Original Lesson: Students learn about different types of lines, and angles. The teacher has them draw a chart in their notebook to have them fil in the word, definition and drawing for each key word being taught. They then work on a name the angle worksheet and for the assessment they are asked to create index cards with the 9 key words.

Technology to be added: Chromebook, google classroom, google docs

SAMR Implementation: substitution

• During this lesson students are asked to draw a three column chart in their notebooks to name, define and draw pictures of the key words they are learning. Instead of having them do this by hand I would have them create a chart in Google Docs and type in the names and definitions and then search the internet for a picture of the key word. For the assessment at the end they have to create flash cards of the key words. Rather than having them create them by hand i would have the students use the quizlet program to create virtual flashcards on their Chromebook.

• This demonstrates this stage of SAMR because using Google Docs is a practical substitute for pencil and paper.

• The technology added to this lesson impacts the learning experience for students because students get to practice using a laptop keyboard and google docs, a software that will be around as they get older that they will need to use to complete assignments.

Original Lesson: Students are asked to create different rectangular shapes with the same perimeter. After the teacher models how to do this with various examples on the board, then the students are asked to draw a rectangle on their whiteboards that has the same perimeter as hers on the board. For their independent work they are asked to fill in a worksheet and then their assessment is another example but on lined paper.

Technology to be added: IPad's, measure app, google docs

SAMR Implementation: Augmentation

• To integrate technology into this lesson I would have students using IPad's and a measure app on the IPad instead of drawing plain rectangles on paper I would have them search the classroom for rectangles in their world that have the same perimeter. They would use the measure app and the camera to take pictures of rectangles within the classroom and post them on a shared google doc with their peers. This will allow them to see how many things in their world have the same perimeters but also how to compare them to many other objects.

• This demonstrates this stage of SAMR because the the measure app not only acts as a substitute for drawing and measuring rectangles but will teach the students more than they would have known by completing a simple hand written activity. Students will get to learn about their world and how many things can have similar or the same perimeters but look very different. The use of the IPad and measure app will provide them with information to augment their learning with functional improvements.

• The integration of technology into this lesson impacts the learning experience for students because students will get hands-on experience with a functional measurement app. Understanding that there are shapes all around us is an important fact to know especially when thinking about future career fields such as construction, engineering etc..

Education.com. “Perfect Perimeter: Lesson Plan.” Lesson Plan | Education.com, 25 Mar. 2021, www.education.com/lesson-plan/perfect-perimeter/.

Original Lesson: Students plan and conduct investigations that provide evidence that the speed of an object is related to the energy of that object. Students practice observing objects at different speeds and colliding with different objects. Students observe the effects of the collisions and consider what is happening and what patterns they see. They can develop questions based on those observations.

Technology to be added: Ipad, Coconut Star App

SAMR Implementation: Modification

• Instead of having students explore the force and motion of hands on objects I will have them explore force and motion using the Coconut Star App. This ditches the materials needed in the classroom for a more interactive experience for the students. Students will be not only thinking about the force needed to move the coconut along but also about the surface that the coconut is on. This will allow students to get a more in depth understanding of force, motion and even friction.

• This demonstrates this stage of SAMR because I am modifying the main task of the lesson to make it available to do on technology, allowing students to complete tasks digitally. The application allows students to investigate and find out which surfaces will need more force to move the object.

• The integration of technology into this lesson impacts the learning experience for students because students get to interact with many different experiences rather than just the select few a teacher may be able to provide with materials. The students are also getting more experience on technology therefore preparing them for the future of technology in their world.

SD Department of Education, doe.sd.gov/.

Original Lesson: Students are using magnets to figure out if different materials are magnetic or not. The teacher starts by reading a book to her students and then asks them to use their science journal to take note of the aspects of the story that they were supposed to learn from. Then the students get a magnet and explore with the materials given to them. They are then asked to sort items based on their magnetism.

Technology to be added: epic online books, chromebook, google docs, magnet hunt website

SAMR Implementation: Redefinition

• I would implement this model by reading a book from Epic with my class on the smartboard. Epic has interactive stories for students, and we would follow the story with a quiz and magnet game to find out what the students remembered from the story and learned/know about magnets. I would have students take turns reading pages, answering the questions, and taking the quizzes. This would allow students to become more involved in this stage of the lesson. Then, after students learn about magnets, I would have them explore with magnets by using the free Magnet Hunt Game individually on their chromebooks. I would give them about 30 minutes to explore and them come together as a class and discuss what we learned from their explorations.

• This demonstrates this stage of SAMR because it redefines the experience by allowing students to learn about and magnets as opposed to just allowing them to consume information about magnets and giving them a set amount of materials to explore. Students learn best by doing, and using an app allows students to explore with materials they may not have access to in a classroom.

• The integration of technology into this lesson impacts the learning experience for students because it gives them access to materials they may not get in the classroom. It also enhances the student experience and allows them to explore using different tools and materials given by the website. This allows students to independently at their own pace dive into magnetism and how it works.

Herman, Ellen. “Magnet Play.” BetterLesson, BetterLesson, 16 Jan. 2015, betterlesson.com/lesson/635354/magnet-play.