STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Adedolapo Oke

Grade Level: 1st grade
Content Area: Science
Standards Addressed: S1L1. Students will investigate the characteristics and basic needs of plants and
animals. a. Identify the basic needs of a plant. 1. Air 2. Water 3. Light 4. Nutrients
c. Identify the parts of a plantroot, stem, leaf, and flower
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: plickers
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system plicker cards) 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: Prior to the SRS activity, students will learn about the parts and basic needs of
plants by using activeinspire. After we discuss the lesson, I will introduce the SRS activity. I will model the
use of plickers and show them how I will record their responses. I will pull up questions from my plickers
account and ask the students to answer the questions by putting their Plickers cards up. I will go around
with my phone or my iPad using the Plickers mobile app to scan their responss.
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
In a Plickers class, each student has a card assigned to him/her.
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity:
The teacher will pull up questions on the board using the web Plickers, she will then read the questions
and the options. She will ask the students to think critically. The teacher will allow some time for students
to think and she will ask them to pull up their cards at the same time.
The Plickers cards will be used, a phone or an iPad will also be used (scan answers). This SRS activity
will be 5-10 minute.
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
Types of questions/prompts (Check all that apply):
Multiple choice Multiple Select True/False Yes/No Short open-ended response

1
 STUDENT RESPONSE AND ASSESSMENT TOOLS
or fill in the blank Longer open-ended response

Provide samples of questions/prompts to be given to students: Attached to weebly.

Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No

Mixed (Some will have correct answers, others will not.)
Immediate corrective feedback:
Will you pre-select correct answers to some or all the questions and display correct response to the class
after the SRS activity? Yes No
Why or why not? Students will be using this activity to review their understanding. It is important for
students to know what questions they got wrong or will be needing improvements in.
Use of data: I will use this data to gauge my students level of understanding. The information will be
shared with the parents to help them monitor their wards individual progress.

Describe what will occur after the SRS activity: By the end of this unit, students will be able to identify
the basic parts of plants and their basic needs to survive. They will be able to discuss the terms and
definitions associated with the lesson.
Describe your personal learning goal for this activity. My personal learning goal for this activity is that
it will provide interactive way to learn about science and some vocabulary words. Some students might
even think they are playing a game. The teacher will gather data about what students know best and which
topic needs to be taught again.
Other comments about your SRS activity (optional):