1. IMPACT SAMR Cover Sheet
Teacher’s Name: Christopher Lang
GLEs and Standards Covered (Include Descriptions):
SI 8. Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected
SI 11. Evaluate selected theories based on supporting scientific evidence
SI 13. Identify scientific evidence that has caused modifications in previously accepted theories
Task Overview
Learning Objective(s)
Suggested Technology
This task will allow students to collaborate and critique each others work.
Use Blackboard to collaborate and critique each others commercials.
Blackboard
Students will use knowledge to explain a scientist’s stance and contribution to the atomic theory.
Select a scientist and create a commercial using iMovie to explain their discovery and why it is important.
iMovie
Students will research and organize the progression of the atomic theory.
Use Google slides to create a timeline of the atomic theory.
Google Slides
This activity will assess student knowledge of the atomic theory.
Use Google forms to assess students previous knowledge.
Google Forms
REDEFINITION
Technology allows for the creation of new tasks that were previously not conceivable.
transformation
MODIFICATION
Technology allows for significant task redesign..
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. Atomic Theory Pre-Assessment
This activity will assess student knowledge of the atomic theory.
SUBSTITUTION
Technology acts a direct substitute,
with no functional improvement
Click on the following link to go to the Google form to answer the pre-assessment questions.
2. Click Submit when you have completed the assessment.
This task uses:
Learning Objective(s): 8. Analyze the development of the modern atomic theory from a historical perspective (PS-H-B1)
TEACHER NOTES:
Teacher’s name/ Christopher Lang/
School: Sulphur High School
Louisiana State Standard: PS1: Matter and Its Interactions/PS1.A—Structure and Properties of Matter
Grade Level/Subject: 11th Grade Chemistry
Special Directions/Considerations: Blackboard account needed, ipad needed, access to internet.
Activity Evaluation: Evaluation of critiques and videos
Prerequisites for students:

3. Atomic Theory Time Line
Students will research and organize the progression of the atomic theory.
AUGMENTATION
Technology acts as a direct tool
for substitution with some
functional improvement.
Use Google slides to create a timeline.
Provide any necessary links to resources in the steps.
The timeline is to contain contribution, and picture of the following scientist in order of ascending dates:
Democritus
Aristotle
John Dalton
J.J. Thompson
R. Millikan
E. Goldstein
J. Chadwick
E. Rutherford
N. Bohr
E. Schrodinger
This task uses:
Learning Objective(s): 1. Analyze the development of the modern atomic theory from a historical perspective (PS-H-B1) 2. Draw accurate valence electron configurations and Lewis dot structures for selected molecules, ionic and covalent compounds, and chemical equations (PS-H-B1)
TEACHER NOTES:
Teacher’s name/ Christopher Lang/
School: Sulphur High School
Louisiana State Standard: PS1: Matter and Its Interactions/PS1.A—Structure and Properties of Matter
Grade Level/Subject: 11th Grade Chemistry
Special Directions/Considerations: Blackboard account needed, iPad needed, access to internet.
Activity Evaluation: Evaluation of critiques and videos. Create link to Google slide in your blackboard site
Prerequisites for students:

4. Atomic Theory Commercial
Students will use knowledge to explain a scientist’s stance and contribution to the atomic theory.
MODIFICATION
Technology allows for
significant task redesign.
Select a scientist and create a 60 second commercial that will contain:
What was their main contribution to the atomic theory.
Why was their contribution important.
What were some of the advancements that occurred because of their contribution.
Using iMovie, create your commercial for your chose scientist.
Save your final product to the Camera Roll.
This task uses:
Learning Objective(s):
1. Analyze the development of the modern atomic theory from a historical perspective (PS-H-B1)
2. Draw accurate valence electron configurations and Lewis dot structures for selected molecules, ionic and covalent compounds, and chemical equations (PS-H-B1
TEACHER NOTES:
Teacher’s name/ Christopher Lang/
School: Sulphur High School
Louisiana State Standard: PS1: Matter and Its Interactions/PS1.A—Structure and Properties of Matter
Grade Level/Subject: 11th Grade Chemistry
Special Directions/Considerations: Blackboard account needed, ipad needed, access to internet.
Activity Evaluation: Evaluation of critiques and videos
Prerequisites for students:

5. Peer Review and collaboration
This task will allow students to collaborate and critique each others work.
REDEFINITION
Technology allows for the
creation of new tasks that were
previously not conceivable.
Log-in to blackboard and access Mr. Lang’s Chemistry class.
Click in the Atomic Theory commercial discussion board.
Submit your commercial from a previous project and respond to 2 other students commercials.
Respond to 4 critiques from your peers.
This task uses:
Learning Objective(s):
1. Analyze the development of the modern atomic theory from a historical perspective (PS-H-B1)
2. Draw accurate valence electron configurations and Lewis dot structures for selected molecules, ionic and covalent compounds, and chemical equations (PS-H-B1
TEACHER NOTES:
Teacher’s name/ Christopher Lang/
School: Sulphur High School
Louisiana State Standard: PS1: Matter and Its Interactions/PS1.A—Structure and Properties of Matter
Grade Level/Subject: 11th Grade Chemistry
Special Directions/Considerations: Blackboard account needed, ipad needed, access to internet.
Activity Evaluation: Evaluation of critiques and videos
Prerequisites for students: