1. Technology acts a direct substitute, with no functional improvement
Distance/Time Graphs
Students will become familiar with motion graphs through watching a video.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Go to Mrs. Breaux’s Blackboard
Click on Helpful Sites.
Click on the Motion folder.
Watch the Distance vs. Time Edpuzzle video.
In your notebook, draw a Distance vs. Time and Speed vs. Time graph of At Rest, Constant Speed, and Increasing Speed.
This task uses:
Learning Objective(s):
To distinguish between At Rest, Constant Speed and Increasing Speed.
TEACHER NOTES:
Teacher’s name/ Heather
School: Moss Bluff Middle
Louisiana State Standard: • PS 14 - Construct and analyze graphs that represent one-dimensional motion (i.e., motion in a straight line) and predict the future positions and speed of a moving object (PS-MB1)
• PS 15 - Explain why velocity is expressed in both speed and direction (PS-M-B1)
• PS 16 - Compare line graphs of acceleration, constant speed, and deceleration (PS-M-B1)
Grade Level/Subject: 6th grade/Science
Special Directions/Considerations: Teacher requires edpuzzle account.
Activity Evaluation: Completed Graph drawings will be discussed as a whole group discussion.
Prerequisites for students: Student must have an edpuzzle account

2. A
Notions about Motion
Student will complete a worksheet and verify answers using QR Code.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
You and your partner will discuss and complete the Motion graph worksheet by analyzing each graph and writing a description of the cars motion.
Once complete, use the QR code to check your work.
This task uses:
Learning Objective(s):
To correctly label Distance/Time and Speed/Time graphs.
TEACHER NOTES:
Teacher’s name/ Heather Breaux-
School: Moss Bluff Middle School
Louisiana State Standard: • PS 14 - Construct and analyze graphs that represent one-dimensional motion (i.e., motion in a straight line) and predict the future positions and speed of a moving object (PS-MB1)
• PS 15 - Explain why velocity is expressed in both speed and direction (PS-M-B1)
• PS 16 - Compare line graphs of acceleration, constant speed, and deceleration (PS-M-B1)
Grade Level/Subject: 6th Grade/Science
Special Directions/Considerations: Teacher needs copy of Motion Graph Worksheet.
Activity Evaluation: Completed Worksheet turned in at the end of class.
Prerequisites for students: N/A

3. M
The Need for Speed
Students will measure the time it takes a battery powered car to travel different distances.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
Complete the Measuring Constant Speed NMSI lesson procedure steps 1-4.
Record the time it takes the car to travel 2m, 4m, 6m, 8m, and 10m in your notebook.
Use the following Google doc to graph your data
Find the page for your corresponding Group number.
Click on the graph. A box will pop up in the right corner.
Click Open Sheets.
Enter your times into the Time column. Click on the box below the numbers.
Exit the spreadsheet.
Go back to your group slide. In the right corner of your graph, click Update Chart.
This task uses:
Learning Objective(s):
Graph the distance and time of a toy car.
TEACHER NOTES:
Teacher’s name/ Heather Breaux
School: Moss Bluff Middle
Louisiana State Standard: • PS 14 - Construct and analyze graphs that represent one-dimensional motion (i.e., motion in a straight line) and predict the future positions and speed of a moving object (PS-MB1)
• SI 12 - Use data and information gathered to develop an explanation of experimental results   (SI-M-A4)
• SI 22 -  Use evidence and observations to explain and communicate the results of
investigations (SI-M-A7)
Grade Level/Subject: 6th Grade/Science
Special Directions/Considerations: NMSI Lesson Speed Measuring Constant Speed
Activity Evaluation: N/A
Prerequisites for students: Prior knowledge of how to use Google docs.

4. R
How Fast Can They Go?
Students will use group data from a different hour to calculate speed then graph the new calculations.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
Access the graph from the opposite assigned hour.
Use their data of distance and time to calculate the speed of their car.
Once calculations are complete use the following Google doc to graph the speed calculation at each time interval
Find the page for your corresponding Group number.
Click on the graph. A box will pop up in the right corner.
Click Open Sheets.
Enter your speeds into the Speed column. Click on the box below the numbers.
Exit the spreadsheet.
Go back to your slide. In the right corner of your graph, click Update Chart.
Last, you will look at the Speed graph created by the opposite hour. In the Notes section comment on their work. Did they correctly calculate Speed? Did they correctly graph Speed vs. Time?
This task uses:
Learning Objective(s):
Calculate Speed then graph the Speed vs. Time.
TEACHER NOTES:
Teacher’s name/ Heather Breaux-
School: Moss Bluff Middle
Louisiana State Standard: • PS 16 - Compare line graphs of acceleration, constant speed, and deceleration (PS-M-B1)
• SI 12 - Use data and information gathered to develop an explanation of experimental results   (SI-M-A4)
• SI 25 - Compare and critique scientific investigations (SI-M-B1)
Grade Level/Subject: 6th Grade/Science
Special Directions/Considerations: Teacher needs a Google account
Activity Evaluation: Student responses on Power Point
Prerequisites for students: Student must complete Measuring Constant Speed Experiment.

5. IMPACT SAMR Cover Sheet
Teacher: Heather Breaux
•  PS 14 - Construct and analyze graphs that represent one-dimensional motion (i.e., motion in a straight line) and predict the future positions and speed of a moving object (PS-MB1)
• PS 15 - Explain why velocity is expressed in both speed and direction (PS-M-B1)
PS 16 - Compare line graphs of acceleration, constant speed, and deceleration (PS-M-B1)
• SI 12 - Use data and information gathered to develop an explanation of experimental results   (SI-M-A4)
• SI 25 - Compare and critique scientific investigations (SI-M-B1)
Task Overview
Learning Objective(s)
Suggested Technology
Students will use group data from a different hour to calculate speed then graph the new calculations.
Calculate Speed then graph the Speed vs. Time.
Google Docs
Students will measure the time it takes a battery powered car to travel different distances.
Graph the distance and time of a toy car.
Student will complete a worksheet and verify answers using QR Code
To correctly label Distance/Time and Speed/Time graphs.
QR Code
Students will become familiar with motion graphs through watching a video
To distinguish between At Rest, Constant Speed and Increasing Speed.
Edpuzzle
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.