# data[].attributes.body
The SAMR Model is a great way for teachers to increase their use of technology in and out of the classroom. In our society today, technology use is increasing and changing rapidly. It is important for students and teachers to understand how to use technology in order to take advantage of the benefits it could have in a classroom. Using the SAMR Model in a classroom will help students understand how to integrate technology to help them learn. Technology provides students with many interactive activities to make them more engaged in their learning. The SAMR model shows students that they can do more than just learn with a paper and pencil.

# data[].attributes.body
Substitution
Augmentation
Modification
Redefinition

# data[].attributes.body
https://www.scholastic.com/teachers/lesson-plans/17-18/water-cycle-conservation/

http://www.schrockguide.net/samr.html
https://www.youtube.com/watch?v=ncORPosDrjI

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

# data[].attributes.headline
The Lesson on The Water Cycle and Conservation for Grade 2-3

# data[].attributes.subject
The Lesson on The Water Cycle and Conservation for Grade 2-3

# data[].attributes.body
https://www.scholastic.com/teachers/lesson-plans/17-18/water-cycle-conservation/
Overview
This lesson serves as an introduction to a water unit for grades 2-3. The featured nonfiction text, A Cool Drink of Water, portrays people around the world gathering, storing, and drinking water. Including an afterword with details about each photograph and a note on water conservation, this text about water as a universal need provides a natural segue into further study of water, the water cycle, seasons, weather, the ocean, and ecology. Included are elements of informational text, vocabulary, images, close reading for analysis, text-dependent questions, narrative writing, companion texts, and cross-curricular activities. These elements relay foundational science content; weave in history/geography, art/photography, cultural studies, and more; and meet many 2–3 ELA CCSS

Objectives

Describe water, including its forms, sources, and the way it moves and is stored or consumed

Identify as the main topic the universal significance of water in all parts of the world for all humans

Examine and make inferences about photographs, and explain how the images to convey information

Create a short fictional narrative based on one of the photographs from the text

Conduct further reading about water sources, properties, cultures, conservation, and the water cycle

The Lesson

Step 1.Share the cover, title, title page, and author of A Cool Drink of Water. Ask students to describe what they see on the cover and title page, and to predict what this book is about. Ask if they think the text is fiction or nonfiction.

Step 2: Read the book aloud while displaying the images on a smart board or projector. As you read, ask students what they notice about the images. Explain that these are photographs of real people and places, and that this is a nonfiction text. Have students point out the water in each image, and confirm any predictions.

Step 3: As you read, or after you are finished, have students help you gather and sort words (Vocabulary lists above): action words or adjectives describing how water moves, or is gathered and consumed; and nouns that are containers or sources where water is found or stored. Discuss the relationships among the words, and how the author uses nuanced words to describe slightly different characteristics of water. Discuss how it is gathered and stored, and how this affects how it is consumed (e.g., scooped, caught, drips, squeezed, sipped).

Step 4: Give each child or group a copy of the book and guide them in reading the text again. Then, have students choose a photograph to study. Tell them to look carefully at the details in the photograph to answer the following questions in writing. Allow groups to share their evidence-based answers and inferences.

Step 5: How would you describe the person or people in the photograph? How would you describe the setting? Are there any clues in the photograph that help you infer the type of setting, or the specific location?

Step 6: How is water being portrayed in this photograph? How would you describe the water? Why do you think the author chose certain words to describe water and its sources and containers?

Step 7: What information do the images tell you about water? What additional information do they convey?

Step 8: What is the main topic of this nonfiction text? (Water is needed by everyone in all parts of the world.) Which key details in the text support this main topic?

Step 9: Have students choose a photograph, individually or as a group, and write a short fictional narrative about the person(s), setting, and event(s) surrounding the image. Guide them in crafting a beginning, middle, and end using transitional words. Encourage them to make water a key part of the story, and to explain how the setting affects the character(s) and plot. Explain the difference between a photograph of a real person and place, and a fictional story based on that photograph. Display each photograph and have students share their stories.

The students are assessed by being able to express the main idea of the reading and also understand the photo. They will also learn the vocabulary associated with the lesson.

State Standards:
ELA Common Core State Standards

RI.2.7/RI.3.7: Explain how specific images contribute to and clarify a text; use information gained from illustrations and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

W.2.3/W.3.3: Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure; write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SL.2.4/SL.3.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences; report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

L.2.5/L.3.5: Demonstrate understanding of word relationships and nuances in word meanings.

# data[].attributes.headline
SAMR model incorporated into the lesson:

# data[].attributes.subject
SAMR model incorporated into the lesson:

# data[].attributes.body
Substitution:  Before we start the lesson we will make a KWL chart to discuss what we know about water and other cycles and what we want to know about the water cycle. The students will come up to the smartboard and have a picture of the water cycle and explain each step.

Augmentation: Students will record their own voices and match it to a power point presentation or google slides of picture's they choose for their short story.  They can then present this to the class.

Modification: We can make a class presentation all together based on what we learned about the water cycle. By doing this it makes it available for every student to have and they learn how to make presentations on powerpoint or padlet. Instead of having students point out the Water Cycle step names in images, we will have them come up the board and circle it.

Redefinition: As a class, we will construct a virtual video of the water cycle from the point of view of one drop of water. This can be done with basic animation tools.

The students are assessed by their short narrative and how they use detail and summarize what they learned. They also get graded on being able to write about the cycle in order.

# data[].attributes.body
This allows for  a new task that wouldn’t have been able to be done without the technology. This could be using the smart board to have students come up and make a list. It could also be having students drag words to match to objects which could be helpful for those who learn visually. Students can also learn how to use powerpoint and even Padlet for their projects.

# data[].attributes.body
An example of modification would be changing the lesson to include technology.

● Example: Students can use powerpoint to present and write information.

# data[].attributes.body
This allows for technology to be used in everyday lessons. This can help students learn more effectively and interact more with their learning. Augmentation allows for students to understand and see what they are learning about.

● Example: Students submit assignments online instead of using class time to print. They can also watch a video or use an interactive website instead of a lecture.

# data[].attributes.body
With substitution, there is no functional change to the lesson. You take a lesson and just incorporate technology into it such as using computers.

● Example: Instead of taking a written test, you can use a Google forms test.

# data[].attributes.body
The SAMR model was designed by Dr. Ruben Puentedura. The overall purpose of this model is to help teachers design, develop and infuse technology into the classroom to achieve a better learning experience for all. SAMR is designed to transform the everyday learning experience in hopes of students receiving a higher level of education.