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Student Response and Assessment Tools

Lesson Idea Name: Avogadros Number

Content Area: Chemistry
Grade Level(s): 10th Grade
Content Standard Addressed: SC3. Obtain, evaluate, and communicate information about how the Law of
Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. Use
mathematics and computational thinking to apply concepts of the mole and Avogadros number to
conceptualize and calculate percent composition empirical/molecular formulas mass, moles, and
molecules relationships molar volumes of gases

Technology Standard Addressed: ISTE 4 Innovative Design and ISTE-5 Computational Thinker

Selected Technology Tool:

Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
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
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

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

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: This quick assessment will be given to the
students after I have discussed the topic with them and shown them few calculations involving Avogadro's
number. Students will show their growth regarding the content by solving a problem in the assessment.

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?

Summer 2017_SJB
Student Response and Assessment Tools
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?
Why or why not?
Immediate Feedback will help me in determining those students who still need some clarification. This will
give me an opportunity to improvise my lesson.

Describe what will happen AFTER the SRT activity? After the SRT activity Students will work in pairs and
take the Avogadro's and mole concept further and solve more conversion calculations as stated in the

How will the data be used? This will be used as a quiz grade and will be offered to students during the lesson.
Students results will show me where I need to differentiate and would help me address those students who still
need help in understanding. I share anonymous data with the class and focus on where they could still use
additional guidance.

Describe your personal learning goal for this activity.

I have not had any experience with SRT before. It has been fun learning experience for myself. I have learned
to present information through SRT in a fun way through quizes and games. I will use these tools in my
classes. These tools help break up the monotony and at the same time provide useful information regarding
student learning.
(Optional) Other comments about your SRT activity:

Summer 2017_SJB