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Student Response and Assessment Tools

Lesson Idea Name: Animal and Plant Cells

Content Area: Life Science
Grade Level(s): 5th Grade
Content Standard Addressed: S5L3. Obtain, evaluate, and communicate information to compare and
contrast the parts of plant and animal cells.

Technology Standard Addressed: 3. Construct Knowledge

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): This meets UDL because it allows those who need to access it more
than once to be able to. It can be used for children with most physical disabilities because they just need to
use the mouse and click or use touch screen and tap. For ELL students and students with learning
disabilities it has audio that will read to the student. It has normal speed and slow depending on what the
students need.

I will introduce the material with a video. There will be a class discussion about the video. I will then have
models of the animal and plant cells for groups of 4 students. They will be able to look at the models while
we discuss the similarities and the differences of these two types of cells. We will talk about the parts of
the cells and will have a labeled worksheet for the students to have. This topic will be taught over several
days. The SR activity will be a summative and review for the students before a quiz over the material
discussed. The Quizlet activity not only has flashcards but test and games to that the students have access
to help them review and clarify if they know what we have been learning.

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: The students will be on their laptops while the
teacher will go around the room observing the students while they do the matching of the flashcards. This will
take 5-10 minutes.

Spring 2018_SJB
Student Response and Assessment Tools
Type of questions/prompts used in this activity (check all that apply):
 ☐ Multiple choice ☐ Multiple select ☐ True/False ☒ Matching
☒ 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? If you match the correct cards they disappear. If you match the wrong one they bounce off
each other and the edge of them turn red for a few seconds.

Describe what will happen AFTER the SRT activity? The students will know what they know and do not
know. They will know what they need to review or ask questions about. The teacher will go over the activity
with the class. The teacher will answer any questions the students may have.

How will the data be used? The teacher will use the activity to see what the students know. The teacher will
go over any material that the students find confusing.
Describe your personal learning goal for this activity. By creating the quizlet lesson, the students can study
flash cards, do a quiz, do a matching game, spell the terms and write out the definition. This activity offers the
students more than just one way which will help the different learners such as auditory and visual learners.

Reflective Practice:? I feel like this activity could really help visual learners to practice and help them retain
the information about plant and animal cells. It was made for an end of material activity. Some other tools
that could help would be the BrainPop or Discovery Education Interactive Board. These would be great for
review and to clear up any misunderstandings.

Spring 2018_SJB