1. Technology acts a direct substitute, with no functional improvement
All About Waves
You will use Power Point as an introduction/review information about waves. As you read through the power point, complete your notes. At the end of class, you will answer questions on an exit card and hand it to the teacher as you exit the class.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
View the Tacoma Narrows Bridge Collapse video as a class.
Using ClassFlow, answer the following question: “Why do you think the bridge collapsed?”
Login to www,classflow.com/student
Type the code displayed on the screen (supplied by the teacher) and sign in with your student desk #.
Type your answer.
Login into Mrs. Gothrup’s Blackboard.
Click on Class Materials.
Click on the Waves folder.
Using the Waves Notes power point, complete your Wave packet.
After you complete your notes, pair up with a partner, report to the lab, get a slinky and complete the following tasks:
Sit on the floor across from each other ten tiles apart with each of you holding one end of the slinky.
Have the outside person hold their end still and the other person move the slinking back and forth to do the following:
Make a transverse wave with a 2 tile amplitude and only one wave length (1 loop).
Make a transverse wave with a 2 tile amplitude and two wave lengths (2 loops).
Make a transverse wave with a 2 tile amplitude and three wave lengths (3 loops).
Make a transverse wave with a 2 tile amplitude and four wave lengths (4 loops).
Now switch with your partner and let them practice making the above transverse ways. Repeat the steps.
Now, discuss with your partner the following questions and answer them on your exit ticket (index card):
As the wave length shortened, what happened to the frequency?
As the wave length shortened, what happened to the energy input?
Which transverse wave that you created would have the highest pitch?
Which transverse wave that you created would have the deepest pitch?
Now take your slinky and practice making longitudinal waves (compressional waves). Practice making compressional waves with one, two, three, and four compressions.
On your exit card, right the relationship you observed: As the compressions increased, the energy input __________________________.
Put your slinking back on the counter and return to your desk with your exit card.
Put your Wave packet in your binder and study them for homework.
Write your name and class hour on your index card. As you exit the class, hand your exit card to the teacher.
This task uses:
Learning Objective(s):
The student will understand the basic concepts of a wave by reading and completing notes.
The student will simulate transverse and longitudinal waves.
The student will explain how wave length and frequency affects energy input levels and pitch.
TEACHER NOTES:
Teacher’s name/ Tammy Gothrup;
School: LeBlanc Middle School
Louisiana State Standard: GLE PS-31: Compare types of electromagnetic waves (PS-M-C3); GLE PS-32:
Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)
Grade Level/Subject: Sixth Grade/Science
Special Directions/Considerations: Teacher needs to join or download ClassFlow Desktop prior to this activity, and have the code displayed on the front screen.
Activity Evaluation: The teacher will use the beginning comments from ClassFlow to introduce the study of waves and the importance of understanding the characteristics of waves.
Prerequisites for students: None

2. A EdPuzzle Login into Mrs. Gothrup’s Blackboard.
You will view a video on EdPuzzle about waves and answer questions in order to deepen your understanding of wave characteristics.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
Login into Mrs. Gothrup’s Blackboard.
Click on Class Materials.
Click on the Waves folder.
Click on Bill Nye’s Video ABout Waves.
Click “Login with EdPuzzle.”
Login using your teacher assigned student ID.
Watch the video and type in your answers.
Logoff and return your iPad/laptop to its docking station.
This task uses:
Learning Objective(s):
The student will view an EdPuzzle video and answer questions as a formative assessment of characteristics of a wave.
TEACHER NOTES:
Teacher’s name/ Tammy Gothrup;
School: LeBlanc Middle School
Louisiana State Standard: GLE PS-31: Compare types of electromagnetic waves (PS-M-C3); GLE PS-32:
Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)
Grade Level/Subject: 6th Grade/Science
Special Directions/Considerations: Teacher should make sure the iPads/laptops are charged.
Activity Evaluation: Teacher will view the student results in EdPuzzle and use the results as a formative assessment.
Prerequisites for students: N/A

3. M Catch the Wave iPad Video
You will complete the NMSI activity, “Catch the Wave”, video making a two frequency and four frequency transverse wave, and explain how the wave length affects the frequency, energy input level, and pitch. Last, you will take a gallery walk in order to view and comment on another groups video and explanation.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
In your assigned group, complete the edited version of the NMSI activity, “Catch the Wave” provided by your teacher.
After you collect all of your data in your data table, video two group members making a two frequency and four frequency transverse waves.
As a group, view the video, collaborate about what you see, and write a written explanation about how the wave length, frequency, and energy levels change between a two frequency and four frequency transverse waves.
Place your iPad on the counter by your group number and your group’s written explanation.
When directed by the teacher, start the Gallery Walk and move to another station in order to view another group’s video and explanation. As a group, comment on their video and explanation.
What did they do well?
What could they improve?
Do you agree or disagree with their explanation? Explain your answer and leave it at their station for that group to read your feedback.
Return to your original station and read the other group’s evaluation of your work.
Prepare to report your thoughts and findings to the class.
Prepare your station for the next class.
Return to your desk when instructed by the teacher.
This task uses:
iPad Video
Learning Objective(s):
The student will read and complete a multi-step lab activity using springs in order to explore wave characteristics.
The student will collaborate about and evaluate another group’s video and explanation about wave lengths, frequency, and energy levels of transverse waves.
TEACHER NOTES:
Teacher’s name/ Tammy Gothrup;
School: LeBlanc Middle School
Louisiana State Standard:
Grade Level/Subject: GLE PS-31: Compare types of electromagnetic waves (PS-M-C3); GLE PS-32: Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)
Special Directions/Considerations: In my opinion, this NMSI activity would have to be modified for sixth graders. The math requirements are too hard for the sixth graders that I teach.
Activity Evaluation: Teacher will monitor groups to see if they understand the required tasks.
Prerequisites for students: Students need to understand certain vocabulary words and the parts of a wave: wavelength, frequency, amplitude, period, harmonics, and speed.

4. R Tellagami Open Tellagmi App. Click create.
Students will use the Tellagami App to share their results from the NMSI wave activity. They will upload their Tellagami video to Blackboard, and view and comment on another student’s work in another class.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
Open Tellagmi App.
Click create.
Customize your character (setting, mood, etc.) – 10 minutes
Position your camera over your graph showing the results from your NMSI wave activity and select camera again (this should take a picture of your graph and make it your background for your Tellagami.)
Select message.
Record your summation of your results that is illustrated by the graph.
Select share.
Select save (this will save your Tellagami on your camera roll.)
Login to Mrs. Gothrup’s Blackboard account.
Click on Science Blog.
Complete the assignment for NMSI Wave Tellagami.
This task uses:
Learning Objective(s):
Create a Tellagami video about your results from the NMSI “Catch a Wave” activity.
Use evidence to explain and communicate the results of investigations.
Compare and critique the results of investigations from other class periods.
TEACHER NOTES:
Teacher’s name/ Tammy Gothrup;
School: LeBlanc Middle School
Louisiana State Standard: GLE PS-31: Compare types of electromagnetic waves (PS-M-C3); GLE PS-32: Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)
Grade Level/Subject: Sixth Grade/Science
Special Directions/Considerations: Teacher must have completed Blackboard training 201 in order to utilize the Blackboard blogging.
Activity Evaluation: Rubric is posted in discussion board.
Prerequisites for students: Students must have completed the NMSI “Catch a Wave” activity. Students must have a written description of their graph before they can get on the Tellagami App.

5. IMPACT SAMR Cover Sheet
Teacher: Tammy Gothrup
Louisiana Math Standard (include description):
GLE PS-31: Compare types of electromagnetic waves (PS-M-C3); GLE PS-32:
Identify and illustrate key characteristics of waves (e.g., wavelength, frequency, amplitude) (PS-M-C4)
Task Overview
Learning Objective(s)
Suggested Technology
Students will use the Tellagami App to share their results from the NMSI wave activity. They will upload their Tellagami video to Blackboard, and view and comment on another student’s work in another class.
Identify and illustrate key characteristics of waves. Compare types of electromagnetic waves
You will complete the NMSI activity, “Catch the Wave”, video making a two frequency and four frequency transverse wave, and explain how the wave length affects the frequency, energy input level, and pitch. Last, you will take a gallery walk in order to view and comment on another groups video and explanation.
Identify and illustrate key characteristics of waves Compare types of electromagnetic waves
iPad video
You will view a video on EdPuzzle about waves and answer questions in order to deepen your understanding of wave characteristics.
Compare types of electromagnetic waves
You will use Power Point as an introduction/review information about waves. As you read through the power point, complete your notes. At the end of class, you will answer questions on an exit card and hand it to the teacher as you exit the class.
Identify and illustrate key characteristics of waves
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.