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This activity relates to the SAMR level of redefinition because they are taking tasks they previously completed and doing something new with them to further their development of what is all capable with technology.

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Using the rubric they created on Docent EDU and the Nearpod they created on the topic, students will create a culminating project on the topic and create a screencastify to walk future students through the requirements and expectations, complete with their examples from throughout this unit.

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This activity links to the SAMR level of modification because students are creating a project that allows them to go in whatever direction they want based on vague guidelines, which allows for a task redesign. This project makes them evaluate what they know about the project, and what they think would be a useful guideline for future students when doing this project.

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Using the Nearpod they created for analyze, the students must create a rubric for the project done before (the Nearpod). They must come up with guidelines for future presentations to follow based on their Nearpod presentation and that of their group members in order to create a rubric that will allow for the creation of a future project.

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This activity links to the SAMR level of modification because students are creating a project that allows them to go in whatever direction they want based on vague guidelines, which allows for a task redesign. This project makes them analyze what they know about the topic and find out more information to quiz fellow classmates with.

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The students will create a Nearpod presentation about the terms discussed, then using the poll and quiz options test their classmates in a small group about the information presented to them in the Nearpod presentation. Each presentation must contain the basic definitions, examples, and seven unique facts about each of the terms.

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https://docs.google.com/document/d/1tuA6sMkvIALYRuebgxS3agyfqFfmpQN63ntgLlNypzg/edit?usp=sharing

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This activity of playing a game online links to the SAMR model of Augmentation because it is a direct substitute for a game played on a regular board. It has functional improvement because they have to interact with the technology not just typing things into a template.

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The students must create an activity on Smart Notebook for a small group to complete that applies their new knowledge on consumers, producers, and decomposers.

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This activity of a project where they must create a SMARTboard activity to test their classmates knowledge also counts as a direct substitute for something that could be done without technology, but is instead using technology with functional improvement from the venn diagrams they created previously.

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The students will apply their knowledge on consumers, producers, and decomposers by completing a game on the attached link.
http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm

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This activity links to the SAMR model level of substitution because it is a direct substitute of something that could be completed using pen and paper.

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The students will fill out Venn diagrams on Google Docs as a way to compare decomposers, consumers, and producers. They will complete 3 Venn diagrams so that they compare:
1) decomposers vs consumers
2) consumers vs producers
3) producers vs decomposers

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5th Grade Life Science ODE.S.5.LS.1.2: Organisms perform in a variety of roles in an ecosystem.

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5th Grade Life Science ODE.S.5.LS.1.2: Organisms perform in a variety of roles in an ecosystem.

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Focuses on food webs-- producers, consumers, and decomposers in an ecosystem.