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Student Response and Assessment Tools

Lesson Idea Name: Cell Organelles


Content Area: Biology
Grade Level(s): 9
Content Standard Addressed: SB1. Obtain, evaluate, and communicate information to analyze the
nature of the relationships between structures and functions in living cells.
a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm, cell
membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles, ribosomes, and
mitochondria) interact as a system to maintain homeostasis

Technology Standard Addressed:


ISTE Standard 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.”

Selected Technology Tool:


☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
www.plickers.com
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)
The students will have QR code cards to answer questions.
Type of session:
☒ Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL):


The video that students will watch will have closed captioning that will be useful for students with an auditory
disability. English language learners will be able to read the closed captioning on the video and play it multiple
times for their understanding. The Plickers quiz will keep all of the students engaged and interested in the
activity and is beneficial for students with ADHD.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the activity I will lecture with a PowerPoint about cell organelles. Students will be provided with a link
to watch an introductory video about cell parts and their functions

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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Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity:
The questions will be displayed on the board that the students have to answer. They will be given time to
deliberate their answers, then when they are already they will hold up the QR codes that I will then scan with
my iPAD. This will automatically record all of the student’s answers.
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?
Plickers will be used to assess the student’s understanding of the video and the lecture on cell organelles. It
will be a participation grade and not graded for accuracy. It is just to let me know in which areas the students
need additional instruction.
Describe what will happen AFTER the SRT activity?
Additional instruction will be provided in the areas that the majority of students answered incorrectly. I will
lecture then let them do their own guided individual research using a list of provided websites that the
students will reference for more information on the subject.
How will the data be used?
The data will be used to determine the student’s understanding of the material. It will be a participation
grade for the students. I will use the data to provide further instruction to the students who need it.

Describe your personal learning goal for this activity.


I have not tried student response tools before, so I hope to learn how to best implement them in the
classroom. If I find that the process did not flow as smoothly as I would have liked, or the students did not
seem interested or engaged in the activity, then I will try additional students response tools in the future like
Socrative, Kahoot, and Gimkit.
Reflective Practice:
Since this is more of an introductory activity, I will have students use what they have learned from the video,
lecture, and activity to begin working on a project. They will each pick on organelle and do more in depth
research. Then, using Plickers or another Student Response Tools, I will have them come up with a set of
questions. The students will take turn presenting and participating in each other’s quizzes to learn more
about cells.

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