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Objective

Number

Bloom’s Taxonomy

Classification

Strategy to be

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the objective

Type of Learning

1.0

1.1 Knowledge Supplantive (S) Declarative/Psychomotor

1.2 Comprehension S Declarative/Psychomotor

1.3 Comprehension S Declarative/Psychomotor

1.4 Comprehension S Conceptual/Psychomotor

1.5 Comprehension S Declarative/Psychomotor

2.0

2.1 Knowledge S Conceptual/Psychomotor

2.2 Application S Conceptual/Psychomotor

2.3 Application S Conceptual/Psychomotor

2.3.1 Application S Conceptual/Psychomotor

2.4 Application S Conceptual/Psychomotor

3.0

3.1 Application S Conceptual/Psychomotor

3.1.1 Analysis S Conceptual/Psychomotor

3.2 Application S Conceptual/Psychomotor

3.2.1 Comprehension S Conceptual/Psychomotor

3.3 Application G Procedural/Psychomotor

3.4 Synthesis G Procedural/Psychomotor

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(Note: All Handouts can be found in the APPENDICES) 1. ACTIVTY 1, 2 & 3 ( ~ 1 hr)

<-)?X?)a!9:!!L!^!9B!71&6.%/OM!EY!85LL7;7A6!-5L7!L9;4>!D!M,M7;!,A8!M7A><!

<-)?X?)a!;:!!L!^!=c!71&6.%/OM!k5879:!%-,>>5LX5AI!H5Q5AI!$N5AI>!*.EU0D!

&,A8926!l!E!<!

<-)?X?)a!=:!L^!9c!71&6.%/OM!%HG11^+^%G$^Od!=G?:!!*)U!ECb0!

N66M:WW67BNA9;,65<B94WQ5879>WX926237<B94i.+Z,6BNi)+Qi)#YPGFO53$R

2h]!&,A8926!l.D!?,A6N7;!%-,>>5L5B,659A!7J,4M-7:!

N66M:WWZZZ<IJ87Q7-9M7;Z73<B94W2M-9,8W8B)3E)8'[EE).[VYK'[CY8)[

'.'YY3C,L/7Lp6,J9A94X<PMI!

2. ACTIVTY 4, 5, & 6 (~1 hr)

<-)?X?)a!>:!L!^!9B!71&6.%/OM!e^OHOF^%GH!%HG11^+^%G$^Od!*)U!('b0!

N66M:WWZZZ<X926237<B94WZ,6BNjQfeoES,nJe&V(]!&,A8926!l)!

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3. ACTIVTY 7 & 8 ( ~1hr)

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Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Projects 1 & 2

1.1.1 Analyzing X ID Projects 1

1.1.2 Designing X ID Projects 1 & 2

1.1.3 Developing X ID Projects 1 & 2

1.1.4 Implementing X ID Project 2

1.1.5 Evaluating X Selected Discussion Forums; ID Project 2

1.2 Message Design

1.3 Instructional Strategies X ID Project 2

1.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project 02

2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations

3.3 Implementation and Institutionalization X

ID Project 2

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project 2

5.3 Formative and Summative Evaluation X ID Project 2

5.4 Long-Range Planning

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The overall goal for the course is for each student to consider and use

the systematic process of instructional design to create an instructional

product. To achieve this goal, students will engage in activities that

promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course,

students will be able to:

1. Discuss the historical development of the practice of instructional

design with regard to factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models

are useful

3. Identify at least six instructional design models and classify them

according to their use

4. Compare and contrast the major elements of three theories of

learning as they relate to instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice

of instructional design

8. Relate the design of instruction to the term “educational (or

“instructional”) technology”

9. Describe the major components of the instructional design

process and the functions of models in the design process

10. Provide a succinct summary of various learning contexts

(declarative knowledge, conceptual, declarative, principle,

problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates major

aspects of the systematic process and make this available on the

web.

!.C!

a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-end

analysis

ii. Identify methods and materials for communicating

subject matter that are contextually relevant

b. Describe the rationale for and processes associated with

creating design documents (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific

instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected

learning tasks

i. Select appropriate media tools that support

instructional design decisions

d. Describe the rationale and processes associated with the

formative evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and

empower learners with diverse backgrounds, characteristics, and

abilities.

13. Apply state and national content standards to the

development of instructional products

14. Meet selected professional standards developed by the Association for Educational Communications and Technology

15. Use various technological tools for instructional and

professional communication +

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TITLE: Classifying Living Things Video

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CONSTRUCTING A CLASSIFICATION KEY PRACTICE

TAXONOMIST:_______________

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1. Choose a category of something that you are very knowledgeable about and interested in. (example:

Flowers) Record this as your topic.

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2. Choose 6 different items that belong to your topic. Record each item in the column below under

different types (you will be classifying these). (6 different Flowers)

3. For each of the 6 different items, generate a list of 3 obvious, observable characteristics.

(see the example below)

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TOPIC: FOWERS

OBSERVABLE CHARACTERISTICS

DIFFERENT TYPES

NUMBER OF PETALS LEAF NUMBER LEAF SHAPE

Violet

Trillium

May apple

Clover

Arrow head

Bell Wort

4. Use the observable characteristics to create a simple classification key. TITLE:________________________________________________

1 A

B

2 A

B

3 A

B

4 A

B

5 A

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CONSTRUCTING A CLASSIFICATION KEY TAXONOMIST:_______________

1. Choose a category of something that you are very knowledgeable about and interested in. (example:

skis, bikes, music, spiders, fish, seashells.) Record this as your topic.

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2. Collect 6 different pictures of items that belong to your topic. Record each item in the column below

under different types (you will be classifying these).

3. For each of the 6 different items, generate a list of 3 obvious, observable characteristics.

TOPIC:

OBSERVABLE CHARACTERISTICS

DIFFERENT TYPES

4. Use the observable characteristics to create a simple classification key. TITLE:________________________________________________

1 A

B

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B

3 A

B

4 A

B

5 A

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6 A

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7 A

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!Principles of Taxonomy Review

1. What is taxonomy?

2. Give three reasons why is taxonomy important?

3. How are organisms named in this system?

4. Why is the use of scientific names important?

5. How did Linnaeus classify organisms?

6. What is phylogeny?

7. Why is phylogeny sometimes called the foundation of taxonomy?

8. What is a species?

9. How did Darwin’s ideas affect classification systems?

10. Many of the classifications used by Linnaeus are still in use today, even though he did not know about

evolution. Explain why this is so.

11. Both snakes and worms are tube-shaped with no legs. How could you determine whether the similarity

in shape means that they share a recent common ancestor?

12. You are hanging out in the rain forest of Costa Rica and you notice some beetles. Beetles A and B are

quite similar but have different markings on their wings. Also, both beetles resemble a third beetle, beetle C

that has been previously described. How could you use DNA to determine whether beetles A and B are

more closely related to one another or to beetle C?

13. How was the introduction of classification keys a major contribution to taxonomy?

14. What things seem to be the most important for determining which kingdom an organism will be placed

in?

15. How has technology affected classification?

16. How many categories (taxa) are there in the modern classification system? List them in order.

17. Related genera are grouped together in a _____.

18. What is the relationship between a family and an order?

19. In addition to physical appearance, what else do modern taxonomists consider?

20. Which kingdom(s) contain(s) prokaryotic organisms?

21. If two animals are in the same class, what other categories must they share?

22. What is the purpose of a classification key?

23. Explain how a classification key is organized?

24. Homo is to genus as sapiens is to _____.

25. Panthera leo (lion), Canis latrans (coyote), Panthera tigris (tiger), and Procyon lotor (racoon) are all

members of the order Carnivora. Which two members are the most closely related?

26. To which of the five kingdoms does each of the following belong?

a) rose (b) Euglena (c) bald eagle (d) bacterium (e) mushroom (f) fern

27. Why is kingdom Protista considered the “odds and ends” kingdom?

28. Suppose you were a microbiologist who had just discovered a new organism. The organism was

unicellular, lacked chloroplasts, and had no cell wall. Which kingdom would you place it in?

29. Use the descriptions below to classify each organism in the correct kingdom:

a) multicellular, photosynthetic, cell walls of cellulose.

b) Cell wall lacks peptidoglycan, live in extreme environments and survive only in the absence of oxygen.

c) unicellular, eukaryotic organisms with chloroplasts.

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Salamander Scientific Name Common Name

1 Plethodon glutinosus slimy salamander 2 Ambystoma jeffersonianum jefferson salamander 3 Ambystoma maculatum spotted salamander 4 Triturus viridescens newt 5 Eurycea bislineata two-lined salamander 6 Nectarus maculosus mud puppy 7 Ambystoma tinrinum tiger salamander 8 Hemidactylium scutatum four-toed salamander 9 Plethodon cinereus red-backed salamander 10 Siren intermedia siren 11 Ambystoma opacum marbled salamander

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