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Student Response System (SRS) Activity

Name: Jessica Webb
Grade Level: 3
rd

Content Area: Science
Standards Addressed: S3L1. Students will investigate the habitats of different organisms and
the dependence of organisms on their habitat.
a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic
Ocean) and the organisms that live there.
b. Identify features of green plants that allow them to live and thrive in different regions of
Georgia.
c. Identify features of animals that allow them to live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the habitat is changed.
Student Response Technology Used: Quizlet NearPod Socrative PollEverywhere
iRespond TodaysMeet Other:
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: We will be doing a unit on Georgia Habitats, so the student
response lessons will simply be more practice for them. We will have done activities such as
building a habitat, drawing a collage, and researching individual habitats. The students should
already be familiar with most of it, but the academic language is sometimes a little hard for them
to grasp. The flashcards should help with repetition, and the quiz will test their knowledge.
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): This activity could be used for any of the above-
checked purposes, depending on the time in the unit it is assigned.

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 do a whole-class guided session through the flashcards, allowing different
students to come up to the interactive whiteboard and go through the terms as a class. Then, the
teacher will open up the quiz on Socrative and the students will respond individually, but at a
similar pace as a class.
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
2
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:
Questions are provided in the attached Socrative quiz PDF.
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? It is important for a student to get feedback on their answers. Otherwise, there
is essentially no point in the activity as the student has no idea as to how he/she should improve
it next time. We will go over the correct answers together.
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. ) I will discuss the anonymous data with the whole class to help them understand
what they need to practice more. However, since I will be able to tell who answered right/wrong,
I can single out individual students privately that are having a hard time and find ways to assist
them additionally.
Describe what will occur after the SRS activity: After the SRS activity, we will be coming to a
close with the unit. The flashcards and the quiz are really to prepare them for the end-of-the-unit
summative assessment. Therefore, after the activities we will take our 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 hope to be able to see how much more beneficial quizlet is than using regular
flashcards - is it worth creating online for the whole class or should I give students the
opportunity to do it whichever way they choose? If it seems to work smoothly and help students
that we go over terms as a class, I will try to continue to incorporate Quizlet into our units.


Other comments about your SRS Activity (optional):