Student Response and Assessment Tools

Lesson Idea Name: Cell Transport

Content Area: Biology
Grade Level(s): 9th-12th
Content Standard Addressed:
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between
structures and functions in living cells.
d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive,
and osmosis) in maintaining homeostasis.

Technology Standard Addressed:

5. Digital citizenship Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
Selected Technology Tool:
☐ Socrative ☐ iRespond ☒ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://quizlet.com/441169646/live

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):

The technology tool used for this lesson will support all students through helping them further their content
knowledge through using interactive technology. This activity may help reach the three goals of UDL
principles in the following manners:
Action and Expression: Students will use means of technology to express the information that they know in
an interactive way. This type of assessment will provide the instructor with more details about what the
students already know and what they need to learn.
Engagement: This activity is very engaging because it allows students to get up and out of their seats as well
as mingle with classmates as they work through this content.
Representation: This game provides multiple means of representing the content such that each student will
receive a different question per round and the delivery of the content is different than what students are
normally used to being shown in class.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to this activity, the students will engage in a card sort to understand the cell organelles, then they move
into working on a micro lesson that describes cell transport in more detail. In this microlesson, students are
exposed to vocabulary, videos, and examples to help enforce the concepts. Afterward, students were given a

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cell membrane coloring worksheet to have a deeper understanding of the cell membrane structure and
function and relation to cell transport.
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 activity, students will be randomly put into groups based on the Quizlet Live structure. The
students will each be flashed a different question at the same time and the team cannot advance without all
the team members correctly answering the question. The teacher will walk around the room to help facilitate
the activity and provide positive support for students in health competition. The materials needed are a
computer, projector, and handheld devices for students to use and the activity will last up until about ten
minutes, depending on how fast and correctly the students answer the 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):
Please visit the link above.
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?
I am using this method to help reinforce different examples of cell transport and tonicity for students. Having
a correct answer immediately will help students bridge the gap of misunderstanding to best help them grasp
the difference between the types of solutions and the results that take place when cells are placed in them.
Describe what will happen AFTER the SRT activity?
After the SRT activity, students will be given the opportunity to ask any questions about the content within
the questions to help clear up any misconceptions. This assessment is still considered a formative assessment
because it will inform my further teaching on the concept of cell transport and my expectation is not yet to
have students master this concept.
How will the data be used?
The data collected in this activity will consist of number of questions correct and most commonly missed
questions. This data will be used for both the instructor and the students to help inform further teaching. As a
class, we will have a discussion about the missed questions to alleviate any misconceptions before a
summative assessment down the line. I would use this data to help formulate opening strategies and warm
up questions for the next day.
Describe your personal learning goal for this activity.
I hope to learn how well students work together with understanding course content and playing a game to be
able to reinforce some concepts that were addressed as they worked through multiple activities. I’ve not tried

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Quizlet Live on my own but have used Quizzizz instead. I hope that this will help students learn in a fun way,
less like a lecture.
Reflective Practice:
I think that this lesson could impact the student learning in a positive way. It would be a new activity that the
students have not done yet and my hope is for it to be fun and engaging for them. To further extend this
lesson, I would provide students with more word problems and real-world examples of tonicity in the body to
help them understand the applications of this material. There’s also the possibility to use the SMART
Notebook file located on the Content Management page to help students that may need additional help with
this concept.

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