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.
Submitted by:
Chandra R.
Jennifer W.
Jean S.
Water Cycle Proposal
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Contents
Proposal ................................................................................................................................ 1
Instructional Problem ............................................................................................................................... 1
Instructional Solution ................................................................................................................................ 1
Proposed Instructional Interface ...................................................................................................... 2
Target Audience and Setting ..................................................................................................................... 2
Learning Objectives................................................................................................................................... 2
Content Outline ........................................................................................................................................ 4
Instructional Flow ..................................................................................................................................... 4
Welcome ........................................................................................................................................... 5
Introduce Module and Objectives .................................................................................................... 5
Gain Attention................................................................................................................................... 5
Stimulate Recall................................................................................................................................. 5
Teach Components ........................................................................................................................... 5
Teach Terminal Goal ......................................................................................................................... 6
Assessment ....................................................................................................................................... 6
Budget ....................................................................................................................................................... 6
Project Plan ........................................................................................................................... 7
Project Summary....................................................................................................................................... 8
Points of Contact ............................................................................................................................... 8
Prime Contractor Information .......................................................................................................... 8
Project Charter .......................................................................................................................................... 9
Instructional Problem ........................................................................................................................... 9
Statement of Work................................................................................................................................ 9
Project Objectives ................................................................................................................................. 9
Project Activities ..................................................................................................................................... 10
Project Schedule ..................................................................................................................................... 11
Instructional Flow Chart.......................................................................................................................... 12
References .............................................................................................................................................. 17
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Water Cycle Proposal
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Proposal
Instructional Problem
For the past five years, North Carolina Public Schools have had consistently low test scores in science for
the middle grades. Most recently, for the 2009-2010 school year, only 59% of 5th grade students passed
End of Grade science tests at a Level III or above (North Carolina State Testing Results, 2009-2010). What
that means for 5th grade students in North Carolina is that 40% have not mastered or have shown
inconsistent performance in regards to the skills and knowledge necessary to be successful at the next
grade level.
While the North Carolina scores show that students in the state, on average, are not doing well in
science, the scores in District 8 indicated that students are doing quite poorly: 70% of 5th grade students
in the district show deficiencies in the mastery of science concepts, principles, and procedures, and
therefore, are unprepared for the 6th grade. District 8 falls within a primarily rural area, and as a result
the district has had some difficulty in attracting qualified science teachers to fill the positions of 15
science teachers who retired last year. Furthermore, many teachers in District 8 are unprepared to
teach science not only from a pedagogical standpoint, but from a content knowledge standpoint, as
well.
One of the areas in which teachers have difficulty is aligning North Carolina State Standards, Goals, and
Objectives with the lesson plans that are implemented in the classroom. A recent review of lesson plans
in District 8 revealed that one of the issues with the instruction is that teachers are attempting to
include too many objectives into one lesson; therefore, they are not able to cover each objective in a
manner that is assisting students in their learning and in their retention of the material.
Instructional Solution
Since the problem of filling teacher positions is a slow process and since all middle schools in District 8
are on the verge of going into Turn Around status, JJ&C e-Learning Consulting proposes that District 8
add computer-based instruction to the curriculum to help support teachers throughout the district. We
feel that students will benefit from an updated format of curriculum and teachers will be supported with
expert curricula in science modeling. While there are many resources available on the internet that
teachers can use to teach students about science, the instructional design team could not locate any
tools with which the students could interact and that would generate assessment data for the teachers.
JJ&C e-Learning Consulting is proposing a series of CBI science lessons that are directly aligned with
North Carolina State Standards, Goals, and Objectives. The goal of the lessons is to present content in an
environment in which the student can interact with the material being taught instead of passively
listening to a lecture. The main goal of these lessons is to increase test scores so that 85% of students in
District 8 will be prepared for the next grade level at the end of the 2012-2013 school year.
These lessons will directly align with the North Carolina state standards; therefore, they will be easily
adoptable for teachers in the classroom. Furthermore, the CBI lessons will provide visual
representations of science concepts with the opportunity for students to interact with the module. We
believe that these lessons will foster 5th graders curiosity, because studies show that children retain
information better when animation is incorporated into the lesson (Rebetez, C et al., 2009). As a pilot,
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Water Cycle Proposal
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
JJ&C e-Learning Consultants is developing the first in a series of lessons that will focus on 5th grade
science “Competency Goal 3: The learner will conduct investigations and use appropriate technology to
build an understanding of weather and climate” (North Carolina Standard Course of Study Grade 5,
2004). To address the fact that teachers are having difficulty “chunking” their lessons into smaller, more
manageable units, the first lesson will only focus on state objective “3.01: Investigate the water cycle
including the processes of: Evaporation, Condensation, Precipitation, and Run-off.” Our instructional
design, however, will break that one objective into four smaller objectives, so that teachers will be able
to assess student’s mastery of the concepts and so that students will have a deeper understanding of
the water cycle.
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 District 8 in North Carolina. Students
will be using the instructional module in the schools’ “learning lab.” Each middle school in District 8 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.
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Water Cycle Proposal
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
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
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.
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.
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)
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 Proposal
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
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.
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Water Cycle Proposal
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
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.
Figure 1. Sample Instructional Flow for Objectives
Evaporation
Condensation
Precipitation
Run-off
User selects Water Cycle
component.
Precipitation
• Recall prior
knowledge
• Teach Objective
• Apply knowledge
Component is taught.
Page 5
Component is supported by
multi-media, such as graphics,
sound, animation, and
interactivity.
Water Cycle Proposal
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
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
Hours
5
25
3
10
60
7
0
1
113
Project Management
Instructional Designer
Subject Matter Experts (Meteorologist)
Script Writer
Flash Developer
Illustrator
Video (stock footage, )
Narration
Total
Page 6
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
Prime Contractor Manager
_________________________
_________________________
District 8 Superintendent
NC Department of Education
_________________________
_________________________
Subject Matter Expert
Lead Designer
Page 7
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 District 8 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 8 Lead Science
Teachers
Start Date:
Submitted By:
Date Awarded:
Project is Within
Budget
Name / Organization
John Doe NC Dept. of Edu.
Mary Smith NC Dept. of Edu.
Joe Anibodi NC Dept. of Edu.
Bill Strazinski
Anna Cantwin
Laura Noble
Prime Contractor Information
Position
Name / Organization
Project Manager
Chandra Roughton JJ&C e-Learning
Design
Jennifer Warren JJ&C e-Learning
Development
Jean Snider JJ&C e-Learning
Page 8
2/7/2011
JJ&C e-Learning
2/1/2011
Yes
X
No
Comments:
Phone
919-334-2345
919-334-2476
919-334-2964
919-278-4456
919-278-4567
919-278-4922
E-Mail
John.doe@nc.edu
Mary.smith@nc.edu
Joe.anibodi@nc.edu
strazinskib@dist8.edu
cantwina@dist8.edu
noblel@dist8.edu
Phone
910-962-2345
910-962-2346
910-962-2347
E-Mail
Ccr6145@uncw.edu
jsw7313@uncw.edu
js2067@uncw.edu
Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Project Charter
Instructional Problem
The lack of qualified 5th grade science instructors in North Carolina’s School District 8 has adversely
affected the strength and effectiveness of the science curriculum district-wide. As a result, science
scores in District 8 have fallen below the statewide average in 5th grade science on EOC and EOG testing.
To support the district, the North Carolina Department of Education has commissioned a series of selfdirected instructional modules directly related to the NC standard course of study to facilitate and
enhance science education within the district.
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 District 8 by May 31st, 2011

Complete and install all modules in District 8 by August 1st, 2012
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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 Snider
Jean Snider
3/7/2011
3/7/2011
3/7/2011
3/7/2011
Chandra Roughton
Jennifer Warren
Informal User
Acceptance Testing
Implement UAT
Changes
Field Testing
3/28/2011
Chandra Roughton
Jean Snider
Jennifer Warren
Jennifer Warren
3/29/2011
Jean Snider
4/1/2011
Evaluate Field Testing
Data
Deliver Field Testing
Report
Finalize CBI
Coordinate installation
Install CBI in District 8
Train Teachers
4/2/2011
Chandra Roughton
Jean Snider
Jennifer Warren
Jennifer Warren
4/4/2011
Jennifer Warren
4/25/2011
4/28/2011
5/1/2011
5/15/2011
Jean Snider
Chandra Roughton
Jennifer Warren
Jean Snider
3/28/2011
Page 10
Water Cycle Project Plan
MIT 513, Computer-Based Instruction
JJ&C e-Learning Consultants
WATER
CYCLE
Project Schedule
Page 11
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
Page 14
Sample Storyboards
Page 15
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
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