Student Response and Assessment Tools

Lesson Idea Name: Vertebrate and Invertebrate Animals

Content Area: Science
Grade Level(s): Fifth
Content Standard Addressed: S5L1. Students will classify organisms into groups and relate how they determined the
groups with how and why scientists use classification.
a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into
groups (fish, amphibian, reptile, bird, and mammal).

Technology Standard Addressed: 3-Knolwegde Constructor

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

Bloom’s Taxonomy Level(s):

☒ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL):

Action and Expression: This lesson incorporates action and expression because students are able to choose their own
name for the game. They can either input their real name or a fun nickname. This allows them to express themselves
while still playing the game. The immediate feedback after each round provides the students with a way to monitor their
own progress during the game.

Engagement: The Kahoot! aspect of the lesson works solely based off of student engagement. The game runs by allowing
student to choose their answers for the questions prompted on the board. All students and the teacher are engaged in
the learning process while playing this game. The students are also learning new information or recalling background
knowledge to answer each question. They are provided with immediate feedback each round after all students have
inputted their answer or when time has run out for the question.

Representation: The format of Kahoot! allows for an opportunity to for a teacher to differentiate for auditory and visual
needs. The questions can be printed out for students and the questions can eb read allowed to provide an equal
opportunity for each student. The students are activating background knowledge when answering the questions. To
accompany the questions, the teacher can opt to include a visual to help student understanding of the question being
asked. The students are also asked to manipulate their device in order to answer the prompted questions.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce the SRT
activity.

To begin the lesson, the teacher will review the standard with the students. Then, the teacher will explain that
throughout this lesson, they will be introduced to two new vocabulary terms (vertebrate and invertebrate) and five
animal categories they may be familiar with (fish, amphibian, reptile, bird, and mammal). The teacher should ask the
students to guess what they think each word means and to give an example of each. After this, the teacher will present a
PowerPoint giving an overview, definition, and picture associated with each word. After the students have been exposed
to the new words, the teacher will explain that they will be playing a game to review the vocabulary. They should input
their own name and be instructed to pick the color and shape associated with the answer they wish to choose.

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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:

Before the activity begins, the students will be instructed to retrieve either their own personal smart device (i.e. smart
phone, tablet, or computer) or to access a school-provided device. During the beginning of the SRT activity, the students
will be asked to input their own nickname they wish to be displayed on the board through the game. When the game
begins, they will read the questions prompted on the board. On their device they will see four different colored squares
with a different shape in each. These squares correspond with the answers displayed on the board. The student should
choose which answer best fits the question on the board.

During the activity, the teacher will act as the proctor. They will be moving the questions along when prompted to do so.
They can read the question and answer choices allowed to better help each student. They will have to provide devices
prior to completing the SRT if necessary. This activity should last between fifteen and twenty 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):
What is a vertebrate?
What is an invertebrate?
What is this animal? (this question is asked 7 times though each has a different picture of an animal that students must
classify)

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?
Using Kahoot!, it provides immediate feedback after each question. It shows how many students answered for each of
the four choices per question, but it leaves off the names. It also ranks the top five students on the board after each
question. This way the teacher can quickly review the correct answer and answer any lingering questions that students
may have pertaining to the question.
Describe what will happen AFTER the SRT activity?

After the SRT, students will be paired up and given a stack of animal pictures (twenty total). They will be asked to
categorize and organize the pictures based on the categories learned during the lesson. They will share their results to
another pairing after twenty minutes of work time.

How will the data be used?

The data collected through this activity will demonstrate to the teacher what information should be retaught and what is
mastered by the students. It will not be used toward their overall grade but can help students monitor their own
progress with the new information. After each question, the correct choice will be reviewed, and the teacher will open
the class to a discussion of the answer if necessary.
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 Student Response and Assessment Tools
Describe your personal learning goal for this activity.

My personal learning goal of this activity is to have the students master how to appropriately categorize different types
of animals based on vertebrate and invertebrate. I hope they will understand the different categories of animals and
what traits animals in each category have in common. I hope they will able to easily identify the categories of different
animals easier through completing this lesson. Finally, I hope the game aspect keeps the students engaged in their own
learning and promotes them to work harder to understand the content.
Reflective Practice:

I feel the Kahoot! can positively contribute to the student learning because it is a fun game students can complete in
school then review when outside of the classroom. the review activity can reinforce the new concepts learned during the
lesson. To extend this lesson, the students can choose their own animals to put into each category. They can also list
similar traits seen amongst the animals. They can create an iMovie or PowerPoint illustrating their understanding and to
show examples of the categories.

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