Student Response and Assessment Tools

Lesson Idea Name: The Needs of Plants and Animals

Technology Standard Addressed: ISTE Educator Standard 7B: Use technology to design and implement a
variety of formative and summative assessments that accommodate learner needs, provide timely feedback
to students and inform instruction.

Overarching Question:
What are the basic needs of animals and plants?
Selected Technology Tool:
☐ X Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://b.socrative.com/login/student/
Technology that student will use to respond to questions/prompts:
☐ X Computer ☐ Hand-held student response system (like iRespond) ☐ Phone ☐ X Tablet (such as
iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☐ X Student-Paced
Bloom’s Digital Taxonomy Level(s):
☐ X Remembering ☐ X Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐
Creating

Levels of Technology Integration:

☐ 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.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity:
Prior to the SRT activity, the students will be asked to think about what they think plants and animals need to
survive. They write these ideas in their journal. Next the students will watch the following video on what
plants needs: https://www.youtube.com/watch?v=gIRR-VdIP1M . Then the students will watch this short

TFrazier, 2021
 Student Response and Assessment Tools
video on the needs of animals: https://www.youtube.com/watch?v=S8XOFeMLyRk . Once completed the
students will write down what they now thin plants and animals need. They will think-pair-share.
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 ☐ X 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: During the SRT activity, the students will be
sent to a computer or they can use one of the classroom Ipads. The students will be able to login to the
socrative using the room code provided by the teacher. This will be student paced, so each student will be
able to move on to the next question when ready. The teacher will walk around the room to observe the
students and provide any effective feedback needed. The students will also be able to view immediate
feedback on each question. If a student finishes early they will be able to play this game to review food chains
https://www.sheppardsoftware.com/science/animals/games/food-chain/ .
Type of questions/prompts used in this activity (check all that apply):
☐ X Multiple choice ☐ Multiple select ☐ X True/False ☐ Yes/No
☐ X 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 (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s):
1.The basic needs of a plant include air, water, light, and nutients.
2.The basic needs of an animal include air, water, food, and shelter.
3.What is a food chain?
4.Which of the following is NOT one of the levels in the food chain?
5.Why are plants considered producers?
6.Where do plants make their own food?
7.Why are animals considered consumers?
8.Compare the needs of plants and animals.
9.Classify these animals in the order they would go on a food chain: lion, rabbit, carot, fox (sort them from
producer, pimay consumer, seconday consumer, to tetiary consumers)
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?
☐ X Yes
☐ No
Why or why not?
I have chosen to pre-select correct answers so that students can get immediate feedback and see what they
have missed.
Describe what will happen AFTER the SRT activity? How will the data be used?
After this activity I will have access to all of the data. The data is collected in real time throught the website. I
will use this data to see where students may need more support and where they are understanding the
content. I can also use this data to set personal goals with my students. The data will not be shared with the
whole class, but instead be used to help me determine where to move forward and where to reteach. If
certain questions seem to be commenly missed, then I will go back and differentiate the instruction. For
example, since I used videos initially it may be useful to take a more hands on approach during the
reteaching.
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 Student Response and Assessment Tools
Describe your personal learning goal for this activity.
My personal goal for this activity was to provide students with a stress free and fun way to take a “quiz”. I
believe that this format will allow students to focus on showing me what they actually know and not worrying
about a competition. I had never used this tool before, but it was simple and seems like it would be very
beneficial in the classroom. I hope that this acctivity helps students with engagemnt and participation.
Reflective Practice:
This activity I think could really positively impact students. It should help promote engagemnt and
participation. It also gives students a chance to receive feddback in a stress-free setting. Along with this, the
students are able to work at their own-pace which will likely allow me to get a better measurement of their
knowledge on this content. To extend this lesson I would have students observe plants and determine what
the plants may need. This could be water, air, light, or nutrients. The students could share teir thoughts on
SeeSaw or Flipgrid and have a discussion with their peers.

TFrazier, 2021