Name: Amanda Berlin

Grade Level: First Grade

Content Area: Life Science
Standards Addressed: S1L1. Students will investigate the characteristics and basic
needs of plants and animals. a. Identify the basic needs of a plant. 1. Air 2. Water 3.
Light 4. Nutrients
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other:
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) 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: Prior to this assessment, the students will be knowledgeable in the structure of
plants, how they receive nutrients, and what they need to survive.
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: Prior to this assessment, the students will
already be familiar with this standard. This activity will serve as an informal grade, showing the teacher
what the students are comprehending and what they are struggling with. The students will login to their
accounts on Socrative. The teacher will open this quiz to the students for them to take. The only materials
needed for this is a computer or a handheld student response tool (clicker).

This activity should not take students more than 15 minutes to complete. Once students are finished, they
will look back at which questions they answered incorrectly. As a class, we will go over the assessment and
answer the questions out loud. While doing this, students will have to explain why the answer they got is
correct. This will show you whether or not the students really understand this topic at hand.

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 the blank Longer open-ended response
Provide samples of questions/prompts to be given to students: True or False: What part of the plant
produces the seeds?

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: