Student Response and Assessment Tools

Lesson Idea Name: Newton’s three laws of motion

Content Area: Mechanics
Grade Level(s): 9th grade
Content Standard Addressed:
SP2. Obtain, evaluate, and communicate information about how forces affect the motion of objects.
a. Construct an explanation based on evidence using Newton’s Laws of how forces affect the acceleration
of a body.
• Explain and predict the motion of a body in absence of a force and when forces are applied using
Newton’s 1st Law (principle of inertia).
• Calculate the acceleration for an object using Newton’s 2nd Law, including situations where multiple
forces act together.
• Identify the pair of equal and opposite forces between two interacting bodies and relate their
magnitudes and directions using Newton’s 3rd Law.

Technology Standard Addressed:

ISTE for Students:
1a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them
and reflect on the learning process itself to improve learning outcomes.
1.c: use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
1.d: understand the fundamental concepts of technology opera ons, demonstrate the ability to choose, use
and troubleshoot current technologies and are able to transfer their knowledge to explore emerging
technologies.
2a. cultivate and manage their digital identity and reputation and are aware of the permanence of their
actions in the digital world.
2b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions
online or when using networked devices.
2c. demonstrate an understanding of and respect for the rights and obligations of using and sharing
intellectual property.
2d. manage their personal data to maintain digital privacy and security and are aware of data-collection
technology used to track their navigation online.
5b. collect data or identify relevant data sets, use digital tools to analyze them, and represent data in
various ways to facilitate problem-solving and decision-making.
Selected Technology Tool:
x Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms

☐ Other:
URL(s) to support the lesson (if applicable):
https://socrative.com/
Technology that student will use to respond to questions/prompts:
x Computer ☐ Hand-held student response system (like iRespond) x Phone x Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
x Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding x Applying ☐ Analyzing ☐ Evaluating ☐ Creating

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Universal Design for Learning (UDL):

This activity provides an easy-to-use SRT system to engage students in real-time by using their computers,
tablets, or smartphones to answer questions online. Shy students will have a chance to enter the class
discourse or reduce the impact of dominant voices that might otherwise monopolize a conversation. In
classes where some students attend face-to-face and others join remotely, these services may reduce the
separation between the two groups by providing a uniting conversational thread. Furthermore, open-ended
systems can result in a stronger connection with the content and a feeling that they have a voice in the tone
and direction of the class session.

In addition, the free-form responses facilitated by these systems offer the potential for unexpected results
that can lead the class into interesting and engaging discussions, particularly when anonymous entries are
allowed.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the SRT activity, students will have finished a self-research task about the Newton’s three laws of
motion, and the whole class have played some whiteboard activities to reinforce their understanding. Now
it’s time for a formative assessment about their knowledge.

I will have students play a short fun SRT activity on Socrative first, to help them be familiar with this tool, and
make sure that no one will be left behind due to tech difficulties during the formative assessment.
Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) x To illuminate common
misconceptions x 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 the SRT activity, students need to have an electronic device, such as a computer, a tablet (iPad), or a
smartphone, and Wi-Fi connection to connect Internet. They will answer 10 questions following the prompts.
Teacher will control and pace the formative assessment, collect the data, study the data, and discussion some
of the questions with students after the assessment. If necessary, some topics may need to be re-taught. 30
seconds for each multiple choice or T/F question, 1 minute for the free-response question, so the whole
formative assessment will need about 6 minutes.
Type of questions/prompts used in this activity (check all that apply):
x Multiple choice ☐ Multiple select x True/False ☐ Yes/No
☐ Short open-ended response or fill-in the blank x Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):
The PDF file of the questions will be attached below.
Right/Wrong answers: Will there be right/wrong answers to these questions?
x 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?
x Yes

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☐ No
Why or why not?
This is a formative assessment. The goal is to find the misconceptions and any topics that need to be re-
taught. We will have a class discussion right after the SRT activity.
Describe what will happen AFTER the SRT activity?
After the SRT activity, teacher and students will study the answers for each question together (anonymously).
They will discuss the free-response question first, and then take a look of multiple choice and T/F questions to
see if there is any question needs to be re-taught (many students made mistakes), and discussion the possible
misconception that they may have.
How will the data be used?
This is a formative assessment, data will be collected to evaluate the level of understanding of the whole class
and of each individual. Possible misconceptions may be found by analyzing students’ answers. And if any
student made similar mistake persistently, teacher may need to think of differentiate instructions for him/her.
We will study the data anonymously.
Describe your personal learning goal for this activity.
In this lesson, I will try to use SRT activity to do formative assessment, which embeds technologies into
lectures. I hope to learn how to use SRT tool to engage students, collect data from students, and how to
analyze the data so I will know students’ learning progress better, and if necessary, modify my teaching
method to fit all students.

I hope that the SRT activity will encourage students’ learning enthusiasm, improve their class participation,
and figure out what misconceptions that they may be possessing.
Reflective Practice:
In classes where some students attend face-to-face and others join remotely, these services may reduce the
separation between the two groups by providing a uniting conversational thread. In addition, the free-form
responses facilitated by these systems offer the potential for unexpected results that can lead the class into
interesting and engaging discussions, particularly when anonymous entries are allowed. Finally, open-ended
systems can increase student engagement, resulting in a stronger connection with the content and a feeling
that they have a voice in the tone and direction of the class session.

To further extend the lesson, students will write their reflections about this formative assessment on their
individual blogs, and share their inputs with other classmates. They will be encouraged to provide their
feedback and discuss their gain with each other on their blogs.

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