Student Response and Assessment Tools

Lesson Idea Name: Weather

Content Area: Science
Grade Level(s): 4th grade
Content Standard Addressed: S4E4. Obtain, evaluate, and communicate information to predict
weather events and infer weather patterns using weather charts/maps and collected weather data.

Technology Standard Addressed: 6. Creative Communicator- Students communicate clearly and

express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and
digital media appropriate to their goals.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): kahoot.com and kahoot.it

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 Kahoot! Website allows for the ‘rounds’ of review questions to be
student paced or teacher paced. With this option, I can allow for students to go through the questions at a
slower pace, mandated by the creator (in this case, me).
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The activity will be introduced with a lesson on weather. For two days, we will learn cloud types and the
weather patterns associated with the cloud types and two more days we will discuss weather instruments
and their functions. During these lessons, we will not only discuss the topics, but also do hand-on activities.
Especially with the weather tools, we will be able to view the tools and understand how they work on the
day-to-day basis.
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):

Briefly describe what will happen DURING the SRT activity: Each student will need a handheld device,
preferably an iPad or Tablet that has access to the internet. After connecting to the internet, I will have the
web address written on the board along with the class code, which will also be listed on the Kahoot!

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 Student Response and Assessment Tools
Homepage presented on the front board. I was prompt the students to put in the game code and remind
them of the time limit that is presented. The game will then start, I will read the questions allowed as the
students begin to put in the best answer to the question on the board at the time.

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):
N/A
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?

Describe what will happen AFTER the SRT activity?

After the activity, I will allow students to ask questions, if they were unsure to answer any questions
throughout the activity. Also, through Kahoot! I will be able to view each questions response and how many
people answered each question and which responses were picked. Then I will have a small activity for the
students to do while I read over the data from the website. The small activity will prompt the students to
collaborate together and read over a hand-out of how to create different home-made weather tools!
How will the data be used? I will go over the data and analyze which questions were answered wrong, why
and by how many people. I will ask myself, what is the misconception my students are facing? After
addressing the questions that were answered wrong, I will open up for more questions to address any
thoughts the individual students have. I will not share each individual student’s responses. The data will show
me which points needs more addressing and which do not, which will help me when continuing a review with
the students before giving a formative assessment over weather the following week.
Describe your personal learning goal for this activity. I believe doing a review this way will allow me to learn
how to think on my feet and alter instruction based on current responses from my students. I hope to learn
how to properly alter my instruction based on what the students are thinking and showing me in real time. I
believe the students will be more interested in the review because of the use of technology and this will help
the student have a deeper understanding of the information.
Reflective Practice: I plan to extend the lesson by having the class help me to create a weather tool, that we
have studied, and we will use the weather tool outside to show the students the real-world use of weather
tools! We could use video tutorials and other written documents to aid our creation of a properly functioning
weather tool.

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