Student Response System (SRS) Activity

Name:Yancey Mitchell
Grade Level: High School
Content Area: Chemistry
Standards Addressed: SC3 Students will use the modern atomic theory to
explain the characteristics of atoms. a. Discriminate between the relative size,
charge, and position of protons, neutrons, and electrons in the atom.
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: I will introduce this
activity to the students by stating that we will be reviewing subatomic
particles. Students will then be asked to choose how they would like to
participate. They may choose a phone, tablet or computer. I will provide
the quiz code and students will all log into the Socrative quiz. Once all
students are logged in and understand how the system works, they will
begin the quiz.
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): type here
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?):
This Socrative quiz will be implemented within the classroom to assess student's
knowledge about the structure of the atom and subatomic particles. Students will
log in to the quiz using their smart phones, tablets or computers. If students do
not have a personal tool to access the quiz, they may use a class computer.
Students will be assigned to a team by the Socrative program and will compete in
a "space race." This quiz is timed and whichever team correctly answers all
questions first wins. Though the students are assigned to a team, they work
1

through the questions individually. The race component, however, engages and
motivates them.
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:
Students will be asked to identify whether a statement is true or false. They will
have to choose a correct answer from multiple chooses. And, they will have to
select multiple answers.
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? Correct answers will be discussed and displayed because this is
a review assignment. Students will need to be familiar with this topic before
advancing in chemistry; therefore, I will remind them of missed definitions.
Depending on class performance, I could re-assess the students with this tool
multiple times.
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. )
The students will not receive a grade for this activity. Rather, I will analyze class
performance to determine if the students require a comprehensive review of this
topic before moving on to more advanced curriculum.
Describe what will occur after the SRS activity: The results of the quiz will
determine what the class does after quiz completion. If the scores are low, we can
review subatomic particles. However, if the students perform well on the quiz, we
can advance to more challenging topics.
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!) The main goal
of this assessment is to determine whether students have a base content
knowledge on which to build. I hope to learn whether they have a firm foundation
of subatomic particles. However, another important goal is for students to be
engaged. It is my hope that they will be excited and highly motivated to learn
chemistry through the use of technology.

Other comments about your SRS Activity (optional): I hope you enjoy this
activity!