Student Response and Assessment Tools

Lesson Idea Name: Government

Grade Level(s)/Content Area: 3rd Grade Social Studies
Content Standard Addressed: SS3CG1 Describe the elements of representative democracy/republic in the
United States.

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: What are the positions and roles of my national, state, and local governments.

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) Students will use a unique QR code on a card provided by the
teacher from Plickers to respond to the questions.
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: I will begin the lesson by presenting a video describing our government. Students will
participate in a think, pair, share activity in which they will be asked the question “If you could change one
thing about our government, what would you change?” I will guide discussion about the types of positions,
roles, and branches of government using a PowerPoint Presentation. After the lesson is presented students
will participate in another think, pair, share activity in which they will be asked the question “Why is voting
important?” After students have shared, I will present the SRT activity as a quiz to test students knowledge.
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
Pinkard, 2021
 Student Response and Assessment Tools
☒ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity: Each student will have a card on a popsicle
stick that the teacher has printed from Plickers and prepared ahead of time. Each card has a unique QR code
and can be held a certain way to answer a question. The teacher will scan the QR codes using the Plickers app.
The teacher will give immediate feedback after the all students have responded.
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):
Why is voting important?
If you could change one thing about our government, what would you change?

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? The SRT activity is used in this lesson to help the teacher and students assess their learning
progress. Because of this it is important that students are given feedback about their answers.
Describe what will happen AFTER the SRT activity? How will the data be used?
Data from the SRT activity will be used by the teacher to assess student understanding of the topic. This data
will help the teacher to see if they will need to spend more time on the topic or if students are ready to move
on. Immediate feedback will be given after the activity so that students can also track their own progress and
see any areas in which they need improvement.
Describe your personal learning goal for this activity.
This activity will help me learn where my students are so I can teach them from where they are. I hope this
activity will help students see where they stand in the topic and monitor their own learning.
Reflective Practice: I believe this idea presents a fun and engaging way for students to participate in an
assessment. This lesson would be interesting to follow with a simulation in which students create their own
government.

Pinkard, 2021