Student Response and Assessment Tools

Lesson Idea Name: Vertebrates and their groups

Content Area: Science
Grade Level(s): 5th grade
Content Standard Addressed:
S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification
procedures. a. Develop a model that illustrates how animals are sorted into groups (vertebrate and
invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using
data from multiple sources.

Technology Standard Addressed:

3: Knowledge Construction
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

https://www.youtube.com/watch?v=qRKoGO7hNXg

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):

 ELL Students
 Visual Learners

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

To introduce the activity, we will be watching a brief video over Vertebrate Animals. The students will have an
opportunity afterword’s to discuss with their peers what they learned from the video and what they already
knew.

https://www.youtube.com/watch?v=qRKoGO7hNXg

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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 Student Response and Assessment Tools
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

Prior to this activity, we will be discussing the different types of Vertebrates. I will have the students split up
into groups in which they will become experts over that specific type of Vertebrate. After they have
researched, they will create a Anchor chart or poster board over their information. Once they are all through,
each group will present to the class. The other students will be able to take notes and ask questions to their
peers after they have presented. I will then explain to them that we will be taking an interactive quiz using
Plickers, which we have used before already in class.

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):

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?
We will be using Plicker, so when they answer the question using the card with the QR code on it and I scan it,
it will automatically show who is right and wrong.

Describe what will happen AFTER the SRT activity?

After the SRT activity, we will go over each individual question and I will explain the answer to the student.
This will allow the students to have time for questions and discussion.

How will the data be used?

I will use the information from this assessment to see what we need to do in the following lesson. If a lot of
the students are struggling with the questions, we will review them like I said as well as go over them the next
lesson doing a different activity. If there are only a few students struggling, I will be able to provide them with
additional help.

Describe your personal learning goal for this activity.

I like that this activity involves watching a video, researching a type of vertebrate, as well as taking an
interactive quiz. The students will be becoming experts at one type of vertebrate and then listening to the
other students present what they researched.

Reflective Practice:
Since the students are researching and taking a quiz, I feel like I will not only be able to tell what they learned,
but also where we need to go from here. We could use the information they researched with each individual
group and combine it with the others to create a PowerPoint/movie over all of the different types of
vertebrates.

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Spring 2018_SJB