COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Thompson Instructional Design Plan MEDT 7490

Client Description and Instructional Problem
My client for this project is Ms. Shayna Brown. Ms. Brown is a 7th Grade Life Science
teacher of talented and gifted students at Ridgeview Charter Middle School located in Sandy
Springs, Georgia. As a second-year educator, she is an exceptional teacher who enjoys
incorporating technology into her instruction. Ridgeview Charter Middle School is a one-to-one
school as all students have been provided with an iPad for instructional purposes. The school
utilizes tools such as Google Applications for Education and Edmodo. She can be contacted
through email at browns12@fultonschools.org.
Ms. Browns students typically have trouble understanding the difference between
passive and active transport. They also have trouble processing that osmosis is only with water.
Ms. Brown wants to have an instructional PowerPoint redesigned to be used to teach cell
transport along with a culminating activity that will show understanding.
Goals and Objectives
The overall goal of this instructional plan is to create instructional material for my client
that incorporates the visual and media strategies. My client is aware of instructional technology
strategies to enhance instruction, but is not versed in visual and media strategies. This lesson
will help my client teach students about cell transport and assess the effectiveness of the lesson.
The Georgia Performance Standards aligned for this lesson are:
S7L2: Students will describe the structure and functions of cells, tissues, organs, and organ
systems.

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a. Explain that cells take in nutrients in order to grow and divide and make needed
materials.
S7CS5: Students will use the ideas of system, model, change, and scale in exploring scientific
and technological matters.
b. Understand that different models (such as physical replicas, pictures, and analogies)
can be used to represent the same thing.
Instructional Design Process
The ADDIE design model was utilized to address the instructional problem. The ADDIE
design model consists of five phases: Analysis, Design, Development, Implementation, and
Evaluation. Each phase as it aligns to the instructional plan is described below.
Analysis: Students need to learn about cell transport and show understanding of the
differences between the different types of cell transport.
Design: Students will learn about the different types of cell transport using a PowerPoint
presentation. Students will also watch a video created by Amoeba Sisters, Cell
Membranes and Cell Transport: Molecules Like to Move it, Move it on edPuzzle.
Students will watch the video on edPuzzle on their iPad and answer questions as they
move through the video. edPuzzle gives students the ability to watch videos at their own
pace and re-watch sections of the video for understanding.
Development: The re-designed instructional material, the PowerPoint presentation, was
developed using PowerPoint and uploaded to NearPod.

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Implementation: Students will be exposed to the PowerPoint presentation and then watch
the Amoeba Sisters video and then given the opportunity to create an infographic of the
different types of cell transport.
Evaluation: Students will complete a ten-question assessment hosted by Google Forms
related to cell transport along with creating a cell transport infographic.
Description of Re-Designed Lesson
The lesson being taught is about cell transport. Students will learn about active and
passive transport. They will understand the difference between active and passive transport.
They will also learn about the different types of active transport: endocytosis and exocytosis.
The lesson will also teach the different types of passive transport: diffusion, facilitated diffusion,
and osmosis. The teacher will deliver the PowerPoint through NearPod so students will be able
to follow along to the presentation on their mobile devices. After the PowerPoint presentation,
students will be directed to watch a video on edPuzzle. Students will then create an infographic
on cell transport before taking an assessment.
Copyright
Any videos that are hosted by YouTube are subject to copyright agreements and can be
used unless restricted.
Method of Assess/Evaluate the Lesson
During the direct instruction provided by the PowerPoint presentation, there will be
questions included to assess learning. Students will also utilize Piktochart to complete and
infographic about cell transport to show their learning. Students will then post their infographic

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to a Padlet for all other classmates to view. The students will post their infographic to Padlet for
other classmates to view instead of doing a gallery walk in the classroom because students do not
have access print their infographic. Also, having the infographics online provides students with a
resource they can access at any time. Students will also complete a ten-question assessment to
show mastery.
Support of Plan
Dual Coding Theory simply states that when text is paired with a visual, learners have
two opportunities to write things into memory making it likely for them to remember what they
have been taught. It is important to use infographics, posters, and even presentations in the
classroom because students learn better through the use of visual aids as young students and
adults can get lost in words. In designing the PowerPoint presentation, I followed Mayer's
Multimedia Principle by including words and pictures instead of just words, but I also followed
Mayer's principle of Temporal Contiguity by simultaneously presenting corresponding words and
images rather than successively which would help the students relate an image immediately. The
elements and principle of design are also present in the redesigned material. For example,
contrast is present because the positive space filled with words and shapes can be seen in contrast
to the negative space that is simply a black background. There is also rhythm and pattern in the
color scheme chosen to ensure it was not a busy presentation.
ACRL Visual and Literacy Competency Standards
My plan addresses more than one of the ACRL Visual and Literacy Competency
Standards for higher education, but the plan heavily incorporates Standards One, Five, and Six. I
defined the audience and the academic environment when describing my client as a 7th Grade

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Life Science teacher (Standard One). I strategically planned for the use of images and visual
media within the lesson by creating a specific flow for the implementation of the lesson and used
various technological tools to complete this instructional plan such as Google Forms, Padlet,
PowerPoint, and Piktochart (Standard Five). Through this plan, I produced visual materials for
the defined audience that were meaningful using a variety of tools and evaluated the material I
personally created based on the project goals (Standard Six).
Reflection
This comprehensive assignment was completed without numerous challenges. The major
challenges faced were identifying a client and the needs of the client. Ms. Brown and I had to
brainstorm what issues 7th Grade Life Science students face when learning the content before
being able to identify how to address the instructional problem. I thoroughly enjoyed working
with Ms. Brown in creating this and hope this plan provides the results we plan to see.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

References
"ACRL Visual Literacy Competency Standards for Higher Education." Association of College &
Research Libraries (ACRL). N.p., 22 Nov. 2016.
Hagen, R. & Golombisky, K. (2013). White space is not your enemy. Focal Press: Burlington,
MA.
Hillner, Jennifer. How to Use Online Video in Your Classroom. Edutopia, George Lucas
Educational Foundation, 31 Aug. 2009, https://www.edutopia.org/youtube-educationalvideos-classroom.
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 1a: Original PowerPoint Presentation

The slides did not have enough information to learn about the different types of transport. They
were also very repetitive and not concise.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 1b: Re-Designed PowerPoint Presentation

https://share.nearpod.com/vsph/bRogRyTmNy

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 2: Amoeba Sisters: Cell Membranes and Cell Transport: Molecules like to Move it,
Move it edPuzzle
https://edpuzzle.com/media/58422143d3086a3e3c4c72a6

The green question marks indicate each point the video will stop with a question for the student
to answer.

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Artifact 3: Infographic Sample (Created by Stephanie O. Thompson)

https://magic.piktochart.com/output/18711206-cell-transport-infographic-sample

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Artifact 4: Infographic Rubric

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Artifact 4: Padlet

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

https://padlet.com/mstinthemiddle/l60drptf66bc

Artifact 5: Cell Transport Google Forms Assessment

https://goo.gl/forms/HFNUV70rc5I50bw42

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Artifact 6: Google Forms Assessment QR Code