Student Response and Assessment Tools

Lesson Idea Name: Exploring what weather is and how weather causes changes to the environment.
Content Area: Science
Grade Level(s): Second Grade
Content Standard Addressed: S2E3. Obtain, evaluate, and communicate information about how weather,
plants, animals, and humans cause changes to the environment.

Technology Standard Addressed: 3: Infusion

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://b.socrative.com/teacher/#import-quiz/40968620
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):

The lesson will start off with Plicker cards as a discussion starter. Questions will be asked to see what the
student’s knowledge is of what weather is and how weather causes changes to the environment. The
assessment will be done anonymously so that no one student feels embarrassed if they do not know anything
about the material. Once the discussion starter is done the teacher will give a short informative lesson about
what weather is and how weather can affect the environment. The informative part of the lesson will be
based off the data that was collected from the first Plickers assessment. Once the informative part of the
lesson is delivered another short Plickers assessment will be conducted to see if the students are ready to
move on to exploring what weather is and how it affects the environment. When the exploration of the
weather is finished, students will take a quiz assessment on Socrative to reflect their understanding weather
and the effects of weather on the environment.
Engagement of the UDL principles will be given through the teacher’s informative part of the lesson with a
follow up of a quick assessment to see if ALL students are supported. Action and Expression will be physical
action with the exploration of the weather including a demonstration of what erosion does to the
environment. And finally Representation will be when the students take their quick assessments throughout
the lesson including the final assessment quiz which is then followed up by a Q & A lead by the students.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The teacher will start off with a quick discussion starter using Plicker cards to see the student’s knowledge of
weather and the effects it has on the environment. Once the informative part of the lesson is complete the
students will move on to exploring what weather is and how it effects the environment including a
demonstration of what erosion can do to the environment. Once the exploration is finished the teacher will

Spring 2018_SJB
 Student Response and Assessment Tools
have the students log into Socrative to take a short assessment quiz to see if the material that was taught was
received and understood.

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 log into Socrative virtual room and take the quick 6 question quiz. The teacher will collect the
data and assess where the lesson needs to go after all the student have completed the assessment quiz.
Materials needed is either tablets or computers for the students. The assessment quiz should only last no
more than 10 minutes.

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? I will select right or wrong answers for some of the questions such as the ones that are T/F
or Multiple choice. The Short answers have an answer written for it, but it is not selected as a right or wrong
answer as it is based on what the student says.

Describe what will happen AFTER the SRT activity?

Once the assessment quiz is taken by the students and the results come in, the teacher will display them for
all the students to see. They will be able to see what the strong points are and what needs help. With this
information the teacher will then invite students to participate in an open discussion where they can ask
questions anonymously and other students can respond or the teacher can respond by taking the lesson
deeper in discussion.
How will the data be used?
Data that will be collected throughout this lesson will be on the student’s knowledge and understanding of
the material that is introduced. This information is strictly for the teacher’s knowledge so that ALL students
are supported throughout the lesson. In this particular lesson the information that is collected from the class
will be shared with the classroom anonymously so that any questions a student may have can be posed
without embarrassment. In this way all students can be heard and answered. By having these short
assessments and Q & A’s teacher can differentiate instruction in a more personal way so that every student is
reached and supported throughout the lesson.

Spring 2018_SJB
 Student Response and Assessment Tools
Describe your personal learning goal for this activity.
Trying out student response and assessment is something that is new to me and I hope to learn how to
incorporate it in every lesson because it is a great quick and easy way to not only keep the students engaged,
but to also make assessments throughout the lesson. By seeing their progress and their understanding
throughout the lesson will help me help each student stay on track with any given lesson. By having these
assessments, I can see if anyone is struggling and if so, stop and give more information needed for the
students to comprehend the material. What is great is that if the lesson needs to have more information
given to the students another assessment can be given after additional is given to see if it helped the students
grasp the lesson at hand.

Reflective Practice:
I feel that the use of assessments is extremely beneficial when it comes to impacting a student’s learning.
Having a discussion starter before the lesson begins gives the teacher a great starting point as it allows her to
know where the students are in their understanding of the subject. To further the lesson, students can show
their knowledge of the lesson and create a brain map that could then be presented to the class in groups for a
Q & A session.

Spring 2018_SJB