IMPACT SAMR Cover Sheet Teacher’s Name: Phil Reynolds GLEs and Standards Covered (Include Descriptions):The student will be able to present their scientific data for peer review either to be supported, revised or reject. The student will be able to choose appropriate models to explain scientific knowledge or experimental results. Students will demonstrate the ability to balance chemical equations. Task Overview Learning Objective(s) Suggested Technology Review the work of your classmates and give insight in to what you think about their work and research. The student will be able to present their scientific data for peer review either to be supported, revised or reject. (SI-H-A5) Blackboard Research on how to balance chemical equations then share your information with your classmates. The student will be able to choose appropriate models to explain scientific knowledge or experimental results. (SI-H-A4) Gale’s Science Practice balancing chemical equations Students will demonstrate the ability to balance chemical equations. Phet Use the online textbook to begin learning how to balance chemical equations. The students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3) Quizlet REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. transformation MODIFICATION Technology allows for significant task redesign.. 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.

Balancing Chemical Equations—The Beginning Use the online textbook to begin learning how to balance chemical equations. SUBSTITUTION Technology acts a direct substitute, with no functional improvement Open book to Chapter 24—Balancing Chemical Equations Use the link provided to practice and quiz yourself on the terms used in Chapter 24 . https://quizlet.com/83081162/balancing-chemical-equations-flash-cards/ This task uses: Quizlet Learning Objective(s): The students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3) TEACHER NOTES: Teacher’s name/email:phil.Reynolds@cpsb.org School:Westlake High Louisiana State Standard: Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) Grade Level/Subject:9th/Physical Science Special Directions/Considerations: Activity Evaluation: Prerequisites for students:

Balancing Chemical Equations—Practice Time Practicing balancing chemical equations AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. Coach Reynold’s Blackboard Click on the folder called Simulations. Click on “Balancing Chemical Equations” Complete the Introduction. Click on the Balancing Game tab. Go through all three levels. This task uses: Blackboard Phet Learning Objective(s): Students will demonstrate the ability to balance chemical equations. TEACHER NOTES: Teacher’s name/email:phil.Reynolds@cpsb.org School:Westlake High Louisiana State Standard: use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3) Grade Level/Subject:9th/Physical Science Special Directions/Considerations: The following site needs to be embedded in your Blackboard site https://phet.colorado.edu/en/simulation/legacy/balancing-chemical-equations Activity Evaluation: Prerequisites for students:

Balancing Chemical Equations—Gaining Knowledge Research on how to balance chemical equations then share your information with your classmates. MODIFICATION Technology allows for significant task redesign. Each group will research balancing chemical equations and find at least 1 fact per person using Gale’s Science in Context database. 1. Go to www.cpsb.org 2. Click on Programs/Resources, then select Digital Media Resources 3. Scroll down and select Gale Resources 4. Use search to find relevant material. 2.Once the research is completed, add facts and sources to a PowerPoint Slide. 3. When all groups have completed the task, each group will present and provide information on their research. This task uses: Gale’s Science PowerPoint Learning Objective(s): The student will be able to choose appropriate models to explain scientific knowledge or experimental results. (SI-H-A4) TEACHER NOTES: Teacher’s name/email:phil.Reynolds@cpsb.org School:Westlake High Louisiana State Standard: Choose appropriate models to explain scientific knowledge or experimental results (SI-H-A4) Grade Level/Subject:9th/Physical Science Special Directions/Considerations: Activity Evaluation: Prerequisites for students:

Balancing Chemical Equations—What do you think? R Balancing Chemical Equations—What do you think? Today you will review the work of your classmates and give insight in to what you think about their work and research. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. Go to Coach Reynold’s Blackboard Open the Balancing Chemical Equations Discussion Board and open the uploaded peer PowerPoint Presentation. In the discussion, reply with at least 4 statements in full, with appropriate comments, concerns, and opinions of their research. If you have contradicting view please include resources to support your information. This task uses: Blackboard Learning Objective(s): The student will be able to present their scientific data for peer review either to be supported, revised or reject. (SI-H- A5) TEACHER NOTES: Teacher’s name/email:phil.Reynolds@cpsb.org School:Westlake High Louisiana State Standard: Present their scientific data for peer review either to be supported, revised or reject. (SI-H-A5) Grade Level/Subject:9th/Physical Science Special Directions/Considerations: Activity Evaluation: Prerequisites for students: