STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Erica Rogers

Grade Level: 5th Grade
Content Area: Science
Standards Addressed: S5CS1. Students will be aware of the importance of curiosity, honesty, openness,
and skepticism in science and will exhibit these traits in their own efforts to understand how the world
works. a. Keep records of investigations and observations and do not alter the records later. b. Carefully
distinguish observations from ideas and speculation about those observations. c. Offer reasons for findings
and consider reasons suggested by others. d. Take responsibility for understanding the importance of being
safety conscious.
S5CS5. Students will communicate scientific ideas and activities clearly. a. Write instructions that others
can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures
or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific
information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer
databases
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) Phone
Tablet (such as iPad 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: The class will learn about the flower parts and the importance of
photosynthesis in daily living of humans, animal, insect and plant life. There will be scientific investigation
through inquiry based lessons, multi-media, individual research and notes from classroom activities.
Describe the purpose of the SRS 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 purposes of differentiation and
mastery for ALL students) Summative Assessment of Content Knowledge Test Preparation
Survey/Poll Discussion Starter Homework Collection 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 (For example: What will students do? What
will the teacher do? What materials are needed? How long will the SRS activity take? The overview should
be a minimum of 2 paragraphs.): The students will be engaged in taking the assessment after learning about
the significance of flowers and their parts and how plants through photosynthesis impacts every living thing
on the planet. The science unit is broken down into different parts but the students will see how they
correlate with one another and work to keep the life on the planet alive and functioning. The students will
use clickers and be quizzed on the body parts of the flower to help them understand what it is made of, how
it grows, which parts are male or female, how photosynthesis works through the flower making food and
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 STUDENT RESPONSE AND ASSESSMENT TOOLS
helping living things breathe with oxygen etc.

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 Multiple Select True/False Yes/No Short open-ended response
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students: YES

Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No

Mixed (Some will have correct answers, others will not.)
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? Yes No
Why or why not? So that students will take it upon themselves to find correct answer before we can all g
over it.
Use of data: What data will be collected as a result of this activity? How will it be used and by whom?
(For example: Will information collected from this activity be used to award a grade? Will the individual
information collected be shared with students and/or parents to help them monitor individual progress?
Will you discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data
to differentiate instruction for students, if so describe how.) Collection of wrong and right answers will be
collected for teacher to gain a better understanding of how students have retained information or learned in
previous lessons and activities. Preparation for test.
Describe what will occur after the SRS activity: Students will take an exam.

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!) : Hope to prepare
students for exam, reinforce the importance of going over what was already learned and promote good
studying habits.
Other comments about your SRS activity (optional):