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Student Response System (SRS) Activity

Name:Sara Dobbins
Grade Level: 1
st
Grade
Content Area: Science
Standards Addressed:
Content:
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
c. Identify the parts of a plantroot, stem, leaf, and flower.

Technology:
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
1. Understand and use technology systems
2. Select and use applications effectively and productively
3. Troubleshoot systems and applications
4. Transfer current knowledge to learning of new technologies

Student Response Technology Used: Quizlet NearPod Socrative PollEverywhere
iRespond TodaysMeet Other:
Technology that Students will use to respond to questions/prompts: Computer Hand-
held student response system (such as i-Respond) Phone Tablet (such as iPad)
Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS Activity and how you
will introduce the SRS Activity: type here
Describe the purpose of the SRS activity (Check all that apply)
Assess Prior Knowledge Anticipatory Set (Create Interest in a Topic) To Illuminate
Common Misconceptions Formative Assessment of Content Knowledge (for purposes of
differentiation and mastery for ALL students!) Summative Assessment of Content Knowledge
Test Preparation Survey/Poll Discussion Starter Homework Collection Other

Additional explanation of purpose (optional):

Type of session: Teacher-Paced Student-Paced
Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS Activity will be anonymous
Briefly describe what will happen during the SRS Activity (For example: What will students
do? What will teacher do? What materials are needed? How long will the SRS activity take?):
Students will use the quizlet app or website to complete a vocabulary review from our plants
unit. The student needs only to have access to their specific log-in and a computer or mobile
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device. This particular activity should be repeated until all terms and definitions are correct or
for ten minutes, whichever comes first. The teacher will be able to see who has logged in and
reviewed their vocabulary words. This could be used as an activity during center time.
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Types of Questions/Prompts (Check all that Apply):
Multiple-choice Multiple Select True/False Yes/No Short Open-ended response
or fill-in-blank Longer open-ended response
Provide samples of questions/prompts to be given to students:

Right/Wrong Answers: Will there be right/wrong answers to these questions? : Yes No
Mixed (Some will have correct answers, others will not.)
Immediate Corrective Feedback:
Will you pre-select correct answers to some or all of the questions and display the correct
response to the class after the SRS activity? Yes No
Why or why not? Students will be using this activity to review vocabulary that is required by
state standards. It is important that students immediately know whether they have the correct
term or defintion of a term, so that they can effectively use and describe their vocabulary during
academic discussion.
Use of Data: What data will be collected as a result of this activity. How will it be used and by
whom? (For example: Will information collected from this activity be used to award a grade?
Will the individual information collected be shared with students and/or parents to help them
monitor individual progress? Will you discuss the aggregate, anonymous data with the whole
class to help them learn? Will you use data to differentiate instruction for students? If so,
describe how. ) I will use the data to see which terms are most missed by the class. Those are
terms that I will review more heavily in class with students.
Describe what will occur after the SRS activity: The SRS activity will be an ongoing part of the
centers activities during the plants unit. By the end of the unit, students will be able to discuss
the terms and definitions with accuracy during academic conversation and be able to relate the
terms and their definitions to the specific learning activities that were incorporated into the
overall plants unit.
Describe your personal learning goal for this activity. (For example: What are you trying that
you have not tried before? What do you hope to learn from this activity? How do you hope it will
help students learn? You must design something that will help you learn something new! Honor
System!) My personal goal for this learning activity is that it will provide students a fun
interactive way to learn their vocabulary words. Quizlet provides games that students can play
that help motivate them to get the correct term or defintion, while the teacher gets data about
what students know well and which topics need more content coverage in the classroom.


Other comments about your SRS Activity (optional):