1. IMPACT SAMR Cover Sheet
Teacher: Kimberly Patton
Louisiana Science Inquiry Standard (include description): The students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3) The student will be able to write a testable question or hypothesis when given a topic. (SI-H-A1) The student will plan record step-by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls. (SI-H-A2) Students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3)
Task Overview
Learning Objective(s)
Suggested Technology
Review the experiment idea videos posted from the M task card and evaluate them to determine which should be granted funding.
Students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3)
Internet-connected device
Blackboard
Videos created in M task
Use the scientific method to design an experiment and create a video about it to pitch to a board for funding.
The students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3)
Video creation app or tool
Complete a Quizizz to review and reinforce scientific method.
The student will be able to write a testable question or hypothesis when given a topic. (SI-H-A1)
The students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3)
Quizizz
Listen to a podcast about a hashtag that is shaking up the science world.
Gale Resource Center
Internet-connected devices
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.

2. Technology acts a direct substitute, with no functional improvement
#hashtag
In this task you will listen to a podcast about a new Twitter hashtag that is stirring things up in the science world.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Log into Blackboard.
Under My Organizations, click on High School Science Department.
Click on the IMPACT Content Area found on the left.
Click on Day 1, then scroll down to find Sample Lessons.
Open the September Group 1 Content Folder.
Click Task 1: Scientific Method Podcast.
Be prepared to discuss or even answer a few questions, about the podcast.
This task uses:
Blackboard
Internet-connected device
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/ Kimberly Patton
School: Alfred M. Barbe High School
Louisiana State Standard:SI-H-A3
Grade Level/Subject: 9th-10th / Biology I
Special Directions/Considerations: locate the podcast via Gale Resource Center and add to Blackboard prior to the task
Activity Evaluation:
Prerequisites for students:

3. Quizizz of Scientific Inquiry TerminologyA
Quizizz of Scientific Inquiry Terminology
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
In this task, you will complete a Quizizz of the scientific method.
Go to join.quizizz.com.
Enter the game code
Use a nickname.
Complete the Scientific Skills Review.
Proceed at your own pace complete the review session.
This task uses:
Internet-connected device
Quizizz
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/ Kimberly Patton
School: Alfred M. Barbe High School
Louisiana State Standard:
Grade Level/Subject: 9th-10th / Biology I
Special Directions/Considerations: Teachers will need to have a Quizizz account, then the teacher can use this link: for the quiz
Activity Evaluation:
Prerequisites for students:

4. Scientific Method by Design
Use the scientific method to design an experiment and create a video about it to pitch to a board for funding.
MODIFICATION
Technology allows for
significant task redesign.
Each table will be a group and agree upon a question.
Each group will research their question and design an experiment based upon the researched question.
Use the steps of the scientific method to problem solve by designing an experiment. Go through the steps of writing a hypothesis and designing the experiment steps.
Each group will make a video about their experiment to pitch to the research board in hopes of receiving grant funding to conduct their experiment. In the video, include: the problem, group hypothesis, research, experiment title, variables, and controls.
Use any video creation device to create the video, keeping it under 2 minutes.
Go to the High School Science Department Blackboard and upload the video to the Discussion Board.
This task uses:
Internet-connected device
Blackboard
Video creation app or tool
Learning Objective(s):
The student will be able to write a testable question or hypothesis when given a topic. (SI-H-A1)
The student will plan record step- by-step procedures for a valid investigation, select equipment and materials, and identify variables and controls. (SI-H-A2)
The students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3)
TEACHER NOTES:
Teacher’s name/ Kimberly Patton
School: Alfred M. Barbe High School
Louisiana State Standard: SI-H-A1, SI-H-A2, SI-H-A3
Grade Level/Subject: 9th-10th / Biology I
Special Directions/Considerations: teachers should create a rubric based on their specific needs and have the Blackboard discussion board prepared ahead of time
Activity Evaluation:
Prerequisites for students:

5. Will Your Experiment be Funded?
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Review the experiment idea videos posted and decide if they should be funded.
Go to the experiment videos posted in the High School Science Department Blackboard discussion board.
View the experiment videos that have been posted.
As a member of the grant funding board, decide if you will fund the grant or not and provide a comment explaining why you would or you wouldn’t.
Be sure your comment includes a valid reason for your decision – consider the need and conduct any research to see what supports your conclusion and include any you find in your comment.
Find at least one source to support your decision. Include a link to that source.
When all comments have been made, review the decisions regarding the experiment video your group posted to see if it will be funded.
This task uses:
Internet-connected device
Blackboard
Learning Objective(s):
The student will be able to write a testable question or hypothesis when given a topic. (SI-H-A1)
The student will conduct an investigation that includes multiple trials and record, organize, and display data appropriately. (SI-H-A2)
The students will use technology when appropriate to enhance laboratory investigations and presentations of findings. (SI-H-A3)
TEACHER NOTES:
Teacher’s name/ Kimberly Patton
School: Alfred M. Barbe High School
Louisiana State Standard: SI-H-A1, SI-H-A2, SI-H-A3
Grade Level/Subject: 9th-10th / Biology I
Special Directions/Considerations: this task is an extension of the M task card – teachers will need to have the discussion board posted along with the video content created by students
Activity Evaluation:
Prerequisites for students: