auditory when
presenting information to make use of the two processing channels, as per the multimedia theory.
While aiming to reduce cognitive load by limiting extraneous load and having the proper amount
of intrinsic load in the material to stimulate the students to achieve at a high level (Ayres, 2006).
These are the main strategies that I am employing across this unit.

The early stages of a unit I feel lend its self to more of a behaviorist approach. In the K-
12 system, learners do not have as large a repository of collected knowledge, as do more mature
learners. It is more difficult to find a way to scaffold new knowledge to existing knowledge. A
more factual, instructor driven approach is best for laying down a solid foundation of knowledge.
Learners can more easily scaffold knowledge later in the instruction because of their new bed of
knowledge, and I will employ more constructivist activities.

In summary my approach is mainly cognitive with more behaviorist initially and more
constructivist in the later parts.
Unit Plan Biodiversity Unit 2 3

Background

Ideal

The ideal for the unit would be to get the students to see the connectedness of all living
things. Also the need for structure and criteria in a system that categorizes life. Unit 3 is on
human body systems, so understanding what came before us, sets up the students for good
scaffolding opportunities in the next unit.

Data Analysis

Assessment data shows an improvement in grades from the beginning of unit 1.

Anecdotal data from students about what activities they find useful are taken into account (eg.
online quizzes that students can take at any time and get immediate feedback from). Teacher
observations of student behavior, general mood, willingness to answer class questions, and level
of questions asked by students improves from the beginning of the year. All this indicates a
greater knowledge base and understanding of ground concepts.

Learner Profile

Learner profile: Students are a mixture of grade 10s and 11s mostly. The grade 10s are
some of the more academic of the grade since they have to be signed off by their grade 9 science
teacher to do a double science. Usually over half of the class is grade 11. Having already done
science 1206. By unit 2 most of the students have moved from students “who are taking a
biology course”, to “biology students”. By this I mean that they have a better grasp of what
biology is, how to study biology and the kinds of expectations that the teacher has for them.
They are better able to grasp the concepts and see the connections between the things they are
learning about. They are also better able to scaffold the new information onto what they already
know.

Context Analysis

Resources: text book, curriculum guide, teacher resource, two other teachers teaching the
course, access to other teachers in district via conference and email, internet in classroom,
smartboard in classroom, computer lab, and access to three different science labs.

Constraints: teaching course with two other teachers, unit must be started and finished at
the same time as the other two teachers, must use all the same teaching materials and have the
same assessments, have approximately 32 hours to finish the unit, all students must have access
to all materials / technology, parents of students must have access to all instructional materials.
Course must follow the curriculum guide set by the Department of Education Newfoundland and
Labrador (Department, 2002).
Unit Plan Biodiversity Unit 2 4

Goals

1. To instill the students with, a wonder for how the natural world works.

2. To show students that science evolves with acquiring new knowledge.

3. For students to understand that science seeks to describe the world in the simplest terms possible, while not losing detail and effectiveness.

4. For students to see and understand the evolution of life on earth through time, with a strong emphasis on the advancements of the plant and animal kingdoms.

5. To prepare students with a good foundation of knowledge of life that came before us, so they would be better able to learn the human anatomy content in unit 3.

Objective
(Comprehension Level)
Explain why there needs to
be a classification of
organisms in order to make
sense of life. Provide at
least two reasons.
Blueprint
Assessment Learning resources Learning activities Technology
Informal assessment Textbook Class discussion on what traits do all Computer, digital projector,
of class as a whole life share. internet access, speakers,
during discussion Online set of instructor notes in slideshow Moodle server.
time. format. Class discussion on why do we need a
system to categorize life.
Formally assessed on Set of screencasts on YouTube of slideshows
Unit test 1. with audio and video of instructor. Class discussion on why humans crave
order.
Formative assessment quizzes that students
can take online at any time and are instantly Use of Moodle forum outside of class
graded for feedback. time with students providing non
biological classification systems
Online resources selected by the teacher or humans have created.
recommended by students.
Unit Plan Biodiversity Unit 2
Objective
(Application Level)
Produce a dichotomous
key for any collection of
objects that works without
error.
(Knowledge Level)
Describe the five main
methods that scientists use
to classify organisms.
5
Assessment Learning resources Learning activities Technology
Lab Activity 1: Textbook Lab Activity 1: Students are to Computer, digital projector,
Students are to construct a dichotomous key from a internet access, speakers,
construct a Online set of instructor notes in slideshow selection of organisms provided. Moodle server.
dichotomous key format.
from a selection of Generate mnemonics to remember the
organisms provided. Set of screencasts on YouTube of slideshows Linnaeus naming system.
with audio and video of instructor.
Formative assessment quizzes that students
can take online at any time and are instantly
graded for feedback.
Online resources selected by the teacher or
recommended by students.
Informal assessment Textbook Discussion of the five methods with Computer, digital projector,
of class as a whole real world examples of each. internet access, speakers,
during discussion Online set of instructor notes in slideshow Moodle server.
time. format. Present students with scenarios of
different organisms and get them to
Formally assessed on Set of screencasts on YouTube of slideshows think about how they could use the
Unit test 1. with audio and video of instructor. methods to show relation between
them.
Formative assessment quizzes that students
can take online at any time and are instantly
graded for feedback.
Online resources selected by the teacher or
recommended by students.
Unit Plan Biodiversity Unit 2
Objective
(Comprehension Level)
Contrast a phylogenetic
tree and a cladogram, with
at least two differences.
(Analysis Level) Explain
why a virus is not
classified as a living thing,
giving at least three pieces
of evidence.
6
Assessment Learning resources Learning activities Technology
Informal assessment Textbook Sea shell Tree online activity Computer, digital projector,
of students during http://www.hhmi.org/biointeractive/sor internet access, speakers,
activity time. Online set of instructor notes in slideshow ting-seashells to be done during class Moodle server, multimedia
format. with teacher support, could also be lab.
Formally assessed on done outside of class if student was
Unit test 1. Set of screencasts on YouTube of slideshows absent.
with audio and video of instructor.
Formative assessment quizzes that students
can take online at any time and are instantly
graded for feedback.
Online resources selected by the teacher or
recommended by students.
Identify and construct Textbook Construction of diagrams of general Computer, digital projector,
a diagram for a virus lytic and lysogenic life cycles of internet access, speakers,
that has a lytic life Online set of instructor notes in slideshow viruses. Could be done in class on Moodle server.
cycle and one that has format. paper or done electronically outside of
a lysogenic life cycle. class time.
Informally assessed Set of screencasts on YouTube of slideshows
during activity. with audio and video of instructor.
Formally assessed on Formative assessment quizzes that students
Unit test 1. can take online at any time and are instantly
graded for feedback.
Online resources selected by the teacher or
recommended by students.
Unit Plan Biodiversity Unit 2
Objective
(Comprehension Level)
Classify all living things
into one of six kingdoms
based on observations of
that living thing.
(Evaluation Level)
Evaluate the pros and cons
of asexual and sexual
reproduction in living
things. Giving at least two
pros and two cons for each.
7
Assessment Learning resources Learning activities Technology
Unit test 1: Test will Textbook As a class construct a wiki finding Computer, digital projector,
be administered interesting organisms from each internet access, speakers,
online and will draw Online set of instructor notes in slideshow kingdom and giving detail on their Moodle server, multimedia
randomly from small format. features. Students will proof, edit and lab.
banks of questions to enhance each other’s entries.
ensure that the Set of screencasts on YouTube of slideshows
assessment is valid. with audio and video of instructor.
Both question order
Formative assessment quizzes that students
and any distractors
can take online at any time and are instantly
will also be
graded for feedback.
randomized.
Online resources selected by the teacher or
recommended by students.
Informal evaluation Textbook Students will work in pairs to find Computer, digital projector,
of student’s examples examples of organisms that are internet access, speakers,
during activity time. Online set of instructor notes in slideshow successful in reproducing asexually and Moodle server, multimedia
format. others that are successful in lab.
Formally assessed on reproducing sexually. Students will
Unit test 2. Set of screencasts on YouTube of slideshows post work to be reviewed by other
with audio and video of instructor. students.
Formative assessment quizzes that students
can take online at any time and are instantly
graded for feedback.
Online resources selected by the teacher or
recommended by students.
Unit Plan Biodiversity Unit 2
Objective
(Evaluation Level) Defend
a plants place in evolution
and its environment based
on the set of adaptations
that it has.
(Evaluation Level) Defend
an invertebrates place in
evolution and its
environment based on the
set of adaptations that it
has.
8
Assessment Learning resources Learning activities Technology
Informal evaluation Textbook In small groups construct and complete Computer, digital projector,
of student’s a table highlighting the evolutionary internet access, speakers,
completed tables. Online set of instructor notes in slideshow journey of plants. Moodle server.
format.
Formally assessed on Example table
Unit test 2. Set of screencasts on YouTube of slideshows
with audio and video of instructor.
Formative assessment quizzes that students
can take online at any time and are instantly
graded for feedback.
Online resources selected by the teacher or
recommended by students.
Organism research Textbook In small groups construct and complete Computer, digital projector,
assignment. Take a table highlighting the evolutionary internet access, speakers,
your favorite Online set of instructor notes in slideshow journey of invertebrates. Moodle server.
organism and format.
generate a Example table
presentation (poster, Set of screencasts on YouTube of slideshows
ppt, video, etc.) with audio and video of instructor.
showing about your
Formative assessment quizzes that students
organism. Also
can take online at any time and are instantly
compare it to the
graded for feedback.
phyla below and
above it. Online resources selected by the teacher or
recommended by students.
Formally assessed on
Unit test 2.
Unit Plan Biodiversity Unit 2
Objective
(Evaluation Level) Defend
a vertebrates place in
evolution and its
environment based on the
set of adaptations that it
has.
Modified and used with permission of Dr. Mauri Collins.
9
Assessment Learning resources Learning activities Technology
Unit test 2: Test will Textbook In small groups construct and complete Computer, digital projector,
be administered a table highlighting the evolutionary internet access, speakers,
online and will draw Online set of instructor notes in slideshow journey of vertebrates. Moodle server.
randomly from small format.
banks of questions to Example table
ensure that the Set of screencasts on YouTube of slideshows
assessment is valid. with audio and video of instructor.
Both question order
Formative assessment quizzes that students
and any distractors
can take online at any time and are instantly
will also be
graded for feedback.
randomized. Test will
only cover content Online resources selected by the teacher or
that is after test 1. recommended by students.
Unit Plan Biodiversity Unit 2 10

Conclusion

The time of classical “chalk and talk” is over. Any educator, not embracing the power of
technology, is ensuring that they will be less effective than one who is. The learners of today are
always connected, and are used to instant access to information. Why should students be limited
to getting questions answered during class time? A student should be able to learn at any time
they choose. This does not mean that the instructor has to be available at all times. It means that
we should provide a framework that allows the student to get answers at all times, and can revisit
content or forge ahead of the regular pace if they choose to. As supported by (Hume & Mort).

To that end I have crafted a very effective path that students can take to gain knowledge
in the area of biodiversity. Students will have the best of both worlds. They are able to get one on
one time, and have synchronous interactions with the teacher and their fellow students. They will
also be able to have access to all course materials at all times, online and mobile. The major goal
of this approach is to reduce the transactional distance the normally exists outside of the in-class
time (Murphy & Rodrigues-Manzanares, 2008).

By unit 2 students have a good grasp on what biology is, and are better able to ask critical
questions, and see the big picture. The design of the unit is such that students can easily
internalize the early concepts without feeling overwhelmed with high order concepts that they
are not ready for. Later in the unit, when they have a better grasp on the fundamentals, they are
challenged more, and asked to be more critical of the knowledge and to make judgements.

The unit is also enhanced with formative assessments where students can judge their
comprehension of the material, at any time and as many times as they want with instant
feedback. Formative assessment is seen to be far superior to summative to enhance learning
(Chappuis & Chappuis, 2007).

The ultimate goal is to provide a safe and stimulating environment where students feel
comfortable and connected with all stakeholders. This will result in deep and effective learning.
Unit Plan Biodiversity Unit 2 11

Reflection

The model that I chose to use was the Dick and Carey model (Dick, 1996). As I have
stated several times during the span of this course, I have enjoyed the structure that it provides as
a beginning instructional designer. It has been said that it is not a model that should be used for
constructivist approaches (Colón, Taylor, Willis, 2000). However I do not agree with this
opinion.

An Instructional Design model is just that, a model for designing instruction.

Constructivism is a learning theory, attempting to explain how learning takes place. Trying to
design instruction based on the notion that students construct their own knowledge, to produce
their own reality (Ertmer & Newby 2013). Does how you choose to structure the designing of
your instruction limit you in any way to the learning philosophy that you employ or the strategies
that you use? I would say no.

Just because a model has a sequence of steps, does not mean that you cannot go back to
previous steps and revise. Even in the formation of this unit of work, I had done some of the
early steps and moved on to some of the later ones. After a time I went back and looked again at
some of my earlier work and saw that it was not exactly what I wanted. Going back from a later
step is built into the Dick and Carey model with the revise instruction section coming out of each
stem and going back to analysis (Dick, 1996).

I do think that later in my instructional design (ID) career I may favor less structured
models, or use a modified model of Dick and Carey. This is exactly what Dick thought would
happen as designers gained more experience (1996). For now Dick and Carey is very useful and
effective.

Another part of the Dick and Carey model that I really agree with is the building of the
tests before the instruction strategy is formed or the materials selected. I would love to design a
course that way. Unfortunately because I have to teach curriculum developed by the
Newfoundland and Labrador Department of Education, I do not have total freedom. So some of
the materials and activities are set out for me. Tests built based on the objectives, and before the
instruction strategy and materials, ensures that the objectives are the most important and you do
not compromise on the objectives. You will find a way to teach what you need to if the objective
is more sacred.

Overall this was a very positive experience. At the beginning of this course I thought that
I knew very little about ID. As it turns out I did know a lot but have learned as much again or
more. The value of ID cannot be overstated. The ultimate goal is to make learning better, with
good ID this is accomplished. Once you are shown the benefits of ID you can’t go back. I am
reminded of Plato’s cave analogy, once you leave the cave and stand in the sun you can’t go
back and stare at shadows on the wall.
Unit Plan Biodiversity Unit 2 12

References

Ayres, P. (2006). Impact of Reducing Intrinsic Cognitive Load on Learning in a Mathematical

Domain. Applied Cognitive Psychology, 20, 287-298. Retrieved March 1, 2018.

Chappuis, S., & Chappuis, J. (2007). The Best Value in Formative Assessment. Educational
Leadership,65(4), 14-19. Retrieved February 25, 2018, from
http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-
Value-in-Formative-Assessment.aspx

Colón, B., Taylor, K. A., & Willis, J. (2000). Constructivist Instructional Design: Creating a
Multimedia Package for Teaching Critical Qualitative Research. The Qualitative
Report, 5(1), 1-29. Retrieved from http://nsuworks.nova.edu/tqr/vol5/iss1/6

Department of Education, Newfoundland and Labrador (2002). Unit 2: Biodiversity Specific

Curriculum Outcomes Biology 2201 Curriculum Guide, 39-52. Retrieved February 25,
2018, from
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/science/bio2201/2201%20Unit.pdf

Dick, W. (1996). The Dick and Carey model: will it survive the decade? Educational Technology
Research & Development, 44(3), 55-63.

Ertmer, Peggy A, and Timothy J Newby. “Behaviorism, Cognitivism, Constructivism:

Comparing Critical Features From an Instructional Design Perspective.” Performance
Improvement Quarterly, 26(2), 2013, pp. 43–71.

Forest, E. (n.d.). Dick and Carey Instructional Model. Retrieved February 25, 2018, from
https://educationaltechnology.net/dick-and-carey-instructional-model/

Hume, M., & Mort, G. S. (n.d.). I Learning: The Role of the Internet and Interactive Services in
Youth Social Learning, School and Wellbeing. International Journal of Organisational
Behaviour, 17(3), 62-81. Retrieved March 3, 2018, from
https://core.ac.uk/download/pdf/11049341.pdf.

Mayer, R. E., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia
Learning. Educational Psychologist, 38(1), 43-52. Retrieved February 21, 2018.

Mousavi, S. Y., Low, R., & Sweller, J. (1995). Reducing Cognitive Load by Mixing Auditory
and Visual Presentation Modes. Journal of Educational Psychology, 87(2), 319-334.
Retrieved February 21, 2018.

Murphy, E., & Rodrigues-Manzanares, M. A. (2008). Revisiting Transactional Distance Theory

in a Context of Web-Based High-School Distance Education. Journal of Distance
Education, 22(2), 1-14. Retrieved March 1, 2018.