Student Response and Assessment Tools

Lesson Idea Name: Parts of a Plant

Content Area: Life Science
Grade Level(s): 1s t
Content Standard Addressed:
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
a. Develop models to identify the parts of a plant—root, stem, leaf, and flower.
b. Ask questions to compare and contrast the basic needs of plants (air, water, light, and
nutrients) and animals (air, water, food, and shelter).

Technology Standard Addressed:

1. Empowered Learner Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences. Students:
a. articulate and set personal learning goals, develop strategies leveraging technology to
achieve them and reflect on the learning process itself to improve learning outcomes.
b. build networks and customize their learning environments in ways that support the
learning process.
c. use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms

☐ Other:
URL(s) to support the lesson (if applicable):

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):

Engagement: Individual devices keep students engaged, as well as an instant response on how they
performed on each question.
Representation: Because students will be using individual devices, students with visual impairments can use
larger text. ELL students can have the assessment in their language.
Action and Expression: I think the classroom setting may help students who cannot express themselves very
well because other students might ask the same questions they’ve been thinking of.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
This is a formative assessment that will happen closer to the end of the unit, so by this point, students should
have most everything they need to know for the test and just need to review and expand on it.

Spring 2018_SJB
 Student Response and Assessment Tools
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:

Students will have individual devices when they can input their answers. This assessment will be teacher
paced so that after students put in their answers, we can review them as we go. At the end I should have
individual assessment for each student which will help me put them in the most effective groups, so each
student will have the best chance at passing the test.
If there are no questions, the activity could last 20 minutes, but I would be sure to block off more time, so any
questions can be answered thoroughly for the whole class.
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):

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?
For the purpose of this activity, its purpose in the end is for all the students to know the correct
response to the test questions so that they can be better prepared for the test.

Describe what will happen AFTER the SRT activity?

This activity is being used as test preparation, but it will also be used with enough time to
differentiate more studies groups where this assessment can also be used again for review.

How will the data be used?

While the assessment will be teacher paced in order to go over the proper responses, students will
be answering individual on their own devices. This way I can see how each student performed so I can better
put them into differentiated groups.
Describe your personal learning goal for this activity:
I’m not entirely familiar student’s response tools but I see utility of them and the benefits for me
as a teacher. It takes away a lot of them manually grading and organizing which gives me more time to work
on differentiate strategies. I also feel like using Socrative as it is in this activity helps students learn because
we have a chance to go over all test questions together. It can help me get an idea of where they are, it also
gives them an idea of where they are.
Reflective Practice:
One challenge I foresee with this activity is that of classroom management. It would be easy for the
class to get carried away.

Spring 2018_SJB
 Student Response and Assessment Tools
This activity will be extended when the results are used to make other groups. The same assessment
will be given a few days before the test, after the groups work together for a time.

Spring 2018_SJB