Student Response and Assessment Tools

Lesson Idea Name: Review of Economics

Content Area: Social Studies- Economic Understandings
Grade Level(s): 5th grade
Content Standard Addressed: SS5E3 Describe how consumers and producers interact in the U. S.
economy.
a. Describe how competition, markets, and prices influence consumer behavior.
b. Describe how people earn income by selling their labor to businesses.
c. Describe how entrepreneurs take risks to develop new goods and services to start a business.

Technology Standard Addressed: 2. Communication and Collaboration

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☒ Other: Flipgrid
URL(s) to support the lesson (if applicable):
Flipgrid: https://info.flipgrid.com/
Kahoot! https://create.kahoot.it/auth/login

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: Applies to Kahoot! ☒ Student-Paced: Applies to Flipgrid
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.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you
will introduce the SRT activity.
SBooker, 2020
 Student Response and Assessment Tools

Prior to the start of the activity, students will have been introduced to all of the topics that will be on
an upcoming social studies test. We will have spent two weeks covering these topics, so there will not
be many students that are unfamiliar with any questions. Before the class participates in a Kahoot, I
will bring up economics topics we have covered to remind the class of key vocabulary and to prepare
them for the questions they are about to see. I will explain that we will be participating in a Kahoot as
a class to analyze some of these key vocabulary words and connect them to real-world situations. I
will also explain that the class will not be penalized for any incorrect answers because I will be using
this to determine what topics we need to revisit before our test.

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 Kahoot, students will log on to a device of their choice. I will have any students that do not
have a device use a computer at the front of the room. Students will join the Kahoot using the code
they see on the board. We will go through the questions as a class and I will have them provide
answers to multiple choice or true/false questions. After each question, I will have a volunteer explain
why they chose their answer, and I will clarify any confusion. The Kahoot activity will only take 15-
20 minutes depending on the detail of the discussion after each question.

Type of questions/prompts used in this activity (check all that apply):

☒ Multiple choice: Applies to Kahoot! ☐ Multiple select ☒ True/False: Applies to
Kahoot! ☐ Yes/No
☒ Short open-ended response or fill-in the blank: Applies to Flipgrid ☐ Longer open-ended
response
If you are unable to provide a working sample of your questions, please list them below (8-10):
(Flipgrid example embedded above and Kahoot example found by clicking the button)

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?

SBooker, 2020
 Student Response and Assessment Tools

After students participate in the Kahoot, I will have the students participate on a Flipgrid. During class
I will explain that I am going to have everyone briefly explain a time they have experienced or
observed economics in their own lives. For example, students can talk about a time it was difficult to
find a product in a store due to supply and demand, or they could explain a different scenario using
key vocabulary we have discussed during this unit. During this activity, students will have “Voice and
Choice” because they can share their experiences using recordings of themselves with pictures or
links attached. This activity will take place at home, and they will have a couple days to think and
record their Flipgrid. This activity also helps the overall lesson reach the integration level, and it
applies to higher levels of Blooms Taxonomy as the students analyze information they learned in
class and use it to evaluate events they have experienced or seen in real-life.

How will the data be used?

Throughout this lesson, I will be taking note of which questions students struggled with as well as
concepts the majority of the students have mastered. I will not necessarily be grading the Kahoot or
Flipgrid, but I will be using it to identify students I could spend extra time with to clarify any
alternative conceptions. During the Kahoot, students will be able to see the number of responses for
each answer on each question, but I will not be intentionally sharing the data with other students.
After I review each of the Flipgrids, I can reach out to parents and let them know how their student is
doing with this unit in case some of the parents can help a struggling student study at home. However,
I will primarily be using the data to determine how I could change what I am working on with each
student. For example, I could provide more examples and explanations of competition to a student
who did not correctly discuss an example of competition.

Describe your personal learning goal for this activity.

This lesson is the first one where I will have students respond to a topic by recording videos of their
explanations. I hope this activity really gets students thinking about how content in class applies to
many events in their lives. I hope to gain understanding of how each of the students has grasped some
of the contents we have discussed in class. I want to be able to determine whether or not students are
able to actually analyze the content for use outside of the classroom or if they are just understanding
it.

Reflective Practice:

I feel that these activities will really help students understand where they stand with all of the content
before their test. I do need to be aware of which students have access to technology at home, however,
I chose web-based software in hopes of it being accessible to more students. The students will not
have to download anything on their devices in school or at home. I also feel that Flipgrid really
extends the lesson by having students analyze concepts of economics.

SBooker, 2020