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Running Head: DYNAMIC INSTRUCTIONAL DESIGN PROJECT

Dynamic Instructional Design Project


Adam Jernigan
Coastal Carolina University
EDIT 704
August 9, 2019
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DYNAMIC INSTRUCTIONAL DESIGN PROJECT
Calculating Speed (Dynamic Instructional Design)

Part 1: Getting to Know the Learners

This process begins from the moment that I receive my class roster in PowerSchool. For each

student I pull up their account and make sure to view key information about each student such as

schedule and academic history. This information provides insight into how each student should

perform in my class by knowing how tough of a schedule they are working with will help me to

set a baseline for my expectations. Also, with the academic history I typically gain an

understanding of how they normally perform in science classes. Science is not every student’s

favorite subject and this information can help me to plan activities ahead of time that can better

differentiate towards the students that I will have. This data is invaluable while I start to setup

my classroom as well because it allows me to know which layout will have a higher probability

of working.

Gathering student information is very important for any teacher to do, however, since my

curricula includes multiple sciences it is even more important to gather information that can be

used in the event of an emergency during class. My student survey includes questions about

learning preferences, emergency contacts, medical issues, contacts and eyewear, future plans,

and birthday. This linked Student Interest Survey


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DYNAMIC INSTRUCTIONAL DESIGN PROJECT
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DYNAMIC INSTRUCTIONAL DESIGN PROJECT

The link above and preceding screenshots are demonstrations of the Student Interest Survey that

I use in my classroom to determine student background information as it relates to class.

Sometime during the first couple of days of class the students would receive this questionnaire

via our Learning Management System, Google Classroom. Typically, I will couple this

questionnaire with another administrative requirement or icebreaker activity in order to better

guarantee completion.

Part 2: Performance Objectives and Lesson

This lesson will focus on the beginning of a new unit on motion for my College Prep Physical

Science classes. This class is typically taught to high school freshmen that have previously or

are currently taking Algebra. This unit is a very large and important unit that can be broken

down into multiple topics. The focus for this lesson plan will be on understanding and

calculating speed as it relates to an objects linear motion.

Performance Objective:
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DYNAMIC INSTRUCTIONAL DESIGN PROJECT
The student will be able to describe speed and velocity, through the designing of digital motion

maps of any object of their choosing. Students will successfully complete this task when the

map is completed with 90% accuracy for the diagram and 95% accuracy on the narrative

describing how they demonstrated the difference between speed and velocity.

Blooms Taxonomy:

The above-mentioned Performance Objective was designed to elicit a creative experience on the

Blooms Taxonomy Scale. In order to demonstrate mastery of the performance objective students

must create their own motion maps of any object of their choosing. The concept is to correlate

the idea of how to create a more three-dimensional model of speed and velocity by showing the

elapse of time over certain distances using only pictures. Creating this map should also show

that students can effectively show the difference between the scalar speed and the vector velocity

based on where each diagram starts and stops. The rules and details are open to interpretation by

the student if they demonstrate the concepts it will be their map to create.

Lesson Plan:

This lesson, as do most lessons for this class, will follow the Flipped Classroom Model. Flipping

the classroom depends on providing most of the instruction for students to complete at home as

homework and the project can be completed during classroom time where they have more help

with the teacher. I find this model to be ideal all students as it allows them to learn at their own

pace and be better prepared for class.

Homework Assignment from the Previous Day: Students will be provided with the Google

Slide Presentation before leaving class. If students do not have access to the internet at home,

they will be advised to download the presentation before leaving to prevent excuses for not

completing assignment.
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DYNAMIC INSTRUCTIONAL DESIGN PROJECT
Bellringer (10 minutes): Students will be provided with a quick eight question quiz to

demonstrate their completion and comprehension of the previously learned material. This quiz

will be provided through Google Classroom for students to complete on Google Forms.

Informational Preliminary (15 – 20 minutes): Once all students have completed the Google

Form it provides quick and valuable data that can be used to quickly assess the areas that

students may be having trouble with. These areas will be the topics of concern during the 15-20

minute lesson preliminary, providing discussions for students to discover a deeper meaning of

the information that may not have been understood at a deep enough level.

Project (1 hour – 1.5 hours): Students will be divided up into groups of 2-3 depending on class

size and provided with all information and rubrics for successful completion of their motion

diagrams. Students will be provided with a description of what group work should look like and

an explanation of the expectation of different roles in the group and for what they should be

responsible for. Also, students will be provided with a rubric showing what should be included

and how it will be scored for mastery. Students will be able to use any digital software that they

would be comfortable using (Google Drawings, any Paint program, presentation software, etc.).

Once completed students will be provided with an opportunity to explain their map(s) to the

class before they are printed and posted around the classroom for a short-term gallery walk over

the next few days.

Debrief (15 minutes): This time will be used to discuss problems that were observed by

students and by the teacher in order to ensure that mistakes are addressed. The purpose of this

time is to prepare students for a transition from speed/velocity into acceleration and start to

correlate the two. This will also be a great opportunity to address any problems with group work

to make sure that conceptually things move smoother next time.


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DYNAMIC INSTRUCTIONAL DESIGN PROJECT
Homework Preparations (10 minutes): Students will be given an opportunity to download the

next presentation/video that may be used for the instructional segment of motion. During this

time, they will download their presentation, finish up any last-minute reflections, and prepare for

departure.

Part 3: Teaching and Learning Strategies

Primarily the Bellringer Quiz serves multiple purposes to get students seated and transitioned

while unlocking prior knowledge and checking for homework compliance, while also creating a

data stream that is quick in order to appropriately gauge where students are and how much they

learned. This also helps me to tailor the short lesson to only fill in gaps to allow for maximum

work time for students. During the students work time I will use proximity to make sure that

students are remaining on task, but to also give me the opportunity to check in and provide one

on one assistance for students that may be struggling. Given data collected during class and the

observations that have been made the one on one time can now be effectively structured to meet

the needs of any student that may be struggling without them realizing that they are being singled

out and providing a very open dialogue from which to work. The assessment can be used as a

high stakes evaluative tool without being a formal test and allowing students to create and

explore the topic and demonstrate their learning outside of a traditional formal assessment. The

gallery walk is important so as to provide a sense of pride in their work as well as a reminder of

the topic as we transition into more in depth topics of motion. Another purpose of the gallery

walk is to provide another perspective of the topic that students may have taken to help provide a

deeper understanding for all students. The final debrief is important in order to wrap up the topic

and make any correction to misconceptions that may have occurred.


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DYNAMIC INSTRUCTIONAL DESIGN PROJECT
Step 4: Present and Analyze Technologies Used:

The first technology incorporated into this lesson was the Learning Management System, which

is used to deliver the Student Interest Survey as well as the lesson presentation and materials.

Google Forms is used to facilitate the Student Interest Survey and the Bellringer Quiz helping to

create an opportunity for quicker feedback so that students and myself can have a more efficient

opportunity to correct any issues that may have been present. Google Slides was used in order to

facilitate the presentation of the information relevant to the topic and due to its ease of access for

students. The rubric was completed on Google Docs so that each student will receive a copy in

the LMS and individual comments can be added demonstrating each student’s level of mastery

through each stage of the project. The project will be completed using any presentation software

of the students choosing, this allows students the opportunity to explore other programs that they

may not typically get to use in regular presentations. The use of Google products is intentional

as they are more compatible with the Google Classroom LMS, but they are more readily

available for students at home as each one has a Google Drive account and can access the files

needed for class on their mobile device if the need arises.

Attached will be copies of all linked files in case of link failure and for reference material.
Motion Maps Rubric (Can be completed as one map or two)

Criteria 0 1 2 3

Demonstrates Not depicted Vaguely Somewhat Clearly and


the difference depicted depicted accurately
between speed depicted.
and velocity.

Narrative No explanation Unclear Accurately Accurately


describes the explanation described but described and
difference with no explained
between speed explanation
and velocity

Motion Map No coherently Speeding up Speeding up Speeding up


accurately map completed and slowing and slowing and slowing
demonstrates down depicted down somewhat down accurately
speeding up and but with very accurately depicted.
slowing down. little accuracy depicted
8/9/2019 HCEC Student Information Form

HCEC Student Information Form


* Required

1. Email Address *

2. Last Name, First Name *

3. Which class are you in? *


Mark only one oval.

Advisory
1st Block
2nd Block
4th Block

4. What is your parent/guardian's email address?

5. Birthday? *

Example: December 15, 2012

6. Do you have internet access at home? *


Mark only one oval.

Yes
No

Learning Styles
Click all of the following that you would classify as a strong point.

7. *
Check all that apply.

Reading
Writing
Seeing
Hands-On
Math
Speaking
Listening

https://docs.google.com/forms/d/1QyGlUBKg-wlt8GTm1cY6GMhsbaAI0mY7TnKUC3ApNE0/edit 1/2
8/9/2019 HCEC Student Information Form
8. After graduation what are your plans? *
Mark only one oval.

Go to a 4-year college or university


Go to a 2-year technical college
Begin working
Go into the military

Other:

9. What would your dream career be? *

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Speed and Acceleration
Measuring motion
Measuring Distance

○ Meter – international unit for


measuring distance.

1 mm
= 50 m
Calculating Speed

○ Speed (S) = distance traveled (d) /


the amount of time it took (t).

S =d/t
Units for speed

○ Depends, but will always be a


distance unit / a time unit

● Ex. Cars: mi./h


● Jets: km/h
● Snails: cm/s
● Falling objects: m/s
Calculating speed S =d/t
○ If I travel 100 kilometer in one hour
then I have a speed of…
○ 100 km/h

○ If I travel 1 meter in 1 second then


I have a speed of….
○ 1 m/s
Average speed

○ Speed is usually NOT CONSTANT


● Ex. Cars stop and go regularly
● Runners go slower uphill than downhill

○ Average speed = total distance


traveled/total time it took.
Calculating Average Speed
○ It took me 1 hour to go 40 km on the
highway. Then it took me 2 more hours to
go 20 km using the streets.
○ Total Distance:
● 40 km + 20 km = 60 km
○ Total Time:
● 1 h + 2 h = 3 hr
○ Ave. Speed:
● total d/total t = 60 km/3 h = 20 km/h
Question

○ I travelled 25 km in 10 minutes.
How many meters have I travelled?
● A) 25000 m
● B) .0112 m
● C) .025 m
● D) 2.5 m

25 km * 1000m/km = 25000 m
Question
○ I ran 1000 m in 3 minutes. Then
ran another 1000 m uphill in 7
minutes. What is my average
speed?
● A) 100 m/min
Total Dist. = 1000 m + 1000 m = 2000 m
● B) 2000 m/min
C) 10
Total ●Time =m/min
3 min + 7 min = 10 min
● D) 200 m/min
Ave speed = m/min
● E) 20 total dist/total time =

2000m/10 min = 200 m/min = D


Velocity

○ Velocity – the SPEED and


DIRECTION of an object.

● Example:
○ An airplane moving North at 500 mph
○ A missile moving towards you at 200 m/s
Question

○ What is the difference between


speed and velocity?

○ Speed is just distance/time. Velocity


includes direction as well.
Graphing Speed:
Distance vs. Time Graphs

Denver

Phoenix
Graphing Speed:
Distance vs. Time Graphs
Speed = Slope = Rise/Run

Rise
Graphing Speed:
Distance vs. Time Graphs
Speed = Slope = Rise/Run

Rise=?
600 km

3h
Graphing Speed:
Distance vs. Time Graphs
Speed = Slope = Rise/Run

Rise=?
600 m

3 minutes

Rise/Run = 600 km/3 hr


= 200 km/hr
Different Slopes

Slope = Rise/Run
= 0 km/1 hr
= 0 km/hr

Rise = 2 km

Run = 1 hr
Rise = 0 km

Run = 1 hr
Slope = Rise/Run
Rise = 1 km = 2 km/1 hr
= 2 km/hr
Run = 1 hr

Slope = Rise/Run
= 1 km/1 hr
= 1 km/hr
Question
Below= is
Average○Speed a distance
Total vs. timetime
distance/Total graph of km/6 hr
= 12
my position = during a race. What was
2 km/hr
my AVERAGE speed for the entire race?

Rise = 12 km

Run = 6 hr
Question

○ What does the slope of a distance


vs. time graph show you about the
motion of an object?

○ It tells you the SPEED


Question
○ Below is a distance vs. time graph for 3
runners. Who is the fastest?

Leroy is the fastest. He completed the race in 3 hours


8/9/2019 Copy of Speed and Acceleration Notes Quiz

Copy of Speed and Acceleration Notes Quiz


* Required

1. Check all that describe velocity. *


Check all that apply.

Change in velocity due to change in distance


Change in velocity can be due to a change in displacement
Velocity requires a change in distance
Velocity is a scalar quantitiy

2. I travelled 25 km in 10 minutes. How many meters have I travelled? *


Mark only one oval.

0.0112 m
25000 m
2.5 m
0.025 m

3. A train changes speed from 20 m/s to 40 m/s. What is the train's change in speed? *
Mark only one oval.

20 m/s2
10 m/s2
-10 m/s2
1 m/s2

4. Which of the following is a vector quantity? *


Mark only one oval.

Velocity
Distance
Speed

5. What does the slope of a distance vs. time graph show you about the motion of an object? *
Mark only one oval.

Acceleration
Nothing
Velocity
Speed

https://docs.google.com/forms/d/1vyhHd_UGIfk_aiV6QiZh6nRFjmPToO8mtC9AlApPXZw/edit 1/3
8/9/2019 Copy of Speed and Acceleration Notes Quiz
6. I ran 1000 m in 3 minutes. Then ran another 1000 m uphill in 7 minutes. What is my average
speed? *
Mark only one oval.

2 m/min
0.2 m/min
2000 m/min
200 m/min

7. What is the difference between speed and velocity? *


Mark only one oval.

They are nothing alike


Speed shows direction and velocity doesn't
They are the same except velocity shows direction and speed does not.
Velocity shows positive acceleration and speed shows negative acceleration.

Untitled Section

https://docs.google.com/forms/d/1vyhHd_UGIfk_aiV6QiZh6nRFjmPToO8mtC9AlApPXZw/edit 2/3
8/9/2019 Copy of Speed and Acceleration Notes Quiz

8. On this page is a distance vs. time graph for 3 runners. Who is the fastest? *
Mark only one oval.

Jane
They are all sitting still
Bob
Leroy

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