Student Response and Assessment Tools

Lesson Idea Name: What kind of animal?

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

Overarching Question: How can you classify vertebrates into specific groups?

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: Before the activity, students will have learned about classifying invertebrates and
vertebrates and how to classify vertebrates more specifically. Students know the definitions of these terms,
how vertebrates can become even more specific, and what qualities to look for when specifying vertebrates. I
will introduce the activity by giving a recap on the information and then telling the students we will be testing
their knowledge through a game of Kahoot!.

Describe the purpose of the SRT activity (check all that apply):
☒ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common

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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, students will be asked to pull out their devices and pull up the Kahoot! App. The teacher
will pull up the Kahoot! on his/her screen to display the questions. After each question is answered, the
teacher will display the statistics on the correct/ incorrect answers anonymously. The teacher will read the
questions aloud while going through the game.

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):

Critical Thinking:
1. Explain the main difference mammals have from other vertebrates
2. How can you identify an invertebrate?
Kahoot! Questions
1. Which of the following are an example of a vertebrate? Choose all that apply (A. Fish B. Mammal C.
Reptile D. Bird E. Amphibians)
2. What does a vertebrate have that an invertebrate doesn’t? (A. Toes B. Backbone C. Fur D. Eyes)
3. What kind of vertebrate is this? (Visual: Frog) (A. Amphibian B. Reptile)
4. True or False: Invertebrates make up more of the population than vertebrates. (A. True B. False)
5. Vertebrate or Invertebrate? (Visual: Octopus) (A. Vertebrate B: Invertebrate)
6. Humans are Vertebrates. (A. True B. False)
7. I am warm blooded with fur. What am I? (A. Fish B. Mammal C. Reptile)

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 do this so we can go over misconceptions that the students may have.
Describe what will happen AFTER the SRT activity? How will the data be used? After the SRT activity, the
teacher will go over the statistics of the correct and incorrect answers. The reason for this is to see where
students are as far as knowledge of the concept. If students don’t do well, this means the content needs to be
gone over again and maybe in a different way. The data is used to catch any misunderstandings students have
or even one individual student.

Describe your personal learning goal for this activity.

A personal learning goal for this activity is having to come up with questions that make students critically
think. I have always been the one playing the Kahoot rather than creating it. I hope to learn how to create
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better questions to allow students to think deeper. I hope the students learn by going over any
misunderstandings they may have had before the Kahoot.

Reflective Practice:
Overall, I feel that my students can learn from this activity by testing on information that has been taught
before. Going over the material over and over allows the information to move into long term memory. This
strategy is a great way to go over misconceptions because students may not be alone in their
misunderstanding. Through this tool, students can answer their questions in confidence because if they get it
wrong, only the teacher knows. I can extend the lesson by having students create their own questions to
maybe add to the Kahoot!.

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