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Student Response System (SRS) Activity

Name: Janice Wszolek
Grade Level: 1
st
Grade
Content Area: Social Studies
Standards Addressed: SS1H1 The student will read about and describe the life of historical
figures in American history.
a. Identify the contributions made by these figures: Benjamin Franklin
(inventor/author/ statesman),Thomas Jefferson (Declaration of Independence),
Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the
environment), George Washington Carver (science).

b. Describe how everyday life of these historical figures is similar to and different
from everyday life in the present (food, clothing, homes, transportation, communication,
recreation)type here
Student Response Technology Used: Quizlet NearPod Socrative PollEverywhere
iRespond TodaysMeet Other: type here
Technology that Students will use to respond to questions/prompts: Computer Hand-
held student response system (such as i-Respond) Phone Tablet (such as iPad)
Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS Activity and how you
will introduce the SRS Activity: Prior to the SRS Activity we will do actvities using
flipcharts on the white board.
The students will find out the meaning of: slave, conductor, underground railroad, north
star, safe house, civil war and big dipper by the use of flash cards. The word will be
printed on the front and the meaning of each word are on the back. Listed above are just
some of the words from the students word list.
Describe the purpose of the SRS 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 purposes of
differentiation and mastery for ALL students!) Summative Assessment of Content Knowledge
Test Preparation Survey/Poll Discussion Starter Homework Collection Other

Additional explanation of purpose (optional): The activity used on quizlet will help the
students prepare for an inclass test.

Type of session: Teacher-Paced Student-Paced
Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS Activity will be anonymous
Briefly describe what will happen during the SRS Activity (For example: What will students
do? What will teacher do? What materials are needed? How long will the SRS activity take?):

Students will work indiviually on iPads to quiz themselves on the terms. The teacher will float
around the class to see if any student needs help or has any questions.
The materials needed would be iPads, Tablets and the Quizlet set. After about two days of
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preparing for the test individually and as a group, they will actually complete the test on 'Quizlet.'
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Types of Questions/Prompts (Check all that Apply):
Multiple-choice Multiple Select True/False Yes/No Short Open-ended response
or fill-in-blank Longer open-ended response
Provide samples of questions/prompts to be given to students:
The students will be given a crossword puzzle with the following questions to complete:
Across
2. Abe Lincoln signed a paper that gave all slaves ___.
4. Harriet was born in ___.
5. Slaves traveled all the way to ___.
6. A farm that has slaves is called a ___.
7. Harriet Tubman's real name was___.
Down
1. ___was the free state Harriet first went to.
3. On the Underground Railroad Harriet was a ___.
5. Harriet was a nurse in the ___.
http://www2.lhric.org/pocantico/tubman/puzzles.htm
Right/Wrong Answers: Will there be right/wrong answers to these questions? : Yes No
Mixed (Some will have correct answers, others will not.)
Immediate Corrective Feedback:
Will you pre-select correct answers to some or all of the questions and display the correct
response to the class after the SRS activity? Yes No
Why or why not? N/A
Use of Data: What data will be collected as a result of this activity. How will it be used and by
whom? (For example: Will information collected from this activity be used to award a grade?
Will the individual information collected be shared with students and/or parents to help them
monitor individual progress? Will you discuss the aggregate, anonymous data with the whole
class to help them learn? Will you use data to differentiate instruction for students? If so,
describe how. ) Yes, the quiz and flashcard activites will be used for a participation grade and the
test will be a exam grade. The test may be saved for records to show during a parent conference.
This activity differentiates instruction as it provides many different strategies of assisting in
retaining the definitions.
It involves auditory and visual.
Describe what will occur after the SRS activity: Feedback. I will try to get feedback from the
students to see what they liked and disliked, so that in the future I may reflect and revise.
Describe your personal learning goal for this activity. (For example: What are you trying that
you have not tried before? What do you hope to learn from this activity? How do you hope it will
help students learn? You must design something that will help you learn something new! Honor
System!) I would love to see if I can reach each student in helping them on how they learn. I am
hoping that the activities, lesson and assignments given will help students with different learning
styles. Most of all I want them to have fun while learning.

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Other comments about your SRS Activity (optional): type here