Sample Case Study Paper on Dynamic Instructional Design for a Science Lesson

Subject: Science Activity

Topic: Parts of a Plant

Time frame: 30 minutes

Purpose of the lesson: to properly guide learners on identifying parts of a plant

Standards met by this lesson

  1. TECHNOLOGY CONCEPTS AND OPERATIONS
    1. The teacher would demonstrate knowledge in the application of technology to help learners learn parts of plant
  2. PLANNING AND DESIGNING LESSON EXPERINCE
    1. The teacher would use technology to display parts of a plant to learners
  3. LEARNING,TEACHING AND CURRICULUM
    1. The teacher would use technology to encourage interactions among learners
    2. The teacher would use technology to give visual instructions
DID MODEL FOR THE LESSON
Know the Learner

Find out what the students know about the sub-topic topic parts of a plant though question and answer session (Edmundson, 2006). The lesson would build on the previous topic PLANTS. To encourage participation of all students, answers will be written down on exercise books. All the learners know how to write with correct spellings so writing down their answers will not be a problem, and would encourage the majority who are shy to give their answers without fear.

State your Objectives
By the end of the lesson, should be able to
  1. Identify plant structures and how they help the plant to function.

Establish the learning environment

  1. write essays with help of well labeled diagram to explain the functions of various plant structures
  2. learners should be able to draw, name and label parts of a plant
Establish the Learning Environment

The teacher would adjust the class arrangement and spacing in order to promote positive interaction, active learning and accommodate learner diversity. The temperature of the classroom must be conducive for learning i.e. should not be hot or cold. Plant samples and young seedlings would have space for display

Identify Teaching and Learning Strategies

Teaching and learning will occur both in a classroom and outside environment. The teacher aims to be clear and systematic in his communication. There will be the use of appropriate visual materials to enhance teaching and learning process.

Identify and Select Technologies

The teacher would incorporate the use of readings and rhymes to enhance understanding of the topic (“instructional design”). Chalk, blackboard, projector, drawings and videotapes about plants are some of the technologies available for use during this lesson. The teacher would therefore use each of these at the appropriate time.

Make a Summative Evaluation

Teaching of this lesson would enable the teacher to establish the foundation for the next lesson. The use of dynamic instructional design was chosen because it gives clear picture of the steps which are involved in the dissemination of the topic knowledge. The topic would be evaluated through diagram of plants requiring learners to label different parts. They would be expected to be able to draw and label parts correctly. By the end of the lesson, questions would be asked and children would be encouraged to sing any song that talks about parts of a plant for example

Roots, stems, leaves, flowers, fruits and seeds
Roots, stems, leaves, flowers, fruits and seeds
Roots, stems, leaves, flowers, fruits and seeds
Roots, stems, leaves, flowers, fruits and seeds
That’s six parts, six parts, six plant parts that people need.

Image of parts of a plant

References

Edmundson, A. (2006). Globalized e-learning, cultural challenges. Hershey, PA [u.a.: Information Science Publ

Information Resources Management Association. (2011). Instructional design: Concepts, methodologies, tools and applications. Hershey, PA: Information Science Reference