1. IMPACT SAMR Cover Sheet
Teacher: Kristina Kramer
Louisiana Science Inquiry Standard (include description):
SI 8. Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected
SI 11. Evaluate selected theories based on supporting scientific evidence
SI 13. Identify scientific evidence that has caused modifications in previously accepted theories
Task Overview
Learning Objective(s)
Suggested Technology
This will allow students to evaluate one another’s image choices as well as determine if they are missing or incorrectly labeled parts.
Create and Identify the major structures of the cell membrane.
Blackboard
This activity has students create their cellular membrane
Create and Identify the major structures of the cell membrane.
Seesaw
This activity is designed to introduce the cell theory and how it was developed
Define the cell theory.
Identify how cell theory was developed.
EDpuzzle
This task is designed to function as a quiz to ensure mastery of the
cell theory
Plickers
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. Technology acts a direct substitute, with no functional improvement
Quiz on Cell Theory
Take a quiz to ensure mastery of the cell theory.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Take out Plicker Cards.
Answer each question using your Plicker cards as the teacher scans the room for responses.
This task uses:
Plickers
Learning Objective(s):
Define the cell theory.
Identify how cell theory was developed.
TEACHER NOTES:
Teacher’s name/
School: Washington-Marion High School
Louisiana State Standard: SI 8, 11, and 13.
Grade Level/Subject: 10th grade Biology
Special Directions/Considerations: Need a cellphone, Ipad, or some mobile device with plickers on it. Teacher also must have a Plickers account. You will need to add the questions below to a Plicker quiz.
Activity Evaluation: Teacher will evaluate student answers to questions.
Prerequisites for students: Cell theory lesson and video should have been watched. Plicker Quiz Questions:

3. A EDpuzzle Cell Theory Log into Edpuzzle
Watch and respond to a video on cell theory and how it was developed.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
Log into Edpuzzle
Click on Chapter 1.4 video on Edpuzzle
Answer the questions as you progress through the video.
This task uses:
Learning Objective(s):
Students will complete a formative assessment on cell theory.
TEACHER NOTES:
Teacher’s name/
School: Washington-Marion High School
Louisiana State Standard: SI 8, 13
Grade Level/Subject: 10th biology
Special Directions/Considerations: Teacher must have an EDpuzzle account and have students entered into classes. To find the video, search for cell theory on and look for the Chapter 1.4 video.
Activity Evaluation: Teacher will evaluate the submission of student responses
Prerequisites for students: There are no prerequisites.

4. significant task redesign.M
Seesaw Cell Membrane
Create and label your own cellular membrane.
MODIFICATION
Technology allows for
significant task redesign.
Open SeeSaw on the iPad.
Login using your username (nickname) and password.
Upload an image of a cell membrane without labels.
Once uploaded, label the diagram yourself be sure to include: phospholipid bilayer, channel proteins, transport proteins, carbohydrates, cytoplasm, hydrophilic heads, and hydrophobic tails.
This task uses:
Learning Objective(s):
Students will upload and label a diagram of a cell membrane
TEACHER NOTES:
Teacher’s name/
School: Washington-Marion High School
Louisiana State Standard: LS 2, and 4.
Grade Level/Subject: 10th Biology
Special Directions/Considerations: Must have seesaw accounts for teacher and students. Seesaw mirrors a digital interactive notebook.
Activity Evaluation: Completion of the labeled image.
Prerequisites for students: N/A

5. Cell Membrane Critique
Evaluate one another’s image choices and determine if any parts are missing or if any parts aren’t labeled properly.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Open SeeSaw on the iPad.
Login in using your username (nickname) and password.
Find and upload an image of a cell membrane without labels.
Once uploaded, label the diagram yourself be sure to include: phospholipid bilayer, channel proteins, transport proteins, carbohydrates, cytoplasm, hydrophilic heads, and hydrophobic tails.
After completion of cell membrane diagram, go to Blackboard.
Login and go to the Discussion Board labeled Cell Membrane.
Post your diagram to a new thread.
Be sure to evaluate at least 2 other peoples diagram, noting if any parts are missing or if any parts are labeled incorrectly.
Go back to your own diagram and correct any mistakes your classmates have noted and upload your final edited copy.
This task uses:
Learning Objective(s):
Students will review one another’s cell membrane model and identify any errors and make corrections to a final copy for upload.
TEACHER NOTES:
Teacher’s name/
School: Washington-Marion High School
Louisiana State Standard: LS 2, and 4.
Grade Level/Subject: 10th Biology
Special Directions/Considerations: Must have taken Blackboard 201 and have a blackboard account with classes and students. Teachers need to create the discussion board for students to post content ahead of time. Must also have a Seesaw account with classes and nicknames set up for students.
Activity Evaluation: Completion of evaluations and upload of image.
Prerequisites for students: