Student Response and Assessment Tools

Lesson Idea Name: No more pollution!

Content Area: Science
Grade Level(s): 2nd
Content Standard Addressed: S3L2. Obtain, evaluate, and communicate information about the effects of
pollution (air, land, and water) and humans on the environment.

Technology Standard Addressed: 3. Knowledge Constructor. build knowledge by actively exploring real-world
issues and problems, developing ideas and theories and pursuing answers and solutions.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Flipgrid
URL(s) to support the lesson (if applicable) https://info.flipgrid.com/
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 Digital Taxonomy Level(s):
☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

I will start this lesson by pairing students up and discussing what do they believe pollution is and how does it
affect our environment. This will allow students to collaborate and begin thinking about the concept ahead.
We will then watch a couple short videos that will define pollution and describe air, land, and water pollution.
These videos will give students more knowledge about the concept and allow for them to see if their initial
answers were correct. Finally, I will ask students a couple of questions about their daily activities that may add
to pollution. Students will simply answer the questions by raising their hands. Some of the questions will be,
“Do you ride in a car/bus to school? Do you brush the teeth with the water off? Do you liter?” These
questions will be a great way for students to think about their individual activities that may add to pollution. I
will introduce the Student Response Tool (SRT) by showing students what Flip Grid is and how to properly use
it. I will tell students that their assignment for Flip Grid is to be completed at home for homework and we will
discuss each other responses at the begging of next class.

Describe the purpose of the SRT activity (check all that apply):
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 Student Response and Assessment Tools
☐ 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):

Students will complete the Flip Grid assignment for homework. There will be four questions and four activities
available to students. Students will have the choice as to which two activities and two question they would
like to complete. Each entry will not have a time requirement, students will just be required to get their point
across. Therefore, the activity should take about 45 minutes. This activity should be engaging for students
because they will get to investigate a real-world problem, use technology, choose which topics they would
like to discuss, and collaborate with their peers. Students will need a mobile device/computer and any
household materials that will help them successfully complete their activities.
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. Describe measures you could take that will help reduce pollution.
2. What are three causes that leads to air, land, and water pollution?
3. Predict what you think will happen if people do not try to prevent pollution.
4. How is recycling related to pollution?
5. Explain to someone in your household the three different types of pollution we learned in class.
6. Show us an example of you attempting to reduce pollution (Example: putting something in the
recycling bin)
7. Show us how you would re-use any object in your house. Explain the objects original purpose and
explain the objects new purpose. (Example: A plastic bag that is was originally used to bring home
groceries can now be used as a trash bag)
8. With a parent, go outside in your neighborhood and throw a piece of litter in the trash. Make sure to
wear gloves.

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 SRT will lead to a classroom discussion.
After the SRT assignment we will have a classroom discussion about the questions and activities students
completed on Flip Grid. I will ask students to share their opinions about pollution and students should
comment. As the teacher, I will make sure every student contributes to the discussion. To further the
discussion, I will ask if any students would like to share their videos with the class. This will help bring the
technology aspect into the classroom discussion and allow students to display their work. I would specifically
like to discuss the video in which students showed ways to reduce pollution and reuse objects because I
believe this will benefit the classroom. After discussing these specific videos as a class, I hope students can
learn new ways to reduce pollution from their peers.
How will the data be used? I will collect data on how well students were able to articulate their
understanding about pollution. I will use this data to see if the students are ready to move deeper into the
SBooker, 2020
 Student Response and Assessment Tools
next standard are should we spend some more time focusing on the basics of pollution. The data will allow
me to see if I should change or keep my current instruction method. If students are doing a good job
demonstrating their knowledge on pollution, then that will tell me my current teaching method is working. I
will award students a grade for completing their four videos and participating in the classroom discussion.
When having conferences with parents, I plan to show parents their students’ videos to display how their
child has been doing in science. Students videos will be shared with the whole class to help them learn from
one another.
Describe your personal learning goal for this activity. This will be my first time integrating FlipGrid into the
classroom. I hope to learn if this SRT is something that can be used in the future. I want to see if students are
successful with using FlipGrid properly and if it successfully impacts the learning experience. My personal
learning goal for this activity is to get students thinking about ways they can help the environment and what
effects does pollution have on the environment. I hope that FlipGrid will allow students to learn information
about the content from one another since students can view each other videos.
Reflective Practice: I believe this activity can impact student learning by giving them a choice in how they
decide to display their knowledge. Also, this activity enhances the learning environment by allowing students
the opportunity to be creative when exploring a real world issue. Connecting the standard with students
everyday lives makes learning more meaningful. I could further extend this lesson by requiring students to
create a PowerPoint or Prezi that demonstrates their knowledge. This will bring another technology tool into
the lesson.

SBooker, 2020