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Technology acts a direct substitute, with no functional improvement

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Presentation on theme: "Technology acts a direct substitute, with no functional improvement"— Presentation transcript:

1 Technology acts a direct substitute, with no functional improvement
How did you measure up? You will input your data from the Reaction Time activity to Mrs. Pearce’s Blackboard site. SUBSTITUTION Technology acts a direct substitute, with no functional improvement Open Mrs. Pearce’s Blackboard site on the laptop or iPad you are assigned to use. Review Table 1 data from the Reaction Time activity (TASK CARD M). Input your data from Table 1 in the appropriate places on the BB site. This task uses: Learning Objective(s): Students will complete the Reaction Time activity Students will post their results on Blackboard. TEACHER NOTES: Teacher’s name/ Tracy School: S. J. Welsh Louisiana State Standard: SI 4, 8, 11, 12,13 PS 1, 4, 5, 40 Grade Level/Subject: 6th/Science Special Directions/Considerations: Your BB site will need to set be up so that your students can input information from their Table 1. Activity Evaluation: view students Table 1 from Reaction Time activity Prerequisites for students: completion of activities for Measuring Up – Task Card M

2 A Watch me measure!!! Plicker
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. Each student will get a container of supplies including a cm ruler. Lay out each of the items and get ready to measure. The first question is about to appear on the board. As instructed by the Plicker, you will measure the length of each item. Make sure you are using the cm side  Hold your Plicker card up with the correct answer indicating correct measurement at the top. Check your answer when the correct answer is shown, 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): Measure the length of various items using the cm ruler. Use the Plicker card to indicate their chosen answer. TEACHER NOTES: Teacher’s name/ Tracy School: S. J. Welsh Louisiana State Standard: SI 4, 8, 11, 12,13 PS 1, 4, 5, 40 Grade Level/Subject: 6th/Science Special Directions/Considerations: Each student will need a container of supplies (various items that they can measure the length of, all contains should have the same items, with the same measurements); examples are a CD case, pencil top eraser (unused), post it note, index card, small paper clip, large paperclip, unsharpened pencil, etc. Each student will need a cm ruler Teacher will need to make a Plicker that includes the correct measurement for each item in the container. Example: Question 1: The length of the large paperclip is: Activity Evaluation: Teacher will save the Plicker results to evaluate the students understanding of measuring length 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/ School: Louisiana State Standard: Grade Level/Subject: Special Directions/Considerations: Activity Evaluation: Prerequisites for students:

4 How does my reaction compare?!
You will create a graph on Blackboard. Then compare your graph to the posted graph and reply to the prompts. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable You will open Mrs. Pearce’s Blackboard and create a graph of your reaction time from your Table 1. (TASK S) Open the Blackboard tab with the Reaction Time Graph. Make some observations of the graph. Answer the guiding questions about the graph. Compare your graphed results with the results of other students’ graphed results that have already been posted. Post an evaluation question to at least two other students’ graphs. Post a observation comment, comparing or contrasting, on at least two other students’ graphs. This task uses: Learning Objective(s): Students will graph their results on Blackboard. Students will observe other graphs; animal results and other students’ graphs. Students will compare and contrast their results to other graphs. Students will question and comment on others’ graphs. TEACHER NOTES: Teacher’s name/ Tracy School: S. J. Welsh Louisiana State Standard: SI 4, 8, 11, 12,13 PS 1, 4, 5, 40 Grade Level/Subject: 6th/Science Special Directions/Considerations: Your BB site will need to set be up with the Analysis graph from page 16, so that your students can access the graphs, and create their own graph. Activity Evaluation: view graphs, comments, and questions Prerequisites for students: completion of activities for Measuring Up – Task Card M and S

5 IMPACT SAMR Cover Sheet
Teacher: Tracy Pearce Common Core State Standards (from page ii) - (MATH) 8.SP.A Investigate patterns of association in bivariate data. MATH) 6.EE.C Represent and analyze quantitative relationships between dependent and independent variables. (MATH) 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations. (MATH) 8.EE.B Understand the connections between proportional relationships, lines, and linear equations. (MATH) 8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations. (MATH) 7.RP.A Analyze proportional relationships and use them to solve real-world and mathematical problems. Task Overview Learning Objective(s) Suggested Technology You will create a graph on Blackboard. Then compare your graph to the posted graph and reply to the prompts. Students will graph their results on Blackboard. Students will observe other graphs; animal results and other students’ graphs. Students will compare and contrast their results to other graphs. Students will question and comment on others’ graphs. You and your partner will video each other during Part One of Reaction Time. Then analyze the video to determine your results. Students will complete the Reaction Time activity Students will post their results on Blackboard. Camera on the iPad and slow motion video. You will measure various items and show off your measuring skills with Plicker Measure the length of various items using the cm ruler. Use the Plicker card to indicate their chosen answer. Plicker You will input your data from the Reaction Time activity to Mrs. Pearce’s Blackboard site. Students will complete the Reaction Time activity 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.


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