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Below are the ideas I modified to convert the following lesson using the SAMR model
Substitution - Instead of reading a textbook or article on a food web I decided to show an educational video of an explanation of how a food web works and how one small thing can affect a habitat. Showing a digital version may be more beneficial to the lesson rather then having the students read words and try to picture a food web in their head.
(https://www.youtube.com/watch?v=CZhE2p46vJk )
Argumentative- Smart boards are a typically common use of technology in the classroom. I will go to a blank screen and make the center of my food web based off of one source of energy. (ex. plant or sun) Then students will have the opportunity to come in and fill in the blanks. This will help the students understand more of how to make a food web on their own, and how food helps the animal or plant have energy to keep the ecosystem going.

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Food Web Lesson - SAMR Modified cont.           

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Food Web Lesson - SAMR Modified cont.           

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Modification - The students will be able to modify their own food web, I will give each student a certain source of energy to go over and then they will create their own food web on a program for mind mapping known as Mindomo. This website is extremely beneficial when creating something like a food web. Students will be working on the computer and will be able to create a table and have arrows pointing to show which animal eats what and where the energy is coming from. They can also add images of the plants and animals for a more visual aspect. (Below is an example of the food chain created on Mindomo)
Redefinition - Instead of students writing a paper of what they learned, they can add their Mindomo project to a google classroom slide and type a short paragraph explaining their habitat. I will have all the students insert their project on their own slide and create one big power-point presentation.  Students will be able to add comments, view other habitats so they have an understanding of all plants and animals.

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As a future educator, I analyzed a third grade lesson and how to successfully apply the SAMR method along with the lesson. The lesson focused on the food web and how plants and animals gain their energy. The original lesson explains to students to create a food web on construction paper and the teacher would tell them which animals and plants to write down, students will right a summary of what they learned, and read aloud and share with the class their information.
(For more information on the lesson click on the following link.)

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Objectives & Outcomes

Students will be able to identify where an animal's energy source comes from.

Materials Needed

Yellow paper for students to make small 3-D suns (can be scrap paper or white paper colored yellow), copies of worksheets provided, markers, crayons, or coloring pencils, pencil, writing paper

Procedure

Opening to Lesson

Read a book about the ocean.

If no book is available: Draw or project a picture of a shark on the board.

Ask students where sharks get their energy.

Lead a discussion about how predators such as sharks, humans, lions, get their energy.

Body of Lesson

Modeling

Explain to students that there are some living things on earth that do not eat food for energy. Ask if they can think of any examples. (plants)

Ask students where plants get their energy.
Explain that plants get their energy from the sun.

Tell students that there are some special plant-like creatures in the ocean that also get their energy mostly from the sun, this is called phytoplankton.
Write the word phytoplankton on the board. (Be prepared for comments about plankton from Sponge-Bob Square Pants)

Ask students if they know what animals eat phytoplankton. (krill, among others)

Write Krill on the board and explain that many small fish rely on krill, which is a small shrimp-like animal. (Whales also eat krill, but for the purpose of the food chain leading to the shark, you do not need to focus on the whale for this lesson)

Explain that fish eat krill.

Ask students which animals eat Fish. (Many animals eat fish, but make sure to talk about seals)

Ask students which animals eat seals. (Sharks)

Guided Practice

Give students a small 3x3 inch (approximately) piece of yellow construction paper (from the scrap drawer if you have one) or have them color a small piece of paper yellow on both sides.

Instruct students to crumple this paper into a ball to represent the sun. Tell them to set it at the side of their desk.

Explain that students are going to make "stand up" sea animals by FOLDING across the line mirroring the animal (NO CUTTING will be necessary)

Tell them to only color, without folding, for the first step.

Pass out the ½ sheet of paper of the Phytoplankton and instruct students to color it. They can make the phytoplankton very colorful and make the background blue like the ocean.

Have them fold along the line and they may wish to fold the edges under to make the stand-up model a little shorter.

Ask students how the phytoplankton get their energy (the sun).

Instruct students to place the sun under the folded phytoplankton, showing that phytoplankton take their energy from the sun.

Pass out the ½ worksheet for krill. Instruct students to color first and then fold the paper along the line.

Ask students how krill get their energy (phytoplankton).

Have students stack the krill model on top of the phytoplankton and sun model.

Pass out the ½ worksheet for fish. Instruct students to color first and then fold the paper along the line.

Ask students how fish get their energy (krill).

Have students stack the fish model on top of the krill, phytoplankton and sun model.

Pass out the full sheet worksheet for the seal. Instruct students to color first and then fold the paper along the line.

Ask students how seals get their energy (fish).

Have students stack the seal model on top of the fish, krill, phytoplankton and sun model.

Pass out the full sheet worksheet for the shark. Instruct students to color first and then fold the paper along the line.

Ask students how sharks get their energy (seals).

Have students stack the shark model on top of the seal, fish, krill, phytoplankton and sun model.

Independent Practice

Students can write a summary of the day's activity using the new words that they have learned. The summary can be more elaborate based on your writing program but an example for 1st or 2nd grade may be.
The ocean is an interesting place for many reasons. There are many predators in the ocean that search for prey to eat. Sharks like to eat seals. Seals like to eat Fish. Fish like to eat krill. Krill likes to eat phytoplankton. Phytoplankton gets its energy from the sun and other minerals in the ocean. All in all, the ocean is an incredible place.

Closing

Students can read their writing and discuss the activity using the vocabulary to the class. Models can be displayed in the classroom or taken home.

Assessment & Evaluation

Students will make interactive model showing how ocean animals interact in the energy food chain.

Modification & Differentiation

The teacher can work students in small groups for those who need extra assistance. Students who are reluctant to participate can work with a partner. Teacher can provide verbal and physical cues to help students.

Related Lesson Plans

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Food Web Art Project Lesson Plan | Teacher.org

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Students will be able to identify where an animal's energy source comes from. Yellow paper for students to make small 3-D suns (can be scrap paper or white paper colored yellow), copies of worksheets provided, markers, crayons, or coloring pencils, pencil, writing paper Read a book about the ocean.

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Most students in the 21st century are surrounded by technology, whether it is at home or in the classroom, much more then previous generations. Myself, growing up in this generation in the classroom I remember the transition from projectors, to smart boards. Students are very knowledgeable of today's technology. They are able to adapt to change and can figure out functions at a fast pace. Due to this knowledge and having the opportunity to be in this generation, I believe is why the SAMR model is well applicable in the classroom. Having technology incorporated in classrooms of today's society will make assignments and lessons more engaging. SAMR model will give the students' a wider range of skills that will become beneficial as they move higher in education. The SAMR model teaches students a wide range of skills that they can eventually advance. I believe technology can enhance the young mind and give students the opportunity to have a better education experience within the classroom.  As educators and growing up benefiting from educational technology we know that technology is a tool that complements instruction. The strength of the tool is predicated on its use by a skillful educator. There are certainly some exciting and revolutionary innovations and technology as a tool can be quite powerful if it encourages creative discovery or reinforces foundation of knowledge.

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EXAMPLE : Learning Fractions
Substitution- Use an Excel worksheet to let students "color in" the blocks
Argumentative- Use Google Sheet to let students "color in" blocks where the teacher can offer feedback directly on Google sheets
Modification- Use Google Sheet and direct students to online examples and supplementary learning materials for areas where they may struggle.
Redefinition- Use a fractions application for students

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Substitution- This level is the simplest form of SAMR. Tech tools at this level serve the same purpose as their counterparts just without changing the nature of the lesson.
Argumentative- A more powerful way of providing both student-teacher driven feedback. This tool may ask students to understand or apply their knowledge. This provides teachers with the right information for student progress learning.
Modification- Tools that are designed to help you redesign typical classroom tasks such as book reports or science projects.
Redefinition - Traditional models of engaging and assessing students are wholly transformed by tools that redefine teaching.

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SAMR is a model designed to help educators infuse technology into teaching and learning within the classroom setting. This model supports and enables teachers to design and develop different learning experiences that can utilize technology. SAMR has a goal which is the ability to transfer learning experiences for a result in higher levels of achievement within students in grades K-12 and beyond.

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The SAMR model was designed and developed by Dr.Rueben Puentedura. This design was an idea to Dr.Puentedura in the 80's and shortly after he started to develop the model. This model is a current guide for many technology institute projects worldwide.

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Substitution
Argumentative
Modification
Redefinition