1. Technology acts a direct substitute, with no functional improvement
Animal Ada-What’s?
Use iPads to view an EdPuzzle video on animal adaptations in cooperative groups.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Click on this link to open up the EdPuzzle video on animal adaptations -
View the short video with your cooperative groups, and feel free to pause the video at any time to discuss or ask questions if there is something your group does not understand.
At the end of the video, close the video link.
Each student needs to take out a sheet of loose leaf paper.
On the paper, write a short summary, about 5 to 7 sentences, that summarize the content of the EdPuzzle video. Be sure to include your complete heading on the summary.
Turn the summaries in to your class tray.
This task uses:
Learning Objective(s):
View and comprehend information presented to me on animal adaptations.
TEACHER NOTES:
Teacher’s name/ Amber
School: Iowa Middle School Iowa, Louisiana
Louisiana State Standard:
SI-M-A1: Use a variety of sources to answer questions
LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms
Grade Level/Subject: 7th Life Science
Special Directions/Considerations: Teacher EdPuzzle account is required
Activity Evaluation: Evaluate student summaries of EdPuzzle video for accuracy and comprehension
Prerequisites for students: N/A

2. A Let’s Get Flowing Get your assigned iPad.
Use iPads to access to answer questions about content from the EdPuzzle video.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
Get your assigned iPad.
Sign into Class Flow using the Class Code provided by the teacher.
Follow the verbal instructions from your teacher to answer the questions about adaptations.
Exit out of Class Flow when activity is complete.
This task uses:
Learning Objective(s):
Express my knowledge and thoughts of structural and behavioral adaptations
TEACHER NOTES:
Teacher’s name/ Amber
School: Iowa Middle School Iowa, Louisiana
Louisiana State Standard:
LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms.
Grade Level/Subject: 7th Grade Life Science
Special Directions/Considerations: Teacher needs Class Flow software downloaded on computer
Activity Evaluation:
Formative assessment of student responses to questions bases on the following questions:
Why do living things need adaptations?
What are the two basic types of adaptations?
What is it called when an organism uses color to hide from predators?
What is one physical/structural adaptation that can help a bird survive?
List one behavioral adaptation that would be beneficial to a polar bear’s survival in an artic tundra.
Prerequisites for students: Students need to know how to how to log into class flow with an iPad.

3. ‘Bird Beak Buffet’ BoardM
‘Bird Beak Buffet’ Board
Use an iPad to create an original blackboard discussion board post and respond to peers.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
Go on the Safari app on the iPad
Log into Blackboard
After you are logged in, click on Mrs. Perry’s science course that you are enrolled in (top right hand side)
Once you are on Perry’s blackboard, click on the ‘Discussion Board’ button (it is yellow and on the left hand side)
Select your class period (1st, 2nd, 3rd, etc.)
Select the ‘Adaptation’ Discussion link.
Click on ‘create thread’ to begin posting your original response to the following prompt:
What is one thing you learned about bird beak adaptations from performing the ‘Beak vs. Food’ activity?
After you finished creating your original post, you must respond to at least two other classmates’ posts. Be sure to type in complete sentences and include some “educational” terms in your response. Make sure to keep all responses positive!
Log off of blackboard when you are finished.
This task uses:
Learning Objective(s):
Comprehend and explain why birds that live in particular areas have certain beak structures
TEACHER NOTES:
Teacher’s name/ Amber
School: Iowa Middle School Iowa, Louisiana
Louisiana State Standard:
LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms.
Grade Level/Subject: 7th Grade Life Science
Special Directions/Considerations: Teacher needs to have complete Bb 201 course and have students enroll into teacher Bb course for discussion board posting
Activity Evaluation: See rubric for discussion board post on next slide.
Prerequisites for students:
Students need to have enrolled into teacher Bb course and have background knowledge for how to create and respond to discussion board posts.
Students should have completed the “Beak vs. Food” activity prior to beginning this task.

5. Lights, Camera, ADAPTATION Action!
Use an iPad to create a video product to “show what you know” about adaptation.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
In your cooperative group, decide amongst yourselves on which type of video product you would rather create – you can choose from the following: An iMovie, a Tellegami, or an Educreations video.
Click on the app of the product you decided to create. All of the apps are on the fist slide of the iPad for quick access.
Follow the rubric provided to create a video that will “show what you know” about adaptations of 2 different species of birds. Be sure to include information on both BEHAVIORAL and STRUCTURAL adaptations of each bird you selected.
After your video is saved, log into blackboard using the SAFARI app and select Mrs. Perry’s science class.
Select TOOLS, and then BLOG
Click on ADAPTATION blog and then click on CREATE NEW ENTRY
Provide a title for your video and in the message type your NAME and CLASS PERIOD
Click “Browse my Computer” to locate your video.
Once your video has been located and selected, click on “POST ENTRY.”
View and make comments on videos posted by other students.
This task uses:
Learning Objective(s):
Express my knowledge of structural and behavioral adaptations using creative and original ideas
TEACHER NOTES:
Teacher’s name/ Amber
School: Iowa Middle School/Iowa, Louisiana
Louisiana State Standard:
LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms
Grade Level/Subject: 7th Grade Life Science
Special Directions/Considerations: Students need to be enrolled into teacher blackboard course
Activity Evaluation: See iMovie rubric on following slide.
Prerequisites for students: Students need background information on how to create an iMovie, Tellegami, or Educreations video.

7. IMPACT SAMR Cover Sheet
Teacher: Amber Perry
Louisiana Standard (include description):
SI-M-A1: Use a variety of sources to answer questions
LS-M-D1: Differentiate between structural and behavioral adaptations in a variety of organisms
Task Overview
Learning Objective(s)
Suggested Technology
Use an iPad to create a video product to “show what you know” about adaptation.
Express my knowledge of structural and behavioral adaptations using creative and original ideas
Use an iPad to create an original blackboard discussion board post and respond to peers.
Comprehend and explain why birds that live in particular areas have certain beak structures
Use iPads to access to answer questions about content from the EdPuzzle video.
Express my knowledge and thoughts of structural and behavioral adaptations
Use iPads to view an EdPuzzle video on animal adaptations in cooperative groups
View and comprehend information presented to me on animal adaptations.
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.