KA Part 1

General Audience
The primary audience for this design consists of all 7
th
grade students at Camden Middle School
in Kingsland, Ga. This is a group of students who are from ages 11 to 13 years old and will be
studying Life Science, in particular cell organelles. This information is required by the Georgia
Performance Standards for all 7
th
graders to learn in preparation for the CRCT test at the end of
the year.
Problem Identification
Camden Middle School and its students are held to high expectations when it comes to academic
progress. This, along with the pressures of meeting AYP/CCRPI has led the administration and
teachers to closely examine CRCT test scores throughout the school. In 7
th
grade science there
was a decline in test scores last year from 88 percent of students meeting or exceeding down to
80 percent. Teachers have discussed this issue and raised the bar for the upcoming school year.
Our goal for 2013 -2014 school year for 7
th
grade life science is for 90 percent of students to
meet or exceed on the CRCT.
After meeting with all of the science staff for 7
th
grade, teachers examined the data from our
standards checks as well as classroom data on students. We looked at four key concepts that
could be affecting student scores and decided that the topic of cell organelles along with their
processes is a concept that students are struggling with in the classroom. This leads us to believe
that we need to develop an instructional design to target this subject so that our goal for the
coming school year can be met.
The school system is presently undergoing a major technology overhaul and has purchased
Google Chrome Books for all grade levels. Students will have access to these as well as
computer lab time to do research, complete online lessons, and study. Our science team believes
this is an opportunity to engage these learners with exciting lessons using technology that is
familiar to them.

Instructional Goals
7
th
grade Life Science students will correctly identify and describe the major cell
processes needed for cells to live.
7th grade Life Science students will be able to label and describe the function of ten
major cell organelles.
7
th
grade Life Science students will describe the difference between an animal cell and a
plant cell.




KA Part II
Introduction
The specific target audience for this learning design is seventh grade students studying Life
Science. Camden Middle School statistics are as follows: We are a Title 1 school that houses
1046 students in grades 6th, 7th, and 8th grades. There are 70 teachers at CMS and of those
teachers 13 are Special Education teachers. Camden Middle School is in the center of Camden
County home of Kings Bay Naval Submarine Base. The total population of Camden County in
2011 was 50,410. Of the total population of Camden County the ethnic makeup is 75.2% white,
19.8% black, 1.5% Asian with other ethnicity at less than 1% of the residents. The population is
almost equally divided between males 50.7% and females 49.3%. A profile of ethnic groups
revealed 61.8 percent of the student enrollment was Caucasian, 26.1 percent was African
American, 4.7 percent was Hispanic, 4.6 percent was of mixed origin, and 1.8 percent Asian, and
less than one percent was classified as American Indian or Alaskan. The ages of students at
CMS are from 10 years nine months of age to 15 years nine months of age. The student body is
51.9 percent female and 48.1 percent male.
Entry Skills
Basic skills such as reading, writing, and math are mastered.
Basic knowledge of the internet and search engines
Students must know password and ID with login procedures
Prior Knowledge
Contain a basic science vocabulary
Knowledge that cells makes up tissue and are the smallest part of the body
Knowledge the cells grow and divide
A pretest was given to students to assess prior knowledge. This was given in the form of our
Standards Check that measures student knowledge on certain concepts. Results of the pretest
indicated that 71 percent of the students did not meet the minimum standards of the test.
Twenty-five percent of the students met the standards and only four percent exceeded the
standards on the concept.
Attitudes Toward Learning
Student motivation and attitudes toward learning were measured by a series of survey questions
and interviews. Students were asked how they felt about their knowledge of computers. Ninety-
five percent reported they felt they had good working knowledge of computers, while 5% felt as
though they might need some help. When asked about science vocabulary 77% reported that
they felt like they had a good science vocabulary, 18% reported that they felt like they needed to
improve their science vocabulary, and 5% were undecided. When asked about the importance of
vocabulary 86% indicated vocabulary for science as being important and 14% did not know.
Most all of the students interviewed and surveyed indicated that learning is important and they
would like to improve their science skills.
Educational Levels
Camden Middle School has always done well in academic achievement. Reading is one area of
excellence. CRCT scores in Reading over the last five years have steadily increased from 91 to
98 percent proficiency. CMS was a distinguished Title 1 school for every year the Georgia
Department of Education gave out the award. Camden Middle School continually makes AYP
for the year and has done so for the last several years.
School Climate
The students in this science class have demonstrated a desire to learn. In many of the activities
they have shown the willingness to complete the assigned work, collaborate with each other, and
study to improve grades. Most of the students are engaged and active in their learning. They ask
appropriate questions and exhibit the desire to help each other learn.
Student Learning Preference
I performed a student survey on learning preference with the students. As with many students of
this grade level these students like to be occupied and actively engaged with whatever content
they are studying. Hands on activities, discovery type activities, and collaborative group
activities are the way that these students prefer to learn. They suggested games, puzzles, and
matching type activities. While some lecture with notes has to take place, they would much
rather be asked to be involved in an active form of learning.
KA Part III
The task analysis for this design was done using topical analysis because of the particular
audience. This instructional design is being built for the purpose of helping this group of
learners improve their knowledge on the topic of cells in order to increase the CRCT scores in
science for 7th grade students at Camden Middle School. The learners will be expected to have
basic computing skills to log on and find information. I chose topical analysis because the
content for this design is done with the sole purpose of teaching students about cells and cell
processes, which based on standard check scores are deficient in this student population.
Students will learn to recognize facts about the topic and use these facts and apply their
knowledge to questions and activities pertaining to the topic of cells.
Task Analysis Outline
1.0 Describe major cell processes
1.1.1 How Animal Cells Make Energy
1.1.1.1 Cellular Respiration
1.1.1.1.1 Materials needed
1.1.1.1.2 Waste products created

1.1.2 How Plant Cells Make Energy
1.1.2.1 Photosynthesis
1.1.2.1.1 Materials needed
1.1.2.1.2 Waste products created
1.1.2.1.3 Specialized Parts
1.1.3 How cells reproduce
1.1.3.1 Mitosis
1.1.3.1.1 Cell division
1.1.3.1.2 I.P.M.A.T. (Acronym for the process of Mitosis)

1.2 Describe the functions of how cells obtain nutrients and get rid of wastes
1.2.1 Diffusion is particles moving from an area of high concentration to an area
of low concentration
1.2.2 Osmosis is the diffusion of water
1.2.3 Active Transport = using energy
1.2.4 Endocytosis big particles into the cell
1.2.5 Exocytosis big particles leaving the cell

2.0 Identify ten major cell organelles and describe their function
2.1 Recognize what each individual cell organelle looks like
2.1.1 Cell Membrane
2.1.2 Vacuole
2.1.3 Mitochondria
2.1.4 Nucleus
2.1.5 Golgi Complex
2.1.6 Smooth Endoplasmic Reticulum
2.1.7 Rough Endoplasmic Reticulum
2.1.8 Ribosomes
2.1.9 Lysosomes
2.1.10 Cytoplasm
2.2 Describe the job or function that each cell organelle does to support the cell
2.2.1 Function of Cell Membrane
2.2.2 Function of Vacuole
2.2.3 Function of Mitochondria
2.2.4 Function of Nucleus
2.2.5 Function of the Golgi Complex
2.2.6 Function of the Smooth Endoplasmic Reticulum
2.2.7 Function of the Rough Endoplasmic Reticulum
2.2.8 Function of the Ribosomes
2.2.9 Function of the Lysosomes
2.2.10 Function of the Cytoplasm
2.3 Relate the cell organelle function to real world concepts
2.3.1 Cell Membrane = Gatekeeper
2.3.2 Vacuole = water tank
2.3.3 Mitochondria = power plant
2.3.4 Nucleus = control center
2.3.5 Golgi Complex = Fed Ex / UPS
2.3.6 Endoplasmic Reticulum = highway or road
2.3.7 Ribosome = protein plant
2.3.8 Lysosomes = garbage truck
2.3.9 Cytoplasm = jelly

3.0 Distinguish the difference between animal and plant cells
3.1 Recognize the organelles of a plant cell that make it different
3.1.1 Large central vacuole
3.1.2 Cell wall
3.1.3 Chloroplast
3.2 Describe the function of these specialized plant organelles
3.2.1 Large central vacuole store water
3.2.2 Cell wall structure and support
3.2.3 Chloroplast captures sunlight for energy


Subject Matter Expert (SME)
I serve as the SME for the instructional plan presented here. I have a bachelors degree in
Middle Grades Math and Science from the University of North Florida. I am currently enrolled
in Georgia Southern University pursuing a masters degree in Instructional Technology. I have
worked at Camden Middle School for eight years teaching Life Science to 7th grade students. I
also serve on our school Math and Science carnival committee that raises funds to supplement
our math and science technology needs.



Flowchart of Instructional Design Concepts




















a. Cellular
Respiration
b. Photosynthesis
c. Reproduction
a. Visually Identify 10
main Cell
Organelles
a. Which Organelles are
Different in Plants b. What are the
Specialized Functions of
These Organelles
b. Describe the
Function of the 10
Organelles
c. Relate Organelle
Functions to Real
World Concepts
KA Part IV
Terminal Objective 1: To be able to describe how cells make energy and reproduce
Enabling Objectives:
1A. To describe the process of cellular respiration
1B. To describe the process of photosynthesis
1C To describe the process of Mitosis
Terminal Objective 2: To be able to identify ten major cell organelles and accurately describe
their function
Enabling Objectives:
2A. To recognize what each individual cell organelle looks like
2B. To describe the job or function that each cell organelle does to support the cell
2C. To relate the cell organelle function to real world concepts
Terminal Objective 3: To distinguish the difference between animal and plant cells
Enabling Objectives:
3A. To recognize the organelles of a plant cell that make it different
3B. To describe the function of these specialized plant organelles
Classification of Instructional Objectives:

Content
Performance
Recall Application
Fact 1A, 2A, 3A
Concepts 1B, 2B, 3B, 1C 1, 2, 3, 2C
Principles
Procedure
Interpersonal
Attitude



Relationship between Instructional Objectives and Standards:
Instructional Objectives Georgia Performance Standards
1 S7L2a. Explain that cells take in nutrients in order to grow
and divide and to make needed
materials 1A
1B
2 S7L2b. Relate cell structures (cell membrane, nucleus,
cytoplasm, chloroplasts,
mitochondria) to basic cell functions.
2A
2B
2C
3 S7L2b. Relate cell structures (cell membrane, nucleus,
cytoplasm, chloroplasts,
mitochondria) to basic cell functions.
3A
3B









KA Part V

Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will use
web 2.0 tools to create
a short presentation on
cell processes to post
on the discussion
board for peer review
and feedback.
Explain the process of
how cells reproduce
and make energy in
order to survive
Objective 1: The
student will be able to
describe how cells
reproduce and make
energy
1A: The student will
describe the process
of cellular respiration
1B: The student will
describe the process
of photosynthesis
1C: The student will
describe the process
of mitosis
The students have
multiple means of
representation and
multiple means of
expression
The students will use
web 2.0 tools to
create a presentation
demonstrating their
knowledge of cell
processes

Provides students
with multiple
sources of
information and
multiple means of
expression
Lesson 2:
The student will use
web 2.0 tools to create
a short presentation on
cell processes to post
on the discussion
board for peer review
and feedback.
Given pictures of cell
organelles students
will identify the
organelle and
accurately describe its
functions.
Objective 2: The
student will able to
identify 10 major cell
organelles and
accurately describe
their functions.
2A: The student will
be able recognize
what each individual
cell organelle looks
like
2B: The student will
describe the job or
function that each
cell organelle does to
support the cell
2C: The student will
relate the cell
organelle function to
real world concepts
The students have
multiple means of
representation and
multiple means of
expression
The students will
take an online quiz
in multiple choice
formats to assess the
learners knowledge
of cell organelles
and their functions.

Provides multiple
means of expression
and representation
with different forms
of answers
Lesson 3:
The student will
compare and contrast
animal and plant cells
and create narrative
explaining differences
they discovered.
State the different
organelles contained
by plant cells that
make them different
from animal cells and
provide the specialized
function of those
organelles
Objective 3: The
student will be able to
distinguish the
difference between
animal and plant cells
3A: The student will
be able to recognize
the organelles of a
plant cell that makes
it different
3B: The student will
be able to describe
the function of these
special plant
organelles
The students have
multiple means of
representation and
multiple means of
expression
Student will be
assessed by
completing a
narrative that
compares and
contrasts the
differences in plant
and animal cells.

Provides multiple
means of expression


Assessment Examples:

Objective 1 Assessment:
Cell Processes
Demonstrate your knowledge of cell processes by creating a presentation. This presentation will
allow you to choose between Sliderocket, Glogster, and Prezi to put what you have learned on
display. Please visit the following websites to glean your information for this project:
http://science-class.net/
http://www.nclark.net/
http://www.biologyjunction.com/
http://sciencespot.net/
All projects should exhibit your best effort and demonstrate knowledge and creativity!
Key Topics to cover: Cellular Respiration, Photosynthesis, Mitosis, Active Transport, Passive
Transport, Diffusion, and Osmosis
The presentations will be posted for peer review and graded by using the rubric below.
Rubric for Web 2.0 Cell Processes
1 2 3
Information with
Supporting Details
Very little information
is provided to support
topic
Some details provided
to support topic
Sufficient details
provided to support
topic
Organization Little organization of
ideas found
Ideas are somewhat
organized
Ideas are clearly
organized and thought
out
Accuracy of
Information
Very little accurate
information is
provided in the work
Some accurate
information is
provided in the work
All accurate
information is
provided in the work.
Creativity Very little creativity
displayed in
presentation
Some creativity
displayed in
presentation
Creativity clearly
demonstrated in
presentation

Work Sample for Glogster
Click on the link to view sample: http://www.glogster.com/amritpannu557/cell-processes-and-
energy/g-6lushsjago9be7f5kutisa0


Objective 2 Assessment:
Cell Organelles and Their Functions
1. The basic unit and structure of all living things is the
a. nucleus b. membrane c. cell d. chloroplast
2. The thin structure that controls what goes in/out of the cell is known as the
a. Nucleus b. cell membrane c. cytoplasm d. vacuole
3. The control center of the cell is the
a. Cell wall b. organelles c. cytoplasm d. nucleus
4. The jelly like substance that contains all of the organelles is the
a. Cytoplasm b. membranes c. vacuole d. mitochondria
5. Small round structures that make protein are known as
a. Cellulose b. ribosomes c. vacuoles d. mitochondria
6. Cell structures that break down food to produce energy are the
a. Ribosomes b. mitochondria c. vacuoles d. chloroplasts
7. Which cell structures package and deliver protein for the cell
a. Golgi complex b. endoplasmic reticulum c. lysosome d. nucleus
8. Which organelle located around the nucleus contains the ribosomes
a. Smooth E.R. b. chloroplast c. rough E.R. d. cell membrane
9. The organelle that stores liquid and food for the cell is the
a. Vesicle b. vacuole c. nucleolus d. cell wall
10. Which organelle provides structure and support for the cell
a. Cell membrane b. vacuole c. cell wall d. cytoplasm

Identify the following organelles:
1. __________________

2. _________________

3. ________________

4. _______________

5. _______________
6. Name four cell organelles and relate them to real world concepts




Objective 2 Assessment:
Cell Organelles and Their Functions
1. The basic unit and structure of all living things is the
a. nucleus b. membrane c. cell d. chloroplast
2. The thin structure that controls what goes in/out of the cell is known as the
a. Nucleus b. cell membrane c. cytoplasm d. vacuole
3. The control center of the cell is the
a. Cell wall b. organelles c. cytoplasm d. nucleus
4. The jelly like substance that contains all of the organelles is the
a. Cytoplasm b. membranes c. vacuole d. mitochondria
5. Small round structures that make protein are known as
a. Cellulose b. ribosomes c. vacuoles d. mitochondria
6. Cell structures that break down food to produce energy are the
a. Ribosomes b. mitochondria c. vacuoles d. chloroplasts
7. Which cell structures package and deliver protein for the cell
a. Golgi complex b. endoplasmic reticulum c. lysosome d. nucleus
8. Which organelle located around the nucleus contains the ribosomes
a. Smooth E.R. b. chloroplast c. rough E.R. d. cell membrane
9. The organelle that stores liquid and food for the cell is the
a. Vesicle b. vacuole c. nucleolus d. cell wall
10. Which organelle provides structure and support for the cell
a. Cell membrane b. vacuole c. cell wall d. cytoplasm
Identify the following organelles:
1. ___Mitochondria_______________

2. ________Nucleus_________

3. _____Vacuole___________

4. ______Golgi Complex_________

5. _______Endoplasmic Reticulum________

6. Name four cell organelles and relate them to real world concepts
Nucleus = control center of cell
Mitochondria = power plant of cell
Vacuole = water tower
Golgi Complex = Fed Ex (package and deliver)

Objective 3 Assessment:
Narrative: Students will describe the differences between plant and animals cells using narrative
format. The narrative can be either in written form or the student can use the web 2.0 tool
Xtranormal to present the information to be assessed. The student will use the following as a
guide for this assessment:
The functions of the organelles should be described in detail
Chloroplasts, Large Central Vacuole, and Cell Wall
Provide insight as to why plants may have adapted these specialized organelles
Use the following rubric as a guide
Xtranormal work sample: http://www.xtranormal.com/watch/11686608/plants-cells-and-
animals-cells
Rubric for Narrative
1 2 3
Information with
Supporting Details
Very little information
is provided to support
topic
Some details provided to
support topic
Sufficient details
provided to support
topic
Organization Little organization of
ideas found
Ideas are somewhat
organized
Ideas are clearly
organized and thought
out
Accuracy Very little accurate
information is
provided in the work
Some accurate information
is provided in the work
All accurate
information is provided
in the work.

Possible Answer to Narrative:
There are two distinct types of cells that we have studied this year in Life Science.
These two types of cells are very common and they come from the two largest levels of
classification. Animal cells and plant cells make up most of the life around us but they
differ in several ways. Plant cells have a distinct shape from animal cells and they
contain three specialized organelles that help them survive. These organelles are
chloroplasts, large vacuole, and cell wall.
All energy on Earth is generated from the sun. The chloroplast help the plant
cells trap the suns energy and turn it into food. They also give plants the green color that
most plants have. These chloroplasts act like small solar panels and are located inside the
plant cell. Once sunlight is trapped, the chloroplasts turn sunlight into stored sugar.
Plants need water but cannot move around when the climate dries out some.
Animals can move around to find water. These plants have adapted to store water in a
large central vacuole. Animal cells contain vacuoles but they have many small ones
whereas plants contain one large vacuole per cell.
Plants also differ from animals in that they contain a cell wall. The cell wall is
made up of chitin and is there for the purpose of structure and support for the plant.
These cell walls act like an exoskeleton for the plant and provide the plants with a form
of protection. Animals of course have an internal skeleton to provide them with similar
structure and support.





KA Part VI

Instructional Sequence
Sequence Description Objective
1 To be able to describe the major cell processes 1
2 To be able to identify 10 major cell organelles
and describe their function
2
3 To distinguish the difference between animal
and plant cells
3

This sequence builds on concepts in a concept related order. Because we are focused on
concepts the learner will begin with cell processes that are vital to cellular life. The learner will
then use the base knowledge of cellular processes and match them with the cell organelle they
correspond to. The learner will also possess the background knowledge of how these organelles
function together to allow the cells to survive. This conceptual related order builds from the
ground up in complexity.
Lesson 1: How Do Cells Survive?
Objective 1: To be able to describe how cells make energy and reproduce
Objective 1A: The student will be able to describe the process of cellular respiration.
Objective 1B: The student will be able to describe the process of photosynthesis.
Objective 1C: The student will be able to describe the process of mitosis.
Initial Presentation: Have students view the online PowerPoint with narration to introduce cell
processes. Then have the students investigate the website Cells Alive and view the animations of
these cell processes to gain visual representation along with factual information about the
concepts. UDL: PowerPoint uses both visual and verbal narration to accommodate both
learning styles. Students also will visit website with animations that provide different types of
representations (Morrison, Ross, Kalman, & Kemp, 2001).
Generative Strategy: Students will be asked to take the information they learned from the
PowerPoint and website to create a short presentation comparing important cell processes to the
processes our bodies have to do every in order to sustain life. The students can choose between
using SlideRocket or Prezi and make a short presentation no longer than three minutes long. The
presentation will then be posted on our class discussion board for viewing and peer feedback.
UDL: Students will use their choice of web 2.0 tools to report findings. This allows students
multiple forms of expression (Booth, 2012).

Lesson 2: What Are Cell Organelles?
Objective 2: To be able to identify ten major cell organelles and accurately describe their
function
Objective 2A To recognize what each individual cell organelle looks like
Objective 2B: To describe the job or function that each cell organelle does to support the
cell
Objective 2C: The student will relate the cell organelle function to real world concepts
Initial Presentation: Students will watch a short Bill Nye video on You Tube entitled Cells
which introduces cell organelles. Students will be given a list of ten cell organelles to research
using the online Life Science Book. UDL: Presentation and online text is differentiated to
accommodate different learning styles. This provides the student with multiple means of
representation (Morrison, Ross, Kalman, & Kemp, 2001).
Generative Strategy: Students will use the given research sheet to define, provide the function
of, and relate each organelle to a real world concept. They will also be asked to cut and paste a
picture of the organelle to the sheet. When complete, students will be asked to take this research
information and create an informative poster of the ten organelles using the web 2.0 tool
Glogster. The Glogster link will be posted on the discussion board for review and peer feedback.
Students will also be asked to comment on what three organelles they feel are important to the
cell and why? This comment will be posted to the discussion board. UDL: By using Glogster
and posting the work on the discussion board, student is demonstrating multiple means of
engagement in the form of collaboration with others (Kerr, 2011).
Lesson 3: Are Plant and Animal Cells Different?
Objective 3: Given pictures of animal and plant cells, the student will be able to distinguish the
difference between the cells and explain these differences in narrative form.
Objective 3A: The student will be able to recognize the organelles of a plant cell that
makes it different
Objective 3B: The student will be able to describe the function of these special plant
organelles
Initial Presentation: Students will be shown different pictures of animal cells and a plant cells.
The will be asked to brainstorm on ideas to determine what is similar and different about these
cells. They will post comments to the discussion board. Teacher will look for misconceptions
and answer questions. UDL: In posting comments on the discussion board and providing
feedback to others, students are collaborating with others and demonstrating multiple means of
engagement (Booth, 2012).
Generative Strategy: Students will review pictures and notes of animal and plant cells and
analyze this information in order to determine what organelles are different in plants. Students
will report their findings in narrative form and post on the discussion board. Students can choose
to report the findings in written form or use the web 2.0 tool Xtranormal to present their findings.
UDL: Student choice of the form of assignment is an example of multiple means of expression
(Kerr, 2011).





Reference List
Booth, S. E. (2012). Cultivating knowledge and trust in online communities for educators.
Journal of Education in Computing Research, 47(1), 1-31.
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
Tech Trends, 55(1), 28-31.
Morrison, G., Ross, S., Kalman, H. K., & Kemp, J. (2001). Designing effective instruction
(7
th
ed.). Hoboken, NJ: John Wiley & Sons, Inc.












KA Part VII

Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
The student will use
web 2.0 tools to create
a short presentation on
cell processes to post
on the discussion
board for peer review
and feedback.
Explain the process of
how cells reproduce
and make energy in
order to survive
Objective 1: The
student will be able to
describe how cells
make energy and
reproduce.
1A: The student will
describe the process
of cellular respiration
1B: The student will
describe the process
of photosynthesis
1C: The student will
describe the process
of mitosis
The students have
multiple means of
representation and
multiple means of
expression

Lesson 2:

The student will use
web 2.0 tools to create
a short presentation on
cell processes to post
on the discussion
board for peer review
and feedback.
Given pictures of cell
organelles students
will identify the
organelle and
accurately describe its
functions.
Objective 2: The
student will able to
identify ten major
cell organelles and
accurately describe
their functions.
2A: The student will
be able recognize
what each individual
cell organelle looks
like
2B: The student will
describe the job or
function that each
cell organelle does to
support the cell
2C: The student will
relate the cell
organelle function to
real world concepts
The students have
multiple means of
representation and
multiple means of
expression

Lesson 3:
The student will
compare and contrast
animal and plant cells
and create narrative
explaining differences
they discovered.
State the different
organelles contained
by plant cells that
make them different
from animal cells and
provide the specialized
function of those
organelles
Objective 3: The
student will be able to
distinguish the
difference between
animal and plant cells
3A: The student will
be able to recognize
the organelles of a
plant cell that makes
it different
3B: The student will
be able to describe
the function of these
special plant
organelles
The students have
multiple means of
representation and
multiple means of
expression















KA Part VIII
In determining the worth of the instructional design that has been constructed over the last
several weeks I will conduct a survey by the learners and the subject matter expert. They will be
asked to assess the design and provide insight into ways that the instructional design can be
improved. I was the SME on this project, therefore I will have my colleagues who teach biology
to assist in critiquing this instructional design. I have arranged for my fellow 7
th
grade science
teachers who possess deep content knowledge to help me with this task.
As for the survey, I will use an online program called SurveyMonkey to create the document
which will provide insight into the things that are good about the design and give me details on
things that can be improved in the design.

Here is the survey:
Instructional Design Survey KA Part VIII
1. How engaging is the design?
Extremely engaging
Very engaging
Moderately engaging
Slightly engaging
Not at all engaging
2. How would you rate the Lesson Sequence?
Not Good Fair Good Very Good
3. How clear was the instruction on this design?
Not Clear At All Somewhat Clear Clear Very Clear
4. In terms of organization, how would you rate this instructional design?
Not Organized At All Somewhat Organized Organized Very Organized

5. What did you like about this instructional design?

6. What about this instructional design did you not like?

After all of the surveys have been turned in, the data will be compiled and analyzed. I will chart
the SurveyMonkey program data to determine the patterns of information that exist based on the
questions in the survey. I want to find out all of the things that were right about the design, but I
also need to know what parts in the design need improvement. As we work through this process
we will develop a design that will fit the learner to a high level and ensure that appropriate
learning is taking place.