STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Taylor Maguire
Grade Level: 1st
Content Area: Science
Standards 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 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.
Student Response Technology Used:
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other:
Technology that students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Phone

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: After transitioning into the science portion of the daily schedule, the teacher
will introduce the topic of weather to the class. The teacher will remind the students that they check the
weather everyday and talk about it during calendar time. The teacher will mention terms such as seasons,
climate, precipitation, etc asking students to contribute their knowledge of the particular terms. After a
share time as a whole class, the teacher will tell the students to participate in the pre-assessment. This will
allow the teacher to know each students understanding of the subject of weather.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

Other

Additional explanation of purpose (optional): This is used as a pre-assessment.

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: The students will use the student response
system to complete a pre-assessment. The test will cover questions about types of weather and seasons.
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
1

STUDENT RESPONSE AND ASSESSMENT TOOLS

Types of questions/prompts (Check all that apply):
Multiple choice
or fill in the blank

Multiple Select

True/False

Yes/No

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students:

What are clouds made out of?
a. snow
b. water
c. dust
Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)

Yes

No

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 SRS activity?
Yes
No
Why or why not? Since this is a pre-assessment, I do not want students to be discouraged by seeing the
questions they get incorrect.
Use of data:
The data collected from this activity will be used for planning purposes. I want to see what the students
know or dont know in order to be able to meet their needs and spend the most time on areas that need the
most work.
Describe what will occur after the SRS activity: After the SRS activity, the teacher will share a flipchart
about weather introducing content on this topic. This will be a short introduction and will be gone into
further as the week progresses.
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 system!) : I hope this activity
helps students engagement from the start. I have never used a technology student response system like this
as a pre-test, so I think with the way Socrative is set up, it would be a fun way to be quizzed on what the
students already know. I want to see how the students respond to an activity like this to see if they enjoy it
or not.
Other comments about your SRS activity (optional):