Student Response and Assessment Tools

Lesson Idea Name:​ ​Plants and Animals!

Grade Level(s)/Content Area:​ ​5th grade, Science
Content Standard Addressed:
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification
procedures.
Technology Standard Addressed:​ ​ ISTE Educator Standard 7B: E​ ducators will use technology to design and
implement a variety of formative and summative assessments that accomodate learner needs, provide
timely feedback to students, and inform instruction

Overarching Question:
What are the differences between vertebrates and invertebrates?
What different groups can we separate animals into?
What different groups can we separate plants into?
Selected Technology Tool:
☐​​Socrative ​☐​iRespond ​☐​Quizlet ​☐​Plickers ​☐​Kahoot! ​☐​Office365 Forms
☐​Other: FlipGrid
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) ​☐​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):
X​Remembering ​X ​Understanding ​X​Applying ​X​Analyzing ​X​Evaluating ​X​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.

X​​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:
Prior to the SRT activity, students will gather information about plants and animals and how they can be
classified. Students will watch a video about the different classifications of plants and animals to begin the
lesson. After this is introduced, the students will participate in learning about the difference between
vertebrates and invertebrates, and what animals fall under each category. After this, we will do a
group-discussion about the different categories plants can fall under, such as: seed producers and non-seed

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 Student Response and Assessment Tools
producers. The students will determine what plant falls under each category. I will then have students do a
venn diagram of the classification of the animals and plants. Once the students have completed the venn
diagram, I will introduce how they will share their responses with the teacher through FlipGrid. This will be
a formative assessment and also a homework collection. The students will make a video of the animals they
put under each category they created and describe why that animal goes under that category. They will also
do the same for plants. They will do this to submit their responses of understanding the different ways you
can classify plants and animals and how they know that.

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 ​X​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 ​X​“Homework” collection ​☐​Other (please explain):

Briefly describe what will happen ​DURING​ ​the SRT activity:

- During the SRT Activity, the students will be sharing their understanding through a video of
themselves talking and explaining how animals and plants can be classified and what categories
each one falls under. The teacher will be responding to each FlipGrid video that the students post to
assess their knowledge and understanding and also give them feedback. The materials needed is a
computer, phone, or tablet to complete the FlipGrid video.

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 ​X​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):
- What is the difference between vertebrates and invertebrates?
- Can you show examples of animals that are vertebrates and invertebrates?
- Can you group plants by characteristics such as seed producers and non-seed producers?
- Can you create more groups based off of the animals that are vertebrates and invertebrates?
- Can you explain the difference between all the groups and why some are grouped together and
some are not?
- What are other ways you can separate plants into different categories/groups?
- Can you explain what all you have learned about classifying plants and animals?

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 correct responses and examples to the class after the activity and also give
individual feedback.
Describe what will happen ​AFTER ​the SRT activity? How will the data be used?
- The data that will be collected after this activity is how well students understand how to classify
plants and animals. Students will be able to watch their classmates videos and respond to them as

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well, so that they will not only be learning about the content through the teacher but also through
their peers. This activity will be collected for individual progress and also to share with students. I
will use the data to differentiate instruction by having students look at all of the different responses
from students. I will also share some of the responses in the next class after this activity is
completed.
Describe your personal learning goal for this activity.
- My personal learning goal for this activity is that students will be able to share their thoughts in
words through a video. I feel as if this is something new because most students are used to sharing
their responses by writing it down on paper or typing it, and this allows them a chance to actually
speak and use vocabulary words in the process. It will help students learn by allowing them to learn
how to use academic language in their videos, and also watch/respond to other student videos
about their findings.

Reflective Practice:
- The activity this lesson idea involves will impact student learning by allowing them to share their
thoughts and knowledge through a video. This lesson is a homework assignment that students will
be able to complete at home or in class if they need a technological resource. To further extend the
lesson, I would have students find other ways to classify plants and animals besides the ways that I
provided. Some technology tools that could further enhance this project would be having them
create a video project, but instead of them talking, they use pictures/words to describe their
knoweldge.

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