# data[].attributes.body
This example is related to redefinition in the SAMR model because Podcast and Movie Maker allow for significant task redesign in the creation of scripts and movies.

# data[].attributes.body
This example is related to augmentation in the SAMR Model because Screencastify acts as a direct tool substitute, with functional improvement.

# data[].attributes.body
This example is related to substitution in the SAMR Model because Padlet only replaces typical pencil/paper and adds little to no improvement to the quality of the instruction.

# data[].attributes.body
This example is related to redefinition in the SAMR Model because Periscope allows for the application and creation of a new task, the live streaming of student discussion and role playing, with the possibility to comment on it while it is going on, using technology.

# data[].attributes.body
This example is related to substitution in the SAMR Model because the Google Document only replaces typical pencil/paper and adds little to no improvement to the quality of the instruction.

# data[].attributes.body
This example is related to substitution in the SAMR Model because the SmartNotebook only replaces typical pencil/paper or moveable matching cards, and adds little to no improvement to the quality of the instruction.

# data[].attributes.body
Students will create either a podcast or movie using the technology podcast or movie maker to create their own script/movie of the process of collecting data, creating a graph, and reading the data in the graph.

# data[].attributes.body
Students will produce a small group research study. They will have collected data (surveyed) and properly displayed it using a graph. Students will then analyze and discuss the data they have collected. They will discuss key points on their screen displaying their data and graph and use a webcam through the program Screencastify.

# data[].attributes.body
Presented with a series of example problems and data, students will in groups of 3-4 examine and address the appropriate type of graph, how to display the data, how to read the data, and their reasoning.

# data[].attributes.body
Students will apply and demonstrate their knowledge of graphs by using Pericope to simulate/display their created scenarios and collected data in the appropriate types of graphs.

# data[].attributes.body
Students use a classroom google document to list and organize what they know the different types of graphs they learned in the unit.

# data[].attributes.body
Students collaboratively and interactvely use SmartNotebook/Google Slides on the SmartBoard to match important vocabulary, steps, and pictures of graphs to their correct name.
https://docs.google.com/presentation/d/1X9hJg_8ondx0ybgiouQaOa-3RO6NHS_cyV1E82uL1Nk/edit?usp=sharing