STUDENT RESPONSE AND ASSESSMENT TOOLS

Name:

Jessie Miller

Grade Level:
Content Area:

K-1
Science

Standards Addressed:
SL.K.1/SL.1.1: Participate in collaborative conversations with diverse partners about grade K/1 topics and
texts with peers and adults in small and larger groups.
L.K.4/L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade K/1 reading and content (choosing flexibly from an array of strategies).
Describe similarities and differences in the appearance of animals (e.g., size, shape, body coverings)
Distinguish similarities and differences in how animals grow and behave
Identify major structures of animals (e.g. arms, wings, legs, beaks, claws)
Compare various habitats of animals
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:
We will be learning about mammals. The teacher will give a lesson
about mammals and their characteristics. They will then have to looks through a bunch of pictures of
different animals and determine if they will be in the mammals group or not in the group.
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 a few fun questions about animals and some of these animals will be mammals and
so will not be mammals. The students will answer questions about the animals (what color are they, basic
knowledge that they have had prior to this lesson). The students will then identify whether or not they are
mammals or not out loud with the teacher. Teacher will talk about reasons as to why they are each
mammals or ot.
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:

What does a Penguin eat?
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? Because as a teacher and class we will be talking about it together.
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.)
I will be able to understand what
students understand from the lesson about mammals and what they do not. I will be able to understand
characteristics of animals and how they relate to the group of mammals. I will be able to see if I need to
reteach the subject before moving on to the next part of the lesson.
Describe what will occur after the SRS activity:
After this activity students will then write a short
paragraph about what they learned from the lesson and what their favorite mammal is. They will also write
if they liked Socrative or not.
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!) :
I am trying to get a really good knowledge of mammals for the students so that they are really strong in this
before we move on to all the other groups. Mammals are bigger and more well-known so if they are strong
in this then they will have an easier time in the other sections.
Other comments about your SRS activity (optional):