Student Response and Assessment Tools

Lesson Idea Name: Constructive and Destructive Processes

Content Area: Science
Grade Level(s): 5th

Content Standard Addressed: S5E1. Obtain, evaluate, and communicate information to identify surface
features on the Earth caused by constructive and/or destructive processes.

a. Construct an argument supported by scientific evidence to identify surface features (examples could
include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive
processes (examples could include deposition, weathering, erosion, and impact of organisms).

c. Ask questions to obtain information on how technology is used to limit and/or predict the impact of
constructive and destructive processes. (Clarification statement: Examples could include seismological
studies, flood forecasting (GIS maps), engineering/construction methods and materials, and infrared/satellite
imagery.)

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool:

☐ Socrative ☐ iRespond ☒ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://app.discoveryeducation.com/public:session/login?next=https%3A%2F%2Fapp%2Ediscoveryeducation
%2Ecom%2Fbuilders
http://www.teachertube.com/video/constructive-and-destructive-forces-323473

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

Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Universal Design for Learning (UDL): Quizlet and Discovery Education Board Builder have features that offers
ways customize information, so it is more perceptible to all learners. These tools provide students with
alternatives for auditory and visual information through embedded media. Discovery Education Board Builder
will give students the opportunity to compose in multiple media such as text, audio, illustrations, videos, etc.
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It also a library of videos, images, and audio for students to explore and add to their boards. A rubric will be
used as a guide for students as they plan and create their board. A template will be given at the end of the
project to help guide and support self-reflection on quality and completeness. Quizlet will be used as a
formative assessment for this project and it will be available to students for review at home.

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

A Teacher Tube video of constructive and destructive processes will be used to introduce a project on
the surface features of Earth. The teacher will lead a discussion of the constructive and destructive processes
observed in the video. Following the video, students will divide into groups and choose from a list of
constructive and/or destructive processes that effect the surface features of Earth. Students will design a
board for their chosen topic in Discovery Education Board Builder.

A rubric will be used to support students as they design their board. When students finish creating the
board, they will present it to contribute to our study of constructive and destructive processes. After every
group presents, students will take a Quizlet to assess what they learned during the presentations. When they
finish taking the Quizlet, students will write a short reflection on the project and what they hope to learn
about constructive and destructive processes.

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 Quizlet, students will respond to
the short answer, multiple choice, multiple select, and true/false questions. The teacher will give students 15-
20 minutes to complete the Quizlet while the teacher walks around to answer any questions.

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?
☒ Yes
☐ No
Why or why not?
Students will receive immediate feedback to inform them of their own level of understanding, so they are
actively involved in the learning process.
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Describe what will happen AFTER the SRT activity?

After the Quizlet, students will write a short reflection on their project and what they hope to learn about
these processes.

How will the data be used? The data collected will be used to monitor student's comprehension of the
content and to inform future instruction.

Describe your personal learning goal for this activity: My goal for this activity is to assess students
understanding of constructive and destructive processes students designed their boards on and determine
their level of understanding.

Reflective Practice: Extending this project might involve sharing students work with others in the school
and/or school district. Students could invite guest speakers to the school such as local geologists or
people who have seen and/or experienced these processes in action to work with the students on possibly
enhancing their boards. Students could conduct interviews with these individuals to learn more about how
these processes effect people's lives and the role technology and human intervention play in the control of
these processes.

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