Technology acts a direct substitute, with no functional improvement Plickers Quiz Today you will take a pre-test on the distribution of water on Earth. Later, you will take a post-test on the distribution of water on Earth. SUBSTITUTION Technology acts a direct substitute, with no functional improvement Take your Plickers card and familiarize yourself with it. The number on the back of the card is your Student Number. You will turn your card to answer questions that are displayed on the Promethean board. Your choices will be A, B, C, or D. The letter you choose should be pointed at the top. Please keep your card STILL as I scan the iPad across the room. Look for your results on the board by finding your Student Number to check your answer. If you get it wrong the first time, it’s okay. This is only a pre-test. You will be able to retake it later. After you complete the three activities assigned to you on Water Distribution on Earth, you will take this quiz again, and it will be for a grade. This task uses: Learning Objective(s): Students will be able to describe the amount and the distribution of water on Earth in the oceans, rivers, lakes, groundwater, icecaps, and the atmosphere. TEACHER NOTES: Teacher’s name/email: Yevette Richey School: Oak Park Middle School Louisiana State Standard: 50. Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem (SE-M-A3) 51. Analyze the consequences of human activities on global Earth systems (SE-M-A4) Grade Level/Subject: 8th grade Earth and Space Science Special Directions/Considerations: create Plickers account, print Plickers cards, download Plickers app on iPad Activity Evaluation: Assessment using Plickers Prerequisites for students: N/A

A EdPuzzle Video You will be watching an EdPuzzle video and submitting your answers. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. Using your assigned device and Google Chrome, navigate to Mrs. Richey’s Blackboard site. Click on “Earth and Space Science” > Water Distribution folder > EdPuzzle Link Use the headphones and watch the EdPuzzle video. Answer the questions as you watch the video. This task uses: Learning Objective(s): Students will be able to describe the amount and the distribution of water on Earth in the oceans, rivers, lakes, groundwater, icecaps, and the atmosphere. TEACHER NOTES: Teacher’s name/email: Yevette Richey School: Oak Park Middle School Louisiana State Standard: 50. Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem (SE-M-A3) 51. Analyze the consequences of human activities on global Earth systems (SE-M-A4) Grade Level/Subject: 8th grade Earth and Space Science Special Directions/Considerations: https://edpuzzle.com/media/5800f6f5e83382df3eb25447 Activity Evaluation: Students complete EdPuzzle questions Prerequisites for students: n/a

M Create Tellagami. Open the Tellagami app in the iPad. Create Tellagami and post to Padlet. MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable Open the Tellagami app in the iPad. Create a video with your partner to explain the distribution of salt water and fresh water on Earth. The data can be found in your NMSI packet “How Wet Is Our Planet?” Your video must include both “inserted text” and “voice auditory” of you and your partner reading information and explaining the distribution of salt and fresh water on our planet. After you and your partner have finished editing your Tellagami, upload it to Padlet. https://padlet.com/yevette_richey/tellagamivideo This task uses: Learning Objective(s): Students will be able to describe the amount and the distribution of water on Earth in the oceans, rivers, lakes, groundwater, icecaps, and the atmosphere. TEACHER NOTES: Teacher’s name/email: Yevette Richey School: Oak Park Middle School Louisiana State Standard: 50. Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem (SE-M-A3) 51. Analyze the consequences of human activities on global Earth systems (SE-M-A4) Grade Level/Subject: 8th grade Earth and Space Science Special Directions/Considerations: download app on iPad, create a Padlet account, create a Padlet for your students to submit their Tellagami video Activity Evaluation: Video is uploaded Prerequisites for students: n/a

R Experiment Video. You will create a video performing the experiment and post to Padlet. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable You will gather your materials needed for the “How Wet Is Our Planet?” experiment: 1 five gallon tank (or five gallon jugs), 10mL graduated syringe, 400 mL beaker, calculator, “How Wet Is Our Planet” experiment packet, iPad Assign each group member to be the “director,” the “camera-man/woman,” the “actor/ actress,” and the “narrator.” The director will be in charge of keeping the film on topic and considering all group members’ ideas. The director will make the final decision on creative performances. The camera-man/woman will be in charge of filming the experiment. He/she will make the final decision when editing the video in iMovie. The actor/actress will be the one performing the experiment. He/she has the responsibility for following all steps and procedures (including lab safety) when performing the experiment. The narrator will be in charge of talking in the video. The narrator will make the final decisions on the script of the film. Collaborate with your group to film yourselves using the iMovie app on the iPad performing the experiment. Then upload it to Padlet. The Padlet link is: https://padlet.com/yevette_richey/waterdistribution or you can go to Mrs. Richey’s Blackboard under Earth and Space Science > Water Distribution > Padlet link You must watch and make at least TWO educational critiques to TWO different videos. The videos you critique must be from another class period than your own. This task uses: Learning Objective(s): Students will be able to describe the amount and the distribution of water on Earth in the oceans, rivers, lakes, groundwater, icecaps, and the atmosphere. TEACHER NOTES: Teacher’s name/email: Yevette Richey School: Oak Park Middle School Louisiana State Standard: 50. Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem (SE-M-A3) 51. Analyze the consequences of human activities on global Earth systems (SE-M-A4) Grade Level/Subject: 8th grade Earth and Space Science Special Directions/Considerations: Create a Padlet account, create a Padlet for students to upload their videos, download iMovie app on iPad Activity Evaluation: Students evaluate/critique each other’s videos Prerequisites for students: n/a

IMPACT SAMR Cover Sheet Teacher: Yevette Richey Louisiana Science Standard (include description): Students will be able to describe the amount and the distribution of water on Earth in the oceans, rivers, lakes, groundwater, icecaps, and the atmosphere. Task Overview Learning Objective(s) Suggested Technology The student will create a video performing the experiment and post to Padlet. Students will be able to describe the amount and the distribution of water on Earth in the oceans, rivers, lakes, groundwater, icecaps, and the atmosphere. iPad, Blackboard, iMovie, Padlet The student will create Tellagami and post to Padlet iPad, Blackboard, Padlet, Tellagami The student will be watching an EdPuzzle video and submitting your answers. iPad, Blackboard, EdPuzzle The student will take a pre-test and posttest on the distribution of water on Earth. iPad, Plickers REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. transformation MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. enhancement SUBSTITUTION Technology acts as a direct tool for substitution with no real change.