Student Response Tools (SRT)

Lesson Idea Name: Living vs. Nonliving

Content Area: Science
Grade Level(s): Kindergarten

Content Standard Addressed: SKL1. Obtain, evaluate, and communicate information about how organisms
(alive and not alive) and non-living objects are grouped

Technology Standard Addressed: Empowered Learner 1.1: Students leverage technology to take an
active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences.

Selected Technology Tool: Kahoot!

URL(s) to support the lesson (if applicable):

Bloom’s 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.

Universal Design for Learning (UDL):

This specific Student Response Tool is a great tool to boost student engagement. Kahoot! is in the form of a
game which gets students excited to learn and keeps them engaged as they interact with their peers. This is
also why this particular tool boosts student participation. This tool is helpful in supporting students in a
variety of ways. One way is for students who have a shot attention span to remain engaged. Another way that
this can support learners is the timer section. If a student needs extended time or does not do well with the
pressure of a timer, the timer can be omitted. Small adjustments like this make the tool great for supporting
different learning needs.

Lesson idea implementation: This activity is intended to act as a formative assessment to be used in the
middle of a unit. The teacher would Start by building about students prior knowledge by having the whole
class watch and participate in the EDpuzzle “Living and Nonliving” video. After this, students will continue
learning about this content by walking outside and drawing a picture of three things that they found. They will
come back inside and record the observations that they noticed in their selected objects. They will record if
they think that their objects were living and non living and share why with their table partner. After this, the
teacher would then implement the “Living vs. Nonliving” Kahoot! as a whole class.

SBooker, 2020
 Student Response Tools (SRT)
Student learning will be assessed through this Kahoot! as the teacher would be able to receive instant
feedback. The teacher will then be able to use the results from the Kahoot! to drive instruction. The questions
that the students got wrong will be retaught, and the questions that were right can be extended. The student
will be provided with the feedback of their Kahoot! by seeing on their device if they got the question wrong or
right. Through this instant feedback, both the teacher and the student become aware of what needs to be
worked on.

Reflective Practice:
I feel that the activity would impact student learning by encouraging student participation. All students take
part in the Kahoot! and submit their own responses. No students are left out of this activity which allows for
everyone to be a part of it and gain understanding from it. This also impacts student learning as it gives the
teacher and students immediate feedback. This is crucial to student learning because the teacher can
immediately see what they need to press in on and what concepts students are proficient in. To extend this
activity, the teacher could implement a different tool that warrants a short answer or free response such as
Socrative.

SBooker, 2020