STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Sarah Garner

Grade Level: 4th
Content Area: Science
Standards Addressed:
S4E3. Students will differentiate between the states of water and how they relate to the water cycle and
weather.
a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water
vapor/steam) and changes from gas to liquid to solid.
d. Explain the water cycle (evaporation, condensation, and precipitation).
e. Investigate different forms of precipitation and sky conditions. (rain, snow, sleet, hail,
clouds, and fog).
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other:
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) 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: The students will have completed a chart of the water cycle in small groups,
labeling the different systems and discussing their definitions. This activity will help them understand the
different phases individually as well as allowing them to see it collectively work in a system together. The
students will sort the phases and discuss them together prior to taking this formative assessment on the
vocabulary. Following this activity, the students will return to their seats and the teacher will release one
table at a time to receive an iPad from the technology cart, one per student. Once they have all received an
iPad, they will log on to their Socrative accounts and the teacher will explain that she is going to conduct a
short assessment to check their understanding of weather and the water cycle.
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 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
The students will each receive an iPad to work on independently. They will be told by the teacher to log on
to their student Socrative account and locate the Weather Quiz. She will practice cruise control around
the classroom to ensure that every student logs on correctly and assists those that need it. The teacher will
tell the class before the assessment begins that it will be taken as a grade, so they should take their time and
read through each possible answer choice without rushing to play the game that follows it. This will give
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the student a clear understanding of what is expected of them.

From here, the students will be told to complete the eight-question quiz about the vocabulary they just
discussed within their small groups during the water cycle activity. The students will be given ten minutes
to complete this quiz, as it just contains multiple choice and true/false questions. While they are completing
the quiz individually, the teacher will be walking around to ensure that they stay focused and complete it
themselves with no additional help or distractions. The student will be told that when they finish the
assessment, they may submit it and play a science game on their iPads until the assessment is completed.
Blooms Level of Critical Thinking Required (check all that apply):
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 the blank Longer open-ended response
Provide samples of questions/prompts to be given to students:
Which of the following is the condition of Earth's atmosphere at a specific place and time? Weather

Precipitation is the change of a state from a liquid to a gas. False

Which of the following is the average conditions of an area over a long period of time? Climate

Which of the following is not part of the water cycle? Transpiration

Condensation is the change of state from a gas to a liquid. True

Evaporation is A.) The process of turning a liquid into a gas.

Which of the following is NOT a form of precipitation? Fog

Which of the following is a prediction of what the weather will be? Forecast
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 correct response to the class
after the SRS activity? Yes No
Why or why not?
Yes, there will be correct answers to all of the questions to show the student the correct answer to the
science question, as there will only be one. The correct responses will be shown and reviewed after the SRS
activity in order to explain the reasoning behind them being correct.

Use of data:
The data collected will show the students name and the number of answers they got correct on the
vocabulary quiz. The teacher will be the only one to see this immediate data. The teacher will use this
information to assess the students understanding of weather and the different phases of the water cycle.
This data will award a grade, as this is a short quiz that will later be shown to the parents to help them
monitor individual progress. This quiz covers information that will need to be understood before moving on
to deeper analysis and discussion, so this quiz will show both the teacher and parents the start or lack of
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understanding on this topic. As a class, we will discuss the results of the questions and their answers,
identifying why the correct one is correct along with an explanation, but their individual scores will be kept
anonymous. The data will be used to differentiate instruction by identifying the lack of clarification on
different topics, and which students or groups of students need further explanation and practice with the
topic. These students will be given further activities and instruction on these ideas to ensure understanding.
Describe what will occur after the SRS activity: When students complete the assessment, they may play
any science game of their choice silently on their iPads until the assessment is over. Once the assessment is
completed, the teacher will review the questions and correct answers with the class, giving the students the
opportunity to explain their answers and thoughts. The teacher will transition into a writing assignment
about the water cycle, since the rest of the science period will be short and will run over into ELA. The
students will be told to write a narrative paper about the water cycle. They will imagine their life as a
raindrop, and brainstorm and begin writing about their journey through the water cycle.
Describe your personal learning goal for this activity. With this activity, I am testing the class
understanding of the water cycle and weather using a short online quiz. This will help me learn as a teacher
if my students take online assessments seriously, or if they are distracted by other apps on their devices and
complete the quiz quickly in order to move on to something else in their extra time. This will give
immediate feedback for me as a teacher, which will allow me to review the answers immediately with my
class. I will use this assessment to see if I would rather assign a grade to individual students as I did today,
or use something like this more as a quick check for understanding. I have not tried something like this as a
grade following an activity, as we normally complete quizzes on paper with word banks. This technique of
immediate review of scores with the students will allow the information to be fresh on their minds and will
prompt better discussion than waiting until after the papers get graded. I hope it will help the students learn
to defend their answers with descriptive explanations as we review the quiz collectively.