Krisann Johnson KA

Part I: Identification of Learning Problem

General Audience
The main audience involves students ranging in ages 14 to 17. The audience of students is in the
content course of Family and Consumer Science 1 (FACS 1) at H.E. McCracken Middle School
in Bluffton, South Carolina. There are approximately 60 students in this course. All students
enrolled in the course will be trained through the content.
Problem Identification
The South Carolina state standards for Family and Consumer Science 1 require students to
collect and evaluate recipes of foods. Also, it has become a requirement to include more student
assessments and assignments in a digital and online media format. This requirement is part of the
Beaufort County Districts standards.
Presently, students in the classroom are struggling to keep up with their collected recipes. Many
of them lose or damage their recipe notebooks. In FACS 1 at H.E. McCracken Middle School,
students will create a web repository through the online database. They will research information
that helps them evaluate foods and recipes. Also, create web pages of healthy recipes for family
meals. Students will take pictures of foods that they create and post them online. This project
will be completed fully online.
Instructional Goals

Students will create an online web repository (Symbaloo) of nutritional recipes.

Students will be able to navigate through the web pages using the tools provided by the
online database.

Students will be able to evaluate online recipes.

Students will be able to display recipes using the online database tools.
Part II: Learner Analysis

Introduction
The learners in this 9th grade Family and Consumer Science class at H.E. McCracken Middle
school in Bluffton, South Carolina are made up of a diverse group of students. The ages for this
group of students are 14- 17. The total number of students is 29, 10 boys and 19 girls. This class
consists of the following: 32% Caucasian, 39% Hispanic, and 29% African American. 51% of
the students are considered to be economically disadvantaged. Only 17% of the students have
IEP (Individual Education Plan) or are ESOL (English for Speakers of Other Languages)
students. This information about the students came from several different resources. The
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Beaufort County District adopted Powerschool to equip teachers with knowledge of the students,
such as gender, age and race. Teachers are given documents containing IEP and ESOL plans
from the special needs and ESOL teachers.
Entry Characteristics:
Prerequisite skill & knowledge:

Be able to navigate software databases

Be able to access the internet
Be able to send email with attachments
Be able to open links

Prior Experience:
The percentages of the student that have completed or are currently taking technology courses
are 100%. There, they have gain skills to navigate through computer databases and create
internet-based activities.
Common errors made by beginner learners:

Confusing non-accredited information obtained from the internet as factual

Not using the internet resources correctly
Incomplete writing and incorrect grammar usage
Not effectively organizing work materials

Potential Misconceptions:

Web data bases has to be purchased and is often blocked by the district firewalls
One has to have intermediate skills in technology to maintain a web page
Using technology in the classroom is only for the technology base courses

Attitudes Towards Content & Academic Motivation

The students of the Family and Consumer Science class accept that knowing how to create a
healthy diet and balance meals is important. From a pre-assessment analysis, 18 of the 29
students claimed that they are unsure how to create a balance meal. The students were asked to
rate themselves 1-5 on their prior-knowledge of the content (1 meaning they do not know much
and 5 they are experts on the content information). Out of these students, 62% rated themselves
level 1, 20% level 2, 13% level 3 and 5% level 4. None of the students rated themselves at level
5. The students were asked to create a goal they would like to achieve during this unit. Many of
the students goals consist of creating a better understanding of nutrition and recipe content.
These results were gathered through the use of a survey created on Google Docs.
Educational Ability Levels
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The students 2013 Pass Scores (South Carolina state exam) was obtained through the South
Carolina State Department of Education website. For the writing section the students scores
were: 21% Not Met, 40% Met, and 39% Exemplary. For the English Language Arts
section, the students scores were: 30% Not Met, 31% Met, and 39% Exemplary. For the
Math section, the students scores were: 26% Not Met, 44% Met, and 30% Exemplary.
General Learning Preferences
The learners have demonstrated and express their preference for kinesthetic (hands-on) activities.
Through a learning style inventory created by J.A. Beatrice, the students styles are as followed:
7% auditory learners, 35% kinesthetic learners, and 58% visual learners. This information was
gathered from surveys and interviews.
Group Characteristics
The H.E. McCracken Middle School is in Beaufort County and is a part of the Bluffton and
Okatie community where the median income is below or at the poverty level. Of the class, these
are the percentages of students that receive free, reduce or full pay lunch: 45% free lunch, 7%
reduce lunch, 48% pay full lunch price. The learners in this 9th grade class are between ages of
14-17. There are 2 students who appear to be older than the rest. The majority of the learners are
African-American and all of the speak English, including the ESOL (English for Speakers of
Other Languages) students. All of the students are dressed in appropriate school uniform (green,
white, gray and black shirts with khaki or black pants). There are 6% of the students who do not
come to class prepared with necessary supplies. The students are assigned seats in groups of 4
(total 8 groups). The learners work well with individual or group assignments. This information
was gathered from Powerschool, observations and surveys from the teacher.
Part III: Task Analysis
Task Analysis
I conducted the task analysis by using a procedural analysis to confirm I captured as much
significant information as possible. I use procedural analysis because it better fit my analysis
task. While completing the procedural analysis, I identified the steps required to complete a web
repository of a recipe book. When beginning the process, I created a detailed outline of the
actions that would take place to perform the desire instructions. Also, I opened a Symbaloo
account and create an online recipe book as I wrote about steps. This ensured that I did not miss
any stages of instructions.
Task Analysis Outline
1. Create an account to Symbaloo
1.1 Click on the tab Create an account to Symbaloo
1.2 Fill out the information
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2.

3.

4.

5.

1.2.1 Type your name

1.2.2 Type your email address
1.2.3 Create and type your password
1.2.4 Retype password
1.2.5 Read and check the terms and conditions
1.2.6 Click Create my account
Log-in Symbaloo
2.1 Type email address
2.1.1 Check spelling
2.2 Type password
2.2.1 Check cap lock
2.2.2 Check spelling
2.2.3 Reset password link
2.2.3.1 Click yes
2.2.3.2 Follow link from email
2.3 Click Log-in
Create a new webmix
3.1 Click +
3.2 Add an empty webmix
3.2.1 Name the webmix Recipe Book
3.2.2 Click Add
Navigate Symbaloo webmix
4.1 Use tabs
4.1.1 Click on tabs at the top the page to find more pages
4.2 Search information through Google search engine
4.2.1 Type topic
4.2.2 Click Google search
4.3 Add new tile
4.3.1 Edit tile
4.3.1.1 Click Create a tile
4.3.1.1.1 Type address of the website
4.3.1.1.2 Select Website
4.3.1.1.3 Type the name of the tile
4.3.1.1.4 Check Show test
4.3.1.1.5 Select text color
4.3.1.1.6 Select the color of the time
4.3.1.1.7 Choose an icon or image for the tile
4.3.1.1.8 Click Save
4.3.1.1.9 Exit Edit tile
4.4 Share webmix
4.4.1 Click Share
4.4.2 Click Webmix Details
4.4.2.1 Copy link and post it anywhere to share webmix
Edit Symbaloo web mix
5.1 Click Options
5.1.1 Click Rename this webmix
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5.1.1.1 Type the new name

5.1.1.2 Click Save
5.1.2 Click Change your wallpaper
5.1.2.1 Select and click on desire picture
5.1.2.2 Wallpaper is save automatically
5.1.3 Click Change the webmix icon
5.1.3.1 Choose color
5.1.3.2 Choose an icon
5.1.3.3 Click Save
5.1.4 Click Change webmix size
5.1.4.1 Select off
5.1.5 Click Make my webmix see-through
5.1.5.1 Select on
5.1.6 Exit out of Options menu
6. Creating recipe book
6.1 Search for 6 recipes for appetizers
6.1.1 Type appetizer recipes
6.1.2 Click Google search
6.1.3 Select 6 appropriate appetizer recipes
6.1.3.1 Save each of the web addresses
6.1.3.2 Create 6 appetizers tiles
6.1.3.2.1 Click Create a tile
6.1.3.2.2 Type address of the website for the appetizer
6.1.3.2.3 Select Website
6.1.3.2.4 Type the Appetizer for the name of the tile
6.1.3.2.5 Check Show text
6.1.3.2.6 Select text color
6.1.3.2.6.1 Select black
6.1.3.2.7 Select the color of the tile
6.1.3.2.7.1 Select green
6.1.3.2.8 Choose an icon or image for the tile
6.1.3.2.8.1 Click Choose icon
6.1.3.2.8.1.1 Select sticker
6.1.3.2.9 Click Save
6.1.3.2.10 Exit Edit tile
6.2 Search for 6 recipes for beverages
6.2.1 Type beverage recipes
6.2.2 Click Google search
6.2.3 Select 6 appropriate beverage recipes
6.2.3.1 Save each of the web addresses
6.2.3.2 Create 6 beverage tiles
6.2.3.2.1 Click Create a tile
6.2.3.2.2 Type address of the website for the beverages
6.2.3.2.3 Select Website
6.2.3.2.4 Type the Beverages for the name of the tile
6.2.3.2.5 Check Show test
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6.2.3.2.6 Select text color

6.2.3.2.6.1 Select black
6.2.3.2.7 Select the color of the time
6.2.3.2.7.1 Select blue
6.2.3.2.8 Choose an icon or image for the tile
6.2.3.2.8.1 Click Choose icon
6.2.3.2.8.1.1 Select sticker
6.2.3.2.9 Click Save
6.2.3.2.10 Exit Edit tile
6.3 Search for 6 recipes for main courses
6.3.1 Type main course meals
6.3.2 Click Google search
6.3.3 Select 6 appropriate main course meals recipes
6.3.3.1 Save each of the web addresses
6.3.3.2 Create 6 main course tiles
6.3.3.2.1 Click Create a tile
6.3.3.2.2 Type address of the website for the main course
6.3.3.2.3 Select Website
6.3.3.2.4 Type the Main Course for the name of the tile
6.3.3.2.5 Check Show test
6.3.3.2.6 Select text color
6.3.3.2.6.1 Select black
6.3.3.2.7 Select the color of the time
6.3.3.2.7.1 Select Red
6.3.3.2.8 Choose an icon or image for the tile
6.3.3.2.8.1 Click Choose icon
6.3.3.2.8.1.1 Select sticker
6.3.3.2.9 Click Save
6.3.3.2.10 Exit Edit tile
6.4 Search for 6 recipes for side dishes
6.4.1 Type side dish
6.4.2 Click Google search
6.4.3 Select 6 appropriate side dish recipes
6.4.3.1 Save each of the web addresses
6.4.3.2 Create 6 side dish tiles
6.4.3.2.1 Click Create a tile
6.4.3.2.2 Type address of the website for the side dish
6.4.3.2.3 Select Website
6.4.3.2.4 Type the Side dish for the name of the tile
6.4.3.2.5 Check Show test
6.4.3.2.6 Select text color
6.4.3.2.6.1 Select black
6.4.3.2.7 Select the color of the time
6.4.3.2.7.1 Select yellow
6.4.3.2.8 Choose an icon or image for the tile
6.4.3.2.8.1 Click Choose icon
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6.4.3.2.8.1.1 Select sticker

6.4.3.2.9 Click Save
6.4.3.2.10 Exit Edit tile
6.5 Search for 6 recipes for desserts
6.5.1 Type dessert recipes
6.5.2 Click Google search
6.5.3 Select 6 appropriate dessert recipes
6.5.3.1 Save each of the web addresses
6.5.3.2 Create 6 dessert tiles
6.5.3.2.1 Click Create a tile
6.5.3.2.2 Type address of the website for the dessert
6.5.3.2.3 Select Website
6.5.3.2.4 Type the Dessert for the name of the tile
6.5.3.2.5 Check Show test
6.5.3.2.6 Select text color
6.5.3.2.6.1 Select black
6.5.3.2.7 Select the color of the time
6.5.3.2.7.1 Select pink
6.5.3.2.8 Choose an icon or image for the tile
6.5.3.2.8.1 Click Choose icon
6.5.3.2.8.1.1 Select sticker
6.5.3.2.9 Click Save
6.5.3.2.10 Exit Edit tile
7. Publish recipe book
7.1 Click Republish
8. Log out when finished
8.1 Click Log out link at the top of the webmix
Subject Matter Expert (SME)
I, Krisann Johnson, will act as the Subject Matter Expert for this instructional plan. My formal
education consists of an Associates degree in General Studies from South Georgia College.
Also, I have a bachelors degree from Georgia Southern University in Family and Consumer
Science Education and minor in Child and Family Development. I am currently pursuing a
masters degree in Instructional Technology from Georgia Southern University. Also, the SME
for the program instructional design will be evaluated by a peer teacher in my school district. She
has a Masters in Instructional Design and serves as a Family and Consumer Science teacher in
the Beaufort County School district. She has used the web-based program, Symbaloo, in daily
instructions.
My qualification to serve as the Subject Matter Expert is position as a Family and Consumer
Science educator at H.E. McCracken Middle School, Bluffton, South Carolina. As a teacher, I am
responsible for educating my students in Nutrition and Family Economics. Teaching students
how to gather and keep food recipes is fundamental to family life, and a requirement of state
standards.
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Procedural Analysis

Create a Webmix

Fill Out
Account
Information

Create 6 Appetizer,
Beverage, Main Dish, Side
Dish, Dessert Tiles

Create a
Password

Type
Name

Read and Check

the Terms and
Conditions

Type
Email
Address

Type Email
Address

Type
Password

Create a
Creative Name
for the Recipe
Book

Type
Name of
Tile

Save Each
Web
Addresses

Google
Search
Create an Account with
Symbaloo
Type Name
of Recipes

Create
Tiles

Type Web
Addresses
Select
Color

Part IV: Instructional Objectives

Login Symbaloo

Terminal Objective 1: Create a web repository recipe book.

Enabling Objectives:
1A. To identify the steps of creating an online recipe book.
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and Exit

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Krisann Johnson KA

1B. To identify the use and purpose of an online recipe book.

1C. To identify the title of an online recipe book.
Terminal Objective 2: Illustrate appetizer recipes on an online recipe book.
Enabling Objectives:
2A. To research 6 appropriate appetizer recipes through an online search engine.
2B. To develop a web tile for each of the 6 appetizer recipes.
2C. To organize the structure of the web tiles of the 6 appetizer recipes.
Terminal Objective 3: Illustrate beverage recipes on an online recipe book.
Enabling Objectives:
3A. To research 6 appropriate beverage recipes through an online search engine.
3B. To develop a web tile for each of the 6 beverage recipes.
3C. To organize the structure of the web tiles of the 6 beverage recipes.
Terminal Objective 4: Illustrate main dish recipes on an online recipe book.
Enabling Objectives:
4A. To research 6 appropriate main dish recipes through an online search engine.
4B. To develop a web tile for each of the 6 main dish recipes.
4C. To organize the structure of the web tiles of the 6 main dish recipes.
Terminal Objective 5: Illustrate side dish recipes on an online recipe book.
Enabling Objectives:
5A. To research 6 appropriate side dish recipes through an online search engine.
5B. To develop a web tile for each of the 6 side dish recipes.
5C. To organize the structure of the web tiles of the 6 side dish recipes.
Terminal Objective 6: Illustrate dessert recipes on an online recipe book.
Enabling Objectives:
6A. To research 6 appropriate dessert recipes through an online search engine.
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Krisann Johnson KA

6B. To develop a web tile for each of the 6 dessert recipes.

6C. To organize the structure of the web tiles of the 6 dessert recipes.

Classification of Instructional Objectives:

Performance
Content
Fact
Concept
Principles
Procedure

Recall
1B
1C
2A, 3A, 4A, 5A,6A
1,2,3,4,5,6

Application
1A
2B,3B, 4B, 5B,6B, 2C, 3C, 4C,
5C, 6C

Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:

Instructional Objectives

South Carolina State Standards

H2. Apply food preparation methods and
techniques.
H2.1 Prepare a recipe book.

1A,
1, 1C, 2A, 3,A, 4A, 5A, 6A, 2B, 3B, 4B, 5B,
6B, 2C, 3C, 4C, 5C, 6C
1B

H2.2 Demonstrate basic food preparation

techniques.
H2.3 Create meals using various food
preparation methods.

2,3,4,5,6

Part V
Instructional
Strategies
Lesson 1:
Through an online
discussion board,
students will discuss
the purpose and use of
an online recipe book.
Students will create an
account through
Symbaloo. They will
begin this process by
identifying a title for
their online recipe

Goals
Create a web repository
recipe book and
distinguish the use and
purpose of it.

Objectives
Objective 1: Create a web
repository recipe book.
1A. To identify the steps of
creating an online recipe book.
1B. To identify the use and
purpose of an online recipe book.
1C. To identify the title of an
online recipe book.

UDL

Assessments

Learners are given a choice to

respond to discussion board
which optimizes individual
responses and autonomy
(students will choose write
about thoughts of the use and
purpose of an online recipe
book).

Formative
Assessment:
Learners will
create an account
and title of an
online recipe
book. This
assessment will
be graded
through a rubric.

Learners are given the

opportunity to work at own
pace by using technology

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Krisann Johnson KA
book.
Lesson 2:
Through a discussion
board, students will
brainstorm their
favorite appetizer
dishes. The students
will research 6
appetizer recipes
through a Google
search engine. Students
will display recipes
web links to their
Symbaloo accounts.
Lesson 3:
Through a discussion
board, students will
display a beverage
recipe. The students
will research 6
beverage recipes
through a Google
search engine. Students
will display recipes
web links to their
Symbaloo accounts.
Lesson 4:
Through a discussion
board, students will
describe their favorite
main course meal. The
students will research 6
main dish recipes
through a Google
search engine. Students
will display recipes
web links to their
Symbaloo accounts.
Lesson 5:
Through a discussion
board, students will
post a favorite side
dish recipe. The
students will research 6
side dish recipes
through a Google
search engine. Students
will display recipes
web links to their
Symbaloo accounts.

Identify appetizer recipes

through an online search
engine and display
through the online recipe
book.

Lesson 6:
Through a discussion
board, students will
post videos of dessert
demonstrations. The
students will research 6
dessert recipes through
a Google search
engine. Students will

Identify dessert recipes

through an online search
engine and display
through the online recipe
book.

Identify beverage recipes

through an online search
engine and display
through the online recipe
book.

Identify main dish

recipes through an online
search engine and
display through the
online recipe book.

Identify side dish recipes

through an online search
engine and display
through the online recipe
book.

Objective 2: Illustrate appetizer

recipes on an online recipe book.
2A. To research 6 appropriate
appetizer recipes through an online
search engine.
2B. To develop a web tile for each
of the 6 appetizer recipes.
2C. To organize the structure of
the web tiles of the 6 appetizer
recipes.

Objective 3: Illustrate beverage

recipes on an online recipe book.
3A. To research 6 appropriate
beverage recipes through an online
search engine.
3B. To develop a web tile for each
of the 6 beverage recipes.
3C. To organize the structure of
the web tiles of the 6 beverage
recipes.

Objective 4: Illustrate main dish

recipes on an online recipe book.
4A. To research 6 appropriate main
dish recipes through an online
search engine.
4B. To develop a web tile for each
of the 6 main dish recipes.
4C. To organize the structure of
the web tiles of the 6 main dish
recipes.

Objective 5: Illustrate side dish

recipes on an online recipe book.
5A. To research 6 appropriate side
dish recipes through an online
search engine.
5B. To develop a web tile for each
of the 6 side dish recipes.
5C. To organize the structure of
the web tiles of the 6 side dish
recipes

Objective 6: Illustrate dessert

recipes on an online recipe book.
6A: To research 6 appropriate
dessert recipes through an online
search engine.
6B: To develop a web tile for each
of the 6 dessert recipes.
6C: To organize the structure of
the web tiles of the 6 dessert

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(students will read, listen, and

view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose write about their
favorite appetizer and select
desirable recipe resources).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to display desirable
beverage recipes).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to describe and display
desirable main dish recipes).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to discuss their favorite
side dish and display desirable
recipes).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to discuss and post
desirable dessert video
demonstrations and display
desirable recipes).

Formative
Assessment:
Learners will
display 6
appropriate
appetizer recipes
on their online
recipe book. This
assessment will
be graded
through a rubric.

Formative
Assessment:
Learners will
display 6
appropriate
beverage recipes
on their online
recipe book. This
assessment will
be graded
through a rubric.
Formative
Assessment:
Learners will
display 6
appropriate main
dish recipes on
their online
recipe book. This
assessment will
be graded
through a rubric.
Formative
Assessment:
Learners will
display 6
appropriate side
dish recipes on
their online
recipe book. This
assessment will
be graded
through a rubric.

Summative
Assessment:
Learners will
display 6
appropriate
dessert, appetizer,
beverage, main
dish, and side
dish recipes on

Krisann Johnson KA
display recipes web
links to their Symbaloo
accounts.

recipes.

Learners are given the

opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).

their online
recipe book. This
assessment will
be graded
through a rubric.

The assessments that I have created are performance based assessments. Students will be able to
generate ideas and display desirable thoughts. They will view and read the instructions and be
able to perform it to the task. At the end of the unit, students should be able to demonstrate what
they have learned.
Lesson 1: Getting Started in Creating a Web Repository Recipe Book
Objective 1: Create a web repository recipe book.
Objective 1A: To identify the steps of creating an online recipe book.
Objective 1B: To identify the use and purpose of an online recipe book.
Objective 1C: To identify the title of an online recipe book.
Assessment: Learners will create an account and title of an online recipe book. This assessment
will be graded through a rubric. The rubric will check for the correct format of the Symbaloo
account. For example, students must create an account using their name displaying a professional
username. Learners will create a creative title for their online recipe book. The title will be
displayed on the account. The account will be accessible for peers and instructor. All links must
be working.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Students will be able to display desirable
information and create a creative title for the web repository page. Multiple means of
representations of instructions will be given to learners in need. An online text, audio and video
instructions will be permitted for review. Learners may review and revisit any of these
instructions at any time. Students will be able to take ownership in their assignment by given the
opportunity to work at own pace.
Lesson 2: Researching and Applying Appetizer Recipes
Objective 2: Illustrate appetizer recipes on an online recipe book.
Objective 2A: To research 6 appropriate appetizer recipes through an online search
engine.
Objective 2B: To develop a web tile for each of the 6 appetizer recipes.
Objective 2C: To organize the structure of the web tiles of the 6 appetizer recipes.
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Assessment: Learners will display 6 appropriate appetizer recipes on their online recipe book
through the Symbaloo account. This assessment will be graded through a rubric. The rubric will
check for accuracy of 6 appropriate appetizer recipes. Students must display recipes that consist
of ingredients and directions. Students will display 6 web tiles for each appetizer recipe. The tiles
must coordinate in a uniform sequence. The structure of the web tiles will be graded according to
the organization.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Students will be able to display desirable appetizer
recipes and create web tiles for each one. Multiple means of representations of instructions will
be given to learners in need. An online text, audio, and video instructions will be permitted for
review. Learners may review and revisit any of these instructions at any time. Students will be
able to take ownership in their assignment by given the opportunity to work at own pace.
Lesson 3: Researching and Applying Beverage Recipes
Objective 3: Illustrate beverage recipes on an online recipe book.
Objective 3A: To research 6 appropriate beverage recipes through an online search
engine.
Objective 3B: To develop a web tile for each of the 6 beverage recipes.
Objective 3C: To organize the structure of the web tiles of the 6 beverage recipes.
Assessment: Learners will display 6 appropriate beverage recipes on their online recipe book
through the Symbaloo account. This assessment will be graded through a rubric. The rubric will
check for accuracy of 6 appropriate beverage recipes. Students must display recipes that consist
of ingredients and directions. Students will display 6 web tiles for each beverage recipe. The tiles
must coordinate in a uniform sequence. The structure of the web tiles will be graded according to
the organization.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Students will be able to display desirable beverage
recipes and create web tiles for each one. Multiple means of representations of instructions will
be given to learners in need. An online text, audio, and video instructions will be permitted for
review. Learners may review and revisit any of these instructions at any time. Students will be
able to take ownership in their assignment by given the opportunity to work at own pace.

Lesson 4: Researching and Applying Main Dish Recipes

Objective 4: Illustrate main dish recipes on an online recipe book.
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Objective 4A: To research 6 appropriate main dish recipes through an online search
engine.
Objective 4B: To develop a web tile for each of the 6 main dish recipes.
Objective 4C: To organize the structure of the web tiles of the 6 main dish recipes.
Assessment: Learners will display 6 appropriate main dish recipes on their online recipe book
through the Symbaloo account. This assessment will be graded through a rubric. The rubric will
check for accuracy of 6 appropriate main dish recipes. Students must display recipes that consist
of ingredients and directions. Students will display 6 web tiles for each main recipe. The tiles
must coordinate in a uniform sequence. The structure of the web tiles will be graded according to
the organization.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Students will be able to display desirable main dish
recipes and create web tiles for each one. Multiple means of representations of instructions will
be given to learners in need. An online text, audio, and video instructions will be permitted for
review. Learners may review and revisit any of these instructions at any time. Students will be
able to take ownership in their assignment by given the opportunity to work at own pace.

Lesson 5: Researching and Applying Side Dish Recipes

Objective 5: Illustrate side dish recipes on an online recipe book.
Objective 5A: To research 6 appropriate side dish recipes through an online search
engine.
Objective 5B: To develop a web tile for each of the 6 side dish recipes.
Objective 5C: To organize the structure of the web tiles of the 6 side dish recipes.
Assessment: Learners will display 6 appropriate side dish recipes on their online recipe book
through the Symbaloo account. This assessment will be graded through a rubric. The rubric will
check for accuracy of 6 appropriate side dish recipes. Students must display recipes that consist
of ingredients and directions. Students will display 6 web tiles for each side dish recipe. The tiles
must coordinate in a uniform sequence. The structure of the web tiles will be graded according to
the organization.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Students will be able to display desirable side dish
recipes and create web tiles for each one. Multiple means of representations of instructions will
be given to learners in need. An online text, audio, and video instructions will be permitted for
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review. Learners may review and revisit any of these instructions at any time. Students will be
able to take ownership in their assignment by given the opportunity to work at own pace.

Lesson 6: Researching and Applying Dessert Recipes

Objective 6: Illustrate dessert recipes on an online recipe book.
Objective 6A: To research 6 appropriate dessert recipes through an online search engine.
Objective 6B: To develop a web tile for each of the 6 dessert recipes.
Objective 6C: To organize the structure of the web tiles of the 6 dessert recipes.
Assessment: Learners will display 30 appropriate appetizer, beverage, main dish, side dish and
dessert recipes on their online recipe book through the Symbaloo account. Students must display
6 recipes for each of the 5 categories. This assessment will be graded through a rubric. The rubric
will check for accuracy of the appropriate recipes. Students must display recipes that consist of
ingredients and directions. Students will display web tiles for each appetizer recipe. The tiles
must coordinate in a uniform sequence. The structure of the web tiles will be graded according to
the organization. All information must be readable and accessible. The account will be accessible
for peers and instructor to review. All links must be working.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Students will be able to display desirable recipes
and create web tiles for each one. Multiple means of representations of instructions will be given
to learners in need. An online text, audio, and video instructions will be permitted for review.
Learners may review and revisit any of these instructions at any time. Students will be able to
take ownership in their assignment by given the opportunity to work at own pace.
Assessment Examples
Objective 1 Assessment:
Directions: Students will be creating a web repository recipe book through Symbaloo. Your final
project will consist of 30 different recipes that include ingredients and directions. You will begin
by creating an account with Symbaloo.
1. Type in the web address for Symbaloo: www.symbaloo.com. Click on the Create an
Account Tab. Fill out the information:
Type your name
Type your email address
Create and type your password
Retype password
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Read and check the terms and conditions

Click Create my account
2. You will log-in to Symbaloo. First, you will type your email address. Next, type your
password. Check your cap lock and spelling. This will ensure you typing the correct
password. After typing password, click log-in.
3. When you are log-in your account, you will first create a new webmix. Click the plus
sign and add an empty webmix. Create a creative title for the webmix. This will be the
title of your recipe book. Click add.
Objective 1: Rubric
4

Symbaloo
Account

Created an account
with Symbaloo. All
personal
information was
applied
professionally.

Created an account
with Symbaloo.

Did not create an

account with
Symbaloo.

Title of Webmix

Presented a title for

webmix recipe book.
The title was
creative,
professional and
sparks interest of
viewers.
Account was
accessible to peers
and instructor. All
links were visible
and working.

Created an account
with Symbaloo.
Some of the
personal
information was not
accurate or
professionally
presented.
Presented a title for
webmix recipe book.
The title was
creative.

Presented a title for

webmix recipe book.

Did not present a

title for webmix
recipe book.

Account was
accessible to peers
and instructor.

Account was not

accessible to peers
and instructor.

Symbaloo
Account

Account was
accessible to peers
and instructor. Links
were not working
well.

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Krisann Johnson KA

Objective 2 Assessment:
Directions: We are beginning to create the online recipe book. You will research 6 appetizer
recipes.
1. Start by researching appetizer recipes in the Google tab.
Type appetizer recipes and click search.
Select 6 appropriate recipes and save each of the web addresses/ URL.
o Make sure each recipe includes the ingredients and directions.
2. This process, you will complete 6 different times. You are creating tiles for the appetizer
recipes.
Click create a tile.
Type or paste the save web address.
Select website and type Appetizer Recipe for the name of the tile.
Check show text and select the text color to black.
Select a desire color for the tile and choose an icon or image.
Click save and exit the edit tile.
Objective 2: Rubric
4

Number of
Recipes
Categories

Displayed 6
appetizer recipes
Displayed and label
the required 6
recipes categories
accurately.

Recipes

All recipes
accurately
displayed

Displayed 4-5
appetizer recipes
Displayed most of
the required recipes
categories. There
were 1-2 errors in
the labels.
There were 1-2
errors in the
ingredients and

Displayed 2-3
appetizer recipes
Displayed most of
the required recipes
categories. There
were 3-4 errors in
the labels.
There were 3-4
errors in the
ingredients and

Displayed 0-1
appetizer recipes
Displayed some of
the required recipes
categories. There
were over 5 errors
in the labels.
There were over 5
errors in the
ingredients and

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Krisann Johnson KA

Symbaloo
Account

ingredients and
preparation
directions.
Wall was well
organized and
colorful. All pictures
and wording was
related to food.

preparation
directions.

preparation
directions.

preparation
directions.

Wall was organized.

Displayed pictures.

Wall was organized.

Wall was not

organized.

Objective 3 Assessment:
Directions: You will research 6 beverage recipes.
1. Start by researching beverage recipes in the Google tab.
Type beverage recipes and click search.
Select 6 appropriate recipes and save each of the web addresses/ URL.
o Make sure each recipe includes the ingredients and directions.
2. This process, you will complete 6 different times. You are creating tiles for the beverage
recipes.
Click create a tile.
Type or paste the save web address.
Select website and type Beverage Recipe for the name of the tile.
Check show text and select the text color to black.
Select a desire color for the tile and choose an icon or image.
Click save and exit the edit tile.
Objective 3: Rubric
Number of
Recipes
Categories

Displayed 6
beverage recipes
Displayed and label
the required 6

Displayed 4-5
beverage recipes
Displayed most of
the required recipes

Displayed 2-3
beverage recipes
Displayed most of
the required recipes

Displayed 0-1
beverage recipes
Displayed some of
the required recipes

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Krisann Johnson KA
recipes categories
accurately.

Recipes

Symbaloo
Account

All recipes
accurately
displayed
ingredients and
preparation
directions.
Wall was well
organized and
colorful. All pictures
and wording was
related to food.

categories. There
were 1-2 errors in
the labels.
There were 1-2
errors in the
ingredients and
preparation
directions.

categories. There
were 3-4 errors in
the labels.
There were 3-4
errors in the
ingredients and
preparation
directions.

categories. There
were over 5 errors
in the labels.
There were over 5
errors in the
ingredients and
preparation
directions.

Wall was organized.

Displayed pictures.

Wall was organized.

Wall was not

organized.

Objective 4 Assessment:
Directions: You will research 6 main dish recipes.
1. Start by researching main dish recipes in the Google tab.
Type main dish recipes and click search.
Select 6 appropriate recipes and save each of the web addresses/ URL.
o Make sure each recipe includes the ingredients and directions.
2. This process, you will complete 6 different times. You are creating tiles for the main dish
recipes.
Click create a tile.
Type or paste the save web address.
Select website and type Main Dish Recipe for the name of the tile.
Check show text and select the text color to black.
Select a desire color for the tile and choose an icon or image.
Click save and exit the edit tile.
Objective 4: Rubric
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Krisann Johnson KA
4

Number of
Recipes
Categories

Displayed 6 main
dish recipes
Displayed and label
the required 6
recipes categories
accurately.

Recipes

All recipes
accurately
displayed
ingredients and
preparation
directions.
Wall was well
organized and
colorful. All pictures
and wording was
related to food.

Displayed 4-5 main

dish recipes
Displayed most of
the required recipes
categories. There
were 1-2 errors in
the labels.
There were 1-2
errors in the
ingredients and
preparation
directions.

Displayed 2-3 main

dish recipes
Displayed most of
the required recipes
categories. There
were 3-4 errors in
the labels.
There were 3-4
errors in the
ingredients and
preparation
directions.

Displayed 0-1 main

dish recipes
Displayed some of
the required recipes
categories. There
were over 5 errors
in the labels.
There were over 5
errors in the
ingredients and
preparation
directions.

Wall was organized.

Displayed pictures.

Wall was organized.

Wall was not

organized.

Symbaloo
Account

Objective 5 Assessment:
Directions: You will research 6 side dish recipes.
1. Start by researching side dish recipes in the Google tab.
Type side dish recipes and click search.
Select 6 appropriate recipes and save each of the web addresses/ URL.
o Make sure each recipe includes the ingredients and directions.
2. This process, you will complete 6 different times. You are creating tiles for the side dish
recipes.
Click create a tile.
Type or paste the save web address.
Select website and type Side Dish Recipe for the name of the tile.
Check show text and select the text color to black.
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Krisann Johnson KA

Select a desire color for the tile and choose an icon or image.
Click save and exit the edit tile.

Objective 5: Rubric
4

Number of
Recipes
Categories

Displayed 6 side
dish recipes
Displayed and label
the required 6
recipes categories
accurately.

Recipes

All recipes
accurately
displayed
ingredients and
preparation
directions.
Wall was well
organized and
colorful. All pictures
and wording was
related to food.

Displayed 4-5 side

dish recipes
Displayed most of
the required recipes
categories. There
were 1-2 errors in
the labels.
There were 1-2
errors in the
ingredients and
preparation
directions.

Displayed 2-3 side

dish recipes
Displayed most of
the required recipes
categories. There
were 3-4 errors in
the labels.
There were 3-4
errors in the
ingredients and
preparation
directions.

Displayed 0-1 side

dish recipes
Displayed some of
the required recipes
categories. There
were over 5 errors
in the labels.
There were over 5
errors in the
ingredients and
preparation
directions.

Wall was organized.

Displayed pictures.

Wall was organized.

Wall was not

organized.

Symbaloo
Account

Objective 6 Assessment:
Directions: You will research 6 dessert recipes.
1. Start by researching dessert recipes in the Google tab.
Type dessert recipes and click search.
Select 6 appropriate recipes and save each of the web addresses/ URL.
o Make sure each recipe includes the ingredients and directions.

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2. This process, you will complete 6 different times. You are creating tiles for the dessert
recipes.
Click create a tile.
Type or paste the save web address.
Select website and type Dessert Recipe for the name of the tile.
Check show text and select the text color to black.
Select a desire color for the tile and choose an icon or image.
Click save and exit the edit tile.
3. This is the final part of this project. Check to see if you displayed 30 appropriate
appetizer, beverage, main dish, side dish and dessert recipes on your online recipe book
through the Symbaloo account. You must display 6 recipes for each of the 5 categories.
This assessment will be graded through a rubric. The rubric will check for accuracy of the
appropriate recipes. You must display recipes that consist of ingredients and directions.
Display web tiles for each appetizer recipe. The tiles must coordinate in a uniform
sequence. The structure of the web tiles will be graded according to the organization. All
information must be readable and accessible. The account must be accessible for peers
and instructor to review. All links must be working.
Objective 6: Rubric
4

Number of
Recipes
Categories

Displayed 30
recipes
Displayed and label
the required 6
recipes categories
accurately.

Recipes

All recipes
accurately
displayed
ingredients and
preparation
directions.
Wall was well
organized and
colorful. All pictures
and wording was
related to food.
Account was
accessible to peers
and instructor. All
links were visible
and working.

Displayed 20-29
recipes
Displayed most of
the required recipes
categories. There
were 1-2 errors in
the labels.
There were 1-2
errors in the
ingredients and
preparation
directions.

Displayed 10-19
recipes
Displayed most of
the required recipes
categories. There
were 3-4 errors in
the labels.
There were 3-4
errors in the
ingredients and
preparation
directions.

Displayed 1-9
recipes
Displayed some of
the required recipes
categories. There
were over 5 errors
in the labels.
There were over 5
errors in the
ingredients and
preparation
directions.

Wall was organized.

Displayed pictures.

Wall was organized.

Wall was not

organized.

Account was
accessible to peers
and instructor. Links
were not working
well.

Account was
accessible to peers
and instructor.

Account was not

accessible to peers
and instructor.

Symbaloo
Account

Symbaloo
Account

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Part VI
Instructional Sequence
Sequenc
e
1
2
3
4
5
6

Description
Create a web repository recipe book and distinguish the use and purpose
of it.
Identify appetizer recipes through an online search engine and display
through the online recipe book.
Identify beverage recipes through an online search engine and display
through the online recipe book.
Identify main dish recipes through an online search engine and display
through the online recipe book.
Identify side dish recipes through an online search engine and display
through the online recipe book.
Identify dessert recipes through an online search engine and display
through the online recipe book.

Objectiv
e
1
2
3
4
5
6

This sequence builds on a task expertise order. The students will advance through the instructions
as the instructional designer plans in their building. This sequence allows students to have
opportunities to examine the formations of recipes and define techniques for cooking. Also,
students are developing an online research of recipes. The tasks will be complete in a procedural
manner. Students will have opportunities for examining and evaluating their recipes choices
through readings and discussions. Lastly, students will have the opportunity to self-generate
activities. By completing the activities at own pace, they will be able to advance when they have
completed mastery.
Lesson 1: Getting Started in Creating a Web Repository Recipe Book
Objective 1: Create a web repository recipe book.
Objective 1A: To identify the steps of creating an online recipe book.
Objective 1B: To identify the use and purpose of an online recipe book.
Objective 1C: To identify the title of an online recipe book.
Initial Presentation: Have the class identify the need for recipe book. Students will work
individually and complete the discussions. Instruct the student to start an online discuss wall
circulating the topic of the goal and purpose of an online recipe book. Ask the students to reply
to the given instruction, Explain the purpose of an online recipe book. Second, instruct the

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students to display their recipe book title on the discussion wall. Instruct the students to compare
their answers with other students answers.
UDL: Learners are given a choice to respond to discussion board which optimizes individual
responses and autonomy (Morrison, Ross, Kalman & Kemp, 2013).
Motivational Strategy: This activity would be complete through a discussion board. Ask the
students Have you ever found it difficult to keep up with recipes? Ask the students to think
about how the internet could help them organize their recipes.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Kerr, 2011).
Generative Strategy: Students will generate goals and reasons for creating an online recipe book.
Their goals will be created from prior knowledge and experiences. They will receive feedback by
comparing their answers to other students and expert responses.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Morrison, Ross, Kalman & Kemp, 2013).
Initial Presentation: The learners will work individually while creating their online recipe book.
Allow the students to download necessary instructions and requirement forms from the instructor
postings. Have the students access an account through Symbaloo or create a new account if
needed. Allow the students to view a screencast displaying the steps of creating the account.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Kerr, 2011).
Generative Strategy: Students will review the screencast and compare their work to it. They will
receive feedback by comparing their answers to the screencast and viewing the teachers
comments.
UDL: Learners are given the opportunity to work at own pace and use the technology tools by
choice (Kerr, 2011).
Lesson 2: Researching and Applying Appetizer Recipes
Objective 2: Illustrate appetizer recipes on an online recipe book.
Objective 2A: To research 6 appropriate appetizer recipes through an online search
engine.
Objective 2B: To develop a web tile for each of the 6 appetizer recipes.
Objective 2C. To organize the structure of the web tiles of the 6 appetizer recipes.
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Krisann Johnson KA

Motivational Strategy: Through a discussion board, ask the students to brainstorm their favorite
appetizers. Ask the students to post their favorites and comment on 2 other students postings in
meaningful manners.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Kerr, 2011).
Initial Presentation: Allow students to post questions or concerns of the instructions and
requirements for the project. Direct the students to access their Symbaloo accounts and begin to
research 6 different appetizer recipes through the Google search engine. Allow them to view a
screencast displaying instructions of creating a search. Through a posting, remind students to
save their website addresses for each recipe.
UDL: Learners are given the opportunity to work at own pace and use the technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will access the screencast and adjust their research accordingly.
Students will view a sample of a researched appetizer recipe where they can compare their work.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Morrison, Ross, Kalman & Kemp, 2013).
Initial Strategy: Instruct students to refer to the 6 research appetizer recipes and apply them to the
Symbaloo account. Allow students to view a screencast displaying instructions and sample of
posting each recipe to the online account. Instruct them to post each recipe web address to an
individual tile. Second, direct students to organize and group their appetizer recipe tiles in a
uniform column.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will review their appetizer recipes postings and compare it to the
teachers example. Second, students will be able to view their peers accounts and make a
constructive comment.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Morrison, Ross, Kalman & Kemp, 2013).
Lesson 3: Researching and Applying Beverage Recipes
Objective 3: Illustrate beverage recipes on an online recipe book.
Objective 3A: To research 6 appropriate beverage recipes through an online search
engine.

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Krisann Johnson KA

Objective 3B: To develop a web tile for each of the 6 beverage recipes.
Objective 3C: To organize the structure of the web tiles of the 6 beverage recipes.

Motivational Strategy: Through a discussion board, ask the students if they were making their
own drinks, what would it be? Ask students to think about how they could make those beverages.
All students will post a beverage recipe. Also, they will comment and review their peers recipes.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Kerr, 2011)
Initial Presentation: Direct the students to access their Symbaloo accounts and begin to research
6 different beverage recipes through the Google search engine. Allow them to view a screencast
displaying instructions of creating a search. Second, allow students to post questions or concerns
of the instructions and requirements. Through a posting, remind students to save their website
addresses for each recipe.
UDL:Learners are given the opportunity to work at own pace and use the technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will access the screencast and adjust their research accordingly.
They will receive feedback by comparing their recipes to the example.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Morrison, Ross, Kalman & Kemp, 2013).
Initial Strategy: Instruct students to refer to the 6 research beverage recipes and apply them to the
Symbaloo account. Allow students to view a screencast displaying instructions and sample of
posting each recipe to the online account. Instruct them to post each recipe web address to an
individual tile. Second, direct students to organize and group their beverage recipe tiles in a
uniform column. Learners are given the opportunity to work at own pace and use technology
tools by choice (UDL). (Fadde, 2007)
Generative Strategy: Students will review their beverage recipes postings and compare it to the
teachers example. Second, students will be able to view their peers accounts and make a
constructive comment.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Morrison, Ross, Kalman & Kemp, 2013).
Lesson 4: Researching and Applying Main Dish Recipes
Objective 4: Illustrate main dish recipes on an online recipe book.
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Krisann Johnson KA

Objective 4A: To research 6 appropriate main dish recipes through an online search
engine.
Objective 4B: To develop a web tile for each of the 6 main dish recipes.
Objective 4C: To organize the structure of the web tiles of the 6 main dish recipes.

Motivational Strategy: Through a discussion board, ask the students to think about their favorite
main course meal. In the discussion format, students will describe their favorite main course
meal and comment on 2 other students postings in meaningful manners.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Kerr, 2011).
Initial Presentation: Direct the students to access their Symbaloo accounts and begin to research
6 different main dish recipes through the Google search engine. Allow them to view a screencast
displaying instructions of creating a search. Second, allow students to post questions or concerns
of the instructions and requirements. Through a posting, remind students to save their website
addresses for each recipe.
UDL: Learners are given the opportunity to work at own pace and use the technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will access the screencast and adjust their research accordingly.
Students will view a sample of a research main dish recipe where they can compare their work.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Morrison, Ross, Kalman & Kemp, 2013).
Initial Strategy: Instruct students to refer to the 6 research main dish recipes and apply them to
the Symbaloo account. Allow students to view a screencast displaying instructions and sample of
posting each recipe to the online account. Instruct them to post each recipe web address to an
individual tile. Second, direct students to organize and group their main dish recipe tiles in a
uniform column.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will review their main dish recipes postings and compare it to the
teachers example. Second, students will be able to view their peers accounts and make a
constructive comment.

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Krisann Johnson KA

UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Morrison, Ross, Kalman & Kemp, 2013).
Lesson 5: Researching and Applying Side Dish Recipes
Objective 5: Illustrate side dish recipes on an online recipe book.
Objective 5A: To research 6 appropriate side dish recipes through an online search
engine.
Objective 5B: To develop a web tile for each of the 6 side dish recipes.
Objective 5C: To organize the structure of the web tiles of the 6 side dish recipes.
Motivational Strategy: Through a discussion board, ask the students How does a side dish make
a meal complete? Ask students to think about how they could make those side dishes. All
students will post a side dish recipe. Also, they will comment and review their peers recipes.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Kerr, 2011).
Initial Presentation: Allow students to post questions or concerns of the instructions and
requirements of the project. Direct the students to access their Symbaloo accounts and begin to
research 6 different side dish recipes through the Google search engine. Allow them to view a
screencast displaying instructions of creating a search. Through a posting, remind students to
save their website addresses for each recipe.
UDL: Learners are given the opportunity to work at own pace and use the technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will access the screencast and adjust their research accordingly.
They will receive feedback by comparing their recipes to the example.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Morrison, Ross, Kalman & Kemp, 2013).
Initial Strategy: Instruct students to refer to the 6 research side dish recipes and apply them to the
Symbaloo account. Allow students to view a screencast displaying instructions and sample of
posting each recipe to the online account. Instruct them to post each recipe web address to an
individual tile. Second, direct students to organize and group their side dish recipe tiles in a
uniform column.
UDL:Learners are given the opportunity to work at own pace and use technology tools by choice
(Fadde, 2007).

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Krisann Johnson KA

Generative Strategy: Students will review their side dish recipes postings and compare it to the
teachers example. Second, students will be able to view their peers accounts and make a
constructive comment.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Morrison, Ross, Kalman & Kemp, 2013)
Lesson 6: Researching and Applying Dessert Recipes
Objective 6: Illustrate dessert recipes on an online recipe book.
Objective 5A: To research 6 appropriate dessert recipes through an online search engine.
Objective 5B: To develop a web tile for each of the 6 dessert recipes.
Objective 5C: To organize the structure of the web tiles of the 6 dessert recipes.
Motivational Strategy: Through a discussion board, ask the students to post links to online videos
of dessert food demonstrations. The food demonstrations must include the recipe and a complete
demonstration of creating the dessert. The maximum time limit of the video is 4 minutes.
UDL: Learners are given the opportunity to work at own pace and used the technology tools by
choice. Learners are given a choice to respond which optimizes individual choice and autonomy
(Kerr, 2011)
Initial Presentation: Direct the students to access their Symbaloo accounts and begin to research
6 different dessert recipes through the Google search engine. Allow them to view a screencast
displaying instructions of creating a search. Allow students to post questions or concerns of the
instructions and requirements of the project. Through a posting, remind students to save their
website addresses for each recipe.
UDL: Learners are given the opportunity to work at own pace and use the technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will access the screencast and adjust their research accordingly.
They will receive feedback by comparing their recipes to the example.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Morrison, Ross, Kalman & Kemp, 2013).
Initial Strategy: Instruct students to refer to the 6 research dessert recipes and apply them to the
Symbaloo account. Allow students to view a screencast displaying instructions and sample of
posting each recipe to the online account. Instruct them to post each recipe web address to an
individual tile. Second, direct students to organize and group their dessert recipe tiles in a
uniform column.
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UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: Students will review their dessert recipes postings and compare it to the
teachers example. Second, students will be able to view their peers accounts and make a
constructive comment.
UDL: Learners are given a choice to respond which optimizes individual choice and autonomy
(Morrison, Ross, Kalman & Kemp, 2013).
Reference List
Fadde, P. (2007). Instructional design for advanced learners: training recognition skills to hasten
expertise. Association for Educational Communications and Technology, 359-376.
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
TechTrends, 55(1), 28-30.
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. (7 ed.).
Hoboken, NJ: John Wiley & Sons Inc.
Part VII
Instructional
Strategies
Lesson 1:
Through an online
discussion board,
students will discuss
the purpose and use of
an online recipe book.
Students will create an
account through
Symbaloo. They will
begin this process by
identifying a title for
their online recipe
book.
Lesson 2:
Through a discussion
board, students will
brainstorm their
favorite appetizer
dishes. The students
will research 6
appetizer recipes
through a Google
search engine. Students
will display recipes
web links to their

Goals
Create a web repository
recipe book and
distinguish the use and
purpose of it.

Identify appetizer recipes

through an online search
engine and display
through the online recipe
book.

Objectives
Objective 1: Create a web
repository recipe book.
1A. To identify the steps of
creating an online recipe book.
1B. To identify the use and
purpose of an online recipe book.
1C. To identify the title of an
online recipe book.

Objective 2: Illustrate appetizer

recipes on an online recipe book.
2A. To research 6 appropriate
appetizer recipes through an online
search engine.
2B. To develop a web tile for each
of the 6 appetizer recipes.
2C. To organize the structure of
the web tiles of the 6 appetizer
recipes.

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UDL

Assessments

Learners are given a choice to

respond to discussion board
which optimizes individual
responses and autonomy
(students will choose write
about thoughts of the use and
purpose of an online recipe
book).

Formative
Assessment:
Learners will
create an account
and title of an
online recipe
book. This
assessment will
be graded
through a rubric.

Learners are given the

opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose write about their
favorite appetizer and select
desirable recipe resources).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and

Formative
Assessment:
Learners will
display 6
appropriate
appetizer recipes
on their online
recipe book. This
assessment will
be graded
through a rubric.

Krisann Johnson KA
Symbaloo accounts.
Lesson 3:
Through a discussion
board, students will
display a beverage
recipe. The students
will research 6
beverage recipes
through a Google
search engine. Students
will display recipes
web links to their
Symbaloo accounts.
Lesson 4:
Through a discussion
board, students will
describe their favorite
main course meal. The
students will research 6
main dish recipes
through a Google
search engine. Students
will display recipes
web links to their
Symbaloo accounts.
Lesson 5:
Through a discussion
board, students will
post a favorite side
dish recipe. The
students will research 6
side dish recipes
through a Google
search engine. Students
will display recipes
web links to their
Symbaloo accounts.
Lesson 6:
Through a discussion
board, students will
post videos of dessert
demonstrations. The
students will research 6
dessert recipes through
a Google search
engine. Students will
display recipes web
links to their Symbaloo
accounts.

Identify beverage recipes

through an online search
engine and display
through the online recipe
book.

Identify main dish

recipes through an online
search engine and
display through the
online recipe book.

Identify side dish recipes

through an online search
engine and display
through the online recipe
book.

Identify dessert recipes

through an online search
engine and display
through the online recipe
book.

Objective 3: Illustrate beverage

recipes on an online recipe book.
3A. To research 6 appropriate
beverage recipes through an online
search engine.
3B. To develop a web tile for each
of the 6 beverage recipes.
3C. To organize the structure of
the web tiles of the 6 beverage
recipes.

Objective 4: Illustrate main dish

recipes on an online recipe book.
4A. To research 6 appropriate main
dish recipes through an online
search engine.
4B. To develop a web tile for each
of the 6 main dish recipes.
4C. To organize the structure of
the web tiles of the 6 main dish
recipes.

Objective 5: Illustrate side dish

recipes on an online recipe book.
5A. To research 6 appropriate side
dish recipes through an online
search engine.
5B. To develop a web tile for each
of the 6 side dish recipes.
5C. To organize the structure of
the web tiles of the 6 side dish
recipes

Objective 6: Illustrate dessert

recipes on an online recipe book.
6A: To research 6 appropriate
dessert recipes through an online
search engine.
6B: To develop a web tile for each
of the 6 dessert recipes.
6C: To organize the structure of
the web tiles of the 6 dessert
recipes.

view the instructions).

Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to display desirable
beverage recipes).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to describe and display
desirable main dish recipes).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to discuss their favorite
side dish and display desirable
recipes).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
Learners are given a choice to
respond which optimizes
individual choice and
autonomy (students will
choose to discuss and post
desirable dessert video
demonstrations and display
desirable recipes).
Learners are given the
opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).

Formative
Assessment:
Learners will
display 6
appropriate
beverage recipes
on their online
recipe book. This
assessment will
be graded
through a rubric.
Formative
Assessment:
Learners will
display 6
appropriate main
dish recipes on
their online
recipe book. This
assessment will
be graded
through a rubric.
Formative
Assessment:
Learners will
display 6
appropriate side
dish recipes on
their online
recipe book. This
assessment will
be graded
through a rubric.

Summative
Assessment:
Learners will
display 6
appropriate
dessert, appetizer,
beverage, main
dish, and side
dish recipes on
their online
recipe book. This
assessment will
be graded
through a rubric.

Part VIII
The learners and subject matter expert will have a chance to assess the instructional designer and
design. The formative evaluation will be conducted and collected through an online course quiz.
Students complete the survey in a multiple choice and short answer format. The SME will
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complete an online module answering interview questions. The SME will serve as the evaluator
on the content and format. The SME for this assignment will be a co-worker in the same school
district as me. She serves as a Family and Consumer Science teacher with a Masters in
Instructional Technology. She and the learners will examine each instruction and allow
suggestions for improvement.
Learners Formative Evaluation
Date:
(Student) Course Title and Grade:
How long have you been in this school?
o 1 year or less
o 1-3 years
o 3-5 years
o 6-10 years
o 11 years or longer
Will the course help you keep a better organize recipe book?
o Significantly better
o Somewhat better
o About the same
o Worse
o Significantly worse
How did you find the assignment?
o Very interesting
o Somewhat interesting
o Fairly interesting
o Not very interesting
o Boring
Was the course easy to follow?
o Extremely easy
o Very easy
o Fairly easy
o Not too hard
o Very hard
What the course challenging?
o Extremely easy
o Very easy
o Fairly easy
o Not too hard
o Very hard
Did you always know what to do?
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Krisann Johnson KA

o Very clear
o Somewhat clear
o Fairly clear
o Not very clear
o Confusing
Would you recommend the course to someone else?
o Yes
o No
What would you change?

What did you like?

SME Formative Evaluation

Date:
What is your current job title?
1. After reviewing the course, do you think the learners are provided with all the
necessary content to complete the assignments successfully?
2. Is there any information not included that you feel is important to contain in the
course? If yes, please explain.
3. Do you think the content is appropriate for the target learners? If no, please explain.
4. Do you think the objectives are met by the content provided? If no, please explain.
5. Do you think the assessments are relevant to the content information? If no, please
explain.
6. Do you think the UDL principles were followed appropriately? If no, explain.
7. Is there anything that you think would make this module better? If yes, please
explain.

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The review of the learners and SME is based upon performance and instructional design of the
objectives, content, and assignments throughout the lessons. Based on results from the survey,
comments and concerns were captured and noted on the master design instructions. As the
instructional designer, I will collect all these notes and form a personal evaluation to improve
future instructions. I will look at the data using qualitative analysis to see what the impressions
of the students and the SME have of the program. Reviewing the responses will allow me to
analyze strengths and weaknesses of instructions. Based on these findings, I would change and
strengthen the designated instructions. I will read and review the comments from the students
and SME considering any suggests that were made for future instructions.

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