Student Response and Assessment Tools

Lesson Idea Name: Weather and Seasons

Content Area: Science
Grade Level(s): 1st
Content Standard Addressed: S1E1. Students will observe, measure, and communicate weather data to see
patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b.
Investigate the weather by observing, measuring with simple weather instruments (thermometer, wind vane,
rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a
periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky
conditions, and weather events) to seasonal changes.

Technology Standard Addressed: Empowered Learner

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

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):

The class and quiz will be set up within the guidelines of UDL. The quiz will offer different types of questions
(multiple choice and true/false, short answer). The students will have all the information located within the
outline of notes they receive throughout the lesson along with the IWB discovery board that has interactive
games and areas of information for them to look at. The students will give their answers in the quiz and I will
use the data to guide my instruction and fix the misconceptions that arose from the quiz. I will have a group
discussion on the correct answers and go into detail on why the incorrect answers are wrong. I will give the
students multiple ways to hear/answer the questions so to give all students the ability to succeed.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The students have looked at a Discovery Board and watched a video while filling out an outline for notes. The
students have learned the weather patterns and created a project based on seasons and their weather. The
students may review their outline before the quiz and we will talk about what we have learned before
completing it.

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
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 Student Response and Assessment Tools
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

The students are using their own iPads to answer these questions while the teacher walks around observing.
The teacher will read the questions aloud but not prompt any of the choices. The students will work at their
own pace and once completed will put the iPad down on their desk for me to know they are done. Once
everyone is done, I will review the data and decide which ones I will post on my board for us to look at after.

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 your 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?
The questions that I see the majority of the class is not answering correct will be shown. This will be a guiding
tool for me to go back to the part of the lesson and go into further detail. The students will not be shown how
many students got it right/wrong but will have to identify the correct answer and explain why that answer is
correct. I will mark out the incorrect answer for students not be able to reselect it.
Describe what will happen AFTER the SRT activity?
After the activity, I will go over all the answers with the students and ask them why/how questions on the
answers. I will focus more on the questions that were wrong to pinpoint what confusion there is. I will also
use this as a time for group discussion among tables to see if peers can help one another.
How will the data be used?
The data I collect will be used to review/reteach the questions that were missed by the majority. I will also
use this as a way to see which students are completing their work and who is falling behind based on how
they answered the questions.

Describe your personal learning goal for this activity.

My personal learning goal for this is to be able to use the tools on this SRS productively in the classroom. I
want the students to be able to use the quiz as a study tool for the performance task. I will also be able to
understand what a turning point in the lesson for the students was based on their answers and how I should
go about reviewing any material.

Reflective Practice:
I feel this can be a great lesson but I have to closely monitor the activity. I feel some students might feel bad if
they realize that they missed the questions I put on the board even without names showing. This can hurt
them learning anything further because of self-esteem issues. I also don’t know if I would have this exactly at
the end or somewhere in between as a review because it is in quiz form however, not really graded for
scoring but participation. I also can see that some students might use their notes or their buddy in answering
questions which isn’t helping me see who is building their knowledge.
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Spring 2018_SJB