Student Response and Assessment Tools

Lesson Idea Name: Parts of a Plant

Content Area: Science
Grade Level(s): 1st grade
Content Standard Addressed:
S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and
animals
a. Develop models to identify the parts of a plant—root, stem, leaf, and flower.
Technology Standard Addressed:
3. Knowledge Constructor
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

Technology that student will use to respond to questions/prompts:

☐ Computer ☐ Hand-held student response system (like iRespond) ☐ Phone ☒ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☒ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL):

The information displayed in a game format making it engaging for all learners. The game is made public, so
students can play it at school and at home. There is no limit on how many times students can play the game
so lower level learners can benefit from repetition of the content.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The lesson will begin with a whole group discussion about plants. I will ask students what they already know
about plants to build and activate background knowledge. On chart paper there will be a KWL chart. I will
write down what students already know about plants. Then I will ask students what they want to know about
plants and write that down. Next, I will play a BrainPOP video on Parts of a Plant. This video serves as an
introduction to the content students need to know. After playing the video, students will get into groups of
three or four. I will give each group a plant or a weed. Students will “dissect” the plant. They will put the parts
in categories based on their function. Teacher will observe and address any misconceptions.

Describe the purpose of the SRT 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 purpose of differentiation and mastery
for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Spring 2018_SJB
 Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity:
Students will take the Kahoot! quiz I created on the parts of a plant. Each student will use an iPad to take the
quiz. I will provide feedback on the answers throughout the quiz. This activity will last about 10 minutes.
Type of questions/prompts used in this activity (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

If you are unable to provide a working sample of your questions, please list them below (8-10):
Click MY KAHOOT! above to view my quiz questions.
Right/Wrong answers: Will there be right/wrong answers to these questions?
☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
The answers will be displayed to the class after each question. This gives the teacher a chance to address
misconceptions.
Describe what will happen AFTER the SRT activity?
The teacher will lead a whole group discussion on what was learned during the lesson. Students will first turn
and talk to a partner then volunteers will share with the class. The teacher will write what was learned on the
KWL chart. The chart will be placed on the wall, so students can revisit.
How will the data be used?
I will use students results assess their understanding of the lesson. It will not be for a grade, but it will be used
to help me plan lessons and monitor student progress. I wouldn’t show the data to the whole class, but I
would use it provide feedback on students’ misunderstandings. If a student is really struggling I would collect
data from this quiz and other data and student work to show to parents. I wouldn’t show the data to a
student, but I would continue to work with them and try different teaching strategies until they improve.

Describe your personal learning goal for this activity.

I have seen students play Kahoot! before and they have a lot of fun while learning at the same time. This is
my first time creating my own Kahoot! and I would like to learn how to create both higher level and lower
level questions to make it more challenging. I hope that it will help students learn by keeping them engaged
and making learning fun. Students could go home and instead of watching TV they could play a Kahoot! with
their friends.

Reflective Practice:
I think it will impact their learning by making learning fun. It also allows for peer collaboration because
students can team up. It makes assessment easier for teachers because teachers can easily see what students
are understanding and what they are not. The lesson can be extended by having the students create their
own quiz. Students could get into groups and create one. Then other groups could take a quiz their peers
created.

Spring 2018_SJB