Student Response and Assessment Tools

Lesson Idea Name: Organisms and Non-living Objects

Content Area: (Life) Science
Grade Level(s): Kindergarten
Content Standard Addressed: SKL1. Obtain, evaluate, and communicate information about how organisms
(alive and not alive) and non-living objects are grouped.
a. Construct an explanation based on observations to recognize the differences between organisms and
nonliving objects.
b. Develop a model to represent how a set of organisms and nonliving objects are sorted into groups based
on their attributes.

Technology Standard Addressed: 1- Empowered Learner

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson: https://b.socrative.com/teacher/#import-quiz/39242683

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 my ELL and ESOL students this will be a good way for them to distinguish living and non-living objects
which will add to their vocabulary. They can take this printed out quiz home and translate some of the words
so that they can build onto words that they already know. This is also a really great resource to use if some
students are out sick and cannot attend class, you could tell them that you are going to do this quiz at a
certain time and they can log on at home and take the quiz along with the class so that they do not get behind
while they are out
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
This will be wrapping up the lesson so everything that we do prior to this will be games and activities to show
students what exactly a living organism is and what a non-living object is. To introduce this activity I will have
each student grab an iPad and ask them if an iPad is living or non living. I will then do a brief review and ask
the students for some examples of each. Once I feel that we have covered the basics I will present this quiz.
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:

 Student Response and Assessment Tools
The students will obtain and iPad and take this quiz, one question at a time. The teacher will lead the class
and have a mini discussion on each question when there are large amounts of students getting the questions
wrong. The teacher will address mistakes and go over what the correct answer was.
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 or all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
I want the students to see exactly what they missed right after the quiz is over so that we can address the
issues before they have to be tested on it.
Describe what will happen AFTER the SRT activity?
After the SRT activity, we will go over each of the questions quickly and then spend more time on the three
most missed questions. The teacher will ask some of the students that got the answer incorrect what they
were thinking and then ask for what the correct answer should be and why. When the quiz is over I will have
the students use the exact same questions and have them play the Space Race game also located in Socrative.
These answers should be fresh in the students minds and will give them a way to show that they understood
the review that we just did after the quiz. If a student is still struggling, I will then have to speak with them
one-on-one to figure out how else I can help them before they are formally assessed.
How will the data be used? After the activity, I will save all of the data as an Excel sheet so that I can compile
it all and make the adjustments to the following review lessons, accordingly. The students will get a
completion grade for this quiz because I ultimately want to use this as a review for our test over this
information. We will discuss the most missed questions as a class when the activity is over. With the data
collected, I will look at my students that got less than 60% of the questions correct. I will chat with each of
them and ask them to form a group during our science time so that I can discuss with each of them while their
peers are on BrainPop watching related videos.
Describe your personal learning goal for this activity.
My personal learning goal for this activity is to use Socrative as an easy way to collect data on how my
students are doing in the lesson. This will help my students learn their mistakes much quicker than if I had to
hand grade each of their quizzes. I hope to learn where my students are in their learning process much
quicker.
Reflective Practice:
This will help my students by learning from their mistakes very quickly. To further enhance this project the
students could then do a project on PowerPoint with this information and make a story of which are living
organisms and which are non living objects.