SAMR model

The SAMR model is a framework used to evaluate the integration of technology into teaching and learning practices. It categorizes technology integration into four levels: Substitution, Augmentation, Modification, and Redefinition. Characteristics: 1. Substitution: Technology is used as a direct substitute for a traditional tool or method without significant change in the task. For example, using a word processor instead of handwriting assignments. 2. Augmentation: Technology provides functional improvements to the task, such as adding multimedia elements or enhancing accessibility. For example, using spell check or adding images to a document. 3. Modification: Technology allows for a significant redesign of the task, leading to new possibilities that were not previously possible. For example, using collaborative editing tools to allow students to work together in real-time,. 4. Redefinition: Technology enables the creation of previously inconceivable and entirely new tasks, fundamentally transforming the learning experience. For example, using virtual reality simulations to explore historical events or scientific concepts in immersive ways.

Importance: 1. Progressive Integration: SAMR encourages educators to move beyond simply substituting traditional methods with technology and strive for more transformative uses that enhance learning experiences. 2. Enhanced Learning: It aims to improve learning outcomes by leveraging technology to provide new and innovative ways for students to engage with content, collaborate with peers, and demonstrate understanding. 3. Teacher Reflection: SAMR promotes reflection among educators on how technology is being used in the classroom and encourages them to strive for higher levels of integration that have a greater impact on student learning. 4. Alignment with Pedagogy: The model emphasizes aligning technology use with pedagogical goals, ensuring that technology enhances teaching practices rather than being used for its own sake. By understanding and applying the SAMR model, educators can make more informed decisions about how to integrate technology in ways that have a meaningful and lasting impact on student learning.

Lesson Plan: 1

Teacher: Kinley Dema 

Subject: Floating and sinking 

Class: IV 

Time: 45 minutes 

Teaching learning materials: video links, images, ppt link, textbooks, Mentimeter, chart paper, eraser, paper, stone, crayon, leave, and ring. 

ICT model: SAMR model 

Previous knowledge: Students should already know about 

Some basic concepts of floating and sinking. For example, the paper boat floats on the water and sinks in water. 

Lesson objective: At the end of the lesson children will be able to:

1. differentiate between floating and sinking with examples after the teacher’s explanation

2. write the characteristics of floating and sinking objects after the teacher’s demonstration

3. share the importance of learning about floating and sinking in a real-life situation correctly.

Lesson introduction(5 minutes) 

Teacher: class…..123

Students: Eyes on you

Greetings to the class,

Ask how they are doing today.

Teacher will display a chart paper with a diagram of floating and sinking.

Students will be asked to observe this diagram carefully. 

Teacher will ask if they have ever wondered why some objects float while others sink?

• Give two minutes to discuss with their shoulder partner

• Ask two to three volunteers to share their views. 

General Instructions: Today, we are going to learn about floating and sinking. Firstly, I will

take you through the definition and the factors affecting floating and sinking. Next, we will

experiment with floating and sinking. Then, if time permits we will discuss a few questions.

Finally, we will end our lesson with a summary of the lesson.

Lesson development (35 minutes)

Teachers: Ready to Rock

Students: Ready to roll

The teacher will explain the definition and factors affecting the floating and sinking using ppt.

ppt.

To further enhance the understanding of the concept, the teacher will screen this video. 

Float or Sink - Why do things float- Why do things sink- Lesson for kids (youtube.com)

Learning Activity

Provide clear instructions about the activity.

Let students put things (materials required for doing floating and sinking) that are on the

table in the water.

Materials are crayons, stone, paper, erasers etc

Students will explore on following questions:

1. What will happen when the following are placed in a bucket/bowl of water?

• Students will write down the prediction before experimenting.

• Once they are done experimenting with each object they will write their findings or observations on the given table which will be given on the ppt.

Students will record their observations.

Objects	Prediction	Observation
Eraser
Paper
Stone
Crayon
Leave
Ring

Follow-up activity. 

Gaining Attention

Teacher: Focus…..focuses...

Students: Everybody focus…

After the activity, let students share their observations and record what they have written

earlier.

The teacher can comment on their observations.

Activity 1. 

Students will be asked to solve the three multiple choice questions individually. For that they have either scan through the given QR code or use the link . 

https://www.menti.com/alpwcxt67z1x

Activity 2 

The teacher will instruct a student to look for a peer to discuss the answers to questions that

are given on PPT. After that one representative from any peer will present answers for the

whole class.

The questions on the ppt for discussion can be as follows:

1. Why do you have to learn about floating and sinking?

The teacher will supplement their question by explaining relating to activities they have

conducted earlier

Closure (5 minutes) 

Highlights the important point

Use an exit ticket strategy to conclude the lesson.