STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Morgan Hutcheson

Grade Level: Second
Content Area: Science
Standards Addressed: S2L1. Students will investigate the life cycles of different living organisms.

a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog
or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

Student Response Technology Used:

NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Kahoot!
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 SRS activity will introduce the topic to the student. The students will
have some prior knowledge about the life cycle of a butterfly. When the Kahoot is opened by the students, a
BrainPop video will play to introduce and reinforce the content one more time before playing the game.

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 (For example: What will students do? What
will the teacher do? What materials are needed? How long will the SRS activity take? The overview should
be a minimum of 2 paragraphs.): This is a very fast paced-activity that will more than likely not take up too
much time during the day. The students can use almost any form of technology for this game. Since they
are younger, I would like to use this game within the computer lab and have them use the computers for the
activity. When each student pulls up the Kahoot, they will watch a short BrainPop video about the Life
Cycle of a Butterfly. By watching this video in the beginning, it can bring to light their prior knowledge
about the topic and reinforce any other information that is deemed important. I will then have the students
begin to take the quiz and move through at the desired pace of the Kahoot. Each question has a pre-
determined time limit, which will help with keeping the class at around the same pace.

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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 the blank Longer open-ended response
Provide samples of questions/prompts to be given to students: How many stages are in the Life Cycle
of a butterfly? What emerges from a chrysalis?

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? The SRS activity that I created is a game-like creation. This will be a fast-paced
game/quiz and the correct answer will be shown after twenty seconds of time has gone by. This will allow
students to see what the correct answer was immediately and they will be reward points for the correct
answer. By allowing the students to see if their response was correct or not and then receive points makes
the activity more engaging for the students at any age.
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.) Once I am able to see the data for all of the
students, I will be able to get an idea of whether or not the students have grasped the concepts that have
been taught. The information will still be fairly new so I will be using this as a formative assessment to
track student progress.
Describe what will occur after the SRS activity: After the activity, I would go back through all of the
questions and answers again one more time to make sure that I am reinforcing the information. Since this is
a fast paced game, it is a good idea to go back over the quiz to make sure no student missed any question.
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!) : Kahoot was a new
website that I had just recently heard of. We used it as a quiz within my chapter setting for my sorority.
When it was brought up in ITEC, I realized how this website could be used for any grade level. The
different options you have to use on the website make it impossible not to use!
Other comments about your SRS activity (optional):