Student Response and Assessment Tools

Lesson Idea Name: The 4 Seasons

Content Area: Science
Grade Level(s): 1st Grade
Content Standard Addressed: S1E1. Obtain, evaluate, and communicate weather data to identify weather
patterns.

Technology Standard Addressed: 3

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://create.kahoot.it/share/the-4-seasons/b161be45-5b4c-
4d0f-88d5-c871f96545b6

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): This activity provides competition and is designed to keep students
engaged and learning. Students with visual impairments will be accommodated because they will be allowed
to move closer to the screen in order to make sure they can read the question. As the teacher I will also read
the question aloud for hearing impaired students and ELL students.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Before we begin the Kahoot! game, we will discuss the seasons as a class. I will ask students what their
favorite seasons are and why. I will then choose two helpers to pass out tablets to everyone. We will set up
Kahoot! and input my teacher code to join the game. Once everyone is set up we will begin.
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 only supplies needed will be the teacher’s
computer and the students’ tablets. The teacher will be monitoring students as they answer the questions
within the allotted time.
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

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 Student Response and Assessment Tools
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?

Describe what will happen AFTER the SRT activity? After this activity I will introduce a new activity to
complete on the seasons. It could be anything from a worksheet to a research assignment using the tablets
already in their hands.

How will the data be used? The data I collect through this activity will help me to determine what my
students already understand about the seasons and what they don’t understand. This will help me to gauge
what kinds of lessons I need to do and how deep I will need to dive into the subject matter. This will not be a
grade, just simply a point of reference for me as we begin a new unit. Once we complete the unit I will redo
this activity and see where my students have hopefully improved.
Describe your personal learning goal for this activity. My personal goal for this activity is to engage as many
of my students as possible. The competitive aspect should help with this.
Reflective Practice: This activity is so useful because it could be used in many different ways. It could be used
to assess where students are at in the middle of material, it can introduce a topic, or it can assess where
students are after a unit.

Spring 2018_SJB