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Student Response and Assessment Tools

Lesson Idea Name: Cells

Content Area: Science
Grade Level(s): 5
Content Standard Addressed:
Georgia Performance Standard S5L3. Students will diagram and label parts of various cells (plant, animal,
single-celled, multi-celled).
b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell
(membrane, cytoplasm, and nucleus) and determine the function of the parts.
Technology Standard Addressed:
ISTE Empowered Learner 1c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
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.
Before the students complete the SRT, there will be a lesson on plant and animal cells and their organelles.
During the lesson, the students will have an interactive whiteboard lesson that includes a BrainPop video
discussing cell structures and other interactive activities.
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: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)
During the SRT activity the students will be working through rotations, where the SRT is one of the rotation
activities. The students can use the iPads or a laptop to work the vocabulary terms. Some of the other centers
would be a microscope with slides of plant and animal cells to observe, and a create a cell activity. The teacher
will be with the students using the microscope, as well as checking in on the other centers to see if assistance
is needed. The students will be given 10-15 minutes on each center.
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
Summer 2017_SJB
Student Response and Assessment Tools

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?

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?
The Quizlet activity that I have created allows students to practice the vocabulary that we went over in the
lesson. Through the different Quizlet activities, the students will be told if their answers are correct or not
Describe what will happen AFTER the SRT activity
Since the SRT activity is part of center work, the students will rotate to the next center after the time is up.
How will the data be used?
Through a Quizlet Teacher account, the teacher can view the results of the students work during their time
taking the SRT activity. The teacher will use the information as a formative assessment to determine what
topics need to be covered again as well as to see which students are struggling with the information. The SRT
activity will be grade on completion.
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?)
Through this activity, I am trying to learn how to use the products available to me to create a method to better
assess my teaching. Through using SRT activities as formative assessments, I can view data that will allow me
to determine areas that I need to go back over.

Summer 2017_SJB