1. IMPACT SAMR Cover Sheet
Teacher: Jessie Perron
Louisiana Science Inquiry Standard (include description):
Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Describe how investigations can be observation, description, literature survey, classification, or experimentation (SI-H-A2
Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)
Task Overview
Learning Objective(s)
Suggested Technology
The student will use the scientific method and virtual gel electrophoresis to determine who stole a bike and use blackboard discussion.
The student will use the scientific method and virtual gel electrophoresis to determine who stole a bike and use blackboard discussion.
Internet
Blackboard
The student will use the scientific method and virtual gel electrophoresis to determine who stole a bike.
. The student will use the scientific method and virtual gel electrophoresis to determine who stole a bike.
Students will watch a video on edpuzzle and answer the questions attached to the video.
edpuzzle
In this article you will get a better understanding of the use and limitations of the scientific method in the field of research.
In this article you will get a better understanding of the use and limitations of the scientific method in the field of research.
REDEFINITION
Technology allows for the creation of new tasks that were previously not conceivable.
transformation
MODIFICATION
Technology allows for significant task redesign..
Teacher’s name/ Jessie Perron/
School: Washington Marion
Louisiana State Standard: Cite evidence that scientific investigations are conducted for many different reasons
(SI-H-B2)
13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Grade Level/Subject: 9-10/Biology
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. Why do scientists use the scientific method?
In this article you will get a better understanding of the use and limitations of the scientific method in the field of research.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Go to the following website and read the article on Scientific Method:
2) Once you are done, answer the journal question on blackboard for today, which is related to the article.
This task uses:
Website
Blackboard
Learning Objective(s):
Cite evidence that scientific investigations are conducted for many different reasons
(SI-H-B2)
13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
TEACHER NOTES:
Teacher’s name/ Jessie Perron/
School: Washington Marion
Louisiana State Standard: Cite evidence that scientific investigations are conducted for many different reasons
(SI-H-B2)
13. Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Grade Level/Subject: 9-10/Biology
Special Directions/Considerations: To use the journal feature of Blackboard, completion of BB201 is needed. If this is not available, students could answer in their interactive notebooks a question such as, “Based on the article, using your own words, what are two limitations of the scientific method?”
Activity Evaluation: Teacher will access for comprehension.
Prerequisites for students: basic understanding of SM

3. Observing movement of water
Students will watch a video on edpuzzle and answer the questions attached to the video.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
Go to the following site:
Log in as a student. Create a username and password. For your username use your hour and your station number.
Ex) 3student13
3. Complete the edpuzzle “The Color Changing Celery Experiment”.
This task uses:
Internet
Learning Objective(s):
Describe how investigations can be observation, description, literature survey,
classification, or experimentation (SI-H-A2)
TEACHER NOTES:
Teacher’s name/ Jessie Perron/
School: Washington Marion
Louisiana State Standard: Describe how investigations can be observation, description, literature survey,
classification, or experimentation (SI-H-A2)
Grade Level/Subject: 9-10/Biology
Special Directions/Considerations: The teacher would have to make sure they have assigned to their class “the color changing celery experiment” video.
Activity Evaluation: Teacher will evaluate the submission of student responses.
Prerequisites for students: basic understanding of osmosis and capillary action

4. Virtual Gel ElectrophoresisM
Virtual Gel Electrophoresis
The student will use the scientific method and virtual gel electrophoresis to determine who stole a bike.
MODIFICATION
Technology allows for
significant task redesign.
Go to the following website and complete the virtual lab on gel electrophoresis. In this experiment, you are going to use the scientific method to investigate a crime scene.
2. Complete the lab and fill in your online journal along the way.
3. Save your journal and submit it to me by going to my Blackboard site and clicking on Assignment: Journal Gel Electrophoresis.
This task uses:
Internet
Blackboard
Learning Objective(s):
Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)
TEACHER NOTES:
Teacher’s name/ Jessie Perron/
School: Washington Marion
Louisiana State Standard: Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)
Grade Level/Subject: 9-10/Biology
Special Directions/Considerations: Teacher would need to have completed Blackboard 201 to use the Assignment Manager feature.
Activity Evaluation:
Prerequisites for students: basic understanding of restrictive enzymes and gel electrophorsis

5. Virtual Gel Electrophoresis
The student will use the scientific method and virtual gel electrophoresis to determine who stole a bike.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Go to the following website and complete the virtual lab on gel electrophoresis. In this experiment, you are going to use the scientific method to investigate a crime scene.
2. Complete the lab and fill in your online journal along the way.
3. Save your journal and send it to me.
4. Log in to blackboard and go to my classroom website.
5. Click on Discussion Board. and post on the discussion board thread “Who is the bicycle thief?”.
6. You must write your conclusion to the lab, and also explain how you came to that conclusion.
7. Respond to at least two other students’ post in your class.
This task uses:
Internet
Blackboard
Learning Objective(s):
Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)
TEACHER NOTES:
Teacher’s name/ Jessie Perron/
School: Washington Marion
Louisiana State Standard: Write and defend a conclusion based on logical analysis of experimental data (SI-H-A6) (SI-H-A2)
Grade Level/Subject: 9-10/Biology
Special Directions/Considerations: To use the Discussion board feature of Blackboard, the teacher would have needed to have successfully completed BB201.
Activity Evaluation:
Prerequisites for students: basic understanding of restrictive enzymes and gel electrophoresis