CHANGE AGENT ASSIGNMENT

Nick Barrett
ISTC 731
Towson University
Dr. Sadera
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Option 2: “Making change through classroom instruction”

For this assignment, I have chosen to discuss making changes to a unit plan based on

classroom instruction. The unit plan I have chosen is the Matter and Interactions Unit Plan for 6th

grade science. Our school is an International Baccalaureate school; the unit plan (Appendix A)

is set in the IB Unit planner style. Changes made for all work including unit plan, lesson plan and

summative assessment are in red and highlighted yellow. Changed assignments or wording is

noted with a strikethrough or a large X. The classes for this unit plan include roughly 55% girls

and 45% boys. Students socio-economic status is a broad range in our school from middle to

upper class socio-economic categories. Since

This unit essentially goes through the subject of chemistry. Since my degree is mainly in

Earth and Space Systems, I often look at this unit and other lesson plans for tweaking as I don’t

always feel the most comfortable approaching this subject. Some of the weaknesses in this lesson

do not allow for enough student’s choice of products to create for assessments. The research for

the chemical engineer also gives the students one website, instead of allowing them to utilize

databases. One of the labs gives students a procedure to separate compounds, when it could be

changed to a maker activity, where students could inquire more. Students are only given physical

models, rather than interactive online simulators. Lastly, the Phase Change Poster does not give

students the choice of mediums to display phase changes.

Some of the strengths for this lesson plan include the ice cream lab. This is a big hit with

students, especially around holiday time. While it does not include any digital component, it’s a

fun lab that teaches phase changes and is a tasty treat. Another strength of this lesson plans is the

utilization of Quizlet and other vocabulary websites that allow students to practice and master
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vocabulary in this unit. Another strength of this unit is the penny cleaning lab were students are

given a real-life problem to solve and

There are two separate goal sections set from Baltimore County and from the IB office.

For Baltimore Country the goals of the lesson are set as I can statements that are based off of

NGSS and state standards. Each lesson plan is named after a lesson plan. The four I can

statements include:

1. I can make models to demonstrate that different elements have different atomic

structures.

2. I can make models to show that compounds are made of different elements

3. I can carry out investigations to show that matter can change from one phase to

another.

4. I can produce a synthetic material and analyze how the properties of the synthetic

material make it different from the raw materials.

The objectives and goals for the IB office are written as strands. Since, the recent

ransomware issue I have an offline version of this unit plan. The typical number of strands

should be around seven strands for this unit. The online version backed up on the one drive was

our departments most recent version that includes all those strands. For this paper, I will only

address the four I can statement from Baltimore county. I will also not be including students

samples as again the Baltimore County Ransomware issue.

I can statements are adjusted every year from our county to reflect the newest NGSS

standards. These I can statements are based of the Current NGSS standards, MSPS1-(1,2,3,4).

Therefore, these adequate and current for the needs of this unit plan. Also, each lesson plan
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breaks up into smaller, chunked I can statements that go through Blooms taxonomy, starting with

identifying and building up to explain.

The summative assessment for the entire unit is making a synthetic material to solve an

everyday problem (Appendix B). The county assessment did not allow for students Action &

Expression as noted in the UDL checklist. The modification to allow students to use any media

they choose. In the Matter and Interactions Unit Plan I have also added other smaller assessment

that utilize ThingLink and Piktochart so students will become more familiar with these programs

and have the option of using them in the future. Providing this choice will satisfy both “Use

multiple tools for construction and composition” and “Build fluencies with graduated levels of

support for practice and performance” as students will receive feedback on previous iterations of

smaller assessment to build up to this one like the Phase change Poster and Element Research.

(CAST, 2018).

In the first Section of the Understanding by Design framework is the engage portion.

Similarly, NGSS science lesson plans are written as the 5E model which begins with an Engage

portion. For the unit, students do a pre-assessment with slime which is an interest of many

students to learn about. In the attached lesson Plan (Appendix C) the engage portion is for

students to list common household chemicals that solve a problem.

The three sections under the UDL framework are Engagement, Representation and

Action & Expression. In Appendix D the UDL checklist for each category outlines the way in

which this unit plans allow for technology integration in an equitable way for all learners. The

instruction allows for students to be engaged with each lesson plan having an engagement piece

that could include a video, demonstration or a connection to their everyday life. The checklist in
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Appendix D lists the different technologies or strategies that will address each section of the

rubric. Each technology will be used to build up to the final project where students can pick the

two practiced technology (Piktochart & ThingLink) or any other technology used in class or not

yet used to create their advertisement. Students may choose any format they like they simply

have to address the bullet point in the “Create a synthetic material summative assessment part 2”.

Many different technologies were incorporated into the lesson plan for more Action and

Expression and engagement as well according to the UDL Framework. One of these new

technologies I will break down using the SAMR. SAMR is choosing because of the need for 21st

century technology in the classroom and the role that that technology plays in preparing students

for jobs of the future. This can only be done by doing things that are not achievable without

technology. According to Ertmer & Ottenbreit-Leftwich “It is time to shift our mindsets away

from the notion that technology provides a supplemental teaching tool and assume, as with other

professions, that technology is essential to successful performance outcomes (i.e., student

learning).” (Ertmer & Ottenbreit-Leftwich, 2010, Pg. 256).

SAMR is broken down into four components: Substitution, Augmentation, Modification

and Redefinition. The substitution portion starts out as a simply taking the assignment and

making it digital. This could be in the form simply taking a lab report and typing it on the

computer. In the example that we will talk about is utilizing Piktochart for the Phase Change

Poster. A student that simply takes the words that they put on the paper and put it into Piktochart

and submitted it, that would be a substitution. Nothing has altered the assignment. The next

category is Augmentation where the assignment is much of the same but an additional

component of the assignment is added that once wasn’t possible. In this example a student can

simply design a phase change poster and utilize the graphics to make it more engaging. The next
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two stages transform the assignments. Modification is where the assignment truly starts to

change. This level allows the product to redesign the assignment. In this example students can do

research on phase changes and utilize the quotes and research and even embed QR code to link

to a video. In the last example is where the assignment becomes a completely new assignment

that was once not possible without the use of the technology (Hilton, 2016). In this case students

could design a poster and upload it either schoology or a google document and students can give

comments and suggestions on other students work. To take this even further students could also

present their posters to a scientist through skype for them to evaluate and discuss with.

In order to create this change in the Unit Plan it also needs to follow with good

instruction. For some teachers, it can be a bit overwhelming at first to use the technologies. You

need education on how to use the technology and even more important how to instruct student

show to use it. If not used properly the students and the teachers can be overwhelmed. Ertmer &

Ottenbreit-Leftwich discuss in Teacher Technology Change: How Knowledge, Confidence,

Beliefs, and Culture Intersect how to get teachers to not only use the technology, but use it

effectively. The answer lies in training and supporting teachers. Allowing teachers to observe

other teachers, showing them how effective it can be and showing them that students can do it.

“In other words, teachers can develop confidence by hearing about or observing other teachers’

successful efforts.” (Ertmer & Ottenbreit-Leftwich, 2010, Pg. 273)

Sources Cited
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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), 255–284. https://doi-org.proxytu.researchport.umd.edu/10.1080/15391523.2010.10782551

Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on
Technology Integration into Two Social Studies Classrooms. Social Studies, 107(2), 68–73. https://doi-
org.proxy-tu.researchport.umd.edu/10.1080/00377996.2015.1124376

MS-PS1-1 Matter and its Interactions. (n.d.). Retrieved December 01, 2020, from
https://www.nextgenscience.org/pe/ms-ps1-1-matter-and-its-interactions

The UDL Guidelines. (2020, October 06). Retrieved December 01, 2020, from
http://udlguidelines.cast.org/

Appendices

Appendix A: Matter and It’s Interactions Unit Plan

Teacher(s) Barrett, Mosley, Bajpai Subject group Science

and discipline
Unit title Matter and It’s Interactions MYP year Year 1 Unit duration 30
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context & (exploration)

Change Tranformation; Interaction Scientifc and Technical

Innovation
Adaptation, Ingenuity and
Progress

Statement of inquiry Process

An interaction in an environment can lead to change and transformation.
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Inquiry questions

Factual Line of Inquiry:

Factual Question— What is matter? What is matter made up of?

Conceptual Line of Inquiry:

Conceptual Question— How does matter change to make new material?

Debatable Line of Inquiry

Debatable Question— What role do scientists play in the creation of material to help with everday
problems?

Objectives and their strands Summative assessment

D Reflecting on the Impacts of
Science
ii. Discuss and Evaluate the use
of science and It’s application in
solving a specific problem or
issue
Goal- Students will be tasked with
creating anew synthetic material to
solve an everyday problem
Role- Students will be taking the
role of a Chemical Engineer and an
Advertising Exective
Audience- People struggling with
their particular problem I.E-
Washing dishises, Laundry
Situation- Students will choose 1 of
3 synthetic materials to create and
find a problem to solve with the
new creation. Students will need to
determine how the matter was
transformed to a new material.
Product- Students will create the
synthetic material and create an
advertisement to market the new
product
Relationship between summative
assessment task(s) and statement
of inquiry:
Part 1: Scientific Components:
 describe the phase and
properties of the raw materials (be
sure
to include molecular motion and
arrangement)
 describe the phase and
properties of the synthetic
materials
 provide evidence that a new
material was created
Part 2: Advertisement for
Synthetic Material:
 identify uses and benefits for
the new material
 develop a product name a
slogan for the material
 create a diagram or illustration
of the product

Standards-
IB Objective D
NGSS Standards:
MS-PS1.1
MS-PS1.3
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MS PS1.4

Approaches to learning (ATL)

Example: In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in
both oral and written statements students must [skill:] comprehend and use language with accuracy, clarity,
and discernment (ATL Category: Thinking, Skill Cluster: Critical Thinking)

In order for students to Discuss and Evaluate the use of science and It’s application in solving a
specific problem or issue (Objective D, Strand ii) students must apply existing knowledge to generate
new ideas, products or processes. (ATL Category: Creative Thinking, Skill Cluster: Generating Novel
Ideas and considering new perspectives.)

Action: Teaching and learning through inquiry

Learning process
Content
Learning experiences Formative Assessment Differentiation
and teaching strategies

Lesson Plan 1: Model Building Kits – Element Research- Targeted Small Group
PHET Interactice Piktochart Instruction
I can make models to
demonstrate that Periodic Table Coloring Evaluating Cirtic Acid
different elements Ativity
Kurzweil Text to speech/
have different atomic
Brain Pop- Elements Graphic organizer
structures.

Lesson Plan 2: Properties of Matter Seperating Salt, Iron, Kinesthetic, Auditory

Stations and Sand Lab and Visual Components
I can make models to
Evaluation – Maker
show that compounds Seperating Matter Lab
Space
are made of different
Physical and Chemical Kurzweil Text to speech/
elements.
Changes Lab Graphic organizer

Lesson Plan 3: NASA States of Matter Ice Cream in a Bag Flexible Grouping
Game
I can carry out
investigations to show Phase Change Poster-
Kurzweil Text to speech/
that matter can ThingLink
Graphic organizer
change from one
phase to another.

Lesson Plan Penny Cleaning Lab Create a Synthetic Targeted Small Group
4: Material Instruction

I can Chemical Engineer

produce a Research-
synthetic
material and
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analyze how Kurtzweil Text to

the speech/ Graphic
properties of organizer
the synthetic
material
make it
different
from the raw
materials.

Resources

Quizlet, PHET Module, ThingLink, PiktoChart

Schoology, Brain Pop, Discovery Education

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
Use Summative Data to
change particular activities
Students should already be Identify and address common
based on each I can
familiar with the states of matter misconceptions:
statements.
and understand that matter is
divided into smaller particles ● Mixtures are
that are too small to see. compounds and cannot
Students should recognize that be separated.
molecules are in motion and
● When water evaporates, it
that materials can be identified
by the measurement of their ceases to exist or it changes
properties. locations but remains a liquid

● Expansion of matter is
due to the expansion of
the particles, rather
than the increase of
particle spacing.

Use Formative Assessment Data

to drive need for Intervention
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Appendix B: Create a Synthetic Material

Name:_______________________________________ Date:________________ Mod:_______

Unit 2: Matter and Its Interactions Culminating Event:
An Accidental Discovery

Problem Statement: You are a Chemical Engineer who has developed a new synthetic material from
natural resources. Like Spencer Silver from 3M, you are unsure of how this new material can be used by
society. You and your team decide to analyze the properties of the raw materials and the synthetic
material to determine a use for this product. Your team will then develop an advertisement to convince
the public that your product is the best in its class!

Raw Materials Synthetic Product

Corn starch, corn oil, water Corn Plastic

Your product must meet the following criteria:

Part 1: Scientific Components:
● describe the phase and properties of the raw materials (be sure to include molecular
motion and arrangement)
● describe the phase and properties of the synthetic materials (be sure to include molecular
motion and arrangement)
● provide evidence that a new material was created

● classify (with evidence) the synthetic material as an element, compound or mixture

Part 2: Advertisement for Synthetic Material:

● identify uses and benefits for the new material

● develop a product name a slogan for the material

● create a diagram or illustration of the product

Synthetic Product: Corn Plastic

Materials:
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● Corn starch

● Corn oil

● Water

● Paper cup or plastic bag

● Eye dropper or pipette

A. Place 1 tablespoon of corn starch in a paper cup or plastic bag

B. Add 2 drops of corn oil into the corn starch using the pipette
C. Add 1 tablespoon of water and mix/stir

Part 1:
Raw Materials
Directions: Use the boxes below to draw the molecules and label the state of matter.

Corn Starch Corn Oil Water

Synthetic Materials
Directions: Use the boxes below to draw the molecules and label the state of matter.

Corn Plastic

Brief Constructed Response Part 1:

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Directions: Use the answers you provided in Part 1 to create a brief constructed response that addresses
the following bullet points.

● describe the phase and properties of the raw materials (be sure to include molecular
motion and arrangement)
● describe the phase and properties of the synthetic materials (be sure to include molecular
motion and arrangement)
● provide evidence that a new material was created

● classify (with evidence) the synthetic material as an element, compound or mixture

Optional Draft:

describe the phase and properties of the raw materials (be sure to include molecular motion and
arrangement)
_____________________________________________________________________________________
_____________________________________________________________________________________

describe the phase and properties of the synthetic materials (be sure to include molecular motion and
arrangement)
_____________________________________________________________________________________
_____________________________________________________________________________________
provide evidence that a new material was created
_____________________________________________________________________________________
_____________________________________________________________________________________
classify (with evidence) the synthetic material as an element, compound or mixture
_____________________________________________________________________________________
_____________________________________________________________________________________

Part 1 Final Draft:

_____________________________________________________________________________________
_____________________________________________________________________________________
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Part 2:
Directions: Use the lines below to discuss the uses and benefits of your new substance. Then use the
slogan line to write your slogan and the box below for your diagram/ illustration.

_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________

_____________________________________________________________________________________
___________________________________________________________________________

Slogan: __________________________________________________________________________

Illustration or diagram of your product

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Part 2:
Directions: Use any media (video, PowerPoint, poster etc.) of your choice to create and advertisement
for your synthetic material. Your project must address the following bullet points that you outlined
before:

● describe the phase and properties of the raw materials (be sure to include molecular
motion and arrangement)
● describe the phase and properties of the synthetic materials (be sure to include molecular
motion and arrangement)
● provide evidence that a new material was created

● classify (with evidence) the synthetic material as an element, compound or mixture

Appendix C:

SCIENCE Learner-Centered 5E Lesson

Standard(s)-
Performance Expectation: PS1-1: Develop models to describe the atomic composition of simple
molecules and extended structures.

Disciplinary Core Idea: PS1.A: Structure and Properties of Matter

Unit Title: Matter and It’s Interactions

Lesson Title: Matter

Recommended Time Allotment: 2 class period

Objective(s):

Assessment Type Description Criteria

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Students make slime and answer

Pre-Assessment:
questions about it

Students determine if citric acid is an

Summative: element or a compound then make a
model to represent it.

I can define atoms.

-I can recognize the differences among

● construct models
of simple molecules (i.e. molecules
containing the same element and
molecules two or three different
Formative(s): elements)
● PHET Interactive
different types of matter.
-I can describe that matter contains atoms.
-I can explain that models can be used to
represent atoms.
-I can use the periodic table to identify
different elements.

● Brain Pop Map -I can make models to demonstrate that

different elements have different atomic
● Wixie One Pager structures.

-I can explain that substances are made form

different combinations of atoms.

 Lesson Background:

Students will understand that: 

- Matter can be understood in the terms of the types of atoms present and the interactions both between and within
them.

-Each atom, with its specific properties makes up elements.

-Based on an element’s location on the Periodic Table (metals, nonmetals, and metalloids), predictions about its
chemical and physical properties can be made.
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Lesson Prep:
Teacher will prepare links and schoology submissions for students.

Materials:
For the teacher: Computer, Projector, Building Block Set

For the students:

Atoms Building Blocks, Computer

Connections to NGSS and Three Dimensional Instruction:

Students will model common household compounds using atom building blocks. Students will begin to
evaluate how the elements are different from compounds through questioning.

Components Brief Description and Estimated Time

Students will list common household chemical compounds and begin to differentiate
between compounds and elements using OneNote. Students will then be asked to define
Engagement
a compound. Their definitions will be placed in a word cloud using Poll Everywhere. This
will take approximately 10 minutes

Students will use model sets and a sheet on known compounds to create molecular
structures. Students will use an online PHET interactive to identify different parts of the
Exploration
atom and to construct various stable elements. They will attempt to identify what makes
an atom unique.

Students can watch a brain pop on elements to understand what makes an element an
Explanation
element. Then they will create a word web on brain pop to describe an element.

Students can create various physical models to represent how elements combine to
Elaboration
create compounds that are used by them in their everyday life like CO2, NH3, NaCl etc.

Students will research an element and identify how it is used, what makes that element
unique, the atomic weight, sub atomic particles and common molecules it is found in.
They will next use a program called Piktochart to design a one pager on their elements
Evaluation that discusses the atomic structure and the above research that they completed. Students
will utilize digital citizenship rules that will be taught through a co-teaching lesson with the
library media specialist. Students will learn how to research and how to cite their sources
and avoid plagiarism.
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Appendix D: Matter and It’s Interactions UDL Checklist

I. Provide Multiple Means of Representation: Your notes

1. Provide options for perception

1.1 Customize the display of information Phase Change Poster- ThingLink

1.2 Provide alternatives for auditory information Discovery Education- Speech to text

1.3 Provide alternatives for visual information Brain Pop videos and Graphic Organizers

2. Provide options for language and symbols

2.1 Define vocabulary and symbols Quizlet

2.2 Clarify syntax and structure PHET Simulator

2.3 Decode text and mathematical notation PHETSimulator

2.4 Promote cross-linguistic understanding PHET Simultaor

2.5 Illustrate key concepts non-linguistically PHET Simulator

3. Provide options for comprehension

3.1 Provide or activate background knowledge Pre- assessments (Slime)

3.2 Highlight critical features, big ideas, and relationships Separating mixtures and compound lab- maker space

3.3 Guide information processing Kurzweil graphic organizers

3.4 Support memory and transfer Quizlet

Your notes
II. Provide Multiple Means for Action and Expression:
4. Provide options for physical actions
4.1 Provide varied ways to respond Create a synthetic material- choice of media

4.2 Provide varied ways to interact with materials Create a synthetic material- choice of media

4.3 Integrate assistive technologies Kurzweil

5. Provide options for expressive skills and fluency

5.1 Allow choices of media for communication Create a synthetic material- choice of media

5.2 Provide appropriate tools for composition and problem Create a synthetic material- choice of media
solving

Unit throughout builds up to creating synthetic material

5.3 Provide ways to scaffold practice and performance and allows students to learn to use various media to
choose what to use on final project.

6. Provide options for executive functions

6.1 Guide effective goal setting I can statements posted daily and rubric will be given to
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students before any assessment

6.2 Support planning and strategy development Create a synthetic material has planning sections built in

6.3 Facilitate managing information and resources Utilizing One Note and using Cornell note strategies.

Students receive feedback on created work (Chase

change poster, element research. Research a chemical
6.4 Enhance capacity for monitoring progress
engineer) to help them for the final summative
assessment.

Your notes
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy Create a synthetic material- choice of media

7.2 Enhance relevance, value, and authenticity Create a synthetic material- solve an everyday problem in their life

7.3 Reduce threats and distractions Not currently included

8. Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives Rubrics given and I can statements posted daily

Tiered assessments could be incorporated. Not currently

8.2 Vary levels of challenge and support
included.

Present with the Phase change poster, could be included in

8.3 Foster collaboration and communication
more assessments or daily peer evaluation/ group work

8.4 Increase mastery-oriented feedback Rubrics will outline mastery for assessments.

9. Provide options for self-regulation

Remind students of the culminating event and what they are
9.1 Guide personal goal-setting and expectations building up to. Achieving daily I can statements and reflection
on rubrics can foster goal-setting and expectations.

9.2 Scaffold coping skills and strategies Tiered Assessments could be included.

Not currently in unit plan. Students can first assess

9.3 Develop self-assessment and reflection
themselves on the rubrics.

© CAST 2009