Student Response and Assessment Tools

Lesson Idea Name: Plant cell Kahoot Game

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

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://create.kahoot.it/share/plant-cells/e897e07a-69e0-4ab9-
9ce9-c94bd2e73148

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): Based on the activity I have chosen it will be able to enhance the
learning experience for all types of students. This activity uses the engagement part of UDL because it fosters
collaboration and community. It does this by allowing everyone to discuss the answers and why everyone
chose the answer they did. The students can work together to figure out the answers they want to choose,
but everyone must submit their own answer. In relation to the representation part of UDL, this activity helps
to clarify vocabulary and symbols for students. If a student has a misconception about a vocabulary word or
symbol revolving around plant and animal cells this activity will be able to clear it up for them. Finally, this
activity is also enhanced for the students by bringing in the action and expression stage of UDL. Within this
stage, helps to support planning by allowing the students what they need to focus the most on during
studying time and what resources they should focus on learning in order to study.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce the
SRT activity.
• Before this activity the class would have learned about plant cells and animal cells through hands on
activities, vocabulary, lecture, and videos. We would have already discussed what the different parts
of each cell and what is different from the two types of cells. Students would have watched videos on
the two types of cells and they also would have gone through interactive websites that take them
through the different parts of the cell.
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: During the activity the teacher will control the
pace of each question through a timer and read off each question and answer choice. The teacher will also go
through at the end and discuss why the correct answer choice was correct and why the incorrect choices
were incorrect in order to get rid of the students' misconceptions. The students will go through individually
and pick out their answers while racing to get the highest amount of points. They will also be encouraged to
take notes on the answers they get wrong in order to help them study for the test. This activity will take up
the last 15-20 minutes of the class prior to the day of the test.

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):
1- What is the red line pointing to? > membrane
2- What is the black line pointing to? > cell wall
3- What is the function of chloroplast? > It’s where photosynthesis takes place.
4- The nucleus controls how the cell functions. > True
5- The cell membrane controls what comes in and out of the cell. > True
6- What does a plant cell have that an animal cell does not? > cell wall, chloroplasts
7- Do animal cells have structure to them? Why? > No, because they do not have a cell wall.
8- You can find a nucleus and a cell membrane in both types of cells. > True

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?
I will preselect the answer choices so that after each question the students will know which one is correct and
we can look over it as a class.
Describe what will happen AFTER the SRT activity?
• After the activity, all the questions will have already been discussed and the students will have a
better understanding over what they will be tested on. The students will leave class and hopefully use
the notes that they took over the questions they struggled with in order to have an effective study
session.

How will the data be used? As a result of this activity, the teacher will be collecting the data at the end of the
game of how many students got each question wrong and right. This data will then be used to determine
rather or not the students are ready for the test that will be given the next day. No grade will be awarded to
the students for getting the questions w=right or wrong but they will be encouraged to do their best since
some questions of the test will be pulled from this. If the data comes back very low the teacher will (at their
discretion) make the decision to move the test back and help prepare the students more for the test through
videos and interactive online learning. However, if the data comes back high the teacher can more on and
continue with having the test on the planned date.

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 Student Response and Assessment Tools
Describe your personal learning goal for this activity. In this activity my goal is to try and improve students
review skills by providing them with a new tool to use. I am also trying to promote student interaction within
my classroom as well as engagement. Kahoot! Is something I have never tried before and I am excited to see
if it will excite my students into learning about plant and animal cells. From this activity, I hope to learn about
how my students like to review best and also to learn if my students are in fact ready for the test. If a large
majority of them get most of the questions wrong, it shows me that I need to instead push back the test.

Reflective Practice: After designing this lesson idea, I feel that the activities I made will impact student
learning because it provides students with a fun and relaxing way to study. Students can comfortably submit
their answers without the fear of being judged by their classmates and they can also do it from any device
they have including school provided ones. This activity pretty much summed up the topic and was a great way
to lead into the class. However, why the major tests come back around at the end of the year I can easily use
this game as an introductory way to bring in review. This would then encourage the students to participate
and learn without feeling like they are being taught the same stuff again and again. Some other technology
tools that could be used to further this is the paint mode on the computers. After completing this Khoot!
Students could use the paint tool to recreate a plant and animal cell.

Spring 2018_SJB