CONT933 Module 2 Culminating Task Template

PART 1: Reflect on the SAMR Model

Think about a lesson that you’ve created or that you will create in the near future.

If you could use a technology tool to further the learning of your student, what would it look like? Sound
like? Feel like … for the student and for you?

When and how could you move that lesson to the next level of learning?

Activity Name: Surface Area and Volume of Solids

Grade Level: Workplace 10

Curriculum Content Surface Area and Volume: Prisms, cylinders, formula manipulation, and
(Mathematics): contextualised problems involving 3D shapes

Curriculum Content Explore, analyze and apply mathematics ideas using reason, technology
(Technology): and other tools

Level on SAMR Model: Substitution

Description of Original Activity (point-form or sentences):

Students are given a serious of shapes, such as triangular/rectangular prisms, cylinders, cubes, cones,
spheres, etc. then asked to determine the surface area and volume of each shape given data such as a
radius, diameter, length or height.

Students can measure side lengths, heights, etc of given shapes and determine SA and volume.

PART 2: Now re-create part of the lesson (from Part 1) to reflect a change on the SAMR Model:

Curriculum Content Same as before

(Mathematics):

Curriculum Content Model with mathematics in situational contexts

(Technology):
Think creatively and with curiosity and wonder when exploring problems

NEW Level on SAMR: Redefinition

© Continuing Teacher Education, Queen’s University, 2020

Description of New Activity (point-form or sentences):

Rather than just measure side lengths, heights, or calculate predetermined values, students are asked to
go further. Students are given a cross-section of a curve shape onto a coordinate axis. Students must
then use a program, such as Desmos or Wolfram, to model the shape and determine their functions.

Students are then asked to go further, since this is a cross-section, students are now asked to create a 3-
Dimentional representation of this cross section. It may be as simple as a cone or as complicated as a
fin. To facilitate this additional step, students are asked to use a 3D printer to take their shapes and
create a 3D model. Once printed, students are asked to calculate the surface area and volume of their
creations. If possible, students can cross reference their calculations to the data stored in the software.

SAMR Model

Class Task Substitution Augmentation Modification Redefinition

Note taking Notes taken using Students choose All students use Teachers have
IOS Notes their own notes Notability for all access to all
app notes student’s notes
Research Using Safari to Bookmark and Download and Collaborative
copy and paste share notes using annotate with Mindmaps
information the share button Notability

Presentation Make a keynote Demonstrate Combine audio, Nearpod

presentation on understanding video, and text in Presentation
the iPad with Explain Movie
Everything Presentation
File sharing Sent by email Shared Dropbox Showbie iTunes U
every lesson folder

Reading Open PDF from Use dictionary Annotating Interactive iBooks

email and search documents in
document Notability and
iBooks
Assessment Google form test Google form test Creative projects Creative
with automatic with Strip assignments with
marking script Designer, audio feedback in
Showme, and Showbie
iMovie

© Continuing Teacher Education, Queen’s University, 2020

How did you use the SAMR model to enhance this activity? (write a short paragraph)

Prior to applying the SAMR model, a very basic assignment was presented. Typical of any classroom,
students are given shapes with values and determine their surface area and volume.

To redefine this activity, the student is asked to be creative and generate their three dimensional shape
using a series of shapes graphed on a coordinate axis. The students will need to use math software to
determine the function first. This is the first use of SAMR as the functions will be more difficult than a
simple x2 shape. The redefinition aspect of SAMR is when students are to take the initial shape of the
provided, and now create a three dimensional shape that can be 3D printed. Students have the
flexibility to create simple of difficult shapes if they desire.

Once the student has created their new 3D shape they are asked to determine the surface area and
volume. Direction will need to be provided since if curves are used calculus level math may be required.
Students may have to rely on estimates and provide justifications as to why they would need to use their
estimate values. Once students have done their calculations, they can compare their values to the
surface area and volume values in the software (if available).

© Continuing Teacher Education, Queen’s University, 2020