Student Response and Assessment Tools

Lesson Idea Name: Solids, Liquids, and Gases

Content Area: Science
Grade Level(s): 2nd Grade
Content Standard Addressed: S2P1: Obtain, evaluate, and communicate information about the properties of
matter and changes that occur in objects.

Technology Standard Addressed:

5- Computational Thinker
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://www.plickers.com/library
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):

Supports visual learners
Supports kinesthetic learners

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Students will explore solids, liquids, and gases while discussing their differences.
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:

The activity requires plicker cards and a tablet for the teacher to check the students’ answers. For 10 to 15
minutes, the students will be answering questions provided by the teacher by holding their card the correct
way. The teacher will then check the students’ answers by scanning each card held up in the air.
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):
The questions are presented in my Weebly under Student Response Tools.

Spring 2018_SJB
 Student Response and Assessment Tools
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?
The teacher will have the ability to quickly provide the correct answer and clear up possible misconceptions
that the students may have.
Describe what will happen AFTER the SRT activity?
The teacher will clear up any possible misconceptions that the students may have about the questions asked.
How will the data be used?
The data that is collected from this formative assessment to be used by the teacher. The teacher can notify
the parents on how their children are progressing and learning. The teacher will use the data to clear up
misconceptions that the students have. After reviewing the results, the teacher can provide differentiation
and accommodations to students if necessary.
Describe your personal learning goal for this activity.
The goal from this assessment tool is to determine where each student is and if they are understanding.
While completing this activity, it will hopefully engage and motivate the students to participate and answer
the questions. It will also provide opportunities for conversation between the students to discuss the possible
answers and outcomes.
Reflective Practice:
This assessment tool will impact the students’ learning by incorporating discussions and reviews over the
material previously taught. It also creates motivation and competitiveness between the students to show
what they have learned and mastered. The assessment tool will most importantly provide the teacher with
results on who needs extended learning. To extend this lesson, the teacher can introduce experiments that
the students can participate in to show the difference between solids, liquids, and gases.

Spring 2018_SJB