Student Response and Assessment Tools

Lesson Idea Name: Understanding parts of the Government

Content Area: Social Studies
Grade Level(s): 3rd
Content Standard Addressed:

SS3CG1 Describe the elements of representative democracy/republic in the United States.

Technology Standard Addressed: 1. Empowered Learner

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Quizizz
URL(s) to support the lesson (if applicable):

https://quizizz.com/admin/quiz/5eea89af44c3df001cecaa60

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 Digital Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity:
The whole class will finish the KWL chart started earlier in the unit. We will fill out the column “Learned”,
which will cover what they’ve learned over the course of the unit. I will then show this video to freshen their
brains on the standard.

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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 SRT activity, students will work at their own pace to answer the 10-question assessment. As the
students take the assessment, the teacher will monitor their progress on her computer. (With Quizizz, you
can monitor what questions students are getting right/wrong as they answer.) The activity will last no more
than 10 minutes.
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):
N/A
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 be able to see the questions they got right or wrong as they complete the Quizizz. This will help
students see the correct answer which can help them learn from their misconceptions. This will also better
prepare students for the test they will be taking. At the end of the Quizizz, it sometimes allows students a
chance at a redemption question. This will show whether or not seeing the correct answer helped them clear
up their confusion the first time they answered it.
Describe what will happen AFTER the SRT activity?

After the Quizizz takes place, I will use the data to see what the class needs more help on before taking the
quiz. We will spend the rest of the class period going over the questions students got wrong and clearing up
any confusions they still have. This will better prepare them for the test they will be taking further in the
week. Students can also go home and take the quizizz over and over again for homework if they’d like to.
How will the data be used?

I will use the data collected from the Quizizz to clear up any misconceptions they have in order to better
prepare them for their upcoming test. The data will be used by me, the teacher, to review the branches of
government with the class. This assignment will be a formative assessment and will not be taken for a grade.
Students will be able to see how well they did compared to the whole class after completing it. However, the
score compared to the rest of the class can be based off of power-ups that students can obtain throughout
the quiz and will not solely relate to how many questions they got right. I will not discuss the data with the
whole class because we will go straight into a discussion on the three branches in order to prepare the
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 Student Response and Assessment Tools
students for their test.
Describe your personal learning goal for this activity.

My personal learning goal for this activity is to see where students are struggling in relation to the three
branches. By learning where the students are struggling, I can address their misconceptions and help better
prepare them for their upcoming test. I hope this will help the students fix their misconceptions that they’ve
obtained and correct them for their test.
Reflective Practice:

After designing this lesson idea, I feel the activity used can make student learning fun because it provides a
little bit of friendly competition and students should already have a good grasp on the standard. To further
extend this lesson, I could create a game for the three branches by splitting the class up into 3 groups and
providing prompts. The class would then need to decide which branch of government would deal with the
topic the prompt details. This would allow students an opportunity to see more examples related to the
different branches.

SBooker, 2020