Final Project

Change Agent
Sarah Durkin
Megan O’Neill
Unit Background and Audience

This science unit is designed for 25 students in first grade. This class consists of 11 girls and 14 boys. 2
students have IEP’s and 4 students are ESOL. 3 students need reminders throughout the day to stay focused
and be on task. Most of the class is below grade level with reading and writing.
 Strengths:
● Objectives connect to standards
● Students use EDP to solve problems
which relates to real world situations
● Allows students to follow steps by
completing EDP in order
Weaknesses:
● Not much UDL and technology being
used
● Mostly teacher centered vs. student
centered (no collaboration between
peers)
● Paper pencil instead of hands-on
learning
Unit Goals and Objectives
In this unit, students will participate in investigations and make observations to gather
evidence proving that objects can only be seen when they are illuminated/lit up.

● Students will have the opportunity to plan and conduct an investigation to

determine what happens when objects are placed in the path of a beam of light.
● Students will learn to describe objects as reflective, transparent, translucent, or
opaque, depending on how the beam of the light travels through/not through the
object.
● Students will use the Engineering Design Process to develop a communication
device with a light source, using what they have learned about light throughout the
investigations.
Initial Problem

The HCPSS first grade science unit on Light lacks technology integration. The original
lessons are based on students using paper and pencil to plan investigations and show
mastery of the Engineering Design Process (EDP). Due to the lack of technology
integration and UDL principles we changed the lessons to incorporate engaging
technologies where students could interact with each other and other students across
the world.
Lesson #1: Ask, Imagine, Plan

Essential Question: What design can we develop that will best allow light to be used to
communicate over a distance?

Students shared ideas orally with the class and the teacher wrote them on the board.
Students then used a pencil and paper to draw a model independently.

We changed this lesson to have students use Jamboard to draw or write their ideas. This
will allow students to work in groups and collaborate with one another. Students can
share their own thinking while also adding to other student’s ideas.
Instructional Artifacts for Lesson #1
Screenshot of students using a
Jamboard link to collaborate. Each
color post-it note is a different student
adding ideas.
Lesson #2: Create and Test
Essential Question: What design will best allow light to be used to communicate over a
distance?

Students reviewed their plan from lesson 1 and used materials to “test” their model.

We changed this lesson for students to document their work on a google doc. This way,
after they reviewed their plan and created their model, they could think: If they have
changed their plan, why? How is it different and what caused them to change? Using the
google doc helps the students to keep track of their data to share with the class at the
end of the lesson. Teachers are able to see student work right away and assist if needed
by making comments on the google doc.
 Instructional Artifacts
for lesson #2
Students used the google doc to
document the 3 tests they
performed. This helped them to
notice the positive and negative
aspects about their design. Their
goal was to use their design to
show how light can get from one
one side to the other by using a
paper towel roll and a flashlight.
Lesson #3: Improve and Test

Essential Question: What improvements can be made to the design to allow light to be
used to communicate over a distance?

Students will write in their journal how they could improve their model. Students will
then test their model with their group mates.

We changed this lesson for students to watch a brainpop about light to gain more
knowledge about how light travels and how it can be used to communicate. After
watching the video, the students will take the brainpop quiz to show what they learned.
Using this new information, the students will use Flip (previously known as Flipgrid) to
show how they improved their model and can create videos testing their model.
 Instructional Artifacts for Lesson 3

Students will post videos testing their designs

to Flip.

BrainPop on how light travels for students to

better understand their design.
 SAMR Model
The SAMR model is a framework that groups
technology integration into 4 categories:
Substitution, Augmentation, Modification, and
Redefinition. Substitution and Augmentation are
"enhancement steps" and modification and
redefinition are "transformation steps". With
substitution the technology does not functionally
change the lesson. In the next level,
Augmentation, the technology offers more
features other than just a substitution that
enhances and improves the lesson. Modification
allows for the technology to redesign the lesson.
Redefinition allows the technology to create a
new task that seemed impossible before.
Reasons for choosing SAMR Model

We chose the SAMR model for technology integration because it is one

that we we are familiar with. The SAMR model also allowed us to be
creative with the technology tool that we chose. Additional
technologies (Jamboard, Flip, etc.) not only replaces the paper/pencil
activities, but it enhances the learning activities and allows for
students to experience a deeper understanding of their learning.
 Flip with SAMR Model
Flip is a technology tool that allows for video responses for educators and students to
collaborate and learn from the classroom to all over the world.

Substitution: Students video record the results of their EDP model of light instead of writing or
drawing their findings in a notebook.

Augmentation: Students can add pictures, music, and other features to support their design
video.

Modification: Students will upload pictures of their design and use that to create a “Mixtape”
on Flip. They can label their pictures and describe the pros and cons.

Redefinition: Students will record themselves testing their design and post it to Flip for
journaling and global sharing. This will allow for other students around the world to view and
comment on their ideas.
UDL Principles
3.1 Provide or Activate Background Knowledge: Students participated in group
discussions about how and why light is important for communication. Students shared
examples of how they used light and what problems could arise if we didn’t have light.
Students needed to know how light travels in order to create their design.

6.1 Guide Effective Goal Setting: Students used Google Docs to share if their design
worked and the pros and cons of their design. This helped them to share ideas of how
their design can be improved. They were then able to test their design making sure that
it can be used to communicate with light.

8.3 Foster Collaboration & Community: Students used Jamboard and Flip to share ideas
on how to improve their design of communicating with light. They used Jamboard to
write and draw their ideas as a group. They used Flip to communicate their design to
others in their class and around the world that may be interested in how to creatively
communicate with light.
 Change Research
By incorporating technology, the SAMR Model and UDL principles throughout this
science unit, students are more engaged and motivated to learn about the light unit.
Using lessons that are hands-on and interesting, students create meaning for
themselves by working with others instead of the teacher directing them on how to
complete assignments. There is an important shift from teacher-led to student centered
learning to achieve real world experiences. Differentiation is provided for all students
through text, video, audio, Jamboard, Google Docs, BrainPop, and Flip. It is important
that students can be assessed in different ways to show their understanding of new
concepts being taught.
References

Papert, S. (1993). The Children’s Machine. New York: Basic books. Chapter 10
Papert. S. (1996, October 26). COmputers in the classroom: Agents of change.
The Washington Post Education Review.
Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change:
How knowledge, confidence, beliefs, and culture intersect. Journal of
Research on Technology in Education, 42(3), 2555-284