Sunteți pe pagina 1din 4

Student Response and Assessment Tools

Lesson Idea Name: Moon Phases

Content Area: Earth Science
Grade Level(s): 4th grade
Content Standard Addressed:
S4E2. Obtain, evaluate and communicate information to model the effect of the position and motion of the
earth and the moon in relation to the sun as observed from the moon
b. Develop a model based on observations to describe the repeating patterns of the phases of the moon.
(New, Crescent, quarter, gibbous and full)

Technology Standard Addressed:

Knowledge comstructor-3
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):

Kahoot’s are meant to engage students in the content by testing them. The timed portion of a student makes
students think quick and they have to stay engaged or else they miss out on the opportunity to answer the
question. This is a very interaction lesson over all for students. Students interact with peers and me as a
teacher. This kind of interaction is also good for a student, it makes students want to master the content so
when a Kahoot is part of the day they could win the game and other students are also able to see that. Every
student has an equal opportunity to win if they interact and review the content regularly. These interactions
also create experience for the students and those experiences help student remember content easily because
they connect it to the experience. Students can build multiple experiences and the Kahoot’s can be shared on
the class website for students to play with their own friends or review on their own.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

As a class we will begin our lesson on moon phases. At first, I will introduce students to the phases by
having them watch a video on the moon. This will give students some background knowledge before we
dive in deeper to the content. After I created a Nearpod for the class that goes through each phase of the
moon and what happens in the phase, we then will have students collect data of the moon for themselves.

Spring 2018_SJB
Student Response and Assessment Tools
Students will keep a journal and record data that they see from the moon every night. Students will have
the choice of organizing their data how they want, or I will provide a journal template for them to glue into
their science journal. If that night, students cannot collect data from the moon then an alternative
assignment would be given for the students. After the students collect their data and content information,
they will create their own moon phase model. This model will be done using a stick, a Styrofoam ball, and a
flashlight. Based on the position of the Styrofoam ball and the flash of the light, students are able to create
the shadow of the moon phase. Students will be allowed to talk pictures using the iPads and create a model
using PowerPoint or iMovie with voiceovers for each phase of the moon. Also, with the voiceover students
must have some kind of transcript for each moon phase. After students complete the moon phases then
they will create a reflection paper on what they learned and how they can apply the content to themselves
and different areas.
After this project has been created then students will participate in a Kahoot that I have created for them.
The Kahoot consists of questions from the content and students being able to distinguish the moon phases
based on an image or a description. I will use this as an interactive whole class formative assessment but
not as a grade. This is more like a review that ties the content together. Students will later take a
summative assessment with different scientific content areas that tie to not only the moon but the

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:

Students will have an iPad or be on a computer in class. Students will answer the questions on the screen, and
they have their own choice of using a name or their own pseudonym. The questions are timed so it is
something students should know and the data that I will collect as a class will let me know if I have to go back
and reteach material for the students.

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):
1. Which is the correct definition of Moon Phases?
2. When the moon is between the Earth and the Sun it is most likely a New Moon. (T/F)
3. What is the correct description of a Full Moon?
4. What does Waxing mean?
5. What does Waning mean?
6. A Gibbous moon is lit more than half. (T/F)
7. A Crescent moon is lit completely. (T/F)
8. Which moon phase is this?
9. Is this a Full Moon? (T/F)
10. The moon is a quarter of the way around the earth. You can see the right half of the moon. (Which
moon phase is this?)
11. The phases of the moon when it is three-quarters of the way through its orbit, and we see half of the
moon lightened. (Which phase of the moon is this?)

Spring 2018_SJB
Student Response and Assessment Tools

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?

It never hurts to review with students. Even questions that students answered correctly. Some students may
need repetition of material for it to all come together. This is like a review for the summative assessments
and students can ask any last questions before moving onto another concept. Also I would provide feedback
because we all have experienced students who are shy and can’t speak out in the classroom when they don’t
understand something. Feedback helps close those gaps for students without them asking.

Describe what will happen AFTER the SRT activity?

After the SRT activity, I will have a final review with my students of the content. After I have graded the
student’s projects and given them back their grade with feedback, I will allow students to share. This is a
very hand on project for students and they are in control of the data they gathered, how they want to input
it into their journal. They also get to choose who they want to work with for the group model of the moon
phases. Students will have a Summative assessment as a class over the moon phases, the earth and
weather in the classroom after we finish the unit as a whole section.

How will the data be used?

The data that I collect from my Kahoot would tell me how much of my class understands the content. Kahoot
gives me a report on how many students picked what answer and it helps me to see what students know and
still need to work on. The answer choices in the questions are all related to moon phases but only one is
correct. This Kahoot is not meant for a grade, it meant more for me to see what my students know. This also
makes an activity in the classroom fun. Overall this lesson plan is very hands on and interactive, so I wanted
the formative part as well to be interactive. This is better than an exit ticket or a quiz because students have
the sense of competition and everyone in the class participates at the same time.

Describe your personal learning goal for this activity.

One thing I tried for this lesson that I have not tried before is the Kahoot as a class. Creating my own
questions that I felt aligned with the standards. This is also a new way to differentiate tools for assessing
instead of the basic on paper assessments. I hope my students can learn that there are different tools and
resources to assess them and that learning can be fun. I was once a student and I didn’t have Kahoot until I
was in college, but I enjoyed the experience with it. It was great for a review for students and a different pace
of speed in the content. The timed question is also a really cool feature of Kahoot, but I do understand as a
teacher that not all students do well under a time limit like that. To a certain extent, this is why this would just
be used as a review for student and data from that review would help me help my students.

Reflective Practice:

Spring 2018_SJB
Student Response and Assessment Tools

I really enjoyed planning this lesson not just because of the Kahoot but because of everything else I planned
for the students. The collecting of the data from the moon, the moon phase model and their reflective paper
is a great portfolio assignment for students to do as a class on this standard. I also really enjoyed the variety
and choice students had in my lesson in each activity. This would make such an impact on students because of
the different interactions and accountability students have in their assignments. The Kahoot was a great way
to introduce different forms of assessments to students but also giving them a variety in review before the
summative assessment. Honestly, I think one of the best ways to engage students is through experience.
Kahoot’s create a whole class experience and if it is used correctly and effectively students will be able to
make connections from content to experience. The moon phase model is also a great activity that I really
enjoyed because it incorporates technology such as an iPad and PowerPoint but I also give students an
opportunity to choose their choice of technology. They could create a movie or a PowerPoint presentation
but they have to have a voice over with a description of the moon phase (Transcripts would be required in the

Spring 2018_SJB