Student Response and Assessment Tools

Lesson Idea Name: Evolution Unit Review

Content Area: Biology
Grade Level(s): 9-12
Content Standard Addressed: SB6. Obtain, evaluate, and communicate information to assess the theory of
evolution.

Technology Standard Addressed: ISTE 3. Research and information fluency. Students apply digital tools to
gather, evaluate, and use information.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☒ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

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):

Quizlet supports student engagement by allowing students to interact individually with the software. It also
allows teachers to present materials in the form of a game, which increases student interest and motivation.
Using Quizlet also allows me to introduce variety in representation and expression. Students are able to
receive the information in a new way and express their knowledge by playing the games or interacting with
the falshcards.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Students will first complete a study guide that includes analyzing and evaluating concepts from the Evolution
unit. We will then have a class discussion of any questions unanswered or misunderstandings persisting.

This activity will then be used as a review tool. I will present the Quizlet flashcards on the classroom board to
familiarize students, then they will each be given laptops or tablets on which they can play the various games
to practice terminology. This will be embedded into their course shell for easy access.

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):

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 Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity:
Students will log onto their e-class and find the lesson for Evolution Unit Review. They will then use the
embedded Quizlet activity to review terms and definitions for the exam. They will not need any materials and
the teacher will monitor proper use of technology to ensure students remain on task. This task is anticipated
to take the last 10-15 minutes of a 50-minute class period.

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):

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?

Describe what will happen AFTER the SRT activity?

After this activity, students are expected to continue reviewing at home in preparation for the unit
summative assessment.
How will the data be used?
Students will use the data from this activity to self-assess their understanding as they are working through the
Quizlet materials. Students will continue to go through the Quizlet flashcards/games until they are able to get
them all correct.

Describe your personal learning goal for this activity.

I am hoping that by using Quizlet in class as a review tactic, students will actually complete the review activity
(which they often don’ do on their own time at home), and will be more excited and engaged because it is in
the form of a game. I am also hoping that since students interact with the software independently and
anonymously, they will put forth more genuine effort. Also, my students often do not self-assess well so I am
hoping that by receiving immediate feedback within the game/flashcards, they will recognize on their own
what they still are not understanding and either independently revisit the concept or ask me for help BEFORE
the summative unit test.

Reflective Practice:
I think that by implementing a similar process to this at the end of every unit (study guide, Quizlet,
review/remediation videos), students will do a better job of preparing themselves for exams and improve
their overall study skills.

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