1. IMPACT SAMR Cover Sheet
Montez Fulton:
Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through an ecosystem (SE-H-A6) (LS-H-D1)
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
Students will research 3 specific environmental issues that affect the water cycle and collaborate with others with Google Slides.
Students will use research from pre-selected websites to create a Google slide to collaborate with other environmental science students.
Internet-ready device
Blackboard
Google Slides
The learner identify real-life features of the water-cycle in their actual environment.
The learner will create a presentation using digital images of their environment.
The learner identify real-life features of the water-cycle in their actual environment.
The learner will create a presentation using digital images of their environment.
Digital Camera
Presentation Software
Students will compete with other online students in labeling the water cycle
Students will interact with other students in a competition while labeling a water-cycle diagram.
Students will view an online presentation of the water-cycle
The learner will review a slide- share video of the water cycle.
Internet-Ready Device
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/
School: Iowa High School
Louisiana State Standard: 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)
Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through an ecosystem (SE-H-A6) (LS-H-D1)
Grade Level/Subject: 9th grade Environmental Science
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. Water-Cycle Slideshare Presentation
Students will view an online presentation of the water-cycle.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Go to Mrs. Fulton’s blackboard website
Click on Environmental Science tab
Click on link for water cycle SlideShare.
Take notes in your notebook.
This task uses:
Internet-Ready Device.
Learning Objective(s):
The learner will review a slide-share video of the water cycle.
TEACHER NOTES:
Teacher’s name/
School: Iowa High School
Louisiana State Standard: 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)
Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through an ecosystem (SE-H-A6) (LS-H-D1)
Grade Level/Subject: 9th grade Environmental Science
Special Directions/Considerations:
Activity Evaluation: Teacher will walk around and record this as a completion/formal assessment.
Prerequisites for students: none – this is an introductory task.

3. Water-cycle Labeling Competition
Students will compete with other online students in labeling the water cycle.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
Go to Mrs. Fulton’s Blackboard Website
Click on Environmental Science Tab
Click on Water Cycle game to follow link to game.
Copy winner rankings
Open the google slides link in the Environmental Science Blackboard Website to paste your results
This task uses:
Internet-ready device
Learning Objective(s):
Students will interact with other students in a competition while labeling a water-cycle diagram.
TEACHER NOTES:
Teacher’s name/
School: Iowa High School
Louisiana State Standard: 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)
Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through an ecosystem (SE-H-A6) (LS-H-D1)
Grade Level/Subject: 9th grade Environmental Science
Special Directions/Considerations:
Activity Evaluation: Copy and paste winner rankings in Google Slides for me to check
Prerequisites for students: Understanding of the water-cycle

4. Real-life water diagram.
Use Digital Media to Make a Real-Life Diagram of The Water Cycle
MODIFICATION
Technology allows for
significant task redesign.
Take digital pictures of the various parts of the water cycle using digital device.
Use pictures to create a virtual diagram in either Power Point, Prezi, or any presentation software.
Upload presentation to Mrs. Fulton’s environmental science blackboard website for other’s to critique.
Upload to the Water Diagram Drop Box.
This task uses:
Digital Camera
Presentation Software
Blackboard
Learning Objective(s):
The learner will identify real-life features of the water-cycle in their actual environment.
The learner will create a presentation using digital images of their environment.
TEACHER NOTES:
Teacher’s name/
School: Iowa High School
Louisiana State Standard: 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)
Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through an ecosystem (SE-H-A6) (LS-H-D1)
Grade Level/Subject: 9th grade Environmental Science
Special Directions/Considerations:
Activity Evaluation: View Presentations
Prerequisites for students: Understanding of the water-cycle

5. Collaborating on the Water Cycle
Students will research 3 specific environmental issues that affect the water cycle and collaborate with others with Google Slides.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Go to Mrs. Fulton’s Environmental Science Blackboard.
Open the Google Slides link that is found on Blackboard.
Use the links provided to research deforestation, climate change or global warming and the effect on the water cycle.
Create a new slide in Google Slides to create a slide with something new that you have learned from the research.
Tomorrow, you will critique and clear up misconceptions together as a group.
This task uses:
Internet-ready device
Blackboard
Google Slides
Learning Objective(s):
Students will use research from pre- selected websites to create a google slide to collaborate with other environmental science students.
TEACHER NOTES:
Teacher’s name/
School: Iowa High School
Louisiana State Standard: 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)
Illustrate the flow of carbon, water, oxygen, nitrogen, and phosphorus through an ecosystem (SE-H-A6) (LS-H-D1)
Grade Level/Subject: 9th grade Environmental Science
Special Directions/Considerations: Teacher will have to create their own google slide presentation and provide link to students.
Activity Evaluation: Copy and paste standings (in contest) to a word document to turn in.
Prerequisites for students: Understanding of the water-cycle