Student Response System (SRS) Activity

Name:Leandra Pineau
Grade Level: Second Grade
Content Area: Endangered Animals
Standards Addressed:
-S2CS1. 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. Raise questions about the world around them and be willing to seek answers to some of the
questions by making careful observations and measurements and trying to figure things out.
-S2CS5. Students will communicate scientific ideas and activities clearly.
c. Use simple pictographs and bar graphs to communicate data.
-S2CS7. Students will understand important features of the process of scientific inquiry.
d. Much can be learned about plants and animals by observing them closely, but
care must be taken to know the needs of living things and how to provide for them. Advantage
can be taken of classroom pets.
Student Response Technology Used:
Quizlet NearPod Socrative PollEverywhere
iRespond
TodaysMeet
Other:
Technology that Students will use to respond to questions/prompts: Computer Handheld student response system (such as i-Respond) 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: Before the NearPod assessment, the students will begin
class learning about some of the different endangered animals. The teacher will show
pictures of each endangered animal as they discuss that particular animal. The students
will also learn the definition of an endangered animal and the top reasons why an animla
becomes endangered.
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): Students will review what they already have
learned about endangered animals. The videos and activities are provided to help engage the
students and help them become more excited about learning.
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 teacher do? What materials are needed? How long will the SRS activity take?):
This NearPod activity should not take the students more than 10 minutes. The students will go
1

through the 12 slides that contain a quiz with 6 questions, a 3 section slideshow, two open
answer questions, and a page where they can draw their own endangered animal. These slides
will reinforce the topic of endangered animals and some of the different types of endangered
animals. As the students are flipping throught the activity pages, the teacher will be walking
around the class monitoring each student's progress.The only materials that are needed for this
activity are headphones and either a tablet or computer for each student.
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-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
Students will be asked to review definitions, answer questions, and watch a video based on
endangered animals. Some prompts that were included are: On the next page look at the types of
animals and their population numbers on the graph, look at the animals and their names, watch
the following video and prepare to answer questions, and ready to take a quiz?
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 the correct
response to the class after the SRS activity?
Yes
No
Why or why not? I will not display immediate results on the quiz questions because I would like
to have the opportunity to look over the class' results first. After the class completes the activity, I
will display the questions on the board and verbally tell the class the answers. I think this helps
create a better learning opportunity by allowing the students to see and answer the questions
again.
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. ) The data collected from the first quiz will be used for a grade. The grade will be
worth 6 points, one point per question in the quiz. The answers from the two open ended
questions will be collected for the teachers personal improvement. The grades would be shared
with each student and would be on each childs gradesheet that would be available for each
parent. the only way I would share the statistics of the class' answers was if there were many low
grades. In that case I would give the class the numbers and ask them what they would like to talk
about some more. After compiling a list with the students help, we would begin re-teaching
certain topics.
Describe what will occur after the SRS activity: If the whole class does well on this activity,
then the unit on endangered animals would be wrapped up with a final test and the next unit
could begin.
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
2

System!) I am using a student response and assessment tool for the first time with this lesson
plan. I hope to learn how to use more features of this wonderful teaching resource. I would also
like to get feedback from the students as to whether or not this resource was helpful with this
particular activity. I hope it will help students learn by allowing them to work at their own pace
to review a previously covered topic.
Other comments about your SRS Activity (optional):