Name: Kaitlyn McConnell

Grade Level: 1st Grade

STUDENT RESPONSE AND ASSESSMENT TOOLS
Content Area: Life Science
Standards Addressed: Life Science (S1L1.)
Obtain, evaluate, and communicate information about the basic needs of plants
and animals.
o Develop models to identify the parts of a plantroot, stem, leaf, and flower.
o Ask questions to compare and contrast the basic needs of plants (air, water,
light, and nutrients) and animals (air, water, food, and shelter).
o Design a solution to ensure that a plant or animal has all of its needs met
Student Response Technology Used:
NearPod
Socrative PollEverywhere iRespond TodaysMeet Other:
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:
Students will have already learned about the basic needs of a plant through a power point, and students will
have already kept a real plant alive, by meeting its basic needs, within the classroom for a week.
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
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
Students will log in to Socrative under class code MCCONNELL5512, take the quiz, and evaluate where
their understanding is in the basic needs of plants. The teacher will walk around the room scaffolding
students, taking notes of questions asked, and by which students. The only materials needed are computers.
The activity should only take around 15 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:
Questions were multiple choice and true/false because short answer is not user friendly in this site.
(Ex.)
1. What part of the plant is shown?
A root
B stem
C leaf
D flower
E bud
(Ex.)
5. One of plants basic needs is a shelter.
A True
B False