Student Response and Assessment Tools

Lesson Idea Name: Water Cycle

Content Area: Science
Grade Level(s): 4
Content Standard Addressed: S4E3. Students will differentiate between the states of water and how they
relate to the water cycle and weather.

Technology Standard Addressed: 1 – Empowered Learner

Selected Technology Tool:

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

Universal Design for Learning (UDL): Using Plickers allows students to answer questions anonymously and
from their seats, which makes it ideal for classrooms of students with physical disabilities.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
This activity will be used as an informal assessment to gauge students general understanding of the topic of
the water cycle. Students will have been given lessons and activities to inspire learning in the days leading up
the informal assessment.

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 participate by actively
listening to the questions being asked, and will answer the questions using the Plickers answer cards
provided. The instructor will then gauge students understanding of the topic by reviewing the data for each
question.

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
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 Student Response and Assessment Tools

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?
Because this lesson will be used as a summative assessment, the instructor will use the data to further
differentiate the lesson to meet the needs of the students, and to clear up previous misconceptions about the
topic. The instructor will allow students to review the correct answers in a discussion format to help reinforce
the concepts.
Describe what will happen AFTER the SRT activity?

How will the data be used? The instructor will use the data collected from this activity to better prepare
students for formative assessments in the future. This activity will be used by the instructor to monitor
students’ understanding of the concepts at certain points during the unit, and further prepare the students
accordingly.

Describe your personal learning goal for this activity. This activity will give students the opportunity to
practice answering multiple choice test questions in a low-risk environment. The goal of this activity is to pair
it with a discussion to further aid in students’ understanding of the topic.

Reflective Practice: These activities greatly impact student learning, by giving the instructor the knowledge
necessary to differentiate future lessons to help students understand concepts in more effective ways.

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