Student Response and Assessment Tools

Lesson Idea Name: The Water Cycle

Grade Level(s)/Content Area: Fourth Grade Science
Content Standard Addressed:
S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.
a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice)
to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.
b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation,
condensation, and precipitation).

Technology Standard Addressed:

ISTE Educator Standard 7B Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from multiple viewpoints.

Overarching Question:
What happens in each stage of the water cycle?

Selected Technology Tool:

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

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:
Prior to the Kahoot! game, the teacher will teach a lesson about the water cycle. The teacher will go through
the PowerPoint and teach the students about the different stages of the water cycle and the forms of water
at each stage. After instruction, the teacher will introduce the Kahoot! game by telling the students that they
will be playing a game to see what they have learned about the water cycle. The students will be called by

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row to get their Chromebook. After, they will login, put in the passcode, and start the quiz. It is student-paced
so they will do it individually on their laptops.

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 quiz, the students will be answering 10 multiple-choice and true/false questions. The teacher will
be walking around and monitoring the students. The only materials needed are the students’ laptops.

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 (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):
1.) Predict what would happen to the water on Earth if the water cycle did not exist? Explain your answer.
2.) Can evaporation happen at night? Justify your answer.

Immediate corrective feedback: Will you pre-select correct answers to some or all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
I will pre-select correct answers to all of the questions because I want the students to know whether they got
the answer correct or not at that time. I want the students who miss a question(s) to learn from their mistake
and see why there is a better answer than the one that they chose. I will display the correct responses to the
class after the game because I want the students to be able to see them with the rest of the answers. After
they finish, we will discuss what the correct answer is and why. Also, I will print out the quiz for students who
want to use it to study.

Describe what will happen AFTER the SRT activity? How will the data be used?
The teacher will use this quiz as a way to formally assess the students and see common misconceptions. After
the quiz, the teacher will go over the questions with the students. They will discuss the answers and the
reasons why some answer choices were better than others. Information collected from the data will also be
shared with the students and used to differentiate instruction. The teacher will print out the quiz for the
students who want to use it to study. The teacher will use this to differentiate groups for stations the next
day. The students who did not do well on the quiz will have more time with the teacher during the stations.
We will go back over the questions that they missed in detail.

Describe your personal learning goal for this activity.

I have never tried the student paced Kahoot! game before, so I hope this will encourage the students to do
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their best. Playing the teacher paced way can be stressful for students, so I decided not to do it that way this
time. I am hoping Kahoot! will help the students learn because it is a computer game. It is much more fun
than a paper and pencil quiz. One thing I hope to learn is how my effective or noneffective my lesson was
through this quiz. If most students do good, then I know that I taught the lesson well.

Reflective Practice:
The activities that I implemented in my lesson positively impacts students’ learning. Kahoot! is such a fun,
educational game that allows students to complete quizzes, polls, surveys, and more. This is much more fun
than doing a quiz on a piece of paper. I changed my quiz to student paced so the students can feel in control
and move at their own pace. This increases student motivation and participation because it takes away the
stress that the teacher paced quiz may bring. This benefits both the students and the teacher because the
students will be able to do their best on the quiz, and the teacher will be able to get accurate assessment
results. I enjoyed using Kahoot! because it allowed me to assess my students’ learning in a fun way. There are
so many options and ways to create a Kahoot. It is a very versatile and accessible website. One thing I found
the most helpful is that after the students finish, the report tells the teacher what questions were the most
difficult, who needs more help, and who did not finish.
To further extend the lesson and reach a higher Level of Technology Integration, I will have the students
choose a question that they got wrong or the question that was the hardest to them and create a poster or
drawing that includes that question. For example, one question is “what is the source of energy in the water
cycle?” On the student’s poster they will include that question along with the answer choices, and they will
draw a picture of the sun in the water cycle.

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