Name: Megan

Grade Level: Third

STUDENT
Content Area: Social Studies/ RESPONSE
Geographic AND ASSESSMENT TOOLS
Understandings
Standards Addressed: SS3G2 Locate and describe the equator, prime meridian,
and lines of latitude and longitude on a globe.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Quizlet
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: As a class, students will learn about the equator, prime meridian, lines of
latitude and lines of longitude. Students will be able to identify and describe each term. Students will create
a Quizlet matching activity to help them practice this information.
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.
After learning about the equator, prime meridian, lines of latitude and lines of longitude, students will be
able to create their own Quizlet activities to help them review information that was taught during class.
Students may choose which study mode they would like to use of the modes that are offered by Quizlet.
Students must include each term that is covered in class, a picture of it and a description of the term as well.
Students will be expected to complete the activity they create each day to study the information. Students
must record their scores on the activities to report to the teacher. The teacher can use the scores to track the
students progress for formative assessment.
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
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students: Students will be shown pictures of each
of the terms as well as a definition/explanation of each term. Students must match the picture with the
correct term as well as the definition/explanation with the correct term.

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 of the questions and display correct response to the class
after the SRS activity? Yes No
Why or why not? Students will be provided the correct answers so that they can create their own activities
with correct answers to review.
Use of data: I will keep record of student scores. As it gets close to time to test over this material I will
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share students score records with them so that they are aware of what needs to be reviewed further. If while
assessing students scores I notice that students are struggling with any information, we will review that
together as a class.