IMPACT SAMR Cover Sheet Teacher Wesley Reed Louisiana

IMPACT SAMR Cover Sheet Teacher: Wesley Reed Louisiana Science Standard (include description): • SI 6: Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A 3) • PS 26: Illustrate the laws of conservation of matter and energy through balancing simple chemical reactions (PS-H-D 5) (PS-H-D 3) (PS-H-D 7) • LS 2: Identify and describe structural and functional differences among organelles (LS-HA 1) • LS 7: Identify the basic structure and function of nucleic acids (e. g. , DNA, RNA) (LS-H-B 1) 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. Students will review the Google Jigsaw document, focusing on the information given by other groups. They will then discuss and critique the information presented on a Blackboard discussion board. Use Blackboard discussion board to discuss and critique others’ work on Google Jigsaw activity. Students will be placed into groups and assigned a different class of Biological Macromolecule. They are to collect information and complete their section of the table on a Google document. Investigate an assigned class of large biological molecules. Students will watch a crash course video on Ed. Puzzle covering biological macromolecules. After the video, students will participate in a Plickers exit assessment Watch the Ed. Puzzle video covering structure and function of the 4 classes of large biological molecules. Students will define key terms and create study note cards from this topic using the class Quizlet site. Identify key terms associated with the structure and function of large biological molecules. Complete their assigned section of a Google document, and submit complete document for grading. Complete Kahoot! quiz when finished to assess the level of knowledge. Suggested Technology transformation Technology allows for the creation of new tasks that were previously not conceivable. Learning Objective(s) enhancement REDEFINITION Task Overview

S Structure and Function of Large Biological Molecules Vocabulary Students will define key terms and create study note cards from this topic using the class Quizlet site. 1. Students will open Quizlet app on classroom i. Pads. Link is also on Mr. Reed’s Blackboard Site. 2. Students are to locate the vocabulary set “Chapter 5: Structure and Function of Large Biological Molecules” under Biology 2. 3. Students are to create vocabulary notecards using the terms and definitions found on Quizlet. 4. When they are finished, students need to turn in notecards to be graded for a Vocabulary Check. SUBSTITUTION Technology acts a direct substitute, with no functional improvement Learning Objective(s): • https: //quizlet. com/_2 fpnkq Identify key terms associated with the structure and function of large biological molecules.

Macromolecules Video and Kahoot! Students will watch a crash course video on Ed. Puzzle covering biological macromolecules. After the video, students will participate in a Kahoot! exit assessment. 1. 2. 3. 4. A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. Log onto Mr. Reed’s Blackboard website. Under Biology 2, click the Ed. Puzzle—Biological Macromolecules link. Log into your student Ed. Puzzle account. Watch the “Crash Course” on the 4 classes of biological molecules. Take notes if necessary. Be careful to pay close attention to the following: 1. Monomers and polymers. 2. Structure of macromolecules. 3. Function of macromolecules. 5. When everyone has finished the video, we will take a Kahoot! quiz. https: //edpuzzle. com/assignments/580 e 2 e 696 c 1217294 b 370 d 0 a/watch Learning Objective(s): • https: //play. kahoot. it/#/k/24 ee 3870 -ed 35 -408 d-957 d-1 a 4476820 bd 8 • Watch the Ed. Puzzle video covering structure and function of the 4 classes of large biological molecules. Complete Kahoot! quiz when finished to assess the level of knowledge.

M Large Biological Molecules Google Doc Jig. Saw Students will be placed into groups and assigned a different class of Biological Macromolecule. They are to collect information and complete their section of the table on a Google document. MODIFICATION Technology allows for the creation of new tasks that were previously not conceivable 1. Log onto Mr. Reed’s Black. Board site. 2. Under “Biology 2, ” click the link to access the “Large Biological Molecules” Google document. 3. Find your group’s number to see the class of molecules you are assigned to collect data on. 4. Using your textbook, i. Pads, etc. , you must collect the following information on your assigned area: 1. Name and structure of monomers. 2. Function in cells. 3. Examples and their function/where they are found. 5. Once everyone is done, you must download the completed google document and submit it under the “Google Document Jigsaw” activity link on Blackboard. Learning Objective(s): • • https: //docs. google. com/document/d/1 w 3 WC 85 Xfj. Dcm_Zb 1 U 4 Xdjy 6 Lq. JW 8 Op 2 SJEMg 9 BYa. OE/edit? usp=sharing Investigate an assigned class of large biological molecules. Complete their assigned section of a Google document, and submit complete document for grading.

R Google Jigsaw Peer Critique Students will review the Google Jig. Saw document, focusing on the information given by other groups. They will then discuss and critique the information presented on a Black. Board discussion board. 1. Have one member of your group print the complete Google document. 2. Take 10 minutes to read the information added by other groups, and look for anything that sticks out or errors in information. 3. Log into Mr. Reed’s Blackboard. 4. Under Biology 2, access the “Google Document Jigsaw” discussion board. 5. You must create a post, and post on at least 3 other posts. 6. Your original post must be at least 200 words, each reply must be at least 100 words. 7. You want to focus your discussion on interesting points or errors in formation. https: //blackboard. cpsb. org/webapps/discussionboard/do/forum? action=li st_threads&course_id=_6519_1&forum_id=26706&nav=discussion_board& conf_id=_13091_1&content_id=_657510_1&mode=cpview REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable Learning Objective(s): • Use Blackboard discussion board to discuss and critique others’ work on Google Jig. Saw activity.