Student Response and Assessment Tools

Lesson Idea Name: The Government

Content Area: Social Studies
Grade Level(s): 3rd
Content Standard Addressed:
SS3CG1 Describe the elements of representative democracy/republic in the United States.
a. Describe the three branches of national government: executive (president), legislative (Congress), and
judicial (Supreme Court of the United States).
b. Describe the three branches of state government: executive (governor), legislative (Georgia General
Assembly), and judicial (Supreme Court of Georgia).
c. State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial
(determining if laws are fair).

Technology Standard Addressed:

3. Knowledge Constructor; Students critically curate a variety of resources using digital tools to construct
knowledge, produce creative artifacts and make meaningful

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://create.kahoot.it/details/branches-of-
government/4e67f0fc-a77a-4200-8181-fea5afa64aa5

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):

Universal Design for Learning was incorporated into this lesson because Kahoot! Allows students to think
about their answer and work at their own pace within the time limit that is set by the teacher. The students
have the think quickly, however they have time to think about the correct answer. This assessment is easily
accessible and is able to be opened on any device with Internet or Wifi.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Instructional activities that will occur prior to the activity/formative assessment will be a concept map
activity. The students will be given lists of words to use to make a concept map regarding the Branches of
Government and how they are related. I will work with them about the concepts and words so they have an
understanding of what the words mean and how they are all related.

Spring 2018_SJB
 Student Response and Assessment Tools
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:

This activity should last anywhere between 30-45 minutes. The Kahoot activity should not take very long 3-5
minutes at the most. The discussions and results that follow will be the part that takes the longest. Students
will do this Kahoot individually.
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):
Kahoot! is listed on my Weebly
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 students need to know what they got wrong and what they got correct.
Describe what will happen AFTER the SRT activity?
After the activity, as a class we will go over the questions and see who missed what. We will go over
misconceptions that were made. I will give the students feedback on their assessment and see their strengths
and weaknesses and have a discussion with the student.
How will the data be used?
I will use this data to see where the students stand with the information. I will see what the misconceptions
are, analyze the data that I received and generate lesson plans or further assignments to help clear up the
misconceptions.
Describe your personal learning goal for this activity.
My personal learning goal for his activity is to provide a fun and engaging way to learn new content. This will
be the first time that I used a Kahoot! with my students and this is a great way to keep them on task and
engaged in the lesson.
Reflective Practice:
I feel as though the activity is created impact students learning in a positive manner. I think that this activity
will provide the students a way to interact with each other and have a fun competitive game while showing
their knowledge of the content. If I wanted to continue to expand the lesson, I would have them go over their
misconceptions, and then give them this same assignment again and see how they do after they have gone
over the misconceptions.

Spring 2018_SJB