Student Response and Assessment Tools

Lesson Idea Name: Plant vs. Animal Cells

Content Area: Science
Grade Level(s): 5th
Content Standard Addressed: S5L3. Obtain, evaluate, and communicate information to compare and
contrast the parts of plant and animal cells.

Technology Standard Addressed: 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):

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
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the SRT the students will learn about the different parts of a cell. They will also learn about how a
plant cell and an animal cell are similar and different. During class in groups, the students will construct each
cell using fun materials provided. They will label each cell and should be able to explain what each part of
the cell does.

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: I used the platform Kahoot, so the questions
will be displayed on the board in front of the class. Ideally each student would have their own computer or
iPad so they can answer the questions independently. If this is not an option they can answer the questions in
their group. After they go through all of the questions, we will go over the answers as a 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

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 Student Response and Assessment Tools
If you are unable to provide a working sample of your questions, please list them below (8-10):
1. What are the tiny building blocks of life called? Cells
2. What gives a plant cell its shape? Cell Wall
3. What thin lining controls what goes in and out of a cell? Cell Membrane
4. What is the liquid filling of a cell? Cytoplasm
5. What is the control center of the cell? Nucleus
6. What part of the cell stores food and waste? Vacuole
7. Where does a plant cell store chlorophyll to make its own food with during photosynthesis?
Chloroplast
8. What stores and releases energy in a cell? Mitochondria
9. Which is a plant cell? (pictures provided)
10. What is the difference between plant and animal cells? Only animal cells have a cell membrane
11. What is the arrow pointing to? The Nucleus
12. Which type of cell does not have a cell wall? An animal cell
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 or all of the questions and
display correct response to the class after the SRT activity?
Yes
No
Why or why not?

Describe what will happen AFTER the SRT activity?

After the STR activity, we will go over the questions as a class and talk about how many students got the
questions right or wrong. If there were any questions that got a particularly low percentage of correct
answers, we could go back over that concept.

How will the data be used?

The data will be used to see that each student is understanding the content. It can also be saved to compare
to later data or could be shown during parent-teacher conferences.
Describe your personal learning goal for this activity.
The purpose of this is to see what information the students retained throughout the activity while making it
fun and seem like a game.

(Optional) Other comments about your SRT activity:

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