Student Response and Assessment Tools

Lesson Idea Name: Physical and man-made features in the United States
Content Area: Social Studies
Grade Level(s): 3rd
Content Standard Addressed: SS4G1: Locate important physical and man-made features in the United
States.
a. Locate major physical features of the United States: the Atlantic Coastal Plain, the Great Plains, the
Continental Divide, the Gulf of Mexico, the Mississippi River, and the Great Lakes.
b. Locate major man-made features of the United States: New York City, NY; Boston, MA; Philadelphia, PA;
Washington, D.C.; Gettysburg, PA; and the Erie Canal.

Technology Standard Addressed: 1: Empowered Learner

Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://create.kahoot.it/details/5ee844db-cbc1-4a16-9c09-
caeab92cbde9
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.
Before students participate in the Kahoot!, we will spend time learning about the different man-made and
physical features in the United states according to the standard. Students will learn about the importance of
each of the features, the history behind it, and where on a United States map it is located at.

I will introduce the Kahoot! by verbally telling students. They will be asked to take out whatever device
they want to use. Since they are older kids, some of them have their own devices that they bring to school. I
will allow students to pull them out to use during the Kahoot! only. After we are finished, they are to be put
up. If students do not have their own devices, they will be given one of the classroom devices, whether it’s a
laptop, an iPad, tablet of some sort, or even just a classroom monitor. I will tell students what they are to
expect throughout the Kahoot! and then give them a quick overview about how Kahoot! works. I will explain
that although this is not for a grade, I still want them to try their best because it will allow me to see their
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understanding and see what we still need to review before taking the end of unit assessment.
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:

Throughout the Kahoot! students will read each question and choose the answer they believe is the correct
one. This will serve as the time for them to show what they know. Throughout the Kahoot! I will be tracking
their answers and seeing at how many students get it correct and how many do not. Not only will I be
monitoring, but also running the Kahoot! itself. The materials that will be needed for the Kahoot! will be the
smartboard where the questions and pictures will be projected and whatever device students choose to use.
This activity should take approximately 20-30 mins.
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): Link to my
Kahoot! provided 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 will go over all of the questions as a form of review with students. This will serve not only as a review but
also as a form of relearning for those who may have forgotten some of these features. I believe that going
over each question will be incredibly beneficial.
Describe what will happen AFTER the SRT activity?
after the SRT activity, I will look over the answers again and I will be able to tell what needs to be retaught
and/or reviewed. I will be able to see which questions were the most missed and which were the ones that
were mostly answered correctly. I will then have a discussion with students so that they can provide feedback
and explanations. I will also review each question and give generic feedback to the class.
How will the data be used?
The information collected from the Kahoot! will be the accuracy of the student’s answers. It will be used
to determine accuracy and understanding. I will use it to determine if students have learned where those
features are located in the United States. I will be able to determine if I need to reteach the unit or simple
review it with them. This Kahoot! will not be for a grade, but I will use it as a method of showing parents
where their students are in the lesson. I will discuss the data anonymously with the class in discussion as a
form of review and also just to give feedback. I will use the data as a way to differentiate instruction for
students if there is a big difference in how many students answered correctly and incorrectly. If this is the
case, I will work with those students whether it be individually or in a small group to review and reteach.

Describe your personal learning goal for this activity.

Although I have used Kahoot! before, it was never with actual students but rather just with peers when

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presenting a lesson in class, so I hope to learn from that first experi4nce in what went great and what needs
improvement. By opening up for discussion after, students will be able to provide feedback for me. I hope it
will teach students that it is fun to show what you know beyond the usual tests and exams.
Reflective Practice:
I believe that the activity I created can impact students learning in a way that will show them that reviewing
and showing what they know can be entertaining and different than regular forms of reviewing. I believe that
this activity is a beneficial activity to students. They are given the opportunity to show what they know
through friendly competition.

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