Student Response and Assessment Tools

Lesson Idea Name: Branches of Government

Content Area: Social Studies
Grade Level(s): 3rd
Content Standard Addressed: SS3CG1 Describe the elements of representative democracy/republic in the
United States.

Technology Standard Addressed: 1- Empowered Learner

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://jr.brainpop.com/socialstudies/government/branchesofgovernment/

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 my ELL and ESOL students, this activity will be a great way for them
to add to their vocabulary by introducing terms that are included in the “Branches of Government” lesson.
Kahoot! allows you to print the quizzes out, which could overall benefit these students. Students can take
these quizzes home and go over them with their family. Family members can help translate the new
vocabulary words to them in an effort to practice the material. This helpful resource is especially useful when
some students are sick and cannot attend class. These students could be instructed to log onto the computer
at home and take the quiz. This way, they are still caught up with what the rest of the class is doing when they
return.
This quiz will be used to wrap up the lesson. This way, everything that we do prior to this quiz in class will
involve either games, videos, or activities. Each activity that we complete will add on each student’s
knowledge of the topic and will overall help them be successful when discussing branches of government. To
introduce this activity to students, I will show them a BrainPop video that describes the branches of
government, the people in each branch, and their duties that go along with the job. I will pause the video
periodically to make sure they are paying attention and comprehending the information. Once the video is
finished, I will pull up the Kahoot! game and instruct my students to get an iPad out. After entering the game
code of the Kahoot! I created, students will compete against each other in a formative assessment.
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):

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Briefly describe what will happen DURING the SRT activity: This activity contains a total of 10 multiple
choice questions that students will answer using the iPads available to them in the classroom. The teacher
pulls up the quiz code that students will enter in order to partake in the quiz activity. I have set each question
to count down from 20 seconds, so students have that much time to answer the question. Students love
Kahoot! because although it is considered and quiz (formative assessment), depending on how quickly a
student answers the question, or how many questions they have answered correctly, Kahoot! gives each
student a racecar that keeps moving towards the finish line after answering each question. I like to call
Kahoot! a “quiz game” because students find it so fun to be able to compete against one another, it doesn’t
feel like they are taking a quiz.
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?
Kahoot! displays the correct answer after each question is presented. This is beneficial to students because
before moving forward to the next question, we, as a class, can talk about why the right answer is correct,
and we can address the students who got the question wrong. It is a great opportunity to talk about the
material so that students are able to review on their own later.

Describe what will happen AFTER the SRT activity?

After this SRT activity, students will then become “experts” at learning about the branches of government. I
will have stations/centers set up in the classroom that contain different materials but have similar
information about the branches of government that students can use in order to research the topic more.
One center will be on the SmartBoard where students will complete an interactive activity about the branches
of government. Another station will be in the reading corner, where students read articles over the topic and
take detailed notes. The last station will involve a branches of government board game that will challenge
students to answer questions about the topic.
How will the data be used? After this activity, I will save all the data that I collected as an Excel sheet so that
I can compile my findings and make the adjustments to the following review lessons, accordingly. The
students will get a completion grade for this quiz because I ultimately want to use this as a review for our test
over this information. We will discuss the most missed questions as a class when the activity is over. With the
data collected, I will look to my students that got less than 60% of the questions correct and I will conference
with them individually in order to see where the misconceptions are. The rest of the class has the leniency to
work on an extra assignment or draw in their “drawing journals” until I am finished conferencing.
Describe your personal learning goal for this activity. My personal learning goal for this activity is to use
Kahoot! as an easy way to collect data on where my students are at in this lesson. This will help my students
learn their mistakes much quicker than if I had to hand grade each of their quizzes independently. My hope to
learn where my students are in their learning process by creating and implementing this short assessment.

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Reflective Practice: This SRT activity will allow students to detect their misconceptions quickly and make a
mental note of the correct answer if they answered incorrectly. To further enhance this activity, students
could then create a short PowerPoint describing the information that they just learned, including images,
facts, names, etc.

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