Student Response and Assessment Tools

Lesson Idea Name: Water Cycle Test Review

Content Area: Science
Grade Level(s): 4th
Content Standard Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate the
water cycle.
Technology Standard Addressed: Empowered Learner. Student leverage technology to take an active role in
choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://play.kahoot.it/#/k/df42f7b6-40df-458b-ae63-eea51b1407f4
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): The Universal Design for Learning principles could be addressed in this
test review in several different ways. This lesson addresses the “what” of learning by providing multiple
means of representation. After the class has been studying the water cycle, the students are able to show
their comprehension of the content by participating in this test review. The “how” of learning is addressed
because students that are shy in class can express what they have learned about the water cycle in an
expressive way that suits them. The “why” of learning is represented in this lesson as students are able to
self-regulate what they did and did not do well on in the test review, so that they know what should study
for the test. This test review could benefit all students in some way before taking the test.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Since this lesson is a review for the test, the class will have spent the previous few weeks learning about
the water cycle and conducting various water cycle experiments. The class will have also watched several
videos to describe the water cycle and other things that relate to the water cycle.
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: During this activity, students will get on class
tablets, laptops, or their own devices and go to the website: kahoot.it. After they have gotten to the
website they will enter the game code and name, and will then be ready to begin the test review. Each
question will pop up on the board with the answer options and students will pick the answer they believe

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 Student Response and Assessment Tools
to be correct. Once everyone has put in their answers, the correct answer will be shown on the board. If
there are several students who get the wrong answers, I will give an explanation to that question so that
students will be prepared for the test. Each student will need a device of some sort to be able to participate
in this activity, and it will last somewhere between 15-20 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 each of the questions will have 1 correct answer and 3 wrong answers. After each
student has chosen the answer that they believe is correct, they correct answer will be shown on the screen.
Describe what will happen AFTER the SRT activity?
After the SRT test review, students will be able to ask any last questions they have before the test the next
day. Students raise their hands with questions, and the teacher will answer questions for them if needed.
How will the data be used? As a result of this activity, the teacher will be able to see how many students
got each question wrong in the test review. This will provide the teacher with the necessary information to
go over any final concepts of the water cycle before the test. This activity will also allow students to see
what they should study for the upcoming test. Student will be able to see if they got their selected answers
correct; and will also be able to see a comparison of which answers were selected by other students in the
class. The teacher will be able to discuss what questions student struggled with, so that they can see if
there are reasons students are not understanding a specific question. There will not be a reason for the
teacher to differentiate instruction using the data from this lesson.
Describe your personal learning goal for this activity. My personal learning goal for this activity is to learn if
this is an effective way for student to review for a test. I hope to learn whether this is something that is fun
and engaging for students, and something that they enjoy as they are preparing for a test. I think that this
will help student to learn by engaging them in the review by using technology.

Reflective Practice: After designing this lesson, I feel that this activity will allow students a fun and inviting
way to practice for their test, and a way to make sure that everyone is involved. This lesson was designed
so that every student would feel comfortable in participating. If the class were to play a game where
students had to raise their hands to answer, all students may not feel comfortable competing in the game.
To further extend the test review, I could have students create their own test questions, and we could
create another review game for the study session. If students were to create their own questions, we could
use another Student Response System such as Socrative to play our game.

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