Water
Cycle
Instructional Module
Proposal and project plan for design and development of an instructional
module to teach the Water Cycle process to 5th grade students in
accordance with North Carolina Standard Course of Study for:
 Competency Goal 3: The learner will conduct investigations and use
appropriate technology to build an understanding of weather and
climate
 Objective 3.01: Investigate the water cycle including the processes
of: Evaporation, Condensation, Precipitation, and Run-off.
DISCLAIMER: This project was developed for educational purposes to
apply instructional design and development processes to an instructional
need. Instructional problems and names are fictitious. The information
regarding North Carolina Course of Study is accurate; however, this
project is not affiliated with the North Carolina Department of Education.
Submitted by:
Chandra R.
Jennifer W.
Jean S.
Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Contents
Proposal .....................................................................................................................................1
Proposed Instructional Interface .......................................................................................................... 1
Target Audience and Setting ................................................................................................................ 1
Learning Objectives ............................................................................................................................. 1
Content Outline ................................................................................................................................... 3
Instructional Flow ................................................................................................................................ 4
Welcome ..................................................................................................................................... 4
Introduce Module and Objectives ................................................................................................ 4
Gain Attention ............................................................................................................................. 4
Stimulate Recall ........................................................................................................................... 4
Teach Components ...................................................................................................................... 4
Teach Terminal Goal .................................................................................................................... 5
Assessment .................................................................................................................................. 5
Budget................................................................................................................................................. 5
Project Plan ................................................................................................................................6
Project Summary ................................................................................................................................. 7
Points of Contact ......................................................................................................................... 7
Prime Contractor Information ...................................................................................................... 7
Project Charter .................................................................................................................................... 8
Statement of Work .......................................................................................................................... 8
Project Objectives ............................................................................................................................ 8
Project Activities.................................................................................................................................. 9
Project Schedule ................................................................................................................................ 10
Instructional Flow Chart..................................................................................................................... 11
References ........................................................................................................................................ 16
Developed for educational purposes only.
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Proposal
Proposed Instructional Interface
The Water Cycle learning module is a multi-media learning solution that incorporates NCSCOS objectives
into a fun learning environment. Learners will experience the water cycle through animated graphics,
sound, video, and interactivity. As a self-paced module, Water Cycle learning module enables learners to
select the direction of their inquiry as well as the pace. Formative and formal assessment tests learners
against North Carolina state standards.
Target Audience and Setting
The target audience for this lesson is 5th grade science students in a district in North Carolina. Students
will be using the instructional module in the schools’ “learning lab.” Each middle school in the district
has at least one learning lab comprised of 30 IBM computers that are equipped with Windows XP.
The Water Cycle learning module is developed as standalone module in Flash, which makes this
resource portable and flexible for distribution by the technology facilitator. As a standalone module, it
can also be incorporated into a learning management system for seamless integration into lesson plans.
Technical Requirements

Flash Player

Windows Internet Explorer XP (Windows 7 is preferred) or Mozilla Firefox 3.6

Speakers (head set)

Keyboard and mouse
Learning Objectives
The learning objectives of the Water Cycle learning module directly align with Competency Goal 3,
Objective 3.01 from the 5th Grade North Carolina Standard Course of Study (NCSCOS), which is
published on the NC public schools Web site (North Carolina Standard Couse of Study Grade 5, 2004).
Test items, where applicable, are referenced from past End of Grade (EOG) and other standardized tests
publically available.
Competency Goal 3: The learner will conduct investigations and use appropriate technology to build
an understanding of weather and climate.
North Carolina State Standard Objective (North Carolina Standard Course of Study):
3.01 Investigate the water cycle including the processes of:
Evaporation, Condensation, Precipitation, Run-off
Developed for educational purposes only.
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Table 1. Learning Objectives
#
1
Objective
Test Item
(Terminal Objective, Defined Concept)
Given a diagram of the water cycle, the
learner will describe each process
involved in the water cycle and explain
its function by matching the correct
description with the component.
Learner is presented a diagram of the water cycle and
a list of descriptions.
Match the description with the component of the
water cycle.
(Technology permitting)
Learner is presented a diagram of the water cycle with
text boxes at each component of the cycle.
Explain the water cycle.
During evaporation, which change best describes what
happens to water?
A) A gas changes to a liquid.
B) A gas changes to a solid.
C) A liquid changes to a gas.
D) A liquid changes to a solid.
(North Carolina Test of Science)
2
(Verbal) Given a diagram that
represents the water cycle, the learner
will be able to describe the evaporation
component of the water cycle by
selecting the correct description from a
list.
3
(Verbal) Given a diagram that
represents the water cycle, the learner
will be able to describe how
condensation affects and contributes
to the water cycle by filing in the blank.
(Verbal) Given a diagram that
represents the water cycle, the learner
will be able to describe precipitation
affects and contributes to the water
cycle by selecting the correct
description from a list.
4
5
(Verbal) Given a diagram that
represents the water cycle, the learner
will be able to describe the run-off
affects and contributes to the water
cycle by correctly identifying a
statement about run-off as true or
false.
_______________occurs when water vapor in the
air gets cold and changes back into liquid, forming
clouds.
Which substance is a form of precipitation?
A) dew
B) frost
C) fog
D) hail
(5th Grade Science EOG Practice 2)
Run-off is the process by which water vapor cools off
and changes into water droplets.
True
False
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Content Outline
Table 2. Content Outline
Purpose
Title Page
Overview of Module
Gain attention
Stimulate Recall
Inform learners of
objectives
Present the content
Assess performance
Enhance retention and
transfer to the job
Next Steps
Outline
Welcome (Splash screen)
Purpose of the Module
Navigation Tips
How to use this Module
Introduce the topic by directing the learner’s attention toward water.
All living things need water to survive
The earth’s water is millions of years old
Stimulate recall of prerequisite knowledge:
Solid
Liquid
Gas
Investigate the water cycle including the processes of:
Evaporation
Condensation
Precipitation
Run-off
Present building blocks of water cycle:
Objective 2 – Evaporation
Objective 3 – Precipitation
Objective 4 – Condensation
Objective 5 – Run-off
Present concept of water cycle.
Objective 1
Assessment
The learner will summarize the water cycle including such concepts
as evaporation, condensation, run off and precipitation by labeling
the diagram correctly.
Apply Knowledge
Students will be asked to describe the water cycle in their own
words
Topics for classroom discussion and further inquiry
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Instructional Flow
The instructional flow is based on Gagne’s Nine Events of Instruction, which uses prior knowledge to
introduce and teach new material. The Nine Events also focus on gaining attention on the outset to
bring the learners attention toward the subject matter.
Welcome
The Welcome slide is the splash screen that provides the title of the module and graphic scene of the
water cycle. To proceed, the user must click a button to start the module. This provides both the learner
and teacher control over when to start the module.
Introduce Module and Objectives
The introduction explains the purpose of the tutorial, informs the learner of the learning objects, and
provides instructions for navigation.
Gain Attention
This important step in the instructional flow gains the attention of the learners by encouraging them to
think about where water comes from. Animation and audio is used during this phase to give the learner
a sense of what the module will be like.
Stimulate Recall
Target learners likely have some knowledge of the components of the water cycle in prerequisite
knowledge of water, solid, and gas. To stimulate recall of what the learners already know, the following
questions are presented:
1. What happens to water in the freezer?
2. What happens to ice if you leave it out of the freezer?
3. What would happen if you left a glass of water outside in the sun?
A slide for each question lets learners investigate the three different forms of water: liquid, solid or gas.
Teach Components
Once attention is gained, learners are presented with a graphical representation of the water cycle,
where they can choose which component to learn first. Because the water cycle does not require a
linear format, learners can choose any of the four components in any order. Figure 1 illustrates the
instructional flow for teaching objectives.
Developed for educational purposes only.
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Figure 1. Sample Instructional Flow for Objectives
Evaporation
Condensation
Precipitation
Precipitation
• Recall prior
knowledge
• Teach Objective
• Apply knowledge
Run-off
User selects Water Cycle
component.
Component is taught.
Component is supported by
multi-media, such as graphics,
sound, animation, and
interactivity.
Each objective is presented in a way to allow the learner to recall prior knowledge, learn new content,
and then apply new knowledge. For example, in presenting the concept of condensation, the learner is
prompted to think about a “sweaty” glass of water in the summer time, something most 5th graders
have experienced. Next, the concept of condensation is taught, and then the learner is provided an
opportunity to apply new knowledge. The formative assessment within each objective provides teacher
and student feedback on whether the learner is grasping the concept.
Teach Terminal Goal
Once the learners learn about the building blocks of the water cycle, the new information will be
incorporated into objective #1, the terminal objective: learning about how the components fit into the
water cycle. The terminal objective is presented in the same way the other objectives were presented:
recall prior knowledge, learn the new content, and then apply new knowledge. Animation, audio, and
interactivity is used to illustrate the process and keep learner engaged.
Assessment
The final assessment tests the learner on the terminal objective.
Budget
Project Management
Instructional Designer
Subject Matter Experts (Meteorologist)
Script Writer
Flash Developer
Illustrator
Video (stock footage, )
Narration
Total
Hours
5
25
3
10
60
7
0
1
113
Developed for educational purposes only.
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Rate
$ 100
$ 65
$ 150
$ 65
$ 100
$ 50
$ 100
$ 100
Total Cost
$ 500
$ 1625
$ 450
$ 650
$ 6000
350
$ 100
$ 100
$9775.00
Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Project Plan
PROJECT MANAGEMENT PLAN
Project Name: The Water Cycle
Date: 2/7/2011
Plan Release #: 1.0
Project Manager: John Doe
Approvals:
_________________________
Project Manager
_________________________
District Superintendent
_________________________
Subject Matter Expert
_________________________
Prime Contractor Manager
_________________________
NC Department of Education
_________________________
Lead Designer
Developed for educational purposes only.
Page 6
Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Project Summary
The purpose of this project is to create computer-based instruction (CBI) modules that directly align with
North Carolina State Standards and Objectives for 5th grade science. JJ&C e-Learning Consultants
propose a series of twelve CBIs to be completed by August 1st, 2012. Each module will be self-directed
and is intended to supplement classroom instruction. The pilot module, The Water Cycle is expected to
be ready for field-testing on April 4th, 2011, and will focus on the following NC state standards:

Competency Goal 3: The learner will conduct investigations and use appropriate technology to
build an understanding of weather and climate

Objective 3.01: Investigate the water cycle including the processes of: Evaporation,
Condensation, Precipitation, and Run-off.
The pilot module is expected to be complete and ready for installation in a district by May 1st, 2011.
Training for teachers will begin immediately upon installation.
The cost of the pilot is $9775.00. The budget includes cost estimates for the Project Manager,
Instructional Designer, Subject Matter Expert, Script Writer, Flash Developer, Illustrator, Video (stock
footage), and Narrator.
Project Name:
Organization:
Prime Contractor:
The Water Cycle
NC Department of Education
JJ&C e-Learning Consultants
Current Stage of Project: Design and Development
Yes
No
Project is On
X
Schedule
Detail Page:
Points of Contact
Position
Project Manager
Senior Project Sponsor
Procurement Contact
Customers:
District Lead Science
Teachers
Name / Organization
John D. NC Dept. of Edu.
Mary S. NC Dept. of Edu.
Joe A. NC Dept. of Edu.
Bill S.
Anna C.
Laura N.
Prime Contractor Information
Position
Name / Organization
Project Manager
Chandra R. JJ&C e-Learning
Design
Jennifer W. JJ&C e-Learning
Development
Jean S. JJ&C e-Learning
Start Date:
Submitted By:
Date Awarded:
Project is Within
Budget
2/7/2011
JJ&C e-Learning
2/1/2011
Yes
X
No
Comments:
Phone
E-Mail
Phone
E-Mail
Developed for educational purposes only.
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Project Charter
Statement of Work
Design, develop, and formatively assess 12 CBI modules for 5th grade science North Carolina State
Standards and Objectives. The pilot module, The Water Cycle, is expected to be ready for field testing
by March 28th, 2011 and is expected to be complete for classroom implementation by August 1st, 2011.
Eleven subsequent modules will be completed and ready for classroom implementation by August 1st,
2012.
Project Objectives
JJ&C e-Learning consultants will:

Identify target audience by February 15th, 2011.

Define CBI module objectives by February 28th, 2011

Define planning requirements for pilot module by March 7th, 2011

Complete storyboards for pilot module by March 7th, 2011

Complete instructional flowchart for pilot module by March 7th, 2011

Conduct user and stakeholder meeting on March 7th, 2011

Develop prototype for pilot module by March 28th, 2011

User Acceptance Testing - by March 28th, 2011

Revise module based on UAT by March 29th, 2011

Field Testing completed by April 4th, 2011

Complete and install pilot module in a District by May 31st, 2011

Complete and install all modules a District by August 1st, 2012
Developed for educational purposes only.
Page 8
Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Project Activities
Deliverable
Project Proposal
Storyboard
development
Project Plan
Flowchart
Development
Flash Prototype
Due Date
2/21/2011
3/7/2011
Date Delivered
2/21/2011
3/7/2011
Point of Contact
Jean S.
Jean S.
3/7/2011
3/7/2011
3/7/2011
3/7/2011
Chandra R.
Jennifer W.
Informal User
Acceptance Testing
Implement UAT
Changes
Field Testing
3/28/2011
Chandra R.
Jean S.
Jennifer W.
Jennifer W.
3/29/2011
Jean S.
4/1/2011
Evaluate Field Testing
Data
Deliver Field Testing
Report
Finalize CBI
Coordinate installation
Install CBI in District
Train Teachers
4/2/2011
Chandra R.
Jean S.
Jennifer W.
Jennifer W.
4/4/2011
Jennifer W.
4/25/2011
4/28/2011
5/1/2011
5/15/2011
Jean S.
Chandra R.
Jennifer W.
Jean S.
3/28/2011
Developed for educational purposes only.
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Project Schedule
Developed for educational purposes only.
Page 10
Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Instructional Flow Chart
The flowchart in Figure 2 depicts the frames and navigation within the instructional module. Each
numbered frame indicates the content and arrows pointing away from and into the frame indicates
navigation. For example, from Frame 6, Evaporation, the learner can navigate to Frame 5, Objectives,
Frame 7, Formative Assessment, and Frame 8, Condensation. Four story boards corresponding to frames
3, 5, 6, and 14 are provided in the next section to illustrate the instructional layout and content.
Figure 2. Instructional Frames and Navigation
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Sample Storyboards
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Sample Storyboards
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Sample Storyboards
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Sample Storyboards
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Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
References
5th Grade Science EOG Practice 2, (n. d.) Retrieved from
http://www.thatquiz.org/tq/previewtest?GWBC2591. (2011, February 18).
Clark, Don (1995) Estimating Costs and Time in Instructional Design. Retrieved from
http://www.nwlink.com/~donclark/hrd/costs.html. (2011, February 21).
North Carolina Standard Course of Study Grade 5, (2004). Retrieved from
http://www.ncpublicschools.org/curriculum/science/scos/2004/17grade5. (2011, February 18).
North Carolina State Testing Results 2009-2010, (2011, January). Retrieved from
http://www.ncpublicschools.org/docs/accountability/reports/green/greenbook0910.pdf. (2011,
February 16).
North Carolina Test of Science, (2009). Retrieved from
http://www.ncpublicschools.org/curriculum/science/scos/2004/17grade5. (2001, February 18).
Rebetez, C., Be’trancourt, M., Sangin, M., Dillenbourg, P. (2009). Learning from animation enabled by
collaboration. Instructional Science, 38, 471–485. doi: 10.1007/s11251-009-9117-6
Developed for educational purposes only.
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