Student Response and Assessment Tools

Lesson Idea Name: Inheritance of Traits

Content Area: Biology- Inheritance of Traits
Grade Level(s): 9-12
Content Standard Addressed: SB3. Obtain, evaluate, and communicate information to analyze how
biological traits are passed on to successive generations. a. Use Mendel’s laws (segregation and independent
assortment) to ask questions and define problems that explain the role of meiosis in reproductive variability.

Technology Standard Addressed: 1 Empowered Learner: Students leverage technology to take an active role
in choosing, achieving and demonstrating competency in their learning goals, informed by the learning
sciences

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://b.socrative.com/teacher/#import-quiz/35070076
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 order to implement UDL guidelines when giving this quiz the teacher
could read each question aloud twice. Students could be allowed to write their questions on a piece of paper
before submitting the answers online if the student struggles with screen brightness or typing. If possible, the
students could be given the option to use their phones, iPads, or computer.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the first 4 questions being given there will be a lecture on Mendel as well as small group work
considering Mendel’s contributions to genetics. The first 4 questions will then be given to check for
understanding from all students. Any misconceptions will be addressed in further detail or gone over in small
group work. The lecture and small group work will continue with the study of the law of independent
assortment and the law of segregation, after which the students will be directed to answer questions 5-9.
After addressing any misconceptions given here, the students will answer question 10, which will serve as a
formative assessment of the content of the lesson. The responses from this question will inform the content
taught on the following day. Thus the SRT activity is introduced a few questions at a time as the lesson
progresses.

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

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☐ 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 work
alone to answer the questions while the teacher will walk the room to check that each student is working
alone. Students will not be allowed to refer to notes during this quiz as its main purpose is to check to see if
students are understanding and retaining the information being taught. For the first 4 questions the students
will be given 5 minutes total, the next 5 questions the students will also be given 5 minutes. For the last
question the students will be given 3 minutes to answer on their own. Then they will be allowed 2 minutes to
confer with a partner on what they believe the most correct answer to be. After submitting their responses,
the class will discuss as whole what the correct answer is.

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):
Please see .pdf file on Weebly page for a list of the questions
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? However, for the longer response question the correct answer will not be displayed, it will
only be discussed.

Describe what will happen AFTER the SRT activity? After each section of the SRT the teacher will provide
immediate feedback and adjust teaching to address any misconceptions or lack of understanding shown.
After the final question is answered and discussed the teacher will (if time) go over each question again as a
review of the class.

How will the data be used? The data collected from this SRT will be used to inform the teaching of the class
the next day, and as a result will not be used to award a grade. The teacher will discuss the aggregate,
anonymous data with the whole class to help them learn and to track their progress as a whole for that
particular class period.
The data will be used to differentiate instruction during class as the teacher may review material that the
majority of the class misunderstood, and if necessary will not finish the content for that day if the students
are struggling. It will also be used to differentiate instruction the next day, for example, perhaps the SRT
activity showed that the teacher taught too much material in one day or moved too fast. The teacher will
adjust instruction the next day accordingly.
Describe your personal learning goal for this activity.
From this activity I hope to learn if the use of short answer questions stimulates student engagement and
increases understanding of the lesson material. I hope the students will learn to view quizzes as a learning
tool and not something to be afraid of.
Reflective Practice: The questions within the SRT activity will hopefully serve to engage students more
directly in the content being presented and will give them opportunities to evaluate their own learning in real
time. It will also allow the teacher to determine if the instruction is effective and what changes need to be
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made in the instruction in real time. This SRT activity allows both the teacher and the students to track their
progress during the class period.
Perhaps using the SRT Kahoot! for an ending competition would further heighten student engagement in the
lesson and create interest in learning the material.

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