Student Response and Assessment Tools

Lesson Idea Name: Living vs. Non-Living

Content Area: Science
Grade Level(s): Pre-K
Content Standard Addressed:
CD-SC3 - The child will demonstrate knowledge related to living things and their environments.
Section .4b Discriminates between living and non-living things.

APL3 - The child will sustain attention to a specific activity and demonstrate persistence. Section .4b Practices
to improve skills that have been accomplished.

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://play.kahoot.it/#/k/34799300-aa48-49fb-ac98-
d56b7c4e637b

Technology that student will use to respond to questions/prompts:

☐ Computer ☒ Hand-held student response system (like iRespond) ☐ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☒ Student-Paced
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): For the DLL students within the class, the teacher will read each slide
aloud to the class, in both English and the first languages of DLLs, and can support those students as they
transition from their native language to English. To further enrich the learning experience, students can visit
the board as many times as they like, allowing more opportunities to gain a deeper understanding of the
content.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
“Today, we will be testing our knowledge on living and non-living things while using the game software
Kahoot? Has anyone ever played Kahoot! (If someone says yes, allow them to explain their experience to the
class.) Using Kahoot, each one of you will use a hand-held response tool that allows you to share your
answers and ideas without speaking a single word, and I gather information from everyone as once.” The
response tools will already be synced, and the teacher will instruct every student to grab a hand-held
response tool, enter the game pin using teacher’s assistance code, and to sing the animal song while they
wait for next instruction. “Kahoot will show a picture of something and ask whether it is living or non-living
thing. Using your hand-held response tool, you will choose your answer before the time runs out. Once time
is up, we review the question together, and we will see who answered correctly and incorrectly.”
Describe the purpose of the SRT activity (check all that apply):

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☒ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☒ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☒ Summative assessment of content knowledge ☒ Test preparation
☐ Survey/Poll ☒ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

The students will remain actively engaged in the game/activity until it has concluded. Students are
encouraged to remain silent when the timer is running to allow their peers to think independently.
The teacher will review each object with the class, discussing why living or non-living is correct or incorrect,
mentioning the characteristics, comparison and contrast. Hand-held response tools, projector and SMART
Board or white board display the screen for the entire class to view. The activity will last about 10 minutes
including discussion between living and non-living things.

Type of questions/prompts used in this activity (check all that apply):

☐ Multiple choice ☐ Multiple select ☒ True/False ☒ Yes/No
☐ Short open-ended response or fill-in the blank ☐ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):
1. Monkey- living
2. Oranges- non-living
3. 3-D shapes- non-living
4. Bird- living
5. Flowers- living
6. Airplane- non-living
7. Baseball player- living
8. Statue of Liberty- non-living

Right/Wrong answers: Will there be right/wrong answers to these questions?

☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☐ Yes
☒ No
Why or why not? The students should be showing what they know, and based on the answers the teacher
receives, he/she will scaffold the class’s prior knowledge.

Describe what will happen AFTER the SRT activity?

The teacher will ask the students how they feel about the Kahoot game, did they enjoy the experience, and
do they feel good about their knowledge of living and non-living things.
How will the data be used? The number of correct vs. incorrect answers will be collected. The teacher may
revisit the game several times throughout the week as a closing activity, or time-filler, to review to and
recover the information. Students have the option to practice the game at home with their families. The
teacher will aggregate anonymous data to direct instruction. The teacher will read each slide aloud to the
class, in both English and the first languages of DLLs, and can support those students as they transition from
their native language to English. For visual learners, an enlarged image will be projected on the large screen.
For fine motor development, students will be required to share their knowledge using their fingers. To further

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enrich the learning experience, students can visit the board as many times as they like, allowing more
opportunities to gain a deeper understanding of the content.

Describe your personal learning goal for this activity: I have never tried using assistive technology in my
classroom because it was not-permitted for 3-5-year age group. However, because some children use
technology every day, they can help their peers with operating the tools, which will also encourage active
participation. Students should gain a clear understanding or living and non-living things based on
characteristics and explain their reasoning.

Reflective Practice: Being that this activity could be used to reinforce covered content, the Living and Non-
living activity will not only encourage students to analyze things, but allows the application of prior
knowledge to the real life experiences. To further this activity, students could compare and contrast
characteristic of living and non-living things.

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