Student Response and Assessment Tools

Lesson Idea Name: Georgia’s Geography

Content Area: Science
Grade Level(s): 3rd Grade
Content Standard Addressed: S3L1- Obtain, evaluate, and communicate information about the similarities
and differences between plants, animals, and habitats found within geographic regions (Blue Ridge
Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia

Technology Standard Addressed: 3 – Knowledge Constructor

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://b.socrative.com/teacher/#edit-quiz/33461819

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): For the English as a Second Language students within the class, this
assignment will be extremely beneficial because they will be able to answer questions more honest through
the response tool without having to worry about getting it wrong and being embarrassed. Since they will
answer more honestly, I will know if they answer incorrectly and don’t understand and can spend more time
explaining the correct answer before we move on to the next question. I could also enter the questions and
answers in their first language too, so they can read both and fully understand. Students will also receive a
deeper understanding of the content since they can also access the website from home, as long as they have
access to internet and the code for the activity. When starting the lesson, I could change it from teacher
paced to student paced if they are working on the assignment from home so they can move on when ready or
spend extra time reviewing the lesson if need be.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. We would spend time defining the five geographic regions and learning about where they
are located and what special characteristics each region has. After we have reviewed this material for some
time we would complete the Socrative activity as a fun, engaging assessment tool.

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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Briefly describe what will happen DURING the SRT activity: I, the teacher, would initiate the lesson from
the front of the classroom. I would pull up the activity on the SMART board at the front of the room, so
students can see the classroom code and so we can go over the questions together as we move forward.
Students would need some kind of device for this activity, whether it be that they are sitting at a computer in
the computer lab, an iPad, iPod touch, mobile device, etc. The activity would be teacher paced, which means
the students cannot move forward through the set of questions until I give them access to. This will give me
the chance to see how well students understand the content and to review the material further if need be.

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? By doing this, students will immediately know if they chose the correct answer or not, and I
will know to. If many students choose incorrect answers, I’ll be able to spend more time going over this
material until they understand, whereas it is harder to review material again if students do not understand
material that we do not receive responses immediately to.

Describe what will happen AFTER the SRT activity? They would complete a more formative assessment,
once I have prepared them to understand the regions well enough.

How will the data be used? I will use it while doing the activity to decide whether I need to review further or
not. If students do not understand, I will differentiate instruction based on how each group of students learns
best. Students will receive a completion grade for the activity based on their participation.

Describe your personal learning goal for this activity. I hope this activity will provide a fun way to review that
will engage students and make them more comfortable to answer honestly. If students have to answer, and
do so more honestly, I will immediately know if they understand the content or need more explanation.

Reflective Practice: Instead of solely doing a quiz, I could have created a space race activity too. This activity
incorporates an element of competition and is timed. Space race could be an even better tool for test review,
since students need to answer quickly in order to win. For instance, if we did a quiz at the end of each class
based on what content we covered each day, it would be a wrap up tool. If we did Space Race activities that
correlate with the quizzes on review day before the test, students would be reviewing the test material in an
exciting way. If I offered an incentive, like a trip to the classroom treasure chest, for the team who wins each
Space Race, students would be even further motivated to study before review day and perform better on
their formative assessment the next day.

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