Student Response and Assessment Tools

Lesson Idea Name: Lets get to know parts of a plant cell!

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

Technology Standard Addressed: 4-Integration

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://create.kahoot.it/share/parts-of-a-plant-cell/199d5b1b-073f-46e9-aae0-26e22745a134

https://www.youtube.com/watch?v=xGEoK8kRNoQ

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): In applying this lesson idea for students within a fifth-grade classroom,
they will be able to define terms that are part of a plant cell. They will be able to apply their knowledge and
comprehension through the use of a student response tool and incorporating technology at the same time.
This supports every single student within the classroom to obtain their interests in a fun educational manner.
By displaying a series of questions and answers to choose from English student learners can have a
written/visual representation of a set of questions along with answers. Also, by listening to the teacher read
the questions and choice of answers out loud also gives them an oral representation. This also assists
students with autism because it keeps them focused rather than having to take a quiz with paper and a
pencil.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Teacher will introduce plant cells to students through the use of large flash cards with images and definitions
listed on the bottom of each card. Students will apply labels to a large plant cell diagram displayed in front of
the classroom. Teacher will explain briefly about animal cells but, will focus mainly on plant cells. They will
watch a short YouTube clip for a short overview and then participate in a short kahoot quiz. Teacher will
explain that the Kahoot quiz they will participate in will not be graded but, for teacher and students to see
what they know and do not know about plant cells.
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): To
introduce students to a student response tool for future classroom use and maybe use as an extra credit quiz
for students to earn.

Briefly describe what will happen DURING the SRT activity:

Teacher will ask students to login into a computer and copy the link for the kahoot or login using a code given
by the teacher. Students will sign up using first name and last name initial. Teacher will explain directions and
demonstrate how to use this specific tool. Question number one can be used for practice. Teacher will read
out questions and answers to students. Teacher will review and explain each answer after students’
responses are gathered. This activity would last between fifteen to twenty minutes. Depending on the pace of
teacher’s explanations and students’ questions.

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):
• Listed above in URL link

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? Only correct answers will be displayed and explanation/brief review will be incorporated
after each question answered.

Describe what will happen AFTER the SRT activity?

Teacher will ask students if they have any questions regarding the questions asked or overview of each
answer. This way teacher will assist students who are struggling with this specific topic before moving on into
deeper discussions or assignments related to plant cells. Also, ask students what they think about using
Kahoot.

How will the data be used?

Teacher will record results by the number of students who answered each question either right or wrong and
ask students to record their answers on a scantron only for teachers use but, will remind them that it will not
be affect their grades. Also, by taking in account students’ misunderstandings towards specific terms or the
topic of plant cells.

Describe your personal learning goal for this activity.

By implementing this student response tool, I hope to introduce students to a fun educational form to test
out their knowledge towards a specific topic. By informing students this is not graded they will feel no
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pressure and are more likely to do better. Having short reviews or discussions during or after this activity can
help me determine who is struggling or needs more time spent on this specific topic. Students can also gain
some insight on what kind of questions will be asked on real quizzes or tests that will be graded and use
Kahoot for review practice.
Reflective Practice:
The way I could extend this activity is by creating a new kahoot with questions that students seem to continue
to struggle with for further review/practice. Students can play the game at home or during free time at school
to test their knowledge and see what they still need to work on. Or students can create their own kahoot
related to plant cells. This way students can participate in multiple kahoots created by their own peers for
more practice/review.

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