Student Response and Assessment Tools

Lesson Idea Name: Seeing Plants Grow!

Grade Level(s)/Content Area: 2nd grade/Science
Content Standard Addressed:
The students will be able to plan and carry out and investigation dealing with the life cycle of a plant by
growing one and recording the changes over time.

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

Overarching Question:
How would you explain the process of the life cycle of a plant according to your investigation?

Selected Technology Tool:

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

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 SRT the teacher will briefly review the plant cycle and explain to the students that they are about
to embark on the journey of watching and taking care of a plant while it grows from a seed to an adult plant.
This investigation will be taken place over a month. During this time, the students will be taking notes weekly
and writing about their finds. I will introduce the SRT activity at the end of the investigation to test the
students’ knowledge and see if their investigation was successful or not.

Describe the purpose of the SRT activity (check all that apply):

TFrazier, 2021
 Student Response and Assessment Tools
☐ 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 activity, the students will be answering questions on an office 365 forms given to them on the
iPads. The teacher will monitor and help as needed during the process of the students answering the
questions. The only materials that are needed are their notes from the investigation and an iPad.
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):

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 will not give immediate feedback because if the students are getting the multiple-choice questions wrong
then we will have to go over it again anyways, and I do not want the students getting disappointed with
themselves.
Describe what will happen AFTER the SRT activity? How will the data be used?
After the SRT activity our investigation will be over, and we will plant the plants in the school flower bed. The
data that will be collected is their knowledge on the plant life cycle, how their investigation went, and if their
predictions were right. It will be used by the teacher to see where the students are out with their knowledge
dealing with the plant life cycle and will also be used to see how well they did with the investigation. The
teacher will collect the data and show results of the investigation to the students. The teacher will also use it
as a grade, but the students will not be docked points if the investigation did not end well.
Describe your personal learning goal for this activity.
My personal goal for this lesson would be for the students to learn how to take care of plants and be able to
start working on spotting key details during an investigation. I hope this will help the students with
responsibility and help with future investigations.

Reflective Practice:
After designing the lesson, I feel the activity I have created will engage the students and have them use their
critical thinking skills throughout it all. I feel that I could further the activity by seeing how well the plants do
being planted outside. I could also extend it and go into a different standard on how weather effects plants,
animals, etc. I believe later in the unit I could use different technology to have the students create a final
product of all their learning.

TFrazier, 2021
 Student Response and Assessment Tools

TFrazier, 2021