STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Annabelle Shiver

Grade Level: 3
Content Area: Science

Standards Addressed: S3L2. Students will recognize the effects of pollution and humans on the
environment. b. Identify ways to protect the environment. Conservation of resources Recycling of
materials
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 teacher will explain the effects of pollution (such as littering) to the
habitats of plants and animals prior. The teacher will then pass out tablets and have students who already
have devices retrieve those. If there is a shortage of handheld devices the students can use computers or
laptops. Another option is having students pair up. Afters students are quiety seated the SRS activity will
begin as an introduction to learning the ways to protect our environment.
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: Teacher will distribute handheld devices and
tablets to students and ask students who have them to retrieve them from their bag. Once all students are
quiety seated the three minute video on the topic will begin and then the students will take the eleven
question quiz. Each question lasts for 20 seconds. After each question the instructor should announce the
correct answer(s) to eliminate any confusion. The SRS activity will take approximately 15 minutes. Allow
extra time for distributing and collecting devices.
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
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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:

Q: What can you do with your family to help the environment?
A: Reduce the amount of waste you use
Q: Which of these are being used to produce renewable energy?
A: Wind Farms, Underwater Turbines, & Solar Panels
Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes
Mixed (Some will have correct answers, others will not.)

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? After each question the teacher will say what the correct answer is.
Use of data: I will discuss the aggregate, anonymous data with the whole class to help them learn and
make sure they know and understand the ways they can protect the environment.
Describe what will occur after the SRS activity: The devices will be collected and the teacher will see if
there are any questions.
Describe your personal learning goal for this activity. I have never taught this standard or used an SRS
before. Kahoot! is new to me, but seems like a great tool to help get the students engaged and excited. I
hope to see how my students respond to Kahoot! and if it will be an effective way to introduce a topic.