Student Response and Assessment Tools

Lesson Idea Name:​ The Water Cycle

Grade Level(s): ​4th Grade
Content Area:​ Science
Content Standard Addressed:​ S4E3. Obtain, evaluate, and communicate information to demonstrate the
water cycle.

Technology Standard Addressed:​ ISTE Educator Standard 7B: Use technology to design and implement
various formative and summative assessments that accommodate learner needs, provide timely feedback to
students and inform instruction.

Overarching Question:​ What are the major processes of the Water Cycle?

Selected Technology Tool:

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

Technology that student will use to respond to questions/prompts:

X​Computer ​☐​Hand-held student response system (like iRespond) ​ ​X P
​hone ​ ​X​Tablet (such as iPad)
X​Other wireless devices (such as iPod Touch)
Type of session:
☐ ​Teacher-Paced ​ ​X​ Student-Paced
Bloom’s Digital Taxonomy Level(s):
X​Remembering ​ X​ Understanding ​X​Applying ​☐​Analyzing ​☐​Evaluating ​☐​Creating

Levels of Technology Integration:

X​​ ​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 study topic 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 the class plays Kahoot, I will go over the standard with the students to better understand what they
will learn that day. Then, I will go over a short PowerPoint presentation
that goes over the Water Cycle​ and learn the Water Cycle song and dance while watching a ​video​.​ After
teaching the class about the Water Cycle, students will get into groups and create a poster that models out
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 Student Response and Assessment Tools
the Water Cycle. Once students are done creating their posters, decorating, and labeling the Water Cycle,
they will present it to the class.

Describe the purpose of the SRT activity (check all that apply):
X​​Assess prior knowledge ​☐​Anticipatory set (Create interest in a topic) ​X​To illuminate common
misconceptions ​X ​Formative assessment of content knowledge (for the purpose of differentiation and
mastery for ALL students) ​☐​Summative assessment of content knowledge ​X​Test preparation
☐​Survey/Poll ​ ​X​Discussion starter ​☐​“Homework” collection ​☐​Other (please explain):

Briefly describe what will happen ​DURING​ ​the SRT activity: ​Students will log onto Kahoot using the class
code given to them on computers or hand-held devices. Students will have thirty seconds to answer each
question. There are nine questions in the Kahoot! Students will try their best to answer each question. The
students will be asked questions that will help them apply and analyze what they have learned. The students
will see the multiple-choice questions located on the board in front of the class. There will be one question at
a time. I will read the problem and the answer choices out loud to the students. The students will select the
answer on their computer or handheld devices. Once the time is up, I will go over the answer to the question.
I will explain why that is the answer so that if the students got it wrong, they would understand. I will give the
students time to ask questions as well. The activity should take 10 - 15 minutes.

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

X​​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 (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your ​Bloom’s terms​ to design the
question(s):​ N/A.

Immediate corrective feedback: ​ Will you pre-select correct answers to some of all of the questions and
display correct responses to the class after the SRT activity?
X​ Yes
☐​ No
Why or why not?
I will display the correct response to the class after the activity to learn while using Kahoot. The students can
see what the right answer is and why the answer was that. I will explain to them why each answer is correct
and how each answer is correct. If the students got the answer wrong, they could learn from their mistakes.

Describe what will happen ​AFTER ​the SRT activity? How will the data be used? ​After the students use
Kahoot!, I will be able to collect data from the students. I will able to see what the students got correct and
what the students got wrong. This allows me to focus on what I need to reteach and move forward with my
future lessons. I will also use this data to differentiate instruction for students. I will reteach the group of
students who got the majority of the questions wrong. I will further the student's knowledge by continuing
the lesson by providing new information for the students who correctly answered the majority of the
questions. I will not use the data for grades. I will use this tool to get feedback on what the students have
learned. I will not share the data with individual students or the whole class. I will use the data to monitor
students' progress.

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 Student Response and Assessment Tools
Describe your personal learning goal for this activity. ​My personal learning goal for this activity is to figure
out which students need more help and which areas I need to focus more on teaching. I will see which
students are doing fine and which students need more help. I have always used Kahoot as a student, but I
have never used it as a teacher. I have never created questions on Kahoot. This lesson is my first time using
Kahoot as a teacher and creating my questions, so it was fun to use and see how it will look to students. I can
test this Student Response tool in my classroom for the first time through this lesson. I hope that this tool
helps keep students engaged and increase participation in the lesson. I want my students to enjoy learning, so
that is why I didn't want to grade this Kahoot Assessment. My overall goal is for students to have fun while
learning, understand that it's okay to make mistakes or lose since Kahoot can be so competitive, and learn
from their misunderstandings.

Reflective Practice: ​After creating this lesson idea, I think that the activities I made would positively impact
the students' learning. I believe that this will engage all my students and will help them showcase what they
have learned. Students would use Kahoot after the lesson has been introduced and after students have
worked collaboratively on their posters so that the students would be able to show me what they learned.
Since this tool is used after the introduction lesson and activity, I will use the data collected from students'
responses on Kahoot. I will reteach the lesson for students who struggled on Kahoot and further extend the
lesson for students who demonstrated understanding from their Kahoot results by implementing lessons and
activities beyond the Water Cycle. Other technology tools could improve this lesson, such as games, videos,
and other visuals that will show the students the Water Cycle and whatever is beyond the Water Cycle.

TFrazier, 2021