STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Elise Specht

Grade Level: 1st grade
Content Area: Life Science
Standards Addressed:
S1L1. Students will investigate the characteristics and basic needs of plants and
animals. /react-text

a. Identify the basic needs of a plant.

1. Air
2. Water
3. Light
4. Nutrients

c. Identify the parts of a plantroot, stem, leaf, and flower.

Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Quizlet
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) Phone
Tablet (such as iPad Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity:
As a whole group we are going to draw and label a flower and the different parts of the plant. We will also
come up with a plant chant for the students to remember the different parts of the plant. The students will
then break up into groups with their tablets and go onto the quizlet app to study the different terms. This
SRS activity will serve as test preparation for the students summative assessment over plants.
Describe the purpose of the SRS 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 purposes of differentiation and
mastery for ALL students) Summative Assessment of Content Knowledge Test Preparation
Survey/Poll Discussion Starter Homework Collection Other
Additional explanation of purpose (optional):

Type of session: Teacher-Paced Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous

1
 STUDENT RESPONSE AND ASSESSMENT TOOLS
Briefly describe what will happen during the SRS activity
The students will be in pairs and they will be studying their quizlet terms. Then, they will quiz each other
using the test option. The teacher will be walking around and monitoring the students progress as well as
answering any questions they may have. This activity should take about 30-45 minutes.

Blooms Level of Critical Thinking Required (check all that apply):

See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Types of questions/prompts (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
Provide samples of questions/prompts to be given to students:

Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No

Mixed (Some will have correct answers, others will not.)
Immediate corrective feedback:
Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity? Yes No
Why or why not? This is an activity for students to study the terms and definitions they need to know, they
will have to answer the questions and figure out the correct answers with their partners based off of their
prior knowledge they know from our review before the SRS activity.
Use of data:

No, I will not collect data from this activity. This SRS activity is for the students to use in order to prepare
for their test over plants. As I walk around and observe the students and their partners studying for their
exam I will be able to see if they are understanding this topic or not.

Describe what will occur after the SRS activity: After this SRS activity and the students are prepared for
their exam, they will take their exam on plants the next day.
Describe your personal learning goal for this activity.
My goal is for the students to understand, and remember the different parts of a plant. I hope the students
will be more successful on their exams by using this quizlet app as their test preparation material.

Other comments about your SRS activity (optional):