Technology acts a direct substitute, with no functional improvement Animal Ada-What’s? Use iPads to view an EdPuzzle video on animal adaptations in cooperative groups. SUBSTITUTION Technology acts a direct substitute, with no functional improvement Click on this link to open up the EdPuzzle video on animal adaptations - https://edpuzzle.com/media/57f7d54549e2352752bd1c12 View the short video with your cooperative groups, and feel free to pause the video at any time to discuss or ask questions if there is something your group does not understand. At the end of the video, close the video link. Each student needs to take out a sheet of loose leaf paper. On the paper, write a short summary, about 5 to 7 sentences, that summarize the content of the EdPuzzle video. Be sure to include your complete heading on the summary. Turn the summaries in to your class tray. This task uses: Learning Objective(s): View and comprehend information presented to me on animal adaptations. TEACHER NOTES: Teacher’s name/email: Amber Perry/amber.perry@cpsb.org School: Iowa Middle School Iowa, Louisiana Louisiana State Standard: SI-M-A1: Use a variety of sources to answer questions LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms Grade Level/Subject: 7th Life Science Special Directions/Considerations: Teacher EdPuzzle account is required Activity Evaluation: Evaluate student summaries of EdPuzzle video for accuracy and comprehension Prerequisites for students: N/A

A Let’s Get Flowing Get your assigned iPad. Use iPads to access www.Classflow.com/student to answer questions about content from the EdPuzzle video. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. Get your assigned iPad. Sign into Class Flow using the Class Code provided by the teacher. Follow the verbal instructions from your teacher to answer the questions about adaptations. Exit out of Class Flow when activity is complete. This task uses: Learning Objective(s): Express my knowledge and thoughts of structural and behavioral adaptations TEACHER NOTES: Teacher’s name/email: Amber Perry/amber.perry@cpsb.org School: Iowa Middle School Iowa, Louisiana Louisiana State Standard: LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms. Grade Level/Subject: 7th Grade Life Science Special Directions/Considerations: Teacher needs Class Flow software downloaded on computer Activity Evaluation: Formative assessment of student responses to questions bases on the following questions: Why do living things need adaptations? What are the two basic types of adaptations? What is it called when an organism uses color to hide from predators? What is one physical/structural adaptation that can help a bird survive? List one behavioral adaptation that would be beneficial to a polar bear’s survival in an artic tundra. Prerequisites for students: Students need to know how to how to log into class flow with an iPad.

‘Bird Beak Buffet’ Board M ‘Bird Beak Buffet’ Board Use an iPad to create an original blackboard discussion board post and respond to peers. MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable Go www.cpsb.org on the Safari app on the iPad Log into Blackboard After you are logged in, click on Mrs. Perry’s science course that you are enrolled in (top right hand side) Once you are on Perry’s blackboard, click on the ‘Discussion Board’ button (it is yellow and on the left hand side) Select your class period (1st, 2nd, 3rd, etc.) Select the ‘Adaptation’ Discussion link. Click on ‘create thread’ to begin posting your original response to the following prompt: What is one thing you learned about bird beak adaptations from performing the ‘Beak vs. Food’ activity? After you finished creating your original post, you must respond to at least two other classmates’ posts. Be sure to type in complete sentences and include some “educational” terms in your response. Make sure to keep all responses positive! Log off of blackboard when you are finished. This task uses: Learning Objective(s): Comprehend and explain why birds that live in particular areas have certain beak structures TEACHER NOTES: Teacher’s name/email: Amber Perry/amber.perry@cpsb.org School: Iowa Middle School Iowa, Louisiana Louisiana State Standard: LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms. Grade Level/Subject: 7th Grade Life Science Special Directions/Considerations: Teacher needs to have complete Bb 201 course and have students enroll into teacher Bb course for discussion board posting Activity Evaluation: See rubric for discussion board post on next slide. Prerequisites for students: Students need to have enrolled into teacher Bb course and have background knowledge for how to create and respond to discussion board posts. Students should have completed the “Beak vs. Food” activity prior to beginning this task.

Lights, Camera, ADAPTATION Action! Use an iPad to create a video product to “show what you know” about adaptation. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable In your cooperative group, decide amongst yourselves on which type of video product you would rather create – you can choose from the following: An iMovie, a Tellegami, or an Educreations video. Click on the app of the product you decided to create. All of the apps are on the fist slide of the iPad for quick access. Follow the rubric provided to create a video that will “show what you know” about adaptations of 2 different species of birds. Be sure to include information on both BEHAVIORAL and STRUCTURAL adaptations of each bird you selected. After your video is saved, log into blackboard using the SAFARI app and select Mrs. Perry’s science class. Select TOOLS, and then BLOG Click on ADAPTATION blog and then click on CREATE NEW ENTRY Provide a title for your video and in the message type your NAME and CLASS PERIOD Click “Browse my Computer” to locate your video. Once your video has been located and selected, click on “POST ENTRY.” View and make comments on videos posted by other students. This task uses: Learning Objective(s): Express my knowledge of structural and behavioral adaptations using creative and original ideas TEACHER NOTES: Teacher’s name/email: Amber Perry/amber.perry@cpsb.org School: Iowa Middle School/Iowa, Louisiana Louisiana State Standard: LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms Grade Level/Subject: 7th Grade Life Science Special Directions/Considerations: Students need to be enrolled into teacher blackboard course Activity Evaluation: See iMovie rubric on following slide. Prerequisites for students: Students need background information on how to create an iMovie, Tellegami, or Educreations video.

IMPACT SAMR Cover Sheet Teacher: Amber Perry Louisiana Standard (include description): SI-M-A1: Use a variety of sources to answer questions LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms Task Overview Learning Objective(s) Suggested Technology Use an iPad to create a video product to “show what you know” about adaptation. Express my knowledge of structural and behavioral adaptations using creative and original ideas Use an iPad to create an original blackboard discussion board post and respond to peers. Comprehend and explain why birds that live in particular areas have certain beak structures Use iPads to access www.Classflow.com/student to answer questions about content from the EdPuzzle video. Express my knowledge and thoughts of structural and behavioral adaptations Use iPads to view an EdPuzzle video on animal adaptations in cooperative groups View and comprehend information presented to me on animal adaptations. 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.