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Student Response and Assessment Tools

Lesson Idea Name: Periodicity

Content Area: Chemistry
Grade Level(s): 10-11
Content Standard Addressed: SC1. Obtain, evaluate, and communicate information about the use of the
modern atomic theory and periodic law to explain the characteristics of atoms and elements.
f. Use the periodic table as a model to predict the relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms (i.e. including atomic radii, ionization energy, and

Technology Standard Addressed:

Empowered Learner- Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.
1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies and are able to transfertheir knowledge to
explore emerging technologies.
2Digital Citizen- Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
2b. Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.

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.
Students will first be placed in groups of 3-4 students. They will participate in a competition activity to
see who can solve the periodic puzzle the quickest (activity linked on page). Students will have 30-45
minutes to work together in order to uncover the correct arrangement of elements inside the mock
Periodic Table. Each group of code elements represents real elements with their actual properties on
the Periodic Table. Each students will have a Periodic Table so that they can compare the code

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Student Response and Assessment Tools
elements to their actual placement on the Periodic Table. Winning group of the activity will receive
bonus points on the summative assessment over periodicity

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: During the SRT activity, each student will be
given a Plicker card to answer the question that are displayed on the IWB. The students will be responsible
for answering the question individually as a form of formative assessment. I will be responsible for
collecting the data on the Plicker cards. This Plicker activity should last between 15-20 minutes

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?

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? To give students the opportunity to see the questions that most people missed. This will
give me the opportunity to explain the right answers and correct any misconceptions that the student might
have about periodic trend.

Describe what will happen AFTER the SRT activity? After the SRT activity, students will have the
opportunity to write the questions and correct answers to use as a tool to study. Students will have a
summative assessment over periodicity at the end of the week

How will the data be used? The data will be used to help me gauge my student knowledge about
periodicity. It will also give me insight on what I need to focus more on as a review to address any
confusion or misconceptions my students might have about the concept.

Describe your personal learning goal for this activity.

My personal goal for this activity is to know what specific questions or concepts my students are struggling
with to help them have a better understanding. I will reteach or review those particular ideas to reinforce
the concept to guarantee student success on the assessment. I hope my students have the opportunity to
know the question they missed so that they can review the idea and be better prepared for assessments

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Student Response and Assessment Tools
(Optional) Other comments about your SRT activity:

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