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Performance Task Annotation: Students will summarize the facts of the unit and compile them
into a Kahoot! Game for themselves and other classmates to use to review the unit for the
summative exam.
1. Before beginning this lesson, the students have completed instruction on the Cell Unit.
Students will now need to review those concepts for a unit exam.
2. Teacher will begin the lesson by having students participate in a short Kahoot! game based on
our Behavior Matrix at Lee Middle School. This allows them to see how Kahoot! is played using
material they are already familiar with and hopefully get excited about playing it!.
https://play.kahoot.it/#/k/75a31fa5-e7ce-4091-a096-49a16fa42314
3. Teacher will then lead a short classroom discussion about whether Kahoot! would be a fun
and effective way to study for the unit test. The students will then be instructed that they will
develop a Kahoot! Game that summarizes the material of the unit, including the parts of the cell
and their function and the differences between an animal and plant cell. This game can be used
for the student to study and also other students in the class.
4. Teacher will go through the rubric and an exemplar of what questions that will receive full
credit will look like. Teacher will specifically show an example of a question in which the
incorrect answers are not plausible to ensure student understanding of that part of the rubric.
When students have finished their Kahoot! Games a link to their game will be summited to the
teacher through Google Classroom.
5.. The students will then be broken into two groups based on student readiness. (see
Differentiation for details on grouping the students) Each group will receive specific
instructions for their project.
Group A: You will construct a Kahoot! Game to review the parts of the cell and their functions
and the differences between an animal and a plant cells.
Group B: You will construct a Kahoot! Game. For your questions you will write analogies for
each of the cell parts that demonstrate their functions and include questions to review the
differences between an animal and plant cell.
Differentiated Instruction: Students will be broken into two groups depending on student
readiness. Students that are struggling with the material will make a Kahoot! using straight
forward questioning. Students who formatively are showing they have a stronger understanding
of the material will need to synthesize/evaluate/create when they form analogies to demonstrate
the functions of the parts of the cells.
You will use the website Kahoot! to create a review game for the concepts of Cell Unit. A link to
the completed game will be submitted to Mrs. Pinaud through the google classroom. The project
must be completed by October 27, 2017.
Please see the Rubric for specific point values for each component.
Group A:
Group B:
Measurement Tool:
Decription– This formative rubric will describe the criteria for meeting the expectations of this
task so students will have a clear understanding of what is needed to successfully complete this
project.
Not Present: Present but does not Meets expectation:
0 Points meet expectation: 10 points
5 Points
Project includes Not Present Project includes title Project includes title
student name and title OR student name and student name
of Kahoot! Game
Project includes 10 0-2 Questions Present 3-9 Questions Present 10 or more questions
questions. present
Questions cover only 8-10 questions are on 7-1 questions are on a All questions are on
the material assigned a different concept different concept the concept assigned.
Questions are formed 5-10 of the questions 3-4 of the questions 0-2 of the questions
accurately and it is are unclear and it is are unclear and it is are unclear and it is
clear what the hard to determine hard to determine hard to determine
question is asking what they are asking what they are asking what they are asking
Question adequately 4 or more key 1-3 key concepts are Questions cover all of
cover the concept concepts are not not covered the material needed
assigned covered for assigned concept
Answers to the 4 or more answers are 1-3 answers are All answers are
questions asked are incorrect. incorrect. correct.
correct.
Multiple choice For 5-10 of the For 1-4 of the The incorrect answer
answer choices are questions the incorrect questions the incorrect choices for all
plausible. multiple choice multiple choice questions are
answer choices are answer choices are plausible.
obviously incorrect. obviously incorrect.
Grammar and spelling 6 or more errors in 3-5 errors in grammar 0-2 errors in grammar
are correct grammar or spelling or spelling or spelling
Link submitted for No link provided Link is provided but Link is provided and
assignment works does not work works
Project turned in on Project is more than 1 Project is 1-7 calendar Project is turned in on
time week late days late time.
Student submission:
Report of Findings:
As was noted earlier this was a collaborative taught class. The assignment was differentiated to
allow the lower students to have a more straight forward assignment. The students who were
showing more mastery were taken to a higher depth of knowledge with the assignment and had
to apply their knowledge of the material to analogies. Some of the students in group A needed an
example of how to take what they had in their notes and turn it into a question, but once they got
started they were able to find success. For the students in Group B, some needed assurance that
they were on the right track. One student commented that it was were to take science knowledge
and do what felt was language arts with it.
I feel overall we got the responses we had hoped for once students felt confident. The
improvement that could be offered would be some way to help students manage their time. We
had hoped this would be two days in class, but we had to allow three and somestudents still had
to finish at home.
Student Female/male Group SPED Grade Rubric Category they showed the most
A/B difficulty with
Student 1 M A X 60 Not enough questions, clarity of
questions
Student 2 F A 65 Not enough questions, clarity of
question, spelling and grammar
Student 3 M A X 70 Clarity of questions, plausible answers
Student 4 F A X 75 Name, assigned material
Student 5 F A 80 Title, clarity of questions
Student 6 M A 80 Name, Grammar & spelling
Student 7 M A X 80 Clarity of questions
Student 8 M A 80 Clarity of questions
Student 9 M A X 85 Plausible answers
Student 10 M A X 85 Wrong concept
Student 11 F A 85 Correct answers
Student 12 M A 85 Late, name
Student 13 M A 90 Spelling & Grammar
Student 14 F A 95 Name
Student 15 M A 100
Student 16 F A 100
Student 17 F A 100
Student 18 M B 80 Plausible answers
Student 19 F B X 80 Plausible answers
Student 20 F B X 85 Correct answers
Student 21 M B 90 Clarity of questions
Student 22 F B 95 Title
Student 23 F B 95 Name
Student 24 M B 100
Student 25 M B 100
Student 26 F B 100
Student 27 M B 100
When looking at how the sub group of the special education students compared to the regular
education students I found that overall the regular education students had a higher mean. The
mean grade of the special education students was 77.5% where the mean grade of the regular
education students was 86%. The median scores show an even greater contrast. The median
grade of the special education students was 80% while the regular education students showing a
median grade of 95%.
When looking at these results, Christie Pinaud and I looked at the rubrics of the special education
students to see where they struggled. We found that many of the special education students lost
points simply because of not fully understanding the expectations of the project spelled out in the
rubric. We felt that in the future we needed to take special care to go over the rubric in detail
with these students, not just provide the rubric. We felt specifically that they should be pulled out
in to their small group for this information. We feel that if we just went through the rubric
information as a whole group we still would not get their full attention and that they may not ask
the questions they need to ask. In the small group setting we feel they would be more likely to
ask clarifying questions about the rubric and therefore do a better job fulfilling the requirements
of the assignment.