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m07 Student Response Tools Lesson Idea Template 1

The document describes a student response tool activity to assess 4th grade science standards about the water cycle and seasonal changes. Students will use clickers to answer Kahoot questions during the activity. The teacher will use the data to identify topics for reteaching and determine if students are ready to learn about weather patterns.

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58 views3 pages

m07 Student Response Tools Lesson Idea Template 1

The document describes a student response tool activity to assess 4th grade science standards about the water cycle and seasonal changes. Students will use clickers to answer Kahoot questions during the activity. The teacher will use the data to identify topics for reteaching and determine if students are ready to learn about weather patterns.

Uploaded by

api-540406256
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Student Response and Assessment Tools

Lesson Idea Name: Bridging S4E2, S4E3, and S4E4


Grade Level(s)/Content Area: 4th grade / Science
Content Standard Addressed:
S4E2. Obtain, evaluate, and communicate information to model the effects of the position and motion of the Earth and the
moon in relation to the sun as observed from the Earth.
c. Construct an explanation of how the Earth’s orbit, with its consistent tilt, affects seasonal changes.

S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.
a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid
(water) to gas (water vapor) and changes from gas to liquid to solid.
b. Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and
precipitation). (Clarification statement: Students should understand that the water cycle does not follow a single pathway.)

S4E4. Obtain, evaluate, and communicate information to predict weather events and infer weather patterns using weather
charts/maps and collected weather data.
d. Construct an explanation based on research to communicate the difference between weather and climate.

Technology Standard Addressed: ISTE Educator Standard 7B: Students use collaborative technologies to work
with others, including peers, experts or community members, to examine issues and problems from multiple
viewpoints.

Overarching Question:
What is the water cycle and how does it work?
What pathways can water take during the water cycle?

Selected Technology Tool:


☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://create.kahoot.it/share/bridging-s4e2-s4e3-and-s4e4/0aac776f-fbfe-4ee3-a8a9-269018509609

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 Digital Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.
TFrazier, 2021
Student Response and Assessment Tools

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity:
Before the SRT activity, students will have just completed lessons learning about the water cycle (standard
S4E3).

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 the SRT activity, students will be using their clickers to submit their answer choices to the Kahoot
game. The teacher will be given the role to remind students of the correct answers when they’ve passed. The
teacher will also be paying attention to see how students are reacting to the scores coming up on the board.

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 (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s):

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?
Describe what will happen AFTER the SRT activity? How will the data be used?
After the SRT activity, the teacher is going to discuss and review the questions commonly missed. This will
then bridge into the next unit to cover standard S4E4.
Data is collected on Kahoot. The teacher will use this data to analyze the students’ progress with this
standard. While S4E3 builds into S4E4, the teacher will use the data to decide if the students are ready to
progress and dive deeper in the understanding of weather.

Describe your personal learning goal for this activity.


The goal and purpose of this activity is to verify what the students know, and use that as a bridge into the
next standard. The science standards for 4 th grade build well on one another. If the teacher uses this activity
to start the next standard, the students would be able to know that they can use previous knowledge and
build on it.

Reflective Practice:
I feel like this activity is a quick and easy way to see what the students know about what the teacher had just
taught. This is by no means a summative exam, but can provide instant feedback for the teacher to know
what the progress is within the classroom.

TFrazier, 2021
Student Response and Assessment Tools

TFrazier, 2021

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