Sherri Harrelson

Instructional Design Project Part 1. Topic

Part 1a. Goal The goal of this project is to have learners identify facts regarding sea turtles to include nesting, habitats, and general information. They will also work to identify ways to combat marine debris that is a direct result of human negligence and which negatively impacts sea turtle populations.

Part 1b. Target Audience The targeted audience is a group of homeschool students ranging in ages from 7-10 years and rd th currently studying at the 3 -4 grade level. Part 1c. Rationale The topic chosen as the basis of this project meets multiple needs, both for the learners and the subject matter of study. Firstly, home-schoolers, just like traditionally schooled students, are required to take standardized tests in Georgia. While no one other than parents typically reviews rd the results of these tests, they are still required to be taken beginning in the 3 grade and every three years thereafter. Additionally, some home-schooled students return to the public system after a number of years, so it is important that they have knowledge comparable to their grade related peers. To meet these needs, this lesson meets Georgia Performance Standards S3L1 and S3L2 which deal with awareness of habitats and pollution caused by humans respectively. Furthermore, all species of sea turtles are labeled as either endangered or threatened with only 1 in 4000 making it to reproductive age on average. By engaging in this lesson, students will develop ways of reducing marine debris, which is one of the primary threats to sea turtles. This lesson incorporates a blend of strategies, but is approximately 70% supplantive in nature. Due to the minimal experience many learners have had with the subject matter, they may require a higher degree of scaffolding to move from general knowledge to higher order analysis. The task is essentially simple in nature and is well defined. There is a limited time available for meeting the lesson goals, which must also be used to provide necessary background knowledge. Although limited in some regards, the lesson does incorporate some generative strategies primarily due to the learners high degrees of motivation and interest, as well as the lack of anxiety present with respect to the chosen topic. This lesson would be categorized as declarative knowledge learning based on several features within the lesson. Much of the information learners will need to know following the lesson come in the form of facts, although many are related facts that will need to be linked in order to encourage higher-order thinking. In order to adequately access and use new knowledge, strategies will be utilized to encourage linking with prior knowledge, to include organization and elaboration techniques. Learners will need to be able to name different species of sea turtles, as well as list various facts about each type. They will also need to list the effects sea turtles have on the primary ecosystem and ways that humans negatively impact sea turtle populations. While the overall goal is to have students develop (and choose to use) measures of preserving sea turtle populations, they will require a great degree of declarative knowledge in order to do so effectively.

Part 2. Analysis Report

Part 2a. Description of the Need Part 2a.1 Survey Please allow your child to answer the questions below on his/ her own. It is important that I have an accurate view of what students at this level know about the following topics, so please do not help your child or allow your child to look up answers. Feel free to help them read and write/ type as needed. 1. 2. 3. 4. 5. 6. 7. 8. 9. How do you feel about the beach and ocean? What are some things that you enjoy doing at the beach? How do you feel about sea turtles? Are you afraid of sea animals or do you enjoy seeing them up close? List the names of any types of sea turtles that you know about. List some things you know about sea turtles. List some ways that sea turtles are helped or hurt by humans. How do you feel when you see plastic bags or empty bottles on the beach? How do you like to learn about new things? The following questions are for parents to answer. 10. How does your family feel about ecology and conservation? 11. How do you feel your child learns best? 12. Are you comfortable with your child seeing, touching, and interacting with sea creatures (live or fossils)? 13. Have you devoted time to the study of ocean habitats or sea creatures, particularly sea turtles? 14. Has your child studied different classes of animals (including mammals, reptiles, amphibians, etc.)? 15. Can he/she generally identify the class to which an animal belongs? 16. Does your child have any special needs?

Part 2a.2 Results of Survey Out of all surveys delivered, eleven were returned completed. The students surveyed all seemed interested in learning about sea turtles and none expressed a fear of seeing or touching them, although a few students expressed concerns about the possibility of being bitten. They have all had opportunities to visit the beach and mentioned such activities as having picnics, playing in the ocean, building sand castles, and flying kites as being enjoyable at the beach. In addition, approximately half of the students said that they werent concerned about trash on the beach because they or their parents always clean up and the other half said that trash made them sad or mad that people didnt clean up after themselves. The most interesting answers came in regards to what students knew about sea turtles specifically. About half of the students were able to give the name or names of specific sea turtle species with the most common being Leatherback or Loggerhead. Several students listed cars as a major threat to sea turtles, specifically suggesting that sea turtles were at risk of being run over. Four students mentioned humans interfering with nesting sites, but did not elaborate on how or

why this may be an issue. One student wrote that sea turtles live to 500 years and another said that people hurt sea turtles by messing with their shells. Most parents suggested that their children preferred to learn by engaging with materials through field trips and hands-on activities, as well as reading or researching topics independently. They were all comfortable with the study of conservation and about two-thirds already engage in conservation related behaviors (i.e. recycling, car sharing, etc.). Approximately one-third of parents stated that they had studied classes of anim als but werent sure if their children could accurately identify animals by class, another third stated that their children could identify animals by class, and the final third stated that they hadnt devoted time to the study of animal classes (although two mentioned that their children may have read about various classes of animals in self-selected study materials). No parents were concerned about the children seeing, touching, or interacting with animals or fossils. The following graph displays information provided regarding previous studies of ocean habitats with specific regard to the study of sea turtles.

Specifically Studied Sea Turtles General Study of Ocean Habitats/ Creatures Haven't Studied

Part 2b. Description of the Learning Context Part 2b.1 Learning Context The instruction will take place at the Georgia Sea Turtle Center located on Jekyll Island right outside of Brunswick, GA. There are interactive exhibits available, viewing windows where students can observe sea turtles undergoing medical treatments, and several instructional videos that play on screens around the information room. In addition, students will be allowed to view sea turtles currently undergoing treatment in the turtle hospital, and they will be allowed to ask questions as needed regarding the sea turtles injuries and care. Following this experience, students will return to a classroom on the facility grounds to complete follow-up activities. The instructors primarily consist of a combination of volunteers and interns pursuing degrees in marine science. There are also paid employees that occasionally conduct field trips, classes, and tours. These instructors are familiar with leading groups of students on field trips with public schools, but have had few experiences with home-schoolers. They are knowledgeable on the topic and they tend to be enthusiastic in answering questions and guiding student learning. The existing curriculum consists of interactive stations that students can participate in at will and videos that play within those stations. At the current time, there are few organized or structured follow up activities. In addition, students have the ability to pursue their own interests by asking questions of both the instructor and sometimes the staff veterinarian.

Part 2b.2 Transfer Context The transfer context consists of two primary parts. First, students will use the knowledge they have gained to engage in appropriate behaviors (i.e. picking up trash, avoiding nest sites, etc.) when visiting the beach. Second, the students will apply their knowledge to develop ways of encouraging others to engage in these appropriate behaviors as well.

Part 2c. Description of the Learners The learners within this group are all currently home-schooled. They range in age from 7-10 rd th years and are on approximately the same level as those students in the 3 -4 grades in traditional public school. Two students have been diagnosed with ADHD with one currently receiving medication and one being treated through diet alone. In addition, one student has been diagnosed with Aspergers. The students have expressed interest in learning through field trips, hands-on activities, and by reading books selected from the library. Several have also mentioned using the internet to research chosen topics. They seem eager to learn about this topic and several have expressed interest in seeing live sea turtles. The breakdown by gender is provided below:

Male Female

Part 2d. Learning Task Analysis

Part 3. Planning
Part 3a. Learning Objectives

The student will:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Identify sea turtles as reptiles List 3-4 traits specific to sea turtles that identify them as reptiles Identify the main types of sea turtles found in coastal Georgia List 3-4 specific facts about Leatherback sea turtles List 3-4 specific facts about Loggerhead sea turtles List 3-4 specific facts about Green sea turtles List 3-4 specific facts about Kemps Ridley sea turtles List 3-4 specific facts about Hawksbill sea turtles Describe several reasons why sea turtles are an important part of the marine ecosystem Explain ways that the ecosystem could be harmed if the sea turtle populations were extinct 11. List several types of marine debris left by humans that can injure or kill sea turtles 12. Devise methods of limiting the harm to local sea turtle populations caused by marine debris from humans

Part 3b. Matrix

Learning Objectives

Blooms Taxonomy Classification Knowledge

Format of Assessment

Description of test form

Sample items

Paper and Pencil

Short Answer

Comprehension

Paper and Pencil

Short Answer

Knowledge

Paper and Pencil

Short Answer

4 5 6 7 8

Knowledge Knowledge Knowledge Knowledge Knowledge

Paper and Pencil Paper and Pencil Paper and Pencil Paper and Pencil Paper and Pencil

Short Answer Short Answer Short Answer Short Answer Short Answer

In science, dogs and cats are classified, or grouped, as mammals. How would sea turtles be classified? Identify 3-4 specific traits of sea turtles that demonstrate that they are reptiles. Working in groups, list 3 types of sea turtles found around coastal Georgia that we have learned about. Working with your group and using the list created for number 3, create a chart to compare the three types of sea turtles by listing 34 traits pertaining to each type of turtle.

The following assessments will take place within groups of students that will be creating posters meant to educate the public on the importance of sea turtles, ways that humans negatively impact the sea turtle population, and how to combat marine debris left by humans. 9 Comprehension Performance Illustrated Poster Describe or illustrate several reasons why sea turtles are an important part of the marine ecosystem. Explain or illustrate several ways that the ecosystem could be harmed if the sea turtle populations were eradicated. List or illustrate types of marine debris left by humans that can injure or kill sea turtles. Devise and illustrate methods of limiting the harm caused by marine debris left by humans to local sea turtle populations.

10

Comprehension

Performance

Illustrated Poster

11

Comprehension

Performance

Illustrated Poster

12

Synthesis

Performance

Illustrated Poster

Part 3c. ARCS Table John Kellers Motivational Categories of the ARCS Model Categories & Subcategories Process Questions

ATTENTION

What can I do to capture their interest?

First, take students to the provided classroom and introduce them to the lesson by showing them Mahi, the green sea turtle. A.1. Perceptual arousal

A.2. Inquiry arousal

How can I stimulate an attitude of inquiry?

Have student guess how Mahi sustained his injuries (particularly the amputated flipper since it is the most obvious). A.3. Variability How can I maintain their attention?

Explain to students that they will not only learn facts about sea turtles, but they will learn how to prevent other sea turtles from sustaining the same injuries through their own actions and attempts to educate the public based on what they learn.

RELEVANCE

How can I best meet my learners needs (How do I know their needs?)

R.1. Goal orientation

R.2. Motive matching

Students needs will be best met by proving to them that they are capable of making a difference. These students want to see and know that they can DO something to improve the lives of sea turtles and they enjoy interacting with activities that involve the senses. We know their needs both from the previously conducted survey and from observing their behaviors. How and when can I provide my learners with appropriate choices, responsibilities, and influences?

R.3. Familiarity

Students should be provided opportunities to master their own learning by asking questions at each station, and by engaging in project based assignments to make decisions on how to influence behaviors of others. The project based learning activities will allow them to assume responsibility as a group and will also allow them to make choices on what to include in their projects.

How can I tie the instruction to the learners experiences?

Students can be asked to answer the questions of other students in the group and feedback can be immediately provided by the instructor. Instructors should provide additional learning opportunities in the form of expanding on students provided answers (i.e. That was great and did you also know?) or by clarifying/ correcting the answers (i.e. That was a good try, but what really happened what that really means is etc.).

CONFIDENCE C.1. Learning requirements How can I assist in building a positive expectation for success?

C.2. Success opportunities

Special focus should be provided on the exhibits/ interactive assignments that meet the provided objectives and final student assessment. For instance, guidance questions can be asked when dealing with initial exhibits that show how sea turtles would be defined as reptiles (i.e. in the first exhibit students watch a video on nesting and then students can be asked how nesting related to the classification of sea turtles as reptiles).

C.3. Personal control

How will the learning experience support or enhance the students beliefs in their competence?

Students will be allowed and expected to use the knowledge gained to develop posters to teach others how to make a difference in the lives of sea turtles and their ultimate survival.

How will the learners clearly know their success is based on their efforts and abilities?

Sea turtle survival is largely based on how people interact with the environment. By using what they learn to create public awareness opportunities, they will see the results of their efforts and by presenting this information prior to engaging in the lesson they will know that they need to participate in order to achieve the goal.

SATISFACTION S.1. Natural consequences Ask students to provide examples of way they can help after leaving the center (and in addition to the assignments completed there). S.2. Positive consequences What will provide reinforcement to the learners successes? How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill?

S.3. Equity

Positive feedback from instructors and on site veterinarians can provide reinforcement, as well as observing sea turtles that have been helped through human aid. How can I assist the students in anchoring a positive feeling about their accomplishments?

Students should be reminded of the great role sea turtles play in the ecosystem, as well as the grave risk of extinction. Students should also be reminded that their endeavors can improve the lives of sea turtles and reduce the number that are injured or killed each year due to marine debris. (Keller, 1987, p. 2) Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

Part 4: Instructor Guide

Introduction Active Attention or Gain Attention 1. Begin by greeting students as they meet in front of the facility. After theyve all arrived, take students into the classroom and direct them to take seats (along with parents if present) as they come in. 2. Draw a large 3-column chart on the board with the letter K at the top of the first column, the letter W at the top of the second, and the letter L at the top of the third, and explain that this chart represents what students (K)now, what they (W)ant to know, and what theyve (L)earned about a topic. 3. Next, ask students what they know about sea turtles, including how they live, what they eat, types of sea turtles, etc. and list their answers under the K column. 4. Finally, ask students what they would like to learn about sea turtles and list these responses under the W. (Remember these responses as they will help guide questions during the activities and exhibits) Establish Purpose or Inform Learners of Purpose 1. Explain to students that many types of sea turtles are currently endangered and provide an explanation of what that means. 2. Explain to students that only 1 in 4000 sea turtles currently makes it to reproductive age and what that means for individual sea turtles (early death) and the species as a whole (fewer births). 3. Explain to students that one of the main risks to sea turtles is marine debris and provide examples. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation 1. Introduce students to Mahi and have them guess how he sustained his injuries (particularly the amputation as that will be the most noticeable). 2. Explain to students that Mahi sustained injuries as a direct result of marine debris left by people and engage them by answering questions about his health, status, time at the clinic, etc. 3. Have students suggest ways that Mahis injuries could have been prevented. Preview the Learning Activity or Provide Overview 1. Explain the field trip activities to the students as follows: a. First, they will visit the exhibits where they will watch videos, read and/or look at diagrams, and ask or answer questions about various aspects of sea turtle life and development. b. Next, they will visit the sea turtle hospital where they will meet the current patients, learn about the various illnesses and injuries, and ask questions as desired about the individual sea turtles located there. c. Finally, students will return to the classroom where they will answer a few questions and demonstrate their learning by working in groups to develop posters that will teach others about sea turtles, their importance to the environment, the ways that people harm sea turtles with a special focus on marine debris, and how people can avoid injuring sea turtles through marine debris.

Body Recall relevant prior knowledge or Stimulate recall of prior knowledge 1. Refer to the previously created KWL chart on the board and ask students to review what they said they knew about sea turtles and what they wanted to learn. 2. In addition to what students have already listed there, ask them what they know about how people endanger sea turtles, how they can avoid endangering sea turtles, and what they would like to learn on those topics. 3. Add students answers to the chart. Process information and examples or Present information and examples 1. Explain to students that they will be taking a tour of the exhibit area and that it is important for them to stay together in order to hear important information and to be able to ask questions. 2. Hand out the Learner Note Sheets provided in the appendix. Explain to students that they should use these to make notes about important information found in the exhibits that will help them to complete the activities at the end of the lesson. 3. Lead them to the exhibit area and then lead them through the exhibits while asking guidance questions, providing information relevant to the stated objectives, and ensuring that students are given ample time to watch the video, read the materials, and participate in the activities provided at each station. 4. Be sure to provide plenty of time for students to observe the patient undergoing treatment at the observation window and allow them to ask questions as needed. 5. At the last few stations, be sure students acknowledge the information provided on marine debris and its devastating effects on sea turtle populations. 6. When visiting the hospital, focus students attention specifically on those turtles that have been harmed through marine debris and explain the effects such debris had on the turtles livelihood, as well as possible outc omes had those turtles not been brought to the hospital. 7. Be sure to entertain students questions when visiting the hospital and allow them time to read the turtles Bio information independently. Focus Attention or Gain & Direct Attention 1. During the time spent on each exhibit, be sure that students are engaged by asking them questions and answering their questions. 2. Be sure that ample time is provided so that students are able to watch the entire video presented at each station and that they each get to engage with the materials presented in each station. 3. Monitor students participation and if some students seem reluctant to ask/ answer questions be sure to take the time to ask if they have any additional questions or input for the group. 4. Ensure that students are reading, asking questions, or discussing the hospital patients during the hospital visit by walking around and monitoring participation.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies 1. At each station, be sure to provide clarifying information that is applicable to students levels of understanding by asking if they have questions and by also asking them questions to ensure they are adequately able to understand the information as it is presented. Practice or Provide for and Guide Practice 1. After the students have been provided the opportunity to visit both the exhibit area and the hospital, take them back to the classroom and explain that they will complete activities pertaining to what they learned throughout their visit. 2. Have students for groups of 3-4 students each. 3. Provide them with paper, pencils, and crayons or colored pencils. 4. Have students work with their groups to answer the following questions on paper: a. In science, dogs and cats are classified, or grouped, as mammals. How would sea turtles be classified? b. Identify 3-4 specific traits of sea turtles that demonstrate that they are reptiles. c. Identify 3 main types of sea turtles found around coastal Georgia that they have learned about. d. Using the list created for number 3, create a chart to compare the three types of sea turtles by listing 3-4 traits pertaining to each type of turtle. 5. Select a student and have him/her collect these answers from each group. 6. Next, explain to students that they will continue working in their groups, but that the goal of the group is going to be on educating the public rather than answering questions. 7. Explain to students that they will need to develop illustrated posters that show the following: a. Several reasons why sea turtles are an important part of the marine ecosystem b. Several ways that the ecosystem could be harmed if the sea turtle populations were eradicated c. Types of marine debris left by humans that can injure or kill sea turtles d. Methods of limiting the harm caused by marine debris left by humans to local sea turtle populations 8. As students work, be sure to walk around and ask if they have questions, check for group participation, and ensure they are completing the task.

Evaluate Feedback or Provide Feedback 1. Provide positive feedback by telling students and/or groups that they are working well together, doing a great job, etc. 2. Be sure to look for good examples and illustrations and praise those as well. Conclusion Summarize and review or Provide summary and review 1. Student groups should be encouraged and allowed time to share their posters.

2. Ask each group about various aspects of the groups poster, information they highlighted, and why those things are important. 3. Allow other students to ask questions of the group as well. Transfer learning or Enhance transfer 1. Ask students what theyve learned from completing the activities and fill in their answers on the L portion of the original KWL chart. 2. Have students provide examples of ways they can help limit marine debris and improve sea turtle life expectancies after leaving the center. Re-motivate and Close or Provide Remediation and Closure 1. Explain to students that their posters will be on display for others to read and see when visiting the sea turtle center. Assess Learning or Conduct Assessment Evaluate 1. Use the answers provided to the questions to gauge student knowledge following the lesson. 2. Use the rubric to assess the groups posters. Feedback and Seek Remediation or Provide Feedback and Remediation 1. Additional feedback can be given by having the staff vet stop in at the end of the lesson to review the posters and provide positive feedback on student learning.

Part 5. Learner Content

Part 5a. Learning materials In addition to the KWL chart that will be used to recall knowledge, focus attention, and encourage learner awareness of key concepts, learners will be provided with note taking sheets to help focus their attention on relevant data during the lesson. These sheets will help students to engage with each exhibit in a manner necessary for meeting stated objectives, while also providing an area for them to make notes so that they can be remembered and utilized during the assessment process. In addition, these sheets should be provided to students after the initial interaction with Mahi, but prior to entering the actual exhibit area. See the Appendix for printable learner note sheets.

Part 5b. Formative and/or Summative Assessment materials Questions to monitor learner achievement of objectives: o o In science, dogs and cats are classified, or grouped, as mammals. How would sea turtles be classified? Reptiles

Identify 3-4 specific traits of sea turtles that demonstrate that they are reptiles. Lay eggs, cold blooded, breathe air

Identify 3 types of sea turtles found around coastal Georgia that we have

learned about. Loggerhead, Leatherback, Green, Kemps Ridley, and Hawksbill

o List features of each type. Review facts to ensure students are charting them accordingly

Rubric for the assessment of students completed posters:

High Proficiency

Mid

Low Proficiency (Review lesson for possible revisions)

Describe or illustrate several reasons why sea turtles are an important part of the marine ecosystem. Explain or illustrate several ways that the ecosystem could be harmed if the sea turtle populations were eradicated. List or illustrate types of marine debris left by humans that can injure or kill sea turtles. Devise and illustrate methods of limiting the harm caused by marine debris left by humans to local sea turtle populations.

Learners are able to illustrate/ explain 34 reasons correctly

Learners are able to illustrate/ explain 12 reasons

Learners are unable to illustrate/ explain correct reasons

Learners are able to illustrate/ explain 34 reasons correctly

Learners are able to illustrate/ explain 12 reasons

Learners are unable to illustrate/ explain correct reasons

Learners are able to list/ illustrate 3-4 types

Learners are able to list/ illustrate 1-2 types

Learners are unable to list/ illustrate correct types

Learners are able to illustrate 2 or more methods accurately

Learners are able to illustrate 1 method accurately

Learners have difficulty devising reduction strategies

Part 5c. Technology Tool Justification Monitors with videos preloaded and already set up within the center will be used to engage students interest, as well as to provide knowledge necessary to achieving lesson objectives. The videos serve as a starting point for each exhibit with the instructor available to answer any questions that arise. They also serve to reach various types of learners by providing visuals and accompanied sound.

Part 6. Formative Evaluation Plan

Part 6a. Expert Review My SME is Katie Higgins, an administrator at The Georgia Sea Turtle Center. We have agreed th that I will submit my project for review by May 5 and will receive it back with her th recommendations no later than May 10 .

Part 6b. One-to-One Evaluation In order to complete this evaluation component, I would select two students representative of my target audience to participate in the lesson activities. I would walk them through the lesson, just as it is outlined in the instructor guide. I would encourage them to ask questions and point out any issues in understanding as they arise, so I can make notes about errors and necessary revisions. By reading the directions just as they are listed in the guide and asking about issues of clarity, I could revise those instructions prior to delivering the guide for instructor use. I would also ask how students felt about the use of the KWL chart, as well as if they understood its purpose. Finally, I would have students complete the final activities and answer questions about how the instruction prepared them for the assignments, if they felt comfortable completing the activities with the new knowledge they had gained, and how motivated they were to complete the activities. Key Questions: How would you change the instructions for the assignments to make them easier to understand? What do you like or not like about completing the KWL chart? Why do you think we complete the KWL chart and how does it help your learning? How do the note sheets help you in learning about sea turtles? How prepared were you to complete the activities following the lesson? What things could we change to help you feel more prepared in completing the activities? How do you feel overall about the lesson and activities?

Part 6c. Small Group Evaluation To complete this mode of evaluation, I would have an instructor use the provided guide to conduct the lesson with eight students while I observe. I would monitor students entry level attitudes and background knowledge, while also gauging their success in completing the preliminary activities to include the KWL chart and the interaction with Mahi. I would monitor their engagement with both instructional materials and lesson activities, paying particular attention to motivation. Two more specific items that I would monitor closely would be time it takes to implement the lesson with a larger number of students, and thus more questions, turns participating in activities, etc., and learners attitudes with regard to assessment activities. Since this is designed to be a more realistic view of how the lesson would be conducted, I would use the opportunity to provide smile sheets based on Kirkpatricks reaction level to both students and the instructor in order to further improve both student motivation and ease of use. Finally, I

would also check that revisions made based on the results of the one-to-one evaluation were applicable and satisfactory within the context of the larger group.

Key Questions: How do you feel about the length of time it took to complete the lesson and activities? How easy was the instructor guide to use? What recommended changes do you have? How prepared were you to complete the activities following the lesson? How clear were the instructions and if unclear how should they be changed? What are you overall feelings about the lesson and activities? How do you feel about using the note sheets to help with learning?

Part 6d. Field trial Due to the nature of my target audience (small group of homeschoolers) my field group would only have about 15 students participating; however, there are plans for the center to use this lesson plan with other groups of homeschoolers which could also serve as a field test. For this test, I most likely would not be present and would rely on feedback from the students and instructors to gauge the results of previously made revisions. Some of the questions I would seek to answer would be related to time issues, ease of use on behalf of the instructors, and student engagement with materials. I would review completed assignments to determine if objectives were, in fact, being obtained by the learners. I would seek to revise any issues with administration of the lesson, including unclear directions or questions that were not anticipated and thus difficult to answer. Finally, I would again evaluate both the instructors and students attitudes regarding the lesson, materials, and activities. Key Questions: How do you feel about using the lesson with large groups with regards to time? Which, if any, activities seem to be unnecessary for students learning? How prepared are students to complete the activities following the lesson? How excited are students about learning using the materials and activities provided in the lesson? What unanticipated questions have you had from learners? Are there any recommendations that you would make after administering the lesson?

Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey or Rubric Survey is available at: http://bit.ly/11Lh7EN

Expert Review Evaluation Form

This is a tool to collect information from a subject matter expert regarding a lesson on sea turtles and human impacts on their survival which will be used by The Georgia Sea Turtle Center with groups of visiting home schoolers. Questions below will pertain to noted aspects of the lesson so that the expert can review key areas and offer recommendations for revision. Lesson Goal: The goal of this project is to have learners identify facts regarding sea turtles to include nesting, habitats, and general information. They will also work to identify ways to combat marine debris that is a direct result of human negligence and which negatively impacts sea turtle populations. Please review section 3b which focuses on questions and activities for learner assessment. How well do you feel these questions and activities correlate with the intended goal of the lesson?

Please review section 3c which focuses on learner motivation. How feasible are these activities to implement at the center? From your experience at the center, how well do they meet intended goals?

Please review section 4 which is the instructor guide. How should directions or wording be modified to make the guide easier to use by typical instructors that will be implementing this lesson? What are your concerns with regard to the time it will take to implement this lesson and corresponding activities? Are there any additional concerns or recommendations that you have with regard to instructors' abilities to use this lesson with students?

Please review section 5a and the appendix. What difficulties do you perceive in using learner note sheets? How effective do you feel they will be at directing learners/ instructors toward key information?

Please review section 5b. What is your opinion regarding the instructors' ease in using the learner assessment tools? Overall Response What additional feedback or recommendations do you have that will improve this lesson for instructors and/or students at the center?

Part 7b. Report the results of the expert review. The SME I chose for this project provided a great deal of insight regarding time, staff-to-student ratios, and clarification of projects. While she made it clear that the lesson met all required goals, she expressed concern about some of the activities in terms of time and lack of available staff to assist with completion of the activities. The KWL exercise was specifically mentioned as being interesting and potentially helpful, both for staff and students, while the creation of posters was a point of contention due to the time and effort involved. In addition, while other aspects were appreciated (e.g. rubric for assessment) it was also recommended that additional information be supplied in regards to recommended staff-to-student ratios and potential websites that students could view at home prior to coming in to visit the turtles. Furthermore, a recommendation was made to be more careful regarding a few minor points within the content. Finally, a suggestion was made to provide a wiki or other online platform so that students could complete their posters at home and then share their projects virtually, thereby reducing the stress on staff and time allotted to each group. Part 7c. Comments on Change Two areas were changed with regards to content. The first is that rather than focusing on the three main types of sea turtles relative to coastal Georgia, I opened the lesson to all five that can be found there. Contrary to what I read during my research, all five are seen there with relative frequency. The second was the removal of has a shell as a recommended identifier of turtles as reptiles as not all reptiles have shells, which could potentially confuse students. I plan to work further on this lesson and related activities to make them more convenient for use at the center. In addition, I will work with the administrators there to locate valuable resources that can be provided online, as well as to develop a wiki or blog to allow students to share what theyve learned. Finally, I plan to limit the poster activities by having students select one item from objectives 9-12 to display per poster.

Part 8. AECT Standards Grid 1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

Appendix: Learner Note Sheets

Directions: As you go through the exhibit, make notes about the following items to help you complete the activities that will follow our lesson. In which class of animals do sea turtles belong? _____________________________________ How do we know which class they belong to? List some traits of sea turtles that show us. _____________________________________________________________________________

_____________________________________________________________________________ Choose three types of sea turtles commonly found in and around coastal Georgia waters and list them here. _____________________________________________________________________________

_____________________________________________________________________________ List some specific features of each type of sea turtle you listed above. _____________________________________________________________________________

_____________________________________________________________________________ What important roles do sea turtles play in the marine ecosystem? _______________________

_____________________________________________________________________________ What things could happen to the ecosystem if sea turtles were extinct? _____________________

_____________________________________________________________________________ What types of marine debris left by people frequently cause injuries and/ or deaths of sea turtles? _____________________________________________________________________________

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