STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Catherine Petillo
Grade Level: First Grade
Content Area: Science
Standards Addressed: S1E1. Students will observe, measure, and communicate weather data to see
patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
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)
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: This type of SRS will be a pre-test into the unit of weather. The students will
answer the questions on the board describing the different types of weather and the characteristics of each.
The students will have to answer true false and multiple choice questions based on the prior knowledge
they have.
This SRS will also help the teacher see what the students already know and how interested they are in the
topic before starting the unit.
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
Briefly describe what will happen during the SRS activity The students will have their clicker in front of
them and will log into the clicker using their student number. It is a number they will get based on their
name in the alphabet and the number of students in the class. Example: Johnny Appleseed will be number
one because Billy Brown is number two and his last name comes after Johnny. The students will then be
able to answer the question posted on the board. They will have two minutes and read and answer the
question.
The teacher will help them read the questions aloud and will also walk around the room to see if anyone is
having trouble with their clickers. The teacher is also in charge of changing the question when the time is
up. This is not a grade so the students should know that ahead of time so they do not freak out.
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

STUDENT RESPONSE AND ASSESSMENT TOOLS

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: What types of weather does this picture
represent? Which answer below is NOT a type of weather? Do you like the rain?
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 will show the answers because this is a pre-test and I want the students to see what the
correct answer is. We will talk about why it is the correct answer during the unit lessons.
Use of data:
The data I collect will be used by me to determine what prior knowledge the class has and what information
I need to spend more time on and what information I can skim through as a refresher. The students and
parents do not need to see this information since the test is not for a grade.
Describe what will occur after the SRS activity: After the SRS activity, I will introduce the topic to the
students and explain to then the different types of weather and the characteristics of each. The first day will
be a discussion of what weather is and how we can determine what the weather is like outside.
The rest of the unit will be completed over the course of a week and each day will have at least one type of
weather in the lesson.
Describe your personal learning goal for this activity. My personal goal for this lesson is for students to
have a better understand of what weather is, why we have weather, and what the characteristics are for each
type. I would love for students to come into the classroom talking about the weather outside and why they
like that weather or why they do not like that weather.
Other comments about your SRS activity (optional):