1. Technology acts a direct substitute, with no functional improvement
ENERGIZE!!!!
Students use EdPuzzle to take notes on Potential and Kinetic Energy
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Open Google Chrome
Go to Edpuzzle using the following link:
Watch the video and follow the prompts to complete your notes.
Learning Objective(s):
Define energy, potential energy, and kinetic energy
Give examples of potential and kinetic energy
Identify where potential and kinetic energy is located on a model
Describe the Law of Conservation of Energy
TEACHER NOTES:
Teacher’s name/ Jillian Fetters /
School: Maplewood Middle School
Louisiana State Standard:
PS-M-C1: Describe and give examples of how all forms of energy may be classified as potential or kinetic energy.
PS-M-C2: Explain the law of conservation of energy
Grade Level/Subject: 6th/Science
Special Directions/Considerations: Teacher must have Edpuzzle account.
Activity Evaluation: Completed student notes
Prerequisites for students: Students need computer login account and basic computer skills to navigate the web.

2. A Energize WIZER! Get a laptop from the classroom laptop cart.
Students use WIZER to obtain direct feedback as they practice finding the potential and kinetic energy of objects.
AUGMENTATION
Technology acts as a direct tool for substitution with some functional improvement.
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Open Google Chrome.
Go to Teacher BlackBoard.
Locate ENERGIZE folder under “What We Are Learning” tab.
Click on the Wizer link:
Sign in using your assigned student name and password.
Follow the directions to complete the worksheet.
Learning Objective(s):
Identify where potential and kinetic energy is located on a model
Measure the potential energy and kinetic energy of objects.
TEACHER NOTES:
Teacher’s name/ Jillian Fetters /
School: Maplewood Middle School
Louisiana State Standard:
PS-M-C1: Describe and give examples of how all forms of energy may be classified as potential or kinetic energy.
PS-M-C2: Explain the law of conservation of energy
Grade Level/Subject: 6th/Science
Special Directions/Considerations: Teacher must have Wizer.me account.
Activity Evaluation: Completed Wizer.me worksheet report
Prerequisites for students: Students will need pre-assigned class login and password to access Wizer.me worsheets

3. Roller Coaster CreatorM
Roller Coaster Creator
Students use Padlet to share how they would create a roller coaster that would function without an electric motor.
MODIFICATION
Technology allows for the creation of new tasks that were previously not conceivable
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Open Google Chrome.
Go to Teacher BlackBoard.
Open Roller Coaster Creator file and click on the link:
Create a roller coaster and run the test run.
Go to and comment on how your roller coaster design did in the test run. Make sure you explain why or why not your coaster ran using the terms potential and kinetic energy.
Learning Objective(s):
Identify where potential and kinetic energy is located on a model
TEACHER NOTES:
Teacher’s name/ Jillian Fetters /
School: Maplewood Middle School
Louisiana State Standard:
PS-M-C1: Describe and give examples of how all forms of energy may be classified as potential or kinetic energy.
PS-M-C2: Explain the law of conservation of energy
Grade Level/Subject: 6th/Science
Special Directions/Considerations: Teacher must have Padlet account.
Activity Evaluation: Student comments in Padlet
Prerequisites for students: Students need computer login account and basic computer skills to navigate the web.

4. Roller Coaster Collaboration
Students from another class will read other students comments and make suggestions.
REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable
Get a laptop from the classroom laptop cart.
Login with your student login and password.
Open Google Chrome.
Go to and choose one student’s comments about their roller coaster’s test run.
Make sure to write down the nickname of the comments you choose.
Go to Today’s Meet at:
Place the nickname of the padlet author and give one suggestion on how their roller coaster could have been more successful.
Learning Objective(s):
Identify where potential and kinetic energy is located on a model
TEACHER NOTES:
Teacher’s name/ Jillian Fetters /
School: Maplewood Middle School
Louisiana State Standard:
PS-M-C1: Describe and give examples of how all forms of energy may be classified as potential or kinetic energy.
PS-M-C2: Explain the law of conservation of energy
Grade Level/Subject: 6th/Science
Special Directions/Considerations: Teacher must have taken BB201 to create discussion board in BlackBoard
Activity Evaluation: Student comments in BlackBoard discussion board
Prerequisites for students: Students need computer login account and basic computer skills to navigate the web

5. IMPACT SAMR Cover Sheet
Teacher: Jillian Fetters
Louisiana Science Standard (include description):
PS-M-C1: Describe and give examples of how all forms of energy may be classified as potential or kinetic energy.
PS-M-C2: Explain the law of conservation of energy
Task Overview
Learning Objective(s)
Suggested Technology
Students from another class will read other students comments and make suggestions.
Identify where potential and kinetic energy is located on a model
Students use Padlet to share how they would create a roller coaster that would function without an electric motor.
Students use WIZER to obtain direct feedback as they practice finding the potential and kinetic energy of objects.
Students use EdPuzzle to take notes on Potential and Kinetic Energy
Define energy, potential energy, and kinetic energy, Give examples of potential and kinetic energy, Identify where potential and kinetic energy is located on a model, Describe the Law of Conservation of Energy
REDEFINITION
Technology allows for the creation of new tasks that were previously not conceivable.
transformation
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.
enhancement
SUBSTITUTION
Technology acts as a direct tool for substitution with no real change.