Student Response and Assessment Tools

Lesson Idea Name: Living or Non-living

Content Area: Science
Grade Level(s): Kindergarten
Content Standard Addressed: SKL1. Obtain, evaluate, and communicate information about how organisms
(alive and not alive) and non-living objects are grouped.

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://www.youtube.com/watch?v=p51FiPO2_kQ

Technology that student will use to respond to questions/prompts:

☒ Computer ☐ Hand-held student response system (like iRespond) ☐ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☒ Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): When students are taking their quiz, they have the ability to take it
online or it can be printed for students to take. I can also read the questions aloud to the students to help the
ELL’s and vision impaired students. I will also have pictures to go along with all the living and non-living items
that we are going to go over. We will also watch a video on living and non-living. While watching the video I
can turn on closed captions to help the ELL students or hearing impaired students.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. Before my SRT activity, we will be watching a video about living and non-living. We have
done a brief overview of living and non-living things before. There is going to be an anchor chart that we are
going to sort a handful of things based on if they are living or non-living. After we watch the video and sort,
the pictures the students will take their quiz on Socrative.

Describe the purpose of the SRT 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 purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity: For the SRT activity, the students will be
answering using their own computers to respond. The teacher will be pacing the students’ work. I will move
on to the next question after every student has answered the question. The activity will last around 15
minutes.

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 Student Response and Assessment Tools
Type of questions/prompts used in this activity (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

If you are unable to provide a working sample of your questions, please list them below (8-10): N/A it is on
Socrative.

Right/Wrong answers: Will there be right/wrong answers to these questions?

☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
I want my students to be able to have feedback right away. I want them to have an understanding of why
they got it wrong, so they won’t get it wrong again.

Describe what will happen AFTER the SRT activity?

After the SRT activity, I will have all the students go to the carpet. On the carpet, we will go over the answers
to the quiz. I will explain the answers to each question so the students who got the question wrong they
would now know what the right answer is and why.

How will the data be used? The informational data from the SRT activity will be used to determine if the
students have an understanding of the standard. I want to know that the students have conceptual
understanding of the topic, before I move on.

Describe your personal learning goal for this activity. I am hoping that from this lesson that the students will
gain knowledge of knowing what things are living and non-living. I want students to be engaged in the lesson
and be able to use technology as much as possible in the classroom.

Reflective Practice: I am hoping that from these activities that I made will be engaging and helpful for the
students to learn. To further extend this lesson, I could take the students outside and find living and non-
living things. We would then take their findings and make a class list of everybody’s and post it on the
classroom blog for the parents to see what we found.

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