IMPACT SAMR Cover Sheet
Teacher: Kristina Kramer
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
MODIFICATION
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.
EDpuzzle
This task is designed to
function as a quiz to
ensure mastery of the
cell theory
Define the cell theory.
transformation
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
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
SUBSTITUTION
Technology acts as a direct tool for
substitution with no real change.
Identify how cell theory
was developed.
Identify how cell theory
was developed.
Plickers
enhancement
Technology allows for
significant task redesign..
S
Quiz on Cell Theory
Take a quiz to ensure mastery of the cell theory.
1. Take out Plicker Cards.
2. Answer each question using your Plicker cards as the teacher scans the
room for responses.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
This task uses:
Plickers
Learning Objective(s):
•
Define the cell theory.
•
Identify how cell theory was
developed.
A
EDpuzzle Cell Theory
Watch and respond to a video on cell theory and how it was developed.
1. Log into Edpuzzle
2. Click on Chapter 1.4 video on Edpuzzle
3. Answer the questions as you progress through the video.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
This task uses:
Learning Objective(s):
•
Students will complete a
formative assessment on
cell theory.
M
Seesaw Cell Membrane
Create and label your own cellular membrane.
1.
2.
3.
4.
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.
MODIFICATION
Technology allows for
significant task redesign.
This task uses:
Learning Objective(s):
•
Students will upload and
label a diagram of a cell
membrane
R
Cell Membrane Critique
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Evaluate one another’s image choices and determine if any parts are missing or if any
parts aren’t labeled properly.
1.
2.
3.
4.
5.
6.
7.
8.
9.
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.