Student Response System (SRS) Activity

Name:Heather Wegenhart
Grade Level: 9-12
Content Area: Biology
Standards Addressed:
SB1. Students will analyze the nature of the relationships between structures and
functions in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells,
including the cell membrane, in maintaining homeostasis and cell reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates,
proteins, lipids, nucleic acids).
d. Explain the impact of water on life processes (i.e., osmosis, diffusion)
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: Plicker
Technology that Students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as i-Respond)
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: The students will
learn the unit of study and then the SRS activity will be a review session
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
Briefly describe what will happen during the SRS Activity (For example:
What will students do? What will teacher do? What materials are needed? How
long will the SRS activity take?):
The students will be preparing for an end of the unit test. This will be a review
class and the Plicker program will be used. After each question, students will be
told the correct answer. Their answer will remain annonymous to their
classmates. Students should make notes on subject areas they find they need to
work on. The teacher will be able to assess the answers and review subject areas
that students have not mastered. Discussions on content material can occure
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during and after the Plicker session.

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-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
Starch is an example of
a. Carbohydrate
b. Protein
c. Fatty acids
d. Nuclic acids
Cells walls are found in animal cells - true or false
What varible in an experiment remains unchanged?
a. Dependent vairables
b. Control
c. Independent Variable
d. Experimental Variable
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 the
correct response to the class after the SRS activity?
Yes
No
Why or why not? Students will receive immediate feedback. I want the students
to be able to know which content areas they need to study more prior to the unit
test.
Use of Data: What data will be collected as a result of this activity. How will it be
used and by whom? (For example: Will information collected from this activity be
used to award a grade? Will the individual information collected be shared with
students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn?
Will you use data to differentiate instruction for students? If so, describe how. )
The teacher will have access to the data and will use this data to help students
master the learning material for the unit test. Educators will be able to evaluate
their teaching techniques and also identify misconceptions the students may
have.
Describe what will occur after the SRS activity: Students will have taken
notes on areas that are not mastered and can now answer questions or go home
to review the material. The teacher will review material that students have
question about or areas they have not mastered.
Describe your personal learning goal for this activity. (For example: What
are you trying that you have not tried before? What do you hope to learn from
this activity? How do you hope it will help students learn? You must design
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something that will help you learn something new! Honor System!) This will help
the teacher access their teaching techniques for each unit. As an educator, I have
not used any student response system and I think they can keep students
engaged and allow teachers the toold to access their teaching.
Other comments about your SRS Activity (optional): This activity allows for
an interactive, low stress and engaging review activity. I think the activity should
be done 2-3 days prior to the test so the teacher can assess problem areas and
have time to address that content.