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Watch a brief introduction of the SAMR Model below.

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Watch a brief introduction of the SAMR Model below.

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Substitution: In the original lesson plan, students are provided a handout of the article, "Should Tropical Fish Sales Be Banned?" To incorporate the SAMR Model at its lowest level where the least amount of change is done to the lesson plan, I would provide students with a link to the article for them to read online.
Augmentation: Here, I would focus on my lesson's objective which is to compare and contrast a controversial issue and add a technological enhancement for augmentation. Working towards my goal, I would open the lesson with a video projected on the Smart Board that portrays a live debate. This will provide students with a great example of what a real debate looks like and help students better understand the concept of comparing and contrasting.
Modification: At this level transformation of the lesson begins in the SAMR Model. Instead of having the students fill out the "Debate Organizer" worksheet, I would create an online discussion board for students to answer the same questions that are on the worksheet in a forum setting. This way students can see what their fellow classmates' opinions are while posing their own.
Redefinition: To assess my students knowledge of the assignment I would use the highest level of the SAMR Model. Redefinition calls for using technology to create a new task which was previously inconceivable. In order to meet this requirement, I would organize and videotape an in-class debate on the topic. After, students will upload the video onto a multimedia platform such as YouTube for the world to see.

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Grade Level 6-8
CCSS.ELA-LITERACY.RST.6-8.2 - Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
Lesson
Students will read an article about the sale of tropical fish. Students will analyze the information given and discuss their opinion based on facts from the article.
Objectives & Outcomes
Students will analyze a controversial environmental topic. Students will compare and contrast different opinions about a controversial topic and make a fact-based opinion about the environmental subject.
Materials Needed

A pencil

The worksheet “Debate Organizer”

Article from Time For Kids - “Should Tropical Fish Sales Be Banned?"

Procedure:

Opening to Lesson

The teacher will lead a conversation about pets.

Ask students if they have pets, what kind, where they live. Give them time to discuss with partners and then with the class.

Ask students if they ever learn anything from their pets. Give them time to discuss with partners and then with the class.

Ask students if they ever wish they could own an exotic animal. Give them time to discuss with partners and with the class.

Body of Lesson

Pass out the debate worksheet and have students independently answer the question at the top of the worksheet “Should tropical fish sales be banned” and write their response in the space provided.

Pass out the article, “Should Tropical Fish Sales Be Banned.”

Have students read the article silently to themselves while “talking to the text.”

Talking to the text: Have students write directly onto the article any questions that they have and circle any words or phrases that they don’t understand. If they don’t have questions and understand all words, have them write questions and circle words and phrases as if they were a student in the grade below.

Have students share some of their questions with their partner.

Discuss the questions that students have come up with.

In partners or in groups, have students complete the 2 top boxes of the graphic organizer, citing specific examples from their text, and any points that their classmates made during the class discussion.

Partner students and set the timer for 3-5 minutes to interview each other and write the partner’s opinion in the top part of the 3rd box of the graphic organizer.

Partner students again and set the timer for 3-5 minutes to interview each other and write the partner’s opinion in the bottom part of the 3rd box of the graphic organizer.

Have students return to their seats and complete the 4th box of the graphic organizer.

Closing
Call on students to discuss their opinion. Ask students what the strongest point was that made them believe their opinion. Ask students what the strongest point against their opinion was.
Assessment & Evaluation
Students will be asked to complete a worksheet and defend their position orally.
https://www.teacher.org/lesson-plan/debate-an-environmental-issue/

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The fourth and highest level is Redefinition. At this level technology has completely changed or taken over your lesson into something new. Here, you can have students change their essays into videos. Creating a video will allow students to present evidence and understanding of the topic to their class. Videos are great because students can vocalize their essay's content and its tone. Pictures can also be added in the background to show examples and evidence to support his/her work. Creating a video attracts students to become more involved with their work by taking a deeper look into different things they can do with technology by their side. These are all things that you cannot see or do in a hand-written essay.

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The third level is Modification. During the Modification level, you are moving from enhancement to transformation. That means that you are changing the design of the lesson. For instance, sharing the essay created on a Word Processor through a blog site where the entire classroom is connected. Students become more engaged with their work in this type of forum. It can spark their interest when they get to see the work and ideas of other students after they post their own. They can also give and receive feedback from the teacher and fellow students in order to help improve the quality of their writing.

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The second level is Augmentation. In this level, the new technological tool used in the lesson during substitution now must be enhanced. The example essay that is now typed on a Word Processor can be enhanced by using the Format and Insert functions in the Word Processor. Simply by asking students to change the font, double-space, add page numbers, and/or a header.

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The first level of the SAMR Model is Substitution. This is where a traditional tool used to complete a lesson is replaced with a technological tool. There is no functional change to the lesson. It is just completed by using any form of technology. For example, a hand-written essay can be changed by typing it on a Word Processor.

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Technology today is at its peak while students are still using traditional forms for learning. The SAMR Model allows students to think differently and perform new tasks. At the same time, it is almost impossible to find a job that does not require the use of technology. Therefore, bringing technology into the classroom using the SAMR Model is beneficial towards helping students learn and survive in today's world.

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The SAMR Technology Model is a framework that can help educators integrate technology into everyday classroom teaching and learning. The acronym shows progression on four different levels of technological implementation that educators should follow in order to improve the level of student engagement with a task. The purpose of the SAMR Technology Model is to make students think differently by changing their learning experiences through technology, so they can reach their highest potential.

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Dr. Ruben Puentedura is a world-renowned expert on technology and education. He created the SAMR Technology Model in 2010. Dr. Puentedura is also, the Founder and President of Hippasus, an educational consulting firm.
https://learning-in-action.williams.edu/archives/elementary-outreach/ipad-initiative/reuben-puentedura/

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SAMR stands for Substitution, Augmentation, Modification, and Redefinition.