1. IMPACT SAMR Cover Sheet
Teacher: Broussard
Louisiana Science Inquiry Standard (include description):
Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)
Use technology when appropriate to enhance laboratory investigations and Use technology when appropriate to enhance lab investigations and presentations of findings.
Task Overview
Learning Objective(s)
Suggested Technology
Class will create a movie about the 12 most unwanted Bacteria
Describe causes, symptoms, treatments, and preventions of major communicable and noncommunicable diseases
iPads
iMovie
Create a video tutorial using Doodlecast or Explain everything to explain viral replication cycles.
Compare the structures, functions, and cycles of viruses to those of cell
Doodlecast or
Explain Everything
Create a screencast to practice cell labeling.
Identify and describe structural and functional differences among organelles
Educreations app
iPad
Create a concept map using the Total Recall app on the iPad
Evaluate the efficiency of the flow of energy and matter through the food chain/pyramid.
Total Recall app
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. Population Ecology Concept MapS
Population Ecology Concept Map
Your task is to create a concept map using the Total Recall app on the iPad.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Open the Total Recall app.
Tap mind maps
Tap the plus sign.
Name your map “Principles of Ecology.”
Tap the screen to start entering bubbles as appears on the handout provided along with using the word bank of terms provided by teacher.
When you have completed the map get approval from teacher on the placement of terms.
Take a screen shot of the map. Tap the 3 dots in bottom right. Save image to camera roll.
Submit your image to Blackboard or to teacher.
This task uses:
iPad
Total Recall app
Learning Objective(s):
Evaluate the efficiency of the flow of energy and matter through the food chain/pyramid.
Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations)
TEACHER NOTES:
Teacher’s name/ Georgia
School: Sulphur High
Louisiana State Standard: LS-H-D2, SI-H-A4
Grade Level/Subject: 9-10/ Biology
Special Directions/Considerations: Teachers will have to have some way for students to get their images to the teacher – either via Blackboard or .
Activity Evaluation: Formative assessment. Use screenshot to check for understanding.
Prerequisites for students: Present for lesson in class on food needs in a community

3. Cell Labeling Practice
Create a screencast to practice labeling the cell.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
Open the Educreations app.
Tap the plus sign.
Tap the plus sign again.
Tap the photo image icon.
Tap the camera roll icon. Find the animal cell diagram
Insert the animal cell diagram into your project.
Make a word bank of cell organelle names. Do not label the diagram yet.
Record audio of yourself as you drag each term to the diagram.
Save your project and show the teacher.
Continually watch the video until you have mastered the parts.
This task uses:
iPad
Educreations app
Learning Objective(s):
Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations)
Identify and describe the structural and functional differences among organelles.
TEACHER NOTES:
Teacher’s name/ Georgia
School: Sulphur High
Louisiana State Standard: LS-H-A1, SI-H-A4
Grade Level/Subject: 9-10/Biology
Special Directions/Considerations:
Activity Evaluation: formative assessment. Teacher will watch and listen to the completed products as students finish. Images will need to be saved either in the camera roll or externally prior to the exercise.
Prerequisites for students: Cell lesson(s).

4. Viral Replication CyclesM
Viral Replication Cycles
Create a screencast to explain viral replication cycles.
MODIFICATION
Technology allows for
significant task redesign.
Choose either Doodlecast or Explain Everything app on the iPad.
Insert the viral replication cycle diagrams provided in the camera roll.
Create a title slide that says Viral Replication Cycles. Include the student number you were assigned. Do not include your name.
Use appropriate techniques, such as drawing, tracing, writing, etc. to capture the attention of the listener as you explain the cycles.
Collaborate with your partner and completely explain both replication cycles.
Allow teacher to listen to your explanation.
Use feedback provided to edit the project as necessary. Allow teacher to listen to your revisions.
Finish the project by saving it as a video. Upload your video to Blackboard.
This task uses:
iPads
Doodlecast app or
Explain Everything app
Learning Objective(s):
Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing
. Compare the structures, functions, and cycles of viruses to those of cells
TEACHER NOTES:
Teacher’s name/ Georgia
School: Sulphur High
Louisiana State Standard: SI-H-A4, LS-H-C7
Grade Level/Subject: 9-10/BIOLOGY
Special Directions/Considerations: Teachers will need to have the content loaded in the camera roll and provide a Blackboard location for uploading an assignment.
Activity Evaluation:
Prerequisites for students:

5. R 12 Most Unwanted Choose a bacterium to research.
Class will create a documentary about the 12 most unwanted Bacteria. Each group will research and report about a different bacteria. Each team will contribute to one movie.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Choose a bacterium to research.
You may use InstaGrok app or My School app to complete your research on the bacterium.
Decide with your group on a creative method to present your findings.
Use iMovie to record your segment. Keep segment under 90 seconds.
Your group segment will be graded on content, creativity, and timing.
Each segment will be placed into one documentary about the 12 Most Unwanted Bacteria and uploaded to a Blackboard discussion board for peer review.
Once uploaded, view the videos created by other classes, providing feedback.
This task uses:
iPads
Research apps
iMovie
Learning Objective(s):
Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations)
Describe causes, symptoms, treatments, and preventions of major communicable and noncommunicable diseases
TEACHER NOTES:
Teacher’s name/ Georgia Broussard
School: Sulphur High
Louisiana State Standard: LS-H-G4, SI-H-A4
Grade Level/Subject: 9-10 BIOLOGY
Special Directions/Considerations: Teachers will need to provide students with the discussion board for peer review on their Blackboard site.
Activity Evaluation: Rubric
Prerequisites for students: