Student Response and Assessment Tools

Lesson Idea Name: How #42 Changed the Game

Grade Level(s)/Content Area: 2nd grade / Social Studies
Content Standard Addressed: SS2H1 Describe the lives and contributions of historical figures in Georgia
history.
c. Jackie Robinson (sportsmanship and civil rights)

Technology Standard Addressed: 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 do you know about Jackie Robinson?

Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
http://kahoot.it

https://create.kahoot.it/details/bd67b653-8761-47f6-a637-74ce69122151

Prior to this lesson:

https://bubbl.us/

https://www.youtube.com/watch?v=ZMG6cOKSORU

https://www.teacherspayteachers.com/Product/Jackie-Robinson-Sample-FREEBIE-Close-Reading-Common-
Core-Aligned-TDQs-2281803?st=0ea1b5259fa835714188a22640eaebb7

https://web.seesaw.me/
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.

TFrazier, 2021
 Student Response and Assessment Tools
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity:
My idea for this lesson is that it will take place in February during Black History Month. Students will already
be learning about prominent African American figures and their contributions to society. I will open the lesson
by asking the class what they know about baseball. I will also ask them if they have any favorite players. From
there, I would introduce Jackie Robinson if no one mentioned his name. Then, we will read a short passage
about his life. Each student will have their own copy of the passage, and I will also have it pulled up on the
board. After the first reading, I will call on different students to tell me something interesting from the
passage, something they already knew or didn’t know about him, etc. We are going to read the passage again,
and students will use a highlighter to highlight things that they think are important and that show Jackie
Robinson’s significance. After the second reading, we will watch a short video that goes into a little more
detail compared to the passage. After viewing the video, I will ask the students to touch on anything that
wasn’t mentioned in the passage that was talked about in the video. I will write notes on the board for
students to refer to as needed later in the lesson.
After reading the passage and watching the video, I will introduce Bubbl.us to the class. By now, students
should know what a concept map is. The class will be making their own concept maps about Jackie Robinson
using the reading passage and the notes from the video. I will walk through how to use this tool and show
students how to get started with their mind maps. They must have a minimum of 10 events/important
information and 3 subcategories. I will show them what the difference is between subcategories and events.
Once students have completed their mind maps, they will download them and post them to the class Seesaw
page in the Black History Month folder. Here, students can see each other’s mind maps and what information
they decided to include.
The next day before beginning the next study on another Black History Month figure, I will tell the class we
will be doing a Kahoot about Jackie Robinson. This will serve as either a formative or summative assessment,
depending on if this was a whole social studies unit and if there would be a test or project at the end of the
month.

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:

Before starting the Kahoot, I will give instructions on how everything will work. I will tell the class that this
isn’t for an actual grade, but I want them to try their best to answer the questions, as well as to not peep over
to their neighbors to see what they pick. I will ask them table by table or row by row to get a laptop or iPad
and bring it back to their place. Once everyone gets their devices, I will have them follow along with me on
the Smartboard how to get to the Kahoot site (or app if they are on the iPad). I will give them the code to join
as well as write it on the whiteboard. When they put their names in, I will keep a close eye to see if anyone
didn’t put their correct name or did something inappropriate, and if that happens, I will make the class start
over. Once everyone is in, I will give instructions on how Kahoot works as a refresher, and then once everyone
is ready, I will start the game. Students will have 30 seconds to choose their answers to each question. After
each question, I will reiterate the correct answers and make sure everyone is good with them before moving
to the next ones. At the end of the Kahoot, I will ask the class if they have any additional questions regarding
the content of the Kahoot. Once all is good, I will have them return their devices like they got them quietly.

Type of questions/prompts used in this activity (check all that apply):

☒ Multiple choice ☐ Multiple select ☒ True/False ☐ Yes/No

TFrazier, 2021
 Student Response and Assessment Tools
☐ 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):
https://create.kahoot.it/details/bd67b653-8761-47f6-a637-74ce69122151

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?
Students will see the correct answers to all of the questions after 30 seconds are up.
Describe what will happen AFTER the SRT activity? How will the data be used?
After the activity, I can download a copy of the data from the game to see how the students did on the
activity. It will show me how each student did on each question and what they selected. If everything looks
good, I can move on to the next person to study. If the class did not do as well as I expected, I can go back
through the questions and see if they were too difficult for them to answer or if it was the information given
that was too difficult for them. If time allows, I could create another activity with this same information for
the class to do so that they could get more practice and to solidify everything they learned about Jackie.
Describe your personal learning goal for this activity.
My goal for this activity was for students to show me what they learned about our study on Jackie Robinson
through a fun game like Kahoot. Kahoot creates a fun, engaging, and even a little competitive environment for
students, and being able to not have the weight of a grade on it on their shoulders helps ease stress about it.
The purpose of this activity on my end is to see how each student answered each question and what they
selected. It will show me if they were paying attention and even if they did their concept map correctly. With
this lesson being done during Black History Month and learning about multiple people in a month, I want to
make sure that all my students are learning who these people are and what their contributions were to
society in a manner and methods that work for them.
Reflective Practice:
This lesson was designed as an extension to my Beyond the Basic Productivity Tools lesson. In that lesson,
students made the concept maps about Jackie Robinson; here, they played a Kahoot game as a review from
what they learned the day before. I thought that this lesson flowed well with the previous lesson. Creating
this lesson showed me how I can gather data for assessments, whether formative or summative. The data
from the Kahoot can show me where my students stand with the information they learned and if I need to
take a couple steps back before moving on. Overall, this lesson was fun to make and would be fun to
implement in the classroom.

TFrazier, 2021
 Student Response and Assessment Tools

TFrazier, 2021