Student Response and Assessment Tools

Lesson Idea Name: Geography Fun!

Content Area: Social Studies
Grade Level(s): 1st
Content Standard Addressed: SS1G3 Locate major topographical features of the earth’s surface.
a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.
b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian Ocean.
c. Identify and describe landforms (mountains, deserts, valleys, and coasts).

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):

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): In this lesson, students will be using the cards I printed and laminated
to participate in answering the questions I have created in the selected technology tool, Plickers. The
questions will be displayed on the Promethean Board, which will make the text appear larger. This will make
the questions easily readable for students who have difficulty seeing. I will read the questions aloud after
giving students a couple minutes to look over the question and answer choices. For each question, there is an
image to help students answer it and to provide more context clues. After we complete this activity together,
students can access these questions on the computer and tablets during other times of the day. This will
provide them with opportunities to revisit questions they may have answered incorrectly the first time and to
figure out which answers are correct and why.

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

This lesson will occur after the introductory lesson has been taught on the continents, oceans, and landforms.
We will discuss the academic knowledge we have learned from the previous lessons covered for this
standard. I will engage students in the activity by telling them that they will be answering questions about the
content we have been learning about with cards they will hold up for me to scan with the iPad. Before
officially beginning the SRT activity, I will have students explore a map at their tables with a small group so
they can refamiliarize themselves with the locations and names of the continents and oceans. I will also
provide pictures of mountains, deserts, coasts and valleys for them to look at and discuss with their small
groups.

Describe the purpose of the SRT activity (check all that apply):
☒ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
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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 students will be sitting on the carpet in
front of the Promethean Board, so that students will have an easier time reading the questions and answer
choices along with me. I will begin the activity by modeling how to answer a question by holding the card the
correct way. To scaffold how to participate in the activity, I will answer the first question along with the
students, so that everyone knows which side of the card to hold up to demonstrate the correct answer. Once
we have completed the first question together, I will let students answer the questions without additional
scaffolding from me. For this activity, students will only need their individual Plickers card, and I will need a
computer to display the question sets onto the board and an iPad to scan their cards once they have selected
an answer. As we answer the questions, I will show the correct answer after everyone’s answers have been
scanned. We will have small discussions about each question to help students overcome any misconceptions
they may have.

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?

Describe what will happen AFTER the SRT activity?

After the activity is completed and all the answers to the questions have been discussed, I will have students
work in small groups to locate the continents and oceans on a paper map and cut and paste the names of
each in the correct positions. Their work will be turned in to me so I can formatively assess their progress and
determine if any additional modeling and scaffolding is needed to help all students achieve mastery of this
standard.
How will the data be used?
The data from the SRT activity will be used by me to determine if any differentiation needs to occur for any of
my students. It will help me determine if I need to provide any additional scaffolding or modeling to help all
students achieve mastery of this standard. I will print out the responses I received to the questions during the
activity and file them so I can refer back to them as I begin to prepare a summative assessment for this
standard.

Describe your personal learning goal for this activity.

My personal learning goal for this activity is to become more familiar with student response tools. I have
never implemented any in the classroom before with students, so I am interested to learn how they will
respond to using it and if it will be beneficial towards their learning of the content. By trying Plickers, I hope to

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gain confidence in incorporating more versions of student response tools in my lessons.

Reflective Practice: Once we have practiced using this tool a couple times, I would like to give students the
option to create their own set of questions in Plickers about a content area we are currently studying.
Creating questions and determining the correct answers to them will help students learn and master the
content better, and it will give them some autonomy as to what information they feel is most important
about the content we are studying.

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