Student Response and Assessment Tools

Lesson Idea Name: Animal Classification

Content Area: Science
Grade Level(s): 5th
Content Standard Addressed:
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific
classification procedures.
a. Develop a model that illustrates how animals are sorted into groups (vertebrate and
invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and
mammal) using data from multiple sources.

Technology Standard Addressed:

Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://www.youtube.com/watch?v=dCm5CcQhU-c
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): Kahoot! can translate any quiz into multiple languages. Screen readers
are able to read the questions and answers aloud to students who are visually impaired. Kahoot! is accessible
using center keyboard keys for students who may have difficulties using a mouse or touching a screen.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

The students will be introduced to the topic of animal classification using an introductory video on Youtube
that was obtained from BrainPopJr. The SRT activity will be introduced after the video in order to access
students understanding of the content in the video and possible prior knowledge about animal classification
before the teacher teaches the content.
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):

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 Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity:

The teacher will read the questions aloud and the answer choices for the students. The students will use their
devices with internet connectivity to select their answer choices. The activity will last 10-15 mins depending
on the speed at which the students answer the questions.

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):

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?
It is a part of the Kahoot! Software to reveal the answers and it will help the students be able to check their
answers after they answer each question.

Describe what will happen AFTER the SRT activity?

After the SRT activity the teacher will begin by teaching more in-depth content about the difference between
invertebrates and vertebrates. Then the teacher will teach about a different classification of animals each day.
How will the data be used? The data will be used as a means of a pre-test and to help the teacher decide
which areas of content may need more time spent on them than others.

Describe your personal learning goal for this activity.

My personal learning goal is to test if the format of pre-testing will be beneficial to my instruction.

Reflective Practice:
In order to further extend the lesson more time would be spent on each different animal classification and at
the end of the unit the students will be able to create a cladogram to show the differences in animal
characteristic that we use to classify them.

Spring 2018_SJB