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Student Response and Assessment Tools

Lesson Idea Name: Why We Have Seasons


Content Area: Science
Grade Level(s): 4th
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.

Technology Standard Addressed: Knowledge Constructor: Students curate information from digital resources
using a variety of tools and methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.

Selected Technology Tool:


☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

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

Universal Design for Learning (UDL): UDL will be applied by allowing small groups of students to choose
which device they prefer. Some students may also sit or stand, have 3 to a group or 5 to a group, this is a
choice activity and students are able to any resources they see fit.

The instructional activity before the SRT activity includes a Brainpop video on why we have seasons, and a
demonstration of the Earths tilt, rotation, and the proximity of the sun using a ball and a flashlight.
The SRT activity will be introcuded by breaking the students up into small groups and giving them criteria
for creating their Kahoot exam for their classmates. All students must have at least 5 questions, all of the
questions must be related to science, and all questions and answers must be as challenging as they can
make them for their peers.

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: The students will create their own Kahoot
test on the content standard to give to their peers. The students will have 20 minutes to make their Kahoot
and the rest of the Science hour will be dedicated to playing the Kahoot games that the students just
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Student Response and Assessment Tools
created. The teacher will facilitate during the creating period and act as host during the assessment period.
Individual devices are needed (some may share with two students per device) for this activity.

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 (8-10):

Students will be creating their own questions for this lesson. An example might be something like:

During Summer in North America, we are


a. tilted away from the Sun
b. tilted toward the Sun
c. neither tilted near or far from the Sun (in between)
d. not in the Sun’s orbit at all

Right/Wrong answers: Will there be right/wrong answers to these questions?


☐ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
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?
As we go through the Kahoot we will review answers and note on good questions or answer choices. This
provides a good review of content area while the students have fun.
Describe what will happen AFTER the SRT activity?
After the SRT activity the teacher will combine all of the questions into one Kahoot to post on the
classroom blog so students can show their parents what they made while practicing at home.

How will the data be used?


The data from this activity will be used to identify common misconceptions throughout the class for re-
teaching. The teacher will be able to use this information and students will be aware of the information as
well while playing the games. Data will be used to show parents what we are doing in class via the Kahoot
that is posted on the blog, this will also allow parents to feel involved in their students learning. Data will
be used to differentiate students by recognizing if a group of students seem to be struggling in one
particular area. If so, this will later form a small group for re-teaching.

Describe your personal learning goal for this activity.


My personal goal for this activity is letting the students make their own Kahoot and show their creativity
and “teacher skills”. I hope to learn that the class I try this with is successful and I am interested to see how
my time management for this lesson would play out. I hope it helps the students learn when they are
acting like teachers and creating assessments for their peers. I believe students learn well when they are
teaching the material to others because they have to be the “expert” in the area and they have to know all
of the information backwards and forwards.
Reflective Practice: I think these activities could impact student learning because they would truly be
invested in their own individual learning and they would be invested in their peers learning. This lesson
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Student Response and Assessment Tools
could be extended by making models of the solar system including all of the planets. Students would have
to take into account size, distance, color, and shape. The students could accomplish this using Smart
Notebook and designing their own page using pictures.

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