Student Response and Assessment Tools

Lesson Idea Name: Naming parts of cells

Content Area: Life 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.

1. Develop a model to identify and label parts of a plant cell (membrane, wall, cytoplasm,
nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus).

Technology Standard Addressed:

2. Digital Citizen

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected
digital world, and they act and model in ways that are safe, legal and ethical. Students:

a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the
digital world.

Selected Technology Tool:

Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
Other:
URL(s) to support the lesson (if applicable):
https://play.kahoot.it/#/k/45a51460-4132-49a5-a275-31082d382c5a

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 activity, the teacher will go over the material that will be on the test. Students will be reminded
about internet safety and not using your real name on the internet and to be nice to everyone and respectful.

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: Students will then be told to go on their
phones, ipads, or if they do not have one of these devices, a laptop and type in the website that is written on
the board. Then I will have Kahoot! pulled up on the computer screen so they are able to type in the code.
Once all students have typed in the code they will put in a nickname. During the game, the teacher will be
reading the question as they are reading it as well and when the answers appear on the screen, they will
answer it. The activity should last no longer than 10 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):

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?
Yes, students should know why they got an answer incorrect. By having preselected answers, students can
know that they did not understand what they got wrong so they need to study it more.
Describe what will happen AFTER the SRT activity? After the activity, teacher will look over all of the
students responses and assess what student did and did not understand. If a small group of students did not
understand a concept, teacher will review with those students to help them to understand, but if the entire
class did not understand, then teacher will reteach the lesson with hopes of having students understand.

For an extension activity, students will create a store or something of the sort that will represent a plant or
animal cell. Students will do a rough draft in the classroom and will create the project at home and bring it in
to share with the class.

How will the data be used? The data will be used by the teacher to check for understanding. This will not be
a grade for the students but a way to use their knowledge. The data that will be collected is what questions
students got correct or incorrect. The data will be kept in a student file that I will keep and during parent
teacher conferences or one on one conferences with the student, that I am able to pull out and can show
them what progress or nonprogress the student is making. When analyzing the data, if I notice that many
students are missing questions, I will go over the quiz with the students and have them look up the
information. I will use the data to differentiate instruction for students. For Students who are struggling
readers or ELL students, have time to read the question and answer it. Students will have visual and audio
from me saying the question. Students will have the image on the screen in front of them and the answers on
their screen.

Describe your personal learning goal for this activity. As a teacher, I am hoping that students will learn what
they do and do not understand from doing this activity. Students also have access to this activity while they

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are home so they are able to practice. If students believe that the activities are helping them, I would be glad
to make more quizzes so they can do more practice at home. I hope that it will help the students to not see to
know definitions, but to be able to connect the words to a picture to make the learning experience better.

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