SAMAR model

 

 The SAMR model is a framework that educators can use to integrate technology into teaching and learning effectively. It stands for Substitution, Augmentation, Modification, and Redefinition. This model helps teachers understand different levels of technology integration in the classroom and how it can transform learning experiences for students. 

the SAMR model offers several advantages for teachers. It helps educators in effectively integrating technology into their teaching practices by providing a structured approach to technology use. The model encourages teachers to move beyond simply substituting traditional methods with technology and strive for higher levels of integration that can transform and enhance learning experiences for students. By following the SAMR model, teachers can create more engaging and interactive lessons, promote collaboration, and foster critical thinking skills among students. It also enables teachers to adapt their instructional strategies to meet the diverse needs of learners in the digital age.

in substitution, technology acts as a direct tool to substitute with no functional change.

in augmentation, technology acts as a direct tool to substitute with functional improvement.

in modification, technology allows for significant task redesign. 

in redefinition, technology allows creation of new task, previously inconceivable. 

lesson plan

teacher: Sonam Choden

subject: science 

class: 4 

topic: cooling and heating substances. 

lesson objective: 

by the ned of the lesson, student will be able to;

explain the process of coooling and heating substances 

identify factors that affect these processes

demonstrate understanding by conducting simple experiments to observe changes in temperature. 

Lesson Development 

information input

introduce the topic heating and cooling of substances by showing them a video from YouTube making sure that the video is very precise about what is happening and why it's happening. 

teach them the basic principles of heating and cooling of any substance. 

explain the change in the state of matter on both heating and cooling.

activity 1 ''hot and cold-water experiment''

1. Fill two containers with water, one with hot water and the other with cold water.

2. Provide students with thermometers to measure the initial temperature of each container.

3. Ask students to predict what will happen when an object (like a metal spoon or a plastic toy) is placed in each container.

4. Have students place the object in the hot water first and observe any changes in temperature.

5. Next, have them transfer the object to the cold water and note the temperature change.

6. Encourage students to discuss why the object heats up in the hot water and cools down in the cold water.

7. Finally, have students record their observations and summarize the concepts of heating and cooling they learned from the experiment.

activity 2 ''heat transfer station''

1. Set up different stations representing various methods of heat transfer such as conduction, convection, and radiation. 

2. at the conduction station, students can touch objects made of different materials to feel how heat transfers.

3. At the convection station, they can observe how hot water rises and cold water sinks.

 Lastly, at the radiation station, they can feel the heat from a heat lamp. This activity allows students to experience heat transfer firsthand and understand the concepts better. 

TPACK model

 TPACK model is also known as the technological pedagogical content knowledge, was developed by educational researchers. it focuses on the integration of three components namely, technological knowledge, pedagogical knowledge and content knowledge. the purpose of the TPACK model is to emphasize the importance of integrating these three knowledge domains in educational practices. It recognizes that effective teaching with technology goes beyond simply using tools or delivering content. The model highlights the need for teachers to possess a unique blend of technological, pedagogical, and content to meet the specific needs of students and enhance their learning outcomes.

Thus, by considering TPACK model, educators can design and implement technology-rich lessons that align with the content being taught and leverage effective pedagogical strategies. It encourages teacher to think critically and creatively about how technology can be integrated in a way that enhances student engagement, deepens understanding, and fosters meaningful learning experiences.

1. Technological knowledge refers to understanding how to effectively use technology in educational settings. It involves knowing how to integrate technology tools and resources into teaching practices to enhance student learning. Teachers with technological knowledge can leverage digital tools, software, and online resources to create engaging and interactive learning experiences for their students.

2. Pedagogical knowledge relates to the understanding of teaching methods, strategies, and approaches that support effective instruction. It includes knowledge of instructional design, classroom management techniques, assessment practices, and how to cater to diverse learning styles. Teachers with strong pedagogical knowledge can create engaging lessons, manage classroom dynamics effectively, and assess student progress accurately.

3. Content knowledge refers to a teacher's expertise in the subject matter they teach. It involves having a deep understanding of the content, concepts, and skills within a specific academic discipline. Teachers with solid content knowledge can deliver accurate and comprehensive instruction, answer student questions confidently, and provide meaningful insights into the subject matter.

lesson plan

class; 4 

subject; science 

topic: food chain

duration; 40 minutes

integration of TPACK framework

Technological knowledge: use of a website to show and explain food chain to the students.

Pedagogical knowledge: inclusion of classroom activities to encourage peer learning. 

content knowledge: teach the importance of learning food chain, its benefits and how it works. 

teaching learning material: picture chart, computer, nametags

learning objectives

By the end of the lesson, students will be able to:

identify and define the components of a food chain, including producers, consumers and decomposers.

understand the concept of energy transfer along a food chain and the role of different organism in the chain. 

explain the importance of maintaining balance and stability in food chains for ecosystem health. 

lesson introduction 

begin the lesson by asking question that will stimulate their eagerness for the lesson. 

eg; 1. have you heard about food chain?

     2. what do tigers eat and why? 

    3. what is the main source of food for humans? 

collect their answers and emphasis on it while trying to introduce what they'll be learning in the class. 

show them a food chain chart and then teach the concept while using the picture chart. 

lesson development

activity 1 '' FOOD CHAIN ROLE PLAY ''

1. Divide the students into groups, with each group representing a specific ecosystem (e.g., forest, ocean, grassland).

2. Assign roles to students within each group, such as plants (producers), herbivores (consumers), carnivores (consumers), and decomposers.

3. Provide each student with a nametag indicating their role in the food chain.

4. Instruct students to move around the ecosystem, with producers collecting energy from the sun, herbivores consuming plants, carnivores hunting herbivores, and decomposers breaking down organic matter.

5. Encourage students to interact and exchange energy (represented by a token or object) as they move through the food chain.

6. Facilitate discussions after the activity to reflect on the flow of energy, the interdependence of organisms, and the impact of disruptions in the food chain.

activity 2 '' FOOD CHAIN MATCH-UP ''

1. Create a set of cards with pictures or names of different organisms found in a specific ecosystem (producers, consumers, decomposers).

2. Divide the cards into three categories: producers, primary consumers, and secondary consumers.

3. Shuffle the cards and place them face down on the table.

4. In turns, students flip over two cards to try to match the organism with its correct position in the food chain (e.g., grass - rabbit - fox).

5. If a student makes a correct match, they get to keep the pair of cards.

6. The game continues until all the matches have been made.

7. Encourage students to discuss the relationships between the organisms as they make matches and learn about the flow of energy in the food chain.

Monitoring

Ensure that the student carries out the activities in the correct manner while also making sure the participation is equal. 

Follow up 

in the end of the activities, conduct a mass discussion of what the students were able to learn through the activities. ask them what was the interesting and the difficult part of the task.

lesson closure 

try to summarize the whole topic and ask the student to write a small conclusion on their book and ask few of them to read it out. 

announce a class test on the same topic in the next session.