S
Graphing Stories
Students will view graphing stories to compare and identify
what lines of a distance vs. time graph represent.
1. Watch the following “Graphing Stories”
videos to help you verify that a graph is a
representation of real-world situations:
Distance from Home Plate; Distance from the
Camera; Height; Elevation.
2. Stop the video at the end of each graphing
segment to reflect and compare each event in
the video to each sequential line on the
graph. Take notes in your journal to record
the direction of each line and what you think
it represents.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Learning Objective(s):
•
PS16 - Compare
line graphs of
acceleration,
constant speed,
and deceleration
A
What a Line!
Students will view this excellent instructional video while
answering questions to check their understanding of the
information provided.
1.Watch the instructional video
located on the desktop of your
computer in regards to creating a
distance vs. time graph.
2.Answer the questions asked
throughout the video.
AUGMENTATION
Technology acts as a direct tool for
substitution with some functional
improvement.
Learning Objective(s):
•
SI3 - Use a variety
of sources to
answer questions.
M
Your Move
MODIFICATION
Technology allows for the
creation of new tasks that were
previously not conceivable
Students will create a story to represent a lines on a graph. A cyberpartner will try to identify the story to a list of graphs, and then
provide detailed evidence to support the decision.
1.Using the link to Google Slides, write a brief
story to match each line on one of the graphs
from selection of graphs provided.
2.On an additional Google Slide, cyber-partners
from another class are going to try to match
your story to the correct graph while providing
evidence of support. Evidence of support
requires the breakdown of each movement of
the story while referencing the corresponding
sequential line.
3.Any contradictions must be noted in the
support.
4. Remember to title your file to reflect your
story.
Learning Objective(s):
•
PS14 - Construct and
analyze graphs that
represent onedimensional motion
(i.e. motion in a
straight line) and
predict the future
positions and speed
of a moving object.
R
Going the Distance
Students will post their graphing stories on a discussion board, and
then they will read and effectively critique two other posts.
1. Use this link to go to “Graphing Stories” on my
Discussion Board Graphing Stories
2. Create a thread titling your story and attach
your file on the Discussion Board.
3. After submitting your thread, evaluate two
other graphing stories and respond with at
least a three sentence critique. State the
points that your liked and/or make suggestions
you might have to make improvement. .
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable
.
Learning Objective(s):
•
•
•
SI18 - Identify faulty
reasoning and statements
that misinterpret or are
not supported by the
evidence
SI19 - Communicate ideas
in a variety of ways (e.g.
symbols, illustrations,
graphs, charts,
spreadsheets, concept
maps, oral and written
reports, equations)
IMPACT SAMR Cover Sheet
Teacher: Deanna Brounkowsi
Louisiana Science Standard (include description):
Learning Objective(s)
Suggested Technology
Students will post their graphing
stories on a discussion board, and
then they will read and effectively
critique two other posts.
SI18 - Identify faulty reasoning and
statements that misinterpret or are
not supported by the evidence
SI19 - Communicate ideas in a variety
of ways (e.g. symbols, illustrations,
graphs, charts, spreadsheets,
concept maps, oral and written
reports, equations)
Blackboard Discussion Board
Students will create a story to
represent a lines on a graph. A
cyber-partner will try to identify the
story to a list of graphs, and then
provide detailed evidence to
support the decision.
PS14 - 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.
Google Docs
Students will view this excellent
instructional video while answering
questions to check their
understanding of the information
provided.
Students will view this excellent
instructional video while answering
questions to check their
understanding of the information
provided.
Edpuzzle.com
Students will view graphing stories
to compare and identify what lines
of a distance vs. time graph
represent.
PS16 - Compare line graphs of
acceleration, constant speed, and
deceleration
You Tube
Technology allows for the
creation of new tasks that were
previously not conceivable.
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.
SUBSTITUTION
Technology acts as a direct tool for
substitution with no real change.
enhancement
REDEFINITION
Task Overview
transformation
PS14 - 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.