1. Technology acts a direct substitute, with no functional improvement
Food Webs
To prepare for developing a food web for your new species, you will watch a video about food webs and answer questions.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Go to
Watch the video with your group.
Answer the following questions in your folder.
What does a food chain illustrate?
What is an ecosystem?
What is a food web made up of?
What is used in a food chain to show what is eaten by what?
What would happen if an organism was removed from a food web?
4. Questions will be discussed at the end of class.
This task uses:
Learning Objective(s):
I can describe a food chain
I can describe how a food web illustrates the complexity of the feeding relationships amongst organisms
TEACHER NOTES:
Teacher’s name/ Carolyn Hoffpauir
School: Moss Bluff Middle
Louisiana State Standard: Analyze food webs to determine energy transfer among organisms (LS-M-C2)
Grade Level/Subject: 7th Science
Special Directions/Considerations: N/A
Activity Evaluation: N/A
Prerequisites for students: N/A

2. A
Rabbits, Rabbits
Using the gizmo, you will answer questions about food webs.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
Using your assigned device and Google Chrome, go to the following website:
Login with your username and password
Launch the “Food Web” gizmo
Answer the assessment questions after you have finished the gizmo.
This task uses:
Learning Objective(s):
I can identify how energy is transferred in a food web.
TEACHER NOTES:
Teacher’s name/ Carolyn Hoffpauir
School: Moss Bluff Middle
Louisiana State Standard: Analyze food webs to determine energy transfer among organisms (LS-M-C2)
Grade Level/Subject: 7th Science
Special Directions/Considerations: N/A
Activity Evaluation: N/A
Prerequisites for students: N/A

3. Interactive AdaptationM
Interactive Adaptation
Using an interactive video, you will select adaptations for survival.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
Using your assigned device and Google Chrome,go to the following website:
Click the start button.
Choose a scenario then three adaptations
Click the release button to see if your bird survived.
After successfully releasing a bird, use the snipping tool to capture the picture and information.
Insert your picture into the class Google Slides. Make sure you add it to your assigned slide.
Learning Objective(s):
I can choose adaptations that help animals survive in their environment
TEACHER NOTES:
Teacher’s name/ Carolyn Hoffpauir
School: Moss Bluff Middle
Louisiana State Standard: Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1)
Grade Level/Subject: 7th Science
Special Directions/Considerations: N/A
Activity Evaluation: N/A
Prerequisites for students: N/A

4. R
Creature, Creature!!
After taking and sharing pictures of your “creature” with another class, you will critique it using a rubric.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
On your assigned computer, using Paint, draw, color and label, according to the rules of a biological diagram, a diagram of your organism.
Label the 5 adaptations. Save your image to the your folder on the desktop.
Go to the class Padlet. The link can be found on Mrs. Hoffpauir’s Blackboard. Double click on the Padlet and choose from the icon via attachment and add picture. Include your student nickname.
View at least two other pictures and provide comments to support the drawing and labels or make suggestions. Include your student nickname.
This task uses:
Learning Objective(s):
I can identify structural adaptations used for survival
TEACHER NOTES:
Teacher’s name/ Carolyn Hoffpauir
School: Moss Bluff Middle
Louisiana State Standard: Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1)
Grade Level/Subject: 7th Science
Special Directions/Considerations: N/A
Activity Evaluation: N/A
Prerequisites for students: N/A

5. IMPACT SAMR Cover Sheet
Teacher: Carolyn Hoffpauir
Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1)
Louisiana Science Standard (include description):
Task Overview
Learning Objective(s)
Suggested Technology
After taking and sharing pictures of your “creature” with another class, you will critique it using a rubric
I can identify structural adaptations used for survival
Using an interactive video, you will select adaptations for survival.
I can choose adaptations that help animals survive in their environment
Using the gizmo, you will answer questions about food webs.
I can identify how energy is transferred in a food web. .
To prepare for developing a food web for your new species, you will watch a video about food webs and answer questions.
I can describe a food chain
I can describe how a food web illustrates the complexity of the feeding relationships amongst organisms
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.