Justification

Malinda Domire
EDTECH 506
Dr. Hsu
Boise State University
Fall 2014

User Assumptions
This unit is designed for my classroom of third grade students. There are 18
students ranging from 7 to 9 years old. One student follows an IEP (Individualized
Education Plan) and 5 students are English Language Learners. I followed the Nevada
Academic Standards in Reading and Social Studies. We have 10 laptops in our
classroom with minimal times available for our computer lab. Due to this, students will
be working in pairs/groups on all the lessons.
Graphic Descriptions
The home page graphic was a template provided by the Weebly website. I
attempted to edit to include one of my own images but it would not load correctly and
looked horrible so I stuck with the template.
Lesson 1 contains two images I created using Fireworks. The first image was
designed to give direction of looking for information through the internet and books. I
chose the magnifying glass to represent looking like a detective. I used the laptop to
represent the internet and I found a picture of a girl with a computer and books
surrounding her. The only text is websites, books, and What will you find? I used a
red glow on What will you find? to help it stand out. Lohr states warm colors, such as
red, make an element more noticeable. (pg. 267) He also points out using a shadow
effect helps an item stand out. (pg. 263) The second image on lesson 1 is very basic to

remind the students to take good notes while researching the websites. The blue arrow
pointing to the websites is the first of many used throughout the unit.
Lesson 2 is made up of all images I created in Adobe Fireworks giving step by
step instructions for building a pyramid with sugar cubes. All of the slides have a
centered title using Gill Sans Ultra Bold font. Sans type is difficult to read, therefore I
only used it for the title. The title is surrounded by a blue oval to direct the eye to the top
of the page.
My first image represents step 1 gathering supplies. On this image, I utilized
figure ground through a couple different ways. First, I placed the heading at the top in a
blue box to direct the eye there first. Next, I bolded the word "gather" and put "supplies"
in red. I did this so the students would easily recognize the verb and noun. Third, I
placed an image of the supplies needed on the right side so it is seen first but I
lightened it to make it more of the ground. Finally, I put a border around the list of
supplies to make it the figure.
The second image, step 2 cutting the cardboard, focuses on color and depth.
Lohr points out many reasons of why to use color as well as reasons why not to include
color. I chose to use minimal color so as not to distract my learners. (pg. 266) There
are four functions of color: labeling, identifying quantity and measurement, representing
reality, and creating aesthetic appeal. I used color more to create an aesthetic appeal
because elementary students enjoy bright primary colors. (Lohr, 2007, pg. 265) I stayed
consistent with the supplies being represented by a red color. I chose to identify
measurement by a green color. Placing the word "cut" vertically on the left side and
shadowing it creates a depth characteristic to show the students what is the main goal
of this step.

Step 3 actually has four mini steps. I have color coded words to help my
struggling readers. I got lucky with the fact that this step shows hierarchy by including
four "steps" in the process. I used arrow images to guide the readers eye through the
steps. I also used signal words to cue the structure. (Lohr, 2007, pg. 146) If the steps
are not properly followed, a pyramid will not be built. I incorporated the same blue
arrows to show direction of the steps.
The final step, step 4, also has mini steps incorporated. With this image, I
focused on color, and space (mainly whitespace). I chose to use dimension (Lohr, 2007,
pg. 272) on the "final project" at the bottom of the page. To show dimension, I added a
drop shadow as well as a glow. I used gray-space (Lohr, 2007, pg. 272) to emphasize
each of the phases in this step. I believe this helps separate each phase, giving the
reader a chance to focus on one phase at a time and seeing the structure of the
instructions (Lohr, 2007, pg. 274).
Lesson 3 focuses on using a map to answer questions. I found the map on
google images and created this image in Fireworks. I added a black background so the
map would stand out. I also added a blue key next to the key on the map. After the
directions, I placed another image I created to help the students know where to turn in
their questions and remind them to check their paper for their name. Again, I
incorporated the blue arrow to show where the students find the questions.

Design Process
The entire website is set up for simplicity as I expect my third graders to
manipulate the site while the teacher is giving oral instructions. The home page consists
only of the title, my email address (more for teacher use), and the menu of pages on the

right side. I kept the menu consistently in the same spot on all of the pages. Keeping the
buttons always available provides the users with good direction. (Alessi, pg. 50)
Lesson 1 includes websites for the students to use during their research project.
Each of these websites open in new windows so the students will not have to navigate
the back button during their research. Also, it leaves them able to keep multiple
windows open during their project.
Lesson 2 is very simplistic in it only contains images. There are no hyperlinks
and no way for them to get lost. This lesson is designed for students to build a pyramid
hands on. Glue is involved, so the less the students have to touch the computer, the
better. As I stated, the menu is still on the left side for easy access.
Lesson 3 starts with a map and when students scroll down, they find the
directions. Students will be opening a word document through this page. This will help
students see how opening word does not lose their place when on the web.
Included on my webpage is my unit of instruction stating the goals, standards,
user assumptions, materials, and assessments. The entire unit is designed to support a
student centered learning environment. (Jonassen, 2012) I have embedded the unit on
the website as well as a link to a downloadable version. I have also included written
lesson plans for each of the three lessons. Again, these are embedded as well as
downloadable versions.

References
Alessi, S., & Trollip, S. (2001). Multimedia for learning (3 rd ed.), Needham Heights, MS:
Pearson Education Company.
Jonassen, D., & Land, S. (2012). Theoretical foundation of learning environments (2 nd
ed.), New York, NY: Routledge.
Larson, M., & Lockee, B.B. (2013). Streamlined ID: A practical guide to instructional
design. New York, NY: Routledge.
Lohr, L. (2007). Creating graphics for learning and performance: Lessons in visual
literacy (2nd ed.), Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design:
Recent developments. Educational Psychologist, 38 (1), 1-4. Retrieved from
http://cis.msjc.edu/evoc/637/references/pass-cognitiveloadtheoryandid.pdf.
Williams, R., & Tollett, J. (2006). The non-designers web book (3 rd ed.), Berkeley, CA:
Peachpit Press.