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The first activity I chose was observing the live chrysalis in the classroom. To me, this seems like augmentation. Instead of just learning about butterflies from books or the internet, the actually got to view the lifecycle of a butterfly in person, which made the learning experience more meaningful. The second activity I chose was making the video on the iPad. This seemed to me like modification. The students were able to take their previous work, like drawings and pictures, and bring it together in a visual media that they could share with other students. They learned how to use tech more effectively, and it helped them learn about butterflies in a more fun engaging way.

My favorite SAMR graphic is the Starbucks Coffee one, mostly because I'm a former barista, but also because I think it effectively portrays the goals of SAMR.

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The first activity I chose was the students using the IPad to draw photos of butterflies. I would place this under the substitution lever for SAMR. The IPad replaces the paper and drawing utensils. The students can draw using the drawing utensils on the IPad and are able to save the photos, and share them.

The second activity I chose that relates to SAMR is the making of the movie on the IPad. This relates to the modification level. Students are able to use their own photos they took, and drew, along with their voices to create a video. The videos can replace posters and they can share it online.

(I was slightly disappointed we didn't get to watch their video!)

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First, I thought it was amazing how much these children learned about not only the butterflies but also the technology they were using. I did not learn how to use a movie maker until I was in my final year of high school.
Second, I noticed all aspects of the SAMR model in this activity, but the two activities which stoof out to me was the use of photographs and the video sharing in the end.
The students took photos in place of collecting leaves or butterflies or other things from the environment to document what they learned. I feel this redefines their learning acitivty and can be placed in the Modification section of the SAMR model. When I was in fifth grade, we did a leaf project and made scrapbooks. These students were able to also create a type of scrapbook while conserving nature around them. It also taught them how to use the camera appplication on their tablet which is a skill they might need in the future.
The video sharing in the end falls into the Redefinition category of SAMR. The students are using their movie to tell others what they learned while also learning a new task, how to use movie maker.
At times it is hard to see where models can be used in kindergarten classrooms because we think above that level of education. They are learning from the start which is what I struggle to remember. I have added a photo of the SAMR model to my post. I like this image because it is simple while clearly explaining each section, and it also gives applications above the sections as examples.

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Two activities that I saw that were related to SAMR are the drawings of what is happening to the butterflies and also the voice overs explaining what is happening to the butterflies. The drawings are related to the modification process of the SAMR. The drawings help the students interpret what they see easier in ways that make sense to them. The voice overs are part of the redefinition because the students are creating something else from something they already learned. This will help them remember and retain the learned information.

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The two activities I chose to highlight were the drawing and saving of pictures and the documentation and video of a butterflies journey. For the first activity I choice children drawing and saving pictures on their ipads. This is a good representation of substitution. The children are trading paper and markers for an ipad with all the same necessities but online and  able to share and save their creations.

For the second activity I chose where the children used ipads to snap and take videos of a butterflies journey. They then were able to create fun videos using clips and footage of the garden and butterflies. This is a great example of modification. Students are able to make movie presentations that can be shared online or with others. This can be used instead of poster boards because it allows for voiceovers and live video to make the experience more enjoyable.

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The first activity I chose is the children using the iPad to take pictures/videos of the butterflies in their natural habitats. I believe this is an example of Augmentation because the technology is being used as digital recording mechanism. The iPad is not only a substitute for a traditional camera, but they were also making videos - an improvement over merely taking still shots.
The second activity, creation of the iPad movie, shows further progression in the model at the Redefinition level. The iPad was used in all avenues to create the final product - research, pictures, videos, and movie through iMovie. The tech allowed the children to become storytellers, using the iPad to inform and educate in a way that was new to them.
The SAMR model shown below was an easy visual for me to understand because I am a coffee drinker: All types, depending on my mood. Thinking of the model as coffee with an addition at each level really helped to simplify the idea for me. Each additional use of technology builds upon each other, creating new tasks for said technology.

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The students taking pictures and videos to document the life cycle of butterflies is an example of augmentation, because the camera represents a functional improvement over simply recalling what the chrysalis or habitat looked like.  I would say that doing research on the iPad is substitution, because the same information would have been available to the students elsewhere, even in low-tech books, etc.
To illustrate the SAMR model, I found a new analogy originally published on haikudeck by educator Sally Donohue, and created an image from it using Canva. (Augmentation?!)  I prefer these examples over the coffee metaphor, because redefinition, to me, should be completely transformative and unrecognizable.  At the end of the day, embellished coffee is still coffee, whereas a frozen cocktail has taken on a totally different quality.

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The first activity that I chose is the students using the iPad to draw pictures of butterflies. I would put this under the level of substitution. I didn't see the students creating anything that they couldn't have done using art supplies and paper. While the iPad might have been more fun for the kids to paint with, I don't think that it served any functional change.

My second activity choice is the students using the iPad for research. I would put this under the Augmentation level of the SAMR  model. The iPad is being used as an effective tool to find information about butterflies and the students are receiving that information immediately.

I chose the SAMR model below because I liked the specific examples of each model level, as well as the examples of different apps, programs and websites that correspond to each level.

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The first activity that I chose from the video was where the students were able to color pictures of butterflies on the iPad. I believe this is an example of substitution because the technology acted as a direct tool substitute but caused no true functional change.

The second activity I chose was the use the iMovie on the iPad. This was an example of redefinition because students create and finish a new task that was considered undoable before the introduction of this tech. The students had no idea how to make a video until they were introduced to the capabilities of the iMovie app.

I chose this SAMR model because I believe it not only does a great job of explaining each of the terms in SAMR, but it also gives awesome examples of tech that goes along with each of the components of the model.