Student Response System (SRS) Activity

Name: Nick Singleton

Grade Level: 9-12
Content Area: Biology
Standards Addressed:
SB2. Students will analyze how biological traits are passed on to successive
generations.
SB2.b. Explain the role of DNA in storing and transmitting cellular information.
SB2.c. Using Mendels laws, explain the role of meiosis in reproductive variability.
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: Students will be given
a lesson on heredity and genetic. At the end of the lesson the teacher will ask
students to complete a quiz on Socrative. This quiz will cover concepts that were
just learned in the lesson. The teacher will give the students the class ID to access
Socrative. This will be a post-assessment for the teacher to test student
understanding of the material.
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 via Socrative and give students the room ID
number. The students will then access the quiz via the room ID number. They will
complete this activity on a computer, iPad/ tablet, or mobile device. The students
will be given 5-10 minutes to complete the quiz. The teacher will then analyze the
results and go over each question in further detail.
Blooms Level of Critical Thinking Required (check all that apply). See
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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:
Consider the following monohybrid cross of 2 blue eyed individuals: Bb x Bb.
Homozygous recessive individuals have brown eyes. What is the probability of
individuals having blue eyes in the f1 generation?
A.75% B. 25% C. 100% D. 0%
What determines the kind of genes an organism possesses?
A. sequence of the subunits A, T, C, and G in the DNA of the organism
B. type of amino acids in the cells of the organism
C. size of simple sugar molecules in the organs of the organism
D. shape of the protein molecules in the organelles of the organism
What does DNA stand for?
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 what concepts they may not fully
understand. I also want them to see what they got wrong so they can ask
questions about why it is wrong.
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 will be used to see how effective the instruction of the lesson was. It will
also be used to gage the students understanding of the concepts covered in class.
The teacher will go over each question to help students understand what they
missed. Students will receive a participation grade for completing this activity.
The students and teacher will see the results immediately allowing both to assess
their progress of learning.
Describe what will occur after the SRS activity: After the SRS activity, The
teacher will go over each question and lead a discussion for each concept.
Students will have a chance to ask questions and review their results of the quiz.
Describe your personal learning goal for this activity. (For example: What
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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 learn my students misconceptions and what concepts they are
struggling with to understand. That way I know which areas I should cover again
or spend more time on. Students will be able to assess their knowledge of the
concepts covered, and determine which areas they need to spend more time on
studying. I can also use results from multiple SRS activities to determine which
instructional methods work best for student learning in my classroom
Other comments about your SRS Activity (optional):