1. Nick vs. Nack Measurements
Measure pencil length using different rulers.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Collect your i-Pad and blue folder.
Open the Excel Sheet “Pencils”
Measure pencil “A” with a Nick ruler and type the measurement in the correct box on the spreadsheet.
Measure pencil “B” with a Nack ruler and type the measurement in the correct box on the spreadsheet.
Measure each of the remaining pencils with the Nick an Nack rulers and type the answers into the spreadsheet.
Save your spreadsheet in your folder. The name is Pencil-Group #___
Put all materials back into the blue folder.
Return the folder and i-pad.
This task uses:
i-pad
excel
Learning Objective(s):
Explore the idea of error in a scientific context.
Think critically about choosing appropriate measurement tools.
TEACHER NOTES:
Teacher’s name/ Dana Fagan /
School: SJ Welsh
Louisiana State Standard: Louisiana Science Standard (include description):
1. Measure the physical properties of different forms of matter in metric system units
(e.g., length, mass, volume, temperature) (PS-H-A1) 4. Name and write chemical formulas using symbols and subscripts (PS-H-A2) 5. Identify the three subatomic particles of an atom by location, charge, and relative
mass (PS-H-B1) 11. Investigate and classify common materials as elements, compounds, or mixtures
(heterogeneous or homogeneous) based on their physical and chemical properties
(PS-H-C1)
SI 4,8,11,12,13
Grade Level/Subject: 6th Science
Special Directions/Considerations:
“Blue folder” includes: Nick / Nack Rulers from p. 21 and either real pencils of various lengths or he paper pencils on p. 14
- The “Pencils” spreadsheet has “A,B,C,D,E” as the lines and “Nick, Nack” for columns.
Activity Evaluation: Teacher will look at spreadsheets to make sure student measured correctly.
Prerequisites for students: make sure students know how to use a ruler and if not – teach it or have them peer teach.

2. A I can measure!!! Go to the table and get a Ziploc bag and ruler.
You will measure various items and show off your measuring skills with plicker 
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
Go to the table and get a Ziploc bag and ruler.
The first question is about to appear on the board.
Pull the first item out of your bag and measure it with your ruler. Make sure you are using the cm side 
Hold your Plicker card up with the correct answer at the top.
Watch the board to see if you are correct.
As each slide appears on the board, measure the appropriate item and hold up your Plicker card.
This task uses:
Plicker
Learning Objective(s):
Explore the idea of error in a scientific context.
Think critically about choosing appropriate measurement tools.
TEACHER NOTES:
Teacher’s name/ Dana Fagan /
School: SJ Welsh
Louisiana State Standard: Louisiana Science Standard (include description):
1. Measure the physical properties of different forms of matter in metric system units
(e.g., length, mass, volume, temperature) (PS-H-A1) 4. Name and write chemical formulas using symbols and subscripts (PS-H-A2) 5. Identify the three subatomic particles of an atom by location, charge, and relative
mass (PS-H-B1) 11. Investigate and classify common materials as elements, compounds, or mixtures
(heterogeneous or homogeneous) based on their physical and chemical properties
(PS-H-C1)
SI 4, 8, 11, 12, 13
Grade Level/Subject: 6th Science
Special Directions/Considerations:
Each student will need a ziplock bag with various items that they can measure. All bags should contain the same items. Examples are a CD case. Pencil top eraser, post it note, index card, small paper clip, large paperclip, unsharpened pencil, etc.)
Each student will need a ruler
Teacher will need to make a plicker that includes the correct measurement for each item in the bag. Example: Question 1: The length of the large paperclip is:
Activity Evaluation: Teacher will save the Plicker results to see if the students are measuring correctly.
Prerequisites for students: none

3. Lights, Camera, REACTION
You and your partner will video each other during Part One of Reaction Time. Then analyze the video to determine your results. .
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
Read through all of the following steps before using the iPad or any of the other materials.
Hold a meter stick between your lab partner’s
thumb and forefinger (Figure 4). Place the 50-cm
mark on the meter stick even with your partner’s
thumb and fingers. The thumb and finger should
be spread 5.0 cm apart to ensure consistency.
Make sure to check this distance, and do not
drop the meter stick immediately.
3. Tell your lab partner that you will drop the meter stick in the next
5 seconds and that they are supposed to catch the meter stick as quickly as possible. Drop the meter stick and have your partner catch it on the way down only by closing their thumb and fingers (not by moving their arm downward). Do not announce when you are about to drop the meter stick. 4. Measure the distance the meter stick fell in centimeters before it was caught. Repeat this step two more times.
Exchange places with your partner and repeat the procedure to find your own reaction distance.
After you and your partner have had a practice trial, repeat steps 2-5, this time video your partner, analyze your results, and record your results on Table 1.
This task uses:
Camera on the iPad and slow motion video.
. Learning Objective(s):
Students will complete the Reaction Time activity
Students will post their results on Blackboard.
TEACHER NOTES:
Teacher’s name/ Dana Fagan /
School: SJ Welsh
Louisiana State Standard: Louisiana Science Standard (include description):
1. Measure the physical properties of different forms of matter in metric system units
(e.g., length, mass, volume, temperature) (PS-H-A1) 4. Name and write chemical formulas using symbols and subscripts (PS-H-A2) 5. Identify the three subatomic particles of an atom by location, charge, and relative
mass (PS-H-B1) 11. Investigate and classify common materials as elements, compounds, or mixtures
(heterogeneous or homogeneous) based on their physical and chemical properties
(PS-H-C1)
SI 4, 8, 11, 12, 13
Grade Level/Subject: 6th Science
Special Directions/Considerations: students work with a partner, make sure students know how to video and play back in slow motion
Activity Evaluation: Students will complete task card R using this video. Teacher will grade at Task Card R
Prerequisites for students:

4. R
MOVIE DAY!!!!
Your fellow students have created videos to teach a measuring lesson. They plan on getting rich selling their video. They have asked for your help reviewing their video to make sure that they have explained their concept completely.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
Open the video that is in the “Today’s Lesson” folder on the computer.
Watch the video completely from start to finish.
Watch the video a second time and pause it when you have a question about something.
Minimize the video and open the word document that is in the “Today’s Lesson” folder.
Type your questions in the document and save it.
This task uses:
Computer with headphones
Word
. Learning Objective(s):
Students will complete the Reaction Time activity
Students will post their results on Blackboard
TEACHER NOTES:
Teacher’s name/ Dana Fagan /
School: SJ Welsh
Louisiana State Standard: Louisiana Science Standard (include description):
1. Measure the physical properties of different forms of matter in metric system units
(e.g., length, mass, volume, temperature) (PS-H-A1) 4. Name and write chemical formulas using symbols and subscripts (PS-H-A2) 5. Identify the three subatomic particles of an atom by location, charge, and relative
mass (PS-H-B1) 11. Investigate and classify common materials as elements, compounds, or mixtures
(heterogeneous or homogeneous) based on their physical and chemical properties
(PS-H-C1)
SI 4,8,11,12,13
Grade Level/Subject: 6th Science
Special Directions/Considerations: In previous lessons students recorded videos teaching various lessons: how to use a ruler, the importance of using the correct unit, reaction speed and the importance of accurate measurement
The students who created the video will open the questions and answer them / recreate their video to improve it
Activity Evaluation: I will read over questions to make sure they are legitimate and constructive
Prerequisites for students:

5. IMPACT SAMR Cover Sheet
Teacher: Dana Fagan
Louisiana Science Standard (include description):
1. Measure the physical properties of different forms of matter in metric system units
(e.g., length, mass, volume, temperature) (PS-H-A1) 4. Name and write chemical formulas using symbols and subscripts (PS-H-A2) 5. Identify the three subatomic particles of an atom by location, charge, and relative
mass (PS-H-B1) 11. Investigate and classify common materials as elements, compounds, or mixtures
(heterogeneous or homogeneous) based on their physical and chemical properties
(PS-H-C1)
Task Overview
Learning Objective(s)
Suggested Technology
Your fellow students have created videos to teach a measuring lesson. They plan on getting rich selling their video. They have asked for your help reviewing their video to make sure that they have explained their concept completely.
. Learning Objective(s):
Students will complete the Reaction Time activity
Students will post their results on Blackboard.
You and your partner will video each other during Part One of Reaction Time. Then analyze the video to determine your results.
Learning Objective(s):
Explore the idea of error in a scientific context.
Think critically about choosing appropriate measurement tools.
You will measure various items and show off your measuring skills with plicker 
Measure pencil length using different rulers
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.