Name: Casey Croft

Grade Level: 5th Grade

STUDENT RESPONSE AND ASSESSMENT TOOLS
Content Area: Social Studies
Standards Addressed: SS5H5 The student will explain how the Great Depression and
New Deal affected the lives of millions of Americans. a. Discuss the Stock Market
Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.
b. Analyze the main features of the New Deal; include the significance of the Civilian
Conservation Corps, the Works Progress Administration, and the Tennessee Valley
Authority. c. Discuss important cultural elements of the 1930s; include Duke Ellington,
Margaret Mitchell, and Jesse Owens.
Student Response Technology Used:
NearPod X Socrative PollEverywhere iRespond TodaysMeet Other:
Technology that students will use to respond to questions/prompts:
X Computer Hand-held student response system (such as iRespond) X Phone
X Tablet (such as iPad

X 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: Beforehand, the students will have a unit that teaches them about the 1930 era.
Introducing the SRS activity, I will first have them get a laptop, tablet, or whatever they have that can
access Socrative. Socrative has an app and a mobile website, so it can be easily accessed. From there I will
tell the kids we are going to play a review game. In this review game they will be randomly put in groups,
and the goal is for their group to win. To win they must answer the question fast and correct. Then I will
allow time for any questions they may have.
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 X Test Preparation
Survey/Poll Discussion Starter Homework Collection Other
Additional explanation of purpose (optional):
Type of session: Teacher-Paced

X Student-Paced

Identification of students:
X 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 the teacher do? What materials are needed? How long will the SRS activity take?):
Students will play a racing type game. They will be automatically put into a group. The number of groups
depends on how many students are in the room. From there, the students will try and get the answer in the
fastest and correct in order to gain maximum points for their team.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
X Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Types of questions/prompts (Check all that apply):
X Multiple choice
Multiple Select X True/False Yes/No X Short open-ended response
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students: It is shown above in the document
viewer.
Right/Wrong Answers: Will there be right/wrong answers to these questions? X Yes
Mixed (Some will have correct answers, others will not.)

No

Immediate corrective feedback:

Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity? X Yes
No
Why or why not? Since this is intended to help students prepare for a test, if they get answers wrong, they
should then be able to see the correct answer.