Module+1-Melissa


 * Individual Course **


 * Revision to Module 1. Analysis to Coral Reef Conservation**

Examine the course to see if it implements the First Principles of Instruction as they have been described in Chapter 2. What level of instructional strategy is used in this course?

This course is a Level 1 course. Along with the information presented about coral reef conservation, there are embedded questions provided at the end of the each section allowing the viewers to get feedback on their understanding of that section.

How could this course be improved to move to a higher level of instructional strategy?

This course could be improved to a level 3, problem-centered course. The purpose of this course is to inform viewers of the importance and decline of coral reefs and what humans can do to conserve coral reefs. This website was initially designed to only focus on coral reefs in Hawaii. To make this a level 3 course, further information can be provided to incorporate what was learned in this website and apply it to other beaches worldwide. Because each ecosystem is unique to its location, there may be different conservation coral reef practices depending upon where you are, but the fundamental practices would be mentioned in this course. Perhaps popular snorkeling and scuba diving spots could be included on this website. Information about each snorkeling/scuba diving spot could include the ecology of its various regions starting from the sandy shoreline to the fringes of the coral reef. This ecology could include a description of the region, the animals that can be found in this environment and how the animals in the region have evolved to survive this region.


 * Original website: **

The course that I chose as my individual course is a unit on the study of marine mammals and how they have adapted to live in the ocean. This unit is strictly a level 0 course. The entire unit is text-based with a few figures and an embedded question with feedback throughout the sections. By adding to the text, this unit could easily be a level 3 course.


 * Demonstration - Level 1 **

This unit provides figures illustrating various concepts on how mammals are able to adapt to the marine environment. In one section, the instructor shows a picture of a shark, an extinct marine reptile and a dolphin body and how streamlined their bodies are to reduce turbulence in the water and are able to easily move in the water.

A suggestion to demonstrate this concept would be to show a video comparing how a pencil and a square rock moves in water by dropping each simultaneously in a bucket of water. Another video suggestion would be to show a video of a dolphin swimming in the water, showing how fast they are able to maneuver and compare it with a video of a puffer fish. A comparison of each fish swimming will demonstrate how a streamlined body allows an animal to maneuver in the water easier.


 * Application – Level 2**

No application practice is applied in the section mentioned above as well as anywhere in the unit. The only form of application found in this unit is embedded questions posed throughout the unit. A question is posed related to the information just presented and by clicking on the “Reveal Answer” button, will provide the student with feedback. Regarding the section discussed above about streamlining, to show this concept, the instructor can suggest to the students to try the experiment themselves with objects found around their home, with one object being thinner than the other object and have them drop it in a bucket of water. It can also be suggested to visit their local aquarium and observe how different marine mammals and fish maneuver in the water, paying close attention to their body shape and how easily they are able to maneuver.


 * Problem-Centered (Level 3)**

In this unit, each section discusses different aspects of the physiology of marine mammals finishing the unit with a discussion of their evolution, with a focus on whales. The final section provides other units with a focus on mammals and their adaptation to different environments. By reviewing the other units, a student will gain knowledge of other mammals and their adaptation to the different environments. What can be added to this unit is to elaborate on the current events on marine mammals and how humans have changed their environment and their existence. Because the students are knowledgeable about their physiology and evolution, they can relate and even take action to what can be done on a local or global scale to keep these animals around for generations to come.


 * Activation**

The introductory section of this unit discusses how mammals have evolved to be adaptable to both the terrestrial and marine environment, and how adaptations had to be made to marine mammals to live in the water. From there, the instructor describes the learning objectives of the unit and the knowledge gained by the end of the unit. The learning objective section mentions whale evolution as well as pinnipeds, sirenians and cetaceans, the introductory sections of this unit does not describe or show who marine mammals are. To stimulate relevant prior experiences regarding this topic, a video in the introduction section would be appropriate. The video would include the animals mentioned in the unit as well as identifying each species in the video. This video would not only recall previous experiences but also allow for new associations. This new association could come into the form of a student being familiar with what an otter is, but not actually knowing what they look like.


 * Integration**

No integration is provided in this unit. Adding discussion questions at the end of each unit where students can interact with one another would be beneficial. Suggestive discussion questions could include comparing how fishes adapt to the marine environment, similar challenges faced by terrestrial mammals and how they cope and things that humans can do to keep these species striving.

Click here to view the website.

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