Student Response and Assessment Tools

Lesson Idea Name: Unit 3 Review

Grade Level(s)/Content Area: 9th Grade
Content Standard Addressed:
SEPI4. b. Analyze and interpret epidemiological data as well as evidence from other scientific disciplines to
determine if exposure to a variable causes a disease.
SEPI5. d. Obtain, evaluate, and communicate information about various career paths in public health as well
as the applications and benefits of public health for a healthy society.

Technology Standard Addressed: ISTE Educator Standard 7B (Please include the text of this 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:
What are the major components of the innate and acquired immune system?
How do pathogens transfer directly? What about indirectly?
What are the symptoms of anaphylaxis shock?
What areas are you strong in? which ones are you weak?

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:
The SRT activity is meant to be a review to prepare students for their unit 3 summative assessment. Before
the activity, the students will have to explore various careers in epidemiology, studied emergency health

TFrazier, 2021
 Student Response and Assessment Tools
careers, virtually treated a patient with anaphylaxis shock, and research in detail the human immune system. I
will introduce the activity as a non-graded tool that will cover the major topics on the summative test. I will
do a test Kahoot with a few questions with the entire class to make sure that everyone knows how to use the
tool before they work individually. I will also tell students that they can access the tool on their phone or iPad
to download the Kahoot app or laptops. It will be up to them to decide which device to use.

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:

Students will work on the activity individually on their phones, iPad, or computer. The students are
encouraged to complete the activity without their notes so that, in the end, they can analyze their data to see
what areas they need to focus on while studying for the test. The teacher will walk around the room to make
sure that students are on task and provide support for struggling students. No other materials other than a
mobile, iPad, or computer are necessary to complete this activity.

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 cannot 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):

Propose a treatment for a patient who came into the ER suffering from a stomachache, diarrhea, and weight
loss. The patient informs the ER nurse that she drank water from a stream while hiking.

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 so that students are able to see what they got wrong, and so that students can ask questions about
content that they are confused about.
Describe what will happen AFTER the SRT activity? How will the data be used?
After the activity the students will receive their scores back. I will give them 10 minutes to reflect on their
data and come up with 3 study goals. After, I will go over the questions with the entire class to give students
the opportunity to ask questions about information they are not comfortable with yet. Lastly, I will use the
class’s data to determine what topics I should review prior to the summative assessment. If necessary, I will
create small groups for specific topics.
Describe your personal learning goal for this activity.
I am hoping that students learn to analyze and interpret their own data and use that information to shape
their study habits.
I also hope to elicit conversation about the content when we go over the questions and that students will look
at their peers for answers. Lastly, I hope to use the data to determine what topics we need to review before
moving on to the next unit.
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 Student Response and Assessment Tools

Reflective Practice:
I feel that this activity will help students study better. Instead of giving each topic the exact amount of the
students will be able to look at their data and see what topics they need more practice in. I also feel that
students will feel more ownership over their learning and test scores after completing this activity.
This lesson was not an introductory activity. However, I could use a similar lesson to introduce a topic, see
what common misconceptions the class shares, and determine what topics to spend more time on.

TFrazier, 2021