Student Response and Assessment Tools

Lesson Idea Name: The Water Cycle

Content Area: b. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric
conditions that lead to the cycling of water. (Clarification statement: The water cycle should include
evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)
Grade Level(s): 6th
Content Standard Addressed: S6E4. Obtain, evaluate, and communicate information about how the sun,
land, and water affect climate and weather.

Technology Standard Addressed: Higher Order Thinking Skills Candidates model and facilitate the effective
use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate,
and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical
thinking, creative thinking, metacognition, self-regulation, and reflection).

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://www.instructorweb.com/lesson/watercycle.asp#LESSON-PRINTABLES

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): To this online lesson plan idea that I have borrowed and adjusted, I will
add a short video in the flipped classroom part. The flipped portion will consist of a list of vocabulary words
and definitions needed for the new lesson and it will be available in multiple languages. A short video will also
be included in the flipped portion about the water cycle and 3 phases of matter for water. These will enable
students to review materials in any language that best suits them and they can look it over as often as they
need it. After the main reading and answer portion, the students will have a chance to work in small groups
and make stop action videos with iMovie application about a portion of water system or the 3 phases of
water. These activates will enable the students to encounter the content in a format comfortable to them.
The flipped and video portions will present content in a visual and audio format to enhance the reading
portion of the lesson.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. The teacher will post the flipped lesson for the students to review before the class that
week. On the first day the students would read a lesson on the water cycle and 3 phases of water and then
answer a series of questions about it. When that is completed the students will play with the teacher a
Kahoot created quiz game to see what areas of the lesson need reviewed. The first few times we play Kahoot,
the teacher will discuss with the students the nature of the application and go slowly so that everyone gets
comfortable with it. The desire is to incorporate it into the classroom on a regular schedule as a fun break

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 Student Response and Assessment Tools
away from lessons to evaluate the learning process and get some built up energy out of the students.
Everyone needs a little fun down time and it will still be educational!

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: During the activity the students will play a quiz
game that is teacher driven/timed. The quiz may take 15 minutes or so. The teacher posts questions and the
students work as quickly as they can to respond and see if they were right and how their team is doing. It is
meant to be fun and a break from reading and writing, but also gives the teacher feedback on where
information is lacking.

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): Samples
are included in the Kahoot link below.

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? Giving the students immediate feedback helps them to understand where they missed a
piece of information and they can often correct it in their thoughts right then, or generate a question to ask in
class about the material they did miss.

Describe what will happen AFTER the SRT activity? After the activity, the class can review the answers and
review things missed most often. Then, they would go on the next day to day 2 activities. This will include
creating a video and terrarium building.

How will the data be used? The data will be used by the teacher to immediately evaluate how well the
students are learning the content. The lesson content will then be reviewed with the class right after the
game to refresh some spots where students are thinner on the knowledge. The students would get
participation points. Making the quiz graded with variable points would make it high stress and the quiz
game less enjoyable as a break from intense reading/writing lessons. The teacher wants natural spontaneous
answers and for learning to be fun.

Describe your personal learning goal for this activity. For myself, technology is fairly new so I would be
learning how to use the quiz game to enhance my classroom experience for my students. For my students,
they would get immediate feedback on how well they are absorbing the lesson materials.
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Reflective Practice: The original lesson is a reading and question answering session. This is alright to get the
start of the content across to the students, but more varied kinds of activity make for deeper learning and
interesting learning. A flipped portion gets them ready and a stop action video gets them thinking and
creating. To extend the lesson further the students could build in big jars, miniature terrariums of the water
cycle and they can watch the water move in their terrariums. Blogs and online video sources could also be
added to this lesson. The Kahoot portion in the middle of the lesson, directly after the reding/writing portion
gives the students and the teacher feedback on sections of content that need reviewed. If you catch the thin
spots early, then the later hands on activities will have greater success and reduce student frustration as the
activities progress.

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