STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Tallia Barnette
Grade Level: 1st Grade
Content Area: Science (Plants)
Standards Addressed:
S1L1. Students will investigate the characteristics and basic needs of plants and animals.
a. Identify the basic needs of a plant.
1. Air
2. Water
3. Light
4. Nutrients
c. Identify the parts of a plantroot, stem, leaf, and flower.
ITSE Standard For Teachers: 2. Design and develop digital age learning experiences and assessments
d. Provide students with multiple and varied formative and summative assessments aligned with content
and technology standards, and use resulting data to inform learning and teaching
Student Response Technology Used:
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other:
Technology that students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Phone

Other wireless device (such as iPod Touch)

Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity: Prior to this activity, we will have started a unit about the basic needs of
plants. The students will have knowledge from a lesson about what each basic need does for the plant. They
will also have knowledge on the different parts of the plant and how it all works together.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

Other

Additional explanation of purpose (optional):

Type of session:

Teacher-Paced

Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity
The teacher will be the facilitator for this activity. It will be presented as a review for the students before we
transition into the basic needs of animals. It will begin with the teacher giving instructions to the students:
Class, we have been learning about the basic needs and parts of plants. Hopefully this weeks lesson and
the homework you all had to do last night helped prepare you for todays activity. Were going to do an
activity with Socrative on the laptops. You all will login to the website and answer the questions that
appear on the screen.

STUDENT RESPONSE AND ASSESSMENT TOOLS

Each student will have their own laptop to work on, that way the teacher can keep track of each students
answer. Even though it is a teacher paced activity, the teacher will wait until all answers have been
submitted before moving on to the next question. There are 10 questions for the students to answer and it
will, ideally, take 15-20 minutes including the discussion after the survey.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Types of questions/prompts (Check all that apply):
Multiple choice
or fill in the blank

Multiple Select

True/False

Yes/No

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students:

Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)

Yes

No

Immediate corrective feedback:

Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity? Why or why not?
Yes
No
I think that it is important for students to learn the correct answer if they answered incorrectly. Too often,
students walk away from tests not knowing what exactly they missed and all they know is the grade they
received. Since this is a review, students will need to know the correct answers. Before I display the correct
answer, however, I will facilitate a discussion on what students answered so that I can get an understanding
of their thought process.
Use of data:
This activitys major purpose is to give the teacher an understanding of where the students are on this
content. Due to this, all students will receive a participation grade no matter what their results were as long
as they tried. The teacher will use this information to evaluate what needs to be retaught as a class or
individually. This will also give the teacher the red or green light in moving forward with the next concept
(animals). The results will encourage differentiation to help the students who are struggling with grasping
the information.
Describe what will occur after the SRS activity:
After the activity, the class will hold a discussion/debrief on the answers they provided versus the answers
that were correct. This will give students an opportunity to learn from their peers because sometimes peers
have a better way of explaining a concept than the teacher.
Describe your personal learning goal for this activity. (For example: What are you trying that you have
not tried before? What do you hope to learn from this activity? How do you hope it will help students learn?
You must design something that will help you learn something new. Honor system!) :
Through this activity I am hoping to learn if the SRS is effective or not because I have never used it in the
classroom before. I want to see if students in the first grade are capable of handling this form of technology
and still learning everything they need to. I want to use the results of the survey to determine what I need to
do next with my instruction. It will, hopefully, provide a light into what my students are actually learning.
Other comments about your SRS activity (optional): N/A