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Name: Cassie Smith

Grade Level: 7th


STUDENT RESPONSE AND ASSESSMENT TOOLS
Content Area: Life Science
Standards Addressed: S7L2. Obtain, evaluate, and communicate information to describe how cell
structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.

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) 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: Prior to the SRS activity, my students will be taught a lesson on cells and cell
organelles. We will use the different activities that I created in the IWB assignment. This will allow my
students the opportunity to learn the information that I will be later asking them on the socrative quiz.
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):
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 go to a computer or I-pad or
smart phone and take the 8 question quiz. The teacher will walk around making sure that the students are
not cheating. The only materials needed are an electronic device to take the quiz on. The activity should
take no longer than 20 minutes. The teacher will go over all of the answers after the quiz is completed so
students will know the correct answers. This will not be taken for an actual grade. It is just for the teacher to
keep track of how the students are learning. The teacher will be able to make adjustments if necessary.
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 the blank Longer open-ended response
Provide samples of questions/prompts to be given to students: Multiple Choice Questions: Which
organelle is known as the power house of the cell? Which organelle carries our genetic information in the
form of genes? Short Answer: Explain the differences between an animal cell and a plant cell.

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 correct response to the class
after the SRS activity? Yes No
Why or why not? I will show the correct answers after all students have completed the quiz. This gives
them the opportunity to ask questions on the ones they got wrong. It will provide another opportunity for
me to explain some misconceptions.
Use of data: What data will be collected as a result of this activity? How will it be used and by whom? 1
I will collect their answers and keep a record of which answers they got incorrect. I will look and see if
there is a question that most students are getting wrong. I will collect this data for myself so I can adjust my