Student Response and Assessment Tools

Lesson Idea Name: Physical vs. Chemical Changes

Content Area: Science
Grade Level(s): 5th Grade
Content Standard Addressed: S5P1. Obtain, evaluate, and communicate information to explain the
differences between a physical change and a chemical change.

Technology Standard Addressed: ISTE.3a: Students plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://play.kahoot.it/#/k/76b983bd-305c-4226-8cc4-
403660afc540

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): This activity will go along with the Representation principle of the
Universal Design for Learning, or the “what” of learning. This easily fits into this category because of it being a
huge internet resource, along with being able to upload pictures to further the aesthetic of the presentation.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.: Students will be learning the difference between Physical and Chemical changes. They will
go through a series of experiments and ands on learning to further understand the differences. Once these
mini lessons are done, students will get into groups and generate a Kahoot quiz or discussion for the class to
answer, as a review of what they have learned.

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
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity: Students will be give groups to work with and
generate a Kahoot quiz. These quizzes must have at least 5 questions of everything they have learned from
the previous lesson and mini activities. They will present this assessment to the class for the students to
answer. They must add pictures to practice their technological skills. They will also be expected to give grades
to the classmates based off of contribution to the project. The teacher will pass out iPods and other forms of

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 Student Response and Assessment Tools
electronics to students who do not have cell phones to participate. Because there should not be any more
than maybe 4 groups, there are only so many questions that can be asked, so the quizzes should go by
quickly. Students should be finished after 15 minutes.

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):
1. Is burning wood a physical or chemical change?
2. I can pull play dough a part and even mix it with different colors. This is a chemical change.
3. I bake a cake. I mix the ingredients and put it in the oven. What type of change happens?
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?: I will take note of questions that were commonly missed, and go over it after all of the
quizzes.

Describe what will happen AFTER the SRT activity?: I will explain the notes I have written during the
presentations, to the students, and do further review. The teacher will then review what the students
graded their peers and grade.

How will the data be used? Data will be collected twice from this activity. Once by writing down what
questions were often incorrect and the peer review grades. The questions that were incorrect will be review
by the teacher to the entire classroom; however, the grades the students gave their peers will be anonymous
and will give the teacher the data needed to maybe reassign groups for a future project. By doing this, the
teacher could further differentiate instruction by placing the students with low grades by peers, in the same
group for future projects, so there is no choice but to have participation.

Describe your personal learning goal for this activity. My personal goal was to give the students more
leadership by generating a quiz for the whole class to participate in. The students would be the ones
facilitating the quizzes. This would also be the first-time students would be giving peer grades. This will allow
me to see exactly how mature my students are. I hope this will help students to differentiate their roles in
group projects, and work to be leaders since they will not be expected to be given peer grades.

Reflective Practice: I believe this activity will allow students to think more critically about the content they
are learning because they will be expected to know how to teach it and have accurate information. To further
extend this lesson, I could have allowed the students to also facilitate the discussion I the end of the review to
further their own knowledge and their peers. I could have also allowed students to choose their own SRT to
make it more diverse in the presentation portion.

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