Student Response and Assessment Tools

Lesson Idea Name: Grow Your Knowledge!

Content Area: Science
Grade Level(s): 1st
Content Standard Addressed: S1L1. Obtain, evaluate, and communicate information about the basic needs
of plants and animals. Develop models to identify the parts of a plant—root, stem, leaf, and flower.

Technology Standard Addressed: Standard 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/share/growing-knowledge-about-
plants/6d9a39fb-3e2f-4900-a96c-4010621b17d9

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

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.

The students have been learning about plant parts and the needs of plants and animals. This Kahoot! is an
informal check to see how well the students are understanding the topic.

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):

During the activity, student’s will be working through the Kahoot! created by the teacher. The only materials
required will be the iPads, tablets, or computers needed to access Kahoot! online. This part of the activity
won’t take long at all—it really just depends of the amount of questions within the Kahoot!

SBooker, 2020
 Student Response and Assessment Tools

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?
I think that it’s helpful to students to see whether or not they got the question right. If they didn’t, they
should see what the correct answer is, so that hopefully, they won’t make that mistake again. If they don’t
see the correct answer right away, they may forget what the question was and then they won’t know what
the correct answer was—they’ll just know they were wrong.

After this activity, students will be tasked with making their own Kahoot! of questions that they feel the least
comfortable with. The idea is for the students to create questions based off of their own weaknesses in order
for them to understand the content better. Students will then take turns taking other student’s Kahoot!’s.
They may realize that there were questions they didn’t even think about! This is a fun, self-propelled way for
students to become more familiar with technology and the content being addressed.

How will the data be used?

For this activity, the teacher will be able to look at a lot of data. She can examine the questions that were
given on her Kahoot! and the questions asked on the students individual Kahoots!. I think that the individual
Kahoots! should be taken as a grade based off of how much effort they put in to their questions. It would be
really interesting to see the most commonly missed questions and the most commonly asked questions on
the student’s Kahoot!s. The teacher will be able to see what the students understand and what they may be
struggling with more. After examining the data, the teacher could create smaller groups for a concentration of
what that group seemed to not understand, or take the time as a whole group to go over information that
may not have translated as well the first time.

Describe your personal learning goal for this activity.

I’ve used Kahoot! with students in an educational setting and a non-educational setting. It has always been
successful and the students seem to enjoy the competition that it provides; however, I’ve never tasked
students with creating their own Kahoot!. I want to try it because I think it will add a deeper connection with
both the technology and the subject matter. Answering someone else’s questions can be helpful, but what
would happen if we allowed students to discover more about what they need extra help with and let them
write their own questions? I think that a more stable connection can be created and that the students will
gain a more solid understanding of this science standard.

Reflective Practice:
I think that this lesson allows the students to have a lot of meaningful interactions with the content. If this
works well, the students could be tasked with creating one large class Kahoot! about an entire unit of study
before a test. This would bring in collaboration and further deeper the level of integration.
SBooker, 2020
 Student Response and Assessment Tools

SBooker, 2020