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Srs Template

- The document describes a student response system (SRS) activity for a 9th grade biology class on macromolecules. - Students will take a quiz using Socrative to assess their understanding of the four types of macromolecules after a lab exploring the topic. - The teacher will use the results to identify areas of misunderstanding and inform future instruction.

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112 views3 pages

Srs Template

- The document describes a student response system (SRS) activity for a 9th grade biology class on macromolecules. - Students will take a quiz using Socrative to assess their understanding of the four types of macromolecules after a lab exploring the topic. - The teacher will use the results to identify areas of misunderstanding and inform future instruction.

Uploaded by

api-288315210
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Student Response System (SRS) Activity

Name: Hannah Mattson


Grade Level: 9th
Content Area: Biology
Standards Addressed: SB1: Students will analyze the nature of the
relationships between structures and functions in living cells.
C. Identify the funciton of the four macromolecules.
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: type here
Technology that Students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as i-Respond)
Phone
Tablet (such as iPad)
Other wireless device (such as iPod
Touch)
Describe the instructional activities that will occur prior to the SRS
Activity and how you will introduce the SRS Activity: The instructional
activities that will occur prior to the SRS activity are a lab over
macromolecules that introduce students to the topic using inquiry based
instruction. After the lab, the teacher will present the students with a
chart that they can put in their interactive notebooks that compares the
four different types of molecules. This quiz will then be used to assess
the students' understanding as a post-assessment.
Describe the purpose of the SRS 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 purposes of differentiation and mastery for ALL students!)
Summative Assessment of Content Knowledge
Test Preparation
Survey/Poll
Discussion Starter
Homework Collection
Other
Additional explanation of purpose (optional):
Type of session:

Teacher-Paced

Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the
session
SRS Activity will be anonymous
Briefly describe what will happen during the SRS Activity (For example:
What will students do? What will teacher do? What materials are needed? How
long will the SRS activity take?):
The teacher will create the quiz on Socrative and students will access it via the
room number. The studetns can be done on a mobile phone, tablet, or computer.
The students will click to start the quiz and submit each question after they
answer them. They can go at their own pace and the teacher can view the results
as they come in so they have instant feedback. The teacher will then take the
results and look at the most missed to see what parts of the concept they need to
recover.
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Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Types of Questions/Prompts (Check all that Apply):
Multiple-choice
Multiple Select
True/False
Yes/No
Short Open-ended
response or fill-in-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
1. The building blocks of nucleic acid molecules are called
A. Fatty acids
B. DNA and RNA
C. Nucleotides
D. Polysaccharides
2. Proteins are made up of amino acids
True/False
3. Please give at least two examples of lipids.
__________________________________________________________________________________
______________________________
__________________________________________________________________________________
_______________________________
Right/Wrong Answers: Will there be right/wrong answers to these questions? :
Yes
No
Mixed (Some will have correct answers, others will not.)
Immediate Corrective Feedback:
Will you pre-select correct answers to some or all of the questions and display the
correct response to the class after the SRS activity?
Yes
No
Why or why not? I want students to know their results immediately so they can
ask me questions as to why that is the answer.
Use of Data: What data will be collected as a result of this activity. How will it be
used and by whom? (For example: Will information collected from this activity be
used to award a grade? Will the individual information collected be shared with
students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn?
Will you use data to differentiate instruction for students? If so, describe how. )
The data collected will be how many students got each of the ten questions
correct. The data will be used only by the teacher in order to see which students
understand and which students who are still struggling. The students will know
their score immediately as they answer each question so there is no need for the
teacher to tell the students their individual scores. The results will only be used as
a formative assessment for both the teachers and students to be able to assess
their progress to know what needs to be further studied.
Describe what will occur after the SRS activity: After the SRS activity, the
teacher and students will have a discussion about any issues that came up during
the quiz. The teacher will also provide a manipulative that is very similar to the
chart that they filled out in their interactive notebooks before. This is to be used
as an exit ticket as a last way for students to demonstrate their knowledge on this
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topic before the summative assessment.

Describe your personal learning goal for this activity. (For example: What
are you trying that you have not tried before? What do you hope to learn from
this activity? How do you hope it will help students learn? You must design
something that will help you learn something new! Honor System!) I have used
SRS tools before from the student side but this is the first time that I have been
exposed to it from the teacher side. This activity showed me how to create
different types of questions that students can use in order to gage their
understanding. I hope that the instant feedback and engaging format will help
students to gain an understanding of the material quicker than a simple paper
and pencil written assessment will do. It will eliminate grading time and allow
students to immediately know what they need to study more and ask more
questions on.
Other comments about your SRS Activity (optional): type here

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