Student Response and Assessment Tools - ALDERFER

Lesson Idea Name: Historical Figures of Georgia

Content Area: Social Studies
Grade Level(s): Second Grade
Content Standard Addressed:
SS2H1(a)(b) Describe the lives and contributions of historical figures in Georgia history.

Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool:

☐ Socrative ☐ iRespond ☒ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://quizlet.com/294601027/ss2h1-gse-historical-figures-in-georgia-history-flash-cards/

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): I have created a selection of studying tools using Quizlet. There, the
students can receive additional practice regarding the historical figures of Georgia. The online app will allow
them to study these facts in a variety of ways. They can match the terms to the definitions; fill in the blank, or
choose from multiple choice answers. This will help the ESL student as they can use this (possibly along with
a translator tool) to continue to practice as they eventually are able to attribute the English words to the
answers. For a student that is working at a level that defines him as a student with a disability, the Quizlet
could be modified so that he has a lesser amount to study (e.g.: five questions) and the historical figures listed
would also include a picture of them (in addition to their name). For the advanced or gifted learner, his
Quizlet could be modified for “harder” answers, whereby he might have to add in more than just a name,
(and would, instead write in a correct phrase/explanation). His Quizlet might also have more questions that
what is offered for the typical student. Additionally, I might have the advanced look up additional
information (or go to a specific location) on something like BrainPopJr where he could derive additional
information that he could then report on or create an additional project that would further enhance his
learning of the historical figures of Georgia.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce the
SRT activity. Prior to this activity, I would implement a flipped assignment where the student would complete
at home, prior to coming to class to start this content of learning. For instance, I would have them watch an
e-movie that I made for them, where I read them a story pertaining to the historical figures of Georgia. Then,
after completing that, I would have them play a matching game on BrainPop, Jr. The following day, when the
students returned to class, we would start the class period off with the Quizlet. This way, it would be a fun
activity that the students could do, while allowing me to conduct a formative assessment on how well they
interpreted the information the night before, and where I would need to start with the information that day.

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 Student Response and Assessment Tools - ALDERFER
After completing this, the students will break into their groups where each group will conduct activities that
pertain exclusively to one of the four historical characters. Halfway through the class, they will rotate to a
different group in order to learn about a second historical character. The following day, remaining with their
same groups, they will move to a different station where they will learn about a third historical character, and
changing halfway through that period, to learn about the fourth historical character. At each of the stations,
will create different projects pertaining to that specific character. All of the information will be added to a
Lapp folder that they will carry with them from station to station. By the end of the two days, they will have
assembled a substantial amount of information on all of the historical figures. These stations will be student
led, where they will work together to complete the assignments at each station. The teacher will be available
to answer questions or offer assistance, as necessary. Some of the types of assignments at the different
stations will be crossword puzzles, KWL charts, word finds, etc. For differentiation, some aspects of the
stations will incorporation ELA, Art, and Mathematics. The time used each day for this will incorporate both
their Social Studies and ELA periods.

Describe the purpose of the SRT 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 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: Sunday afternoon/evening, students will be
expected to complete their “flipped” assignment at home, prior to coming into class on Monday. Once
returning to class on Monday, and at the onset of their Social Studies period, I would have the class open up
the Quizlet on their iPads. There, the students would complete the memory matching game and the fill in the
blank quiz on Quizlet. I would then be able to assess how well the class did as a whole and how well they did
individually. For those that did not have a good basic grasp of these historical figures, I would be able to
assign them additional projects that they could do that evening that would further assist them in grasping the
content material at hand. For those that were showing that they had mastered this information, I could add
to their content to ensure that they would be able to further engage in their studies of this content material.
The initial Quizlet activities would only last 15 to 20 minutes. This would be ample enough time to complete
the Quizlet and be able to go back and do it again if they so desired.

Type of questions/prompts used in this activity (check all that apply): (depending on their level of expertise)
☒ 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):
n/a
Right/Wrong answers: Will there be right/wrong answers to these questions? Yes
☐ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all the questions and display
correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?

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 Student Response and Assessment Tools - ALDERFER
Describe what will happen AFTER the SRT activity?

How will the data be used? 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 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.)

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?)

Reflective Practice: After designing this lesson idea, how do you feel the activities you created could impact
student learning? You may have designed this idea as an introductory activity to a unit of study. With that in
mind, what could be done to further extend the lesson? Are there other technology tools that could further
enhance this project?

Spring 2018_SJB