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Students will student 8 planets in our Solar system using a webquest (Substitution).
Create a 3D model of their own planet and present.  While planning project students ask questions via google docs  to help "shape" their peers planet (Modification and Augmentation).
Students create advertisement videos to get others to visit their planet (Redefinition). Post and get advice from film makers/marketing on making the best video.

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(Example of SAMR-ized lesson)
Original assignment:
Students create their own utopias in groups over a two-week period, including components of culture, economy, and government.
Substitution: Students use the Google docs functions for word processing to complete all components as individual students.
Modification: Students use the interwebs to research all components of the project (government forms, rights, rules, cultural features, economies, monetary units, agricultural products, etc. ) in order to create their own society's components.
Augmentation: Students collaborate on all components in a Google doc.  They are responsible for dividing up the work and commenting upon their group members' contributions.
Redefinition: Students create a propaganda video/advertisement using green screen and editing software (flag, anthem included)

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Lesson: Science
Original lesson: Book readings with guiding and comprehension questions at the end of each section and a final chapter quiz.

Substitution: Google slides for providing information to the students about greenhouse gases. The students can follow along or can see the presentation on the board.

Augmentation: Show a video of greenhouse gases and their effect on Earth.

Modification: Create a Google Drawing of the effect of greenhouse gases on Earth.

Redefinition: Websearch on greenhouse gases with guiding questions within Google Docs that students share with their partners to work collaboratively on. At the end the students will complete an exit slip/ quiz on Google Forms.

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Modification: Students will create a video instead of a paper model to demonstrate directional terms. The completed video will be posted on YouTube.
Substitution:
Students will create an online flyer to discuss Cardiovascular diseases instead of a power point presentation and/or Google Slide presentation.

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Complete a math problem with pencil and paper.

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Complete a math problem with pencil and paper.

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S= Complete problem on an IWB
A=doing it online and dropping in the teachers dropbox
M=Solve and record  problem on a chrome extension like screencastify
R= Creating and publishing a tutorial video and publishing online.

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Lesson: Geography & Travel
Original Assignment: An overview of a location consisting of hand written content supplemented with compiled cut-and-pasted magazine clippings.

Substitution: Use presentation software (like Powerpoint or Prezi) to construct a presentation providing information about a selected locale.

Augmentation: Incorporate interactive multimedia – audio, video, hyperlinks – in the presentation to give more depth and provide more engaging presentation.

Modification: Create a digital travel brochure that incorporates multimedia and student created video.

Redefinition: Explore the locale with Google Earth; seek out and include interviews with people who have visited the local.

From http://www.emergingedtech.com/2015/04/examples-of-transforming-lessons-through-samr/

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SAMR is a DOK for Technology that makes you rethink the purpose for your technology & enhance their learning.

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SAMR is a DOK for Technology that makes you rethink the purpose for your technology & enhance their learning.

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SAMR is a way for teachers and students to reflect upon their technology practices in relation to knowledge acquisition taxonomies.

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SAMR is a way for teachers and students to reflect upon their technology practices in relation to knowledge acquisition taxonomies.

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SAMR ==meaningful ways to engage students as they begin to think critically. Technology must be enhanced to cater to the needs of students.

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Method of evaluating how technology tools impact teaching and learning. 

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Method of evaluating how technology tools impact teaching and learning. 

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SAMR is a model that can be used to determine at what level we have incorporated technology into the classroom. 

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SAMR is a model that can be used to determine at what level we have incorporated technology into the classroom. 

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Enhancing knowledge and use of the digital world. Enabling someone to see where their classroom falls in the DT spectrum.