1. IMPACT SAMR Cover Sheet
Teacher: Jennifer Underwood
Louisiana Science Standard (include description):
Evaluate selected theories based on supporting scientific evidence (SI-H-B1)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Task Overview
Learning Objective(s)
Suggested Technology
Students will answer a short formative quiz to determine knowledge of theories and atoms.
Students recognize that modern chemical science is based upon the idea of atoms, their combination in compounds, and their recombination in the course of chemical reactions.
Students use Blackboard to access a variety of instructional tools: notes, Powerpoint, Prezi, and YouTube video.
Students recognize that modern chemical science is based upon the idea of atoms, their combination in compounds, and their recombination in the course of chemical reactions
Students use SketchUp to create a 3D design of an assigned atomic model.
Students will identify elements of an atomic model and use technology to replicate a 3D model of it.
Students use Blackboard discussion board feature to peer review designs from other groups.
Evaluate selected theories based on supporting scientific evidence (SI-H-B1)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
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.

2. Atomic Theory Pre-Test
Students use Google Forms to answer a short formative quiz before lesson begins.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Use the following link to complete the Pre-Test
4. Complete the quiz and submit.
Learning Objective(s):
Students recognize that modern chemical science is based upon the idea of atoms, their combination in compounds, and their recombination in the course of chemical reactions.
TEACHER NOTES:
Teacher’s name/ Jennifer Underwood/
School: Sulphur High School
Louisiana State Standard:
Evaluate selected theories based on supporting scientific evidence (SI-H-B1)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Grade Level/Subject: 11th/ Chemistry
Special Directions/Considerations: Teacher must create google form prior to class.
Activity Evaluation: Formative assessment
Prerequisites for students: Students need computer login account and basic computer skills to navigate the web.

3. A Read, Learn and Prepare Get a laptop from the classroom laptop cart.
Use Blackboard to collect information on the progression of the modern atomic theory.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Open Google Chrome.
Go to my Blackboard.
Locate Atomic Theory folder under “Notes and Resources” after selecting “Chemistry Binder” tab.
Browse the information: Notes, movie, PowerPoint, and Prezi.
Take your own notes paying special attention to the atomic model presented by each scientist.
Learning Objective(s): Students recognize that modern chemical science is based upon the idea of atoms, their combination in compounds, and their recombination in the course of chemical reactions.
TEACHER NOTES:
Teacher’s name/ Jennifer Underwood/
School: Sulphur High School
Louisiana State Standard:
Evaluate selected theories based on supporting scientific evidence (SI-H-B1)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Grade Level/Subject: 11th/ Chemistry
Special Directions/Considerations: Teacher must have Blackboard account.
Activity Evaluation: Student notes.
Prerequisites for students: Students need computer login account and basic computer skills to navigate the web.

4. M 3D Model Creator Get a laptop from the classroom laptop cart.
Students use SketchUp to create a 3D sketch of the assigned scientist’s atomic model.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Open Google Chrome.
Go to Teacher Blackboard.
Find the SketchUp link and tutorial video in the “Tools” section of the “Chemistry Binder”.
Using your notes, make a sketch of your scientist’s atomic model in SketchUp.
Upload your sketches to the Discussion Board labeled “3D Atomic Models”.
Learning Objective(s): Students will identify elements of an atomic model and use technology to replicate a 3D model of it.
TEACHER NOTES:
Teacher’s name/ Jennifer Underwood/
School: Sulphur High School
Louisiana State Standard:
Evaluate selected theories based on supporting scientific evidence (SI-H-B1)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Grade Level/Subject: 11th/ Chemistry
Special Directions/Considerations: Teacher must have a SketchUp account.
Prerequisites for students: Students need computer login account and basic computer skills to navigate the web. They must have good notes of the atomic model assigned to their group. See Augmentation Card.

5. Atomic Model Peer Review
Students from another class will read other students comments and make suggestions.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Open Google Chrome.
Go to Teacher Blackboard
Find the Discussion Board titled “3D Atomic Model.”
Peer review the models submitted by other groups.
Provide feedback for model improvements. Questions to address include but are not limited to
Is the presented model accurate?
What improvements could be made to the model tot increase efficiency during printing?
What comments do you have on the theory and evidences that supported it when first presented to the scientific community?
Learning Objective(s):
Evaluate selected theories based on supporting scientific evidence (SI-H-B1)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
TEACHER NOTES:
Teacher’s name/ Jennifer Underwood/
School: Sulphur High School
Louisiana State Standard:
Evaluate selected theories based on supporting scientific evidence (SI-H-B1)
Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2)
Grade Level/Subject: 11th/ Chemistry
Special Directions/Considerations: Teacher must have a Blackboard account with an active discussion board.
Prerequisites for students: Students need computer login account and basic computer skills to navigate the web. They must have good notes of the atomic model assigned to their group. See Augmentation Card.