STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Ashley Mckinzie
Grade Level: 4th grade
Content Area: Earth Science
Standards Addressed: Earth Science
S4E1. Students will compare and contrast the physical attributes of stars, star patterns, and
planets.
a. Recognize the physical attributes of stars in the night sky such as number, size, color
and patterns.
b. Compare the similarities and differences of planets to the stars in appearance,
position, and number in the night sky.
c. Explain why the pattern of stars in a constellation stays the same, but a planet can be
seen in different locations at different times.
d. Identify how technology is used to observe distant objects in the sky.
S4E2. Students will model the position and motion of the earth in the solar system and will
explain the role of relative position and motion in determining sequence of the phases
of the moon.
a. Explain the day/night cycle of the earth using a model.
b. Explain the sequence of the phases of the moon.
c. Demonstrate the revolution of the earth around the sun and the earths tilt to explain
the seasonal changes.
d. Demonstrate the relative size and order from the sun of the planets in the solar
system.
Student Response Technology Used:
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: Plickers
Technology that students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Phone

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: At the end of teaching the lesson, I will open my Plickers account and open
my assessment to live view for students to see. They will use the paper to hold up their answer for me scan
with my smart device.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

Other

Additional explanation of purpose (optional):

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

STUDENT RESPONSE AND ASSESSMENT TOOLS

Briefly describe what will happen during the SRS activity Students will sit in their desk and hold up the
answer they choose for the question to the question displayed on the smart board. I will scan their answer
using my smart device and it will let me know when I have the students response and the answer they
chose.
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
or fill in the blank

Multiple Select

True/False

Yes/No

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students:

I have sample questions provided underneath this template
Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)

Yes

No

Immediate corrective feedback:

Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity?
Yes
No
Why or why not? I want to see the responses individual first. I also do not want to give an opportunity for
students to know whether their classmate got the correct answer or not.
Use of data: The data collected from the activity will used as a test grade for each student. It will also show
me which students may need extra help with the content.

Describe what will occur after the SRS activity: The teacher will review and record the data. Students
will move onto a different activity depending on when we do the SRS activity
Describe your personal learning goal for this activity. I am hoping I will learn that using the SRS system
is much easier that hand grading. I also hope the students enjoy using it rather than paper and pencil.
Other comments about your SRS activity (optional):