1. IMPACT SAMR Cover Sheet
Teacher: Melissa Cox Barbe High School
Louisiana Science Inquiry Standard (include description):
1. Compare prokaryotic and eukaryotic cells (LS-H-A1)
2. Identify and describe structural and functional differences among organelles (LS-HA1)
3. Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3)
4. Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4)
Task Overview
Learning Objective(s)
Suggested Technology
Critique, provide adequate feedback, and edit videos.
-Use the knowledge gained through this lesson to critique and provide constructive feedback to other groups -Work with video editing to create one class video
Videos created by student groups in M task
iPads or Laptops
Nearpod
Internet
iPads and iMovie for editing
Students create their own lyrics and produce song.
-Work together with my group to create an original song -Successfully affirm that each of the lyrics are correct descriptions of the parts of the cell -Create and use video on an iPad
Lyrics written in task A
Music clips (optional)
iPad
Video app or iMovie
Create a digital flowchart of key descriptions of each organelle.
-Categorize key words from each of the organelles -Generate a flowchart with each of the organelles -Collaborate with my group to create lyrics of an organelle song
Student’s interactive notebook
Computer with flowchart software (PowerPoint) or iPad with flowchart app
View examples of cell structure/organelle songs.
-Identify all organelles found in the animal and plant cell -Distinguish between animal and plant cells -Effectively navigate through search engines regarding cell structure
Device with internet connection
Blackboard
Videos about cell organelles
REDEFINITION
Technology allows for the creation of new tasks that were previously not conceivable.
transformation
MODIFICATION
Technology allows for significant task redesign..
TEACHER NOTES:
Teacher’s name/ Melissa Cox/
School: Barbe High School
Louisiana State Standard: (LS-H-A1) (LS-HA1)(SI-H-A3) (SI-H-A4)
Grade Level/Subject: 9th & 10th grade/Biology
Special Directions/Considerations:
Prerequisites for students: basic knowledge of cellular processes and orientation
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.

2. Cell Song: Organelle Identification
View examples of cell structure/organelle songs.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
View examples of cell structure/organelle songs on Blackboard.
Log into Blackboard.
Click on Course Tabs and Type in “Cox”
Click the link with my name on it
On Mrs. Cox’s Blackboard page, click the “Class documents” tab
Once inside there, the song links will be provided for you to view
This task uses:
Device with internet connection
Blackboard
Videos about cell organelles
Learning Objective(s):
Identify all organelles found in the animal and plant cell
Distinguish between animal and plant cells
Effectively navigate through search engines regarding cell structure
TEACHER NOTES:
Teacher’s name/ Melissa Cox/
School: Barbe High School
Louisiana State Standard: (LS-H-A1) (LS-HA1)(SI-H-A3) (SI-H-A4)
Grade Level/Subject: 9th & 10th grade/Biology
Special Directions/Considerations: teacher to provide examples on their site:
Prerequisites for students: basic knowledge of cellular processes and orientation

3. A
Cell Song Lyric Application Create a digital flowchart of key descriptions of each organelle.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
1. Break down and identify full explanations of organelle functions, location, etc. and compile lists key words using your interactive notebook for reference.
2. Create a flowchart to brainstorm and organize the key words of the organelles you will identify in the song lyrics you will write.
3. Use the flowchart to write your song lyrics.
This task uses:
Student’s interactive notebook
Computer with flowchart software (PowerPoint) or iPad with flowchart app
Learning Objective(s):
Categorize key words from each of the organelles
Generate a flowchart with each of the organelles
Collaborate with my group to create lyrics of an organelle song
TEACHER NOTES:
Teacher’s name/ Melissa Cox/
School: Barbe High School
Louisiana State Standard: (LS-H-A1) (LS-HA1)(SI-H-A3) (SI-H-A4)
Grade Level/Subject: 9th & 10th grade/Biology
Special Directions/Considerations:
Prerequisites for students: basic knowledge of cellular processes and orientation

4. significant task redesign.M
Song and Video Creations and Presentations Students create their own lyrics and produce song
MODIFICATION
Technology allows for
significant task redesign.
Finalize cell organelle song lyrics.
Add your own instrumentation (if you choose to do so) or create your own beat to the song
Practice performing within your groups and tweak any necessary changes (songs should not be longer than 2.5 minutes)
Each group will perform their song and use the class iPads to video their performance.
This Task Uses:
Lyrics written in task A
Music clips (optional)
iPad
Video app or iMovie
Learning Objective(s):
Work together with my group to create an original song
Successfully affirm that each of the lyrics are correct descriptions of the parts of the cell
Create and use video on an iPad
TEACHER NOTES:
Teacher’s name/ Melissa Cox/
School: Barbe High School
Louisiana State Standard: (LS-H-A1) (LS-HA1)(SI-H-A3) (SI-H-A4)
Grade Level/Subject: 9th & 10th grade/Biology
Special Directions/Considerations:
Prerequisites for students: basic knowledge of cellular processes and orientation

5. R
Critique, Class Video Editing, Redesign Critique, provide adequate feedback, and edit videos.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Watch and critique and provide feedback each of the videos made by groups in the class using Nearpod.
Once feedback is provided and reviewed, groups will edit their videos accordingly.
After the redesign, each class will take a part of each groups’ songs and use video edit to create a class mash up of favorite parts using an iPad and iMovie.
Each class song will be viewed and voted upon in Nearpod by all of the classes for the overall best one.
This task uses:
Videos created by student groups in M task
iPads or Laptops
Nearpod
Internet
iPads and iMovie for editing
Learning Objective(s):
Use the knowledge gained through this lesson to critique and provide constructive feedback to other groups
Work with video editing to create one class video
TEACHER NOTES:
Teacher’s name/ Melissa Cox/
School: Barbe High School
Louisiana State Standard: (LS-H-A1) (LS-HA1)(SI-H-A3) (SI-H-A4)
Grade Level/Subject: 9th & 10th grade/Biology
Special Directions/Considerations: The videos are to be shown offline, whole-group. The teacher will need to develop the feedback lessons that are shared with students via Nearpod, so they’ll have to have an account.
Prerequisites for students: basic knowledge of cellular processes and orientation