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This website was created

by:

B.N.Nkosi 200840442

With special thanks to the

following organisation or
institutions:

1. Lulama primary

2. UJ

3. Encarta for kids

Content
Background
Analysis
Design
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 Development Evaluation
Implementatio
n
Background

This is an outline of an instructional design plan

which I used to develop History lesson at Lulama
Primary. The ADDIE instruction model will be
used to develop a History map reading and
interpretation.

My model will focus in 5 points namely, Analysis,

Design, Development, Implementation and
Evaluation.

The analysis (collection of Data) proved that

there was a need to implement a program that
would give our Grade six learners the
opportunity to learn and develop basic map
reading and interpretation. I devised a well
thought out mechanism based on the analysis.

Below I would give an overview of the three

educational theories namely behaviourist,
cognitive and constructivist.

 Behaviourist: - believe that learning occurs

when there is change in an
observable behaviour due to external stimuli.
Behaviourist claim that it is the observable
behaviour that indicates whether or not the
learner has learned something or not.
( Concerned about the WHAT?)

 Cognitivist: Claims that learning involves the

use of memory, motivation, and thinking and
that reflection plays an important part in

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 learning. They view learning as an internal
process and also learning depends on the
processing capacity of the learner.
( Concerned about HOW?)

 Constructivist: these scholars believe that

learners interpret information and the world
according to their personal reality, and that
they learn by observation, processing and
interpretation and then they personalised the
information into personalised knowledge.
(Concerned about WHY?)

When one analysed these three theories there

are similarities amongst them in terms of ideas
and principles. It is logically to use these three
theories when one is designing educational
software. In conclusion in my educational web I
would try to mingle these three schools of
thought.

Analysis

The instructional design setting is Lulama

Primary. Lulama Primary school is a local higher
primary school which have an enrolment of
about 350 learners and which caters for grade 5
to 7. Our school consist of Two History
Educators. We have a minor diversity among
our learners (i.e.) the majority of learners come
from our feeder school which is a lower primary
and others comes other provinces (mainly
Eastern Cape).

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  I also found out the Learners who come
from the Eastern Cape their understanding
of the map KEYS used in maps is very
minimal or non existence.

 We also found that basic computer skills

are of non existence which created a huge
gap between Learners from rural and urban
areas. The learners from our feeder school
do have basic skills and are able to use the
mouse and they can save their work and
lastly they have a clue of what is an
instructional design and they confirm that
by being able to open Microsoft Encarta.
Computers amongst our learners who are
not well vest with technology are always a
motivating factor on its own.

 I found that the learners who come from

our feeder school lack the basic skill of map
interpretation and map reading and those
who come from the Eastern Cape were
completely blank about maps.

There were a lot of shortcomings given that our

school is not a well oiled machine in terms of
finances and I decided to some of the things that
like earphones from our neighbouring school
with the promise that I would help them.

Design Phase

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 The lesson for grade 5

Topic: Maps interpretation

Learning Outcomes: (LO1) The learner will be

able to use enquiry skills to investigate
environmental concepts and processes.

Assessment Standard: (AS1) 1. The learner asks

questions about the location of geographical
features at various maps.

2. Identify information from various sources

(Digital maps, Atlases and books)

Activity 1 (for those learners who know little or

nothing about maps)

- A briefly explanation of what a map is its

kinds and will be given to leaner’s.

- Brief key features that are found in a map.

- Symbols used in maps will be explained.

Different kinds of maps

Climate maps
Give general information about the climate and
precipitation (rain and snow) of a region. Cartographers,
or mapmakers, use colors to show different climate or

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 precipitation zones.

Economic or resource maps

Feature the type of natural resources or economic activity
that dominates an area. Cartographers use symbols to
show the locations of natural resources or economic
activities. For example, oranges on a map of Florida tell
you that oranges are grown there.

Physical maps
Illustrate the physical features of an area, such as the
mountains, rivers and lakes. The water is usually shown
in blue. Colors are used to show relief—differences in
land elevations. Green is typically used at lower
elevations, and orange or brown indicate higher
elevations.

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 Political maps
Do not show physical features. Instead, they indicate
state and national boundaries and capital and major
cities. A capital city is usually marked with a star within a
circle.

Road maps
Show major—some minor highways—and roads, airports,
railroad tracks, cities and other points of interest in an
area. People use road maps to plan trips and for driving

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 directions.

Topographic maps
include contour lines to show the shape and elevation of
an area. Lines that are close together indicate steep
terrain, and lines that are far apart indicate flat terrain.

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 Look at these symbols and state what do you
think they mean or represent?

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 Look at the above map and find all the major
cities.

Outcomes Assessment std Skills taxonomy

To identify Ask questions knowledge synthesis
types of maps about the
location

Development

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 I was worried about those who come from other
provinces and I decided to utilise the second
educator that is teaching social sciences. I
checked his timetable find on Tuesday he is not
that busy. I come up with solution which states
the following:

 On Tuesday he will take the learners who

come from other province and guide them
through the basic processes of map
interpretation and reading.

 I would develop a program that he going to

use

I gave him a checklist which contains the

following:

 Lesson content

 Lesson goals

 Lesson purpose

 Equipment needed

 Time location

 I also produced a PowerPoint presentation

to be used in class

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  I also created a quizzes about maps

 a. Capital cities

b. Countries flags (Something similar to

http://www.sheppardsoftware.com/)

Procedure

We breakdown our plan into different sessions

and also agreed on time allocation for each
session.

Session 1

 Every goal on the list was explained

 Outline the steps of the course

 Vivid evaluation procedure and etc

Implementation

The main focus point of this design is to teach

learners about the maps interpretation and to

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 organise information for application. Different
strategies were used

 Observation : we use modelling

 Direct explanation – Teacher approach

 Guided participation

Evaluation

When designing this project learner were

expected to demonstrate that they have learned
to complete the task

We design a rating system which looks as

follows:

1= not achieved

2= Partial achievement

3= Moderate achievement

4= Achievement

I can conclude by saying this is not final design

as I’m using the the word to follow all the design
stages.

WebPages used;

http://www.sheppardsoftware.com/

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