Student Response System (SRS) Activity

Name:Kristen Schell
Grade Level: 4th Grade
Content Area: Science
Standards Addressed:
S4E3: Students will differentiate between the states of water and how they relate
to the water cycle and weather.
(a) Demonstrate how water changes states from solid (ice) to liquid (water) to
gas (water vapor/steam) and changes from a gas to liquid to solid.
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: type here
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:
Before this SRS Activity occurs, students will have learned the states of
matter, as well as what occurs at during each phase change. At a science
center, the students will have a matching game where they match a
picture of a phase change with the proper name of each phase. After
properly matching all of the phases, students will take their science
notebooks and make a list of the phase changes and draw their own
picture of what occurs during each phase change.
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 here
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?):
For this activity, students will log on to their Quizlet account and find the "Phases
and Phase Changes" set. Under this set, the students will choose one way in
which they would like to practice the terms of the set. They can choose with
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simple going through the flashcards or playing one of the games. Once they feel
they are comfortable with the terms, the students will take the premade test
using the same terms. The responses will be sent to the teacher for evaluation.
Since this activity will occur during a science center, the students will have
approximately 20 minutes to complete the practice and the tests. Student will
have been familiar with the terms prior to this center activity.
The students will need access to some sort of technology device in order to
complete this activity. The students can use a classroom computer or laptop and
the Quizlet website, or use an iPad, iPod, or approved mobile device that is
equipped with the Quizlet app.
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:
What is the phase changes called when water is converted from a liquid to a
solid?
What is the phase change that occurs when water vapor goes directly to ice?
What state of matter has a definite volume but forms to the shape of its'
container?
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? Since there are many terms involved, I believe it is important to
correct student mistakes so that they can learn the term correctly while still being
displayed on the screen.
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 this data as a formative assessment. I will collect and review the student
data to see how well students are grasping the basics of the phase and phase
change concept. I will use this data as a way to check how effective I was in
delievering the material. This information will be a platform for further learning. If
the students do not understand this material, I will revisit it before moving on to
more difficult concepts using this information.
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Describe what will occur after the SRS activity: After collecting and
analyzing the student data one of two things will occur:
(1) The students will show a mastery of the concepts and further instruction can
be given (individualized instruction will be given to specific students if necessary)
(2) The enough of the students will not understand the concepts and the class will
revisit the material in a new way. The material will be delivered in a new format,
and after this further instruction, the SRS activity will be given again to check for
understanding.
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!) Using this
lesson, I hope to develop a new form of assessment versus the typical paperpencil method. I want the students to be more interested in testing their
knowledge and I believe using technology will help in doing so. Because the
students have the ability to choose a way to practice the material before testing
themselves, my hope is that they will grasp the concept easier. Memorization is
not always a fun way for students to learn, so using games and flashcards may
make the students more engaged in the material.
I also hope that gathering data in this way will help me to see how effective or
ineffective my delivery of the material was.
Other comments about your SRS Activity (optional): This activity is
designed to be a platform for further learning. This is simply covering the basics.
In order to fully help students understand the concept of phases changes, deeper
instruction needs to be given to the students, using their knowledge of this
material as a platform for further instruction.