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Student Response and Assessment Tools

Lesson Idea Name: Living and Nonliving Things Kahoot

Content Area: ELA
Grade Level(s): Kindergarten
Content Standard Addressed:
SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-
living objects are grouped. a. Construct an explanation based on observations to recognize the differences
between organisms and nonliving objects.

Technology Standard Addressed:

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://create.kahoot.it/share/living-and-nonliving-

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):

This type of lesson allows students to use a software, called Kahoot, to play a game that helps them learn
more about the differences between living and nonliving things. Students are able to use references and
pictures provided on each slide by the teacher to help them answer the question as well. The teacher has the
ability to select how many answers and what the answers are on each slide to make it easier or harder for
students. Students are able to read the screen that has the questions and answers on them. The students
then are able to select the correct answer off of their device. The answers have a different colored card with a
shape on them that are also shown on their devices, and that is how they select the correct answer. Kahoot
allows the students to learn more about content in a more fun and interactive way with their classmates.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Before the SRT activity, I will introduce the topic of living and nonliving things. I will ask the student if they
know what the difference is between living and nonliving things. I will have different pictures pulled up on the
screen for both living and nonliving things. For living things, I will explain that a living thing needs air, water,
food, and shelter to live. Living things also have to move and be able to reproduce. I will show different
examples of living things such as different animals so the students get a better understanding of what I mean.
I will then explain that a nonliving thing does not need air, water, food, and shelter to live. Nonliving things do
not reproduce or need to move. I will then show them pictures such as a chair and baseball hat so they

Spring 2018_SJB
Student Response and Assessment Tools
understand what a nonliving thing is. I will then pull up different pictures and call on students to say rather it
is a living or nonliving thing. After that, I will explain to the students that we are going to do a Kahoot to see
how much they understood from this lesson, and see what we need to review.
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:

During the SRT, my students will be playing the Kahoot came on a phone, tablet, or computer. A type of
device is the only material that they will need for this activity. They will be answering the questions the best
they can based on the information that they just learned. I will be reading the questions and answers out loud
since they are in Kindergarten and are still learning how to read. I will go through the Kahoot with them, then
at the end I will go over the correct answers. Each question will be 30 seconds to give me enough time to read
the answers and allow the students enough time to select an answer.
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):

1. What is the LIVING object in this picture?

Answer: Bird
2. What is a NONLIVING object in this picture?
Answer: Chair
3. What is the LIVING object in this picture?
Answer: Pig
4. What is one way that you can tell if an object is living or nonliving?
Answer: it moves
5. Do all LIVING things grow and get bigger?
Answer: yes
6. LIVING things need to DRINK this in order to live...
Answer: water
7. LIVING things need to EAT this in order to live...
Answer: food
8. Do NONLIVING things need air?
Answer: no
9. In this video clip, LIVING things can...
Answer: reproduce (make babies)

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

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Student Response and Assessment Tools
Why or why not?

Describe what will happen AFTER the SRT activity?

After the SRT, I will review the correct answers with my students on the board. I will have them raise their
hands and ask questions about ones that they got wrong. I will then review those questions and show
different pictures and give different examples so my students understand the correct answer.
How will the data be used?
The data that will be collected is what answers the students got correct and incorrect. I will display the
answers of the questions on the boards for the students to see which ones were right and not right. When
they are choosing a name to play the game, I would instruct them to choose something other than their
name. This allows me to be able to post which questions the students understood and which ones they
needed more work on without them getting embarrassed by seeing their name on the screen. The students
are then allowed to ask questions to help them understand the ones they got wrong based on the data
displayed to the class.
Describe your personal learning goal for this activity.
I am trying an online game for the first time with my students. I have done different lessons and games with
them, but never on a software online. I hope to learn how to incorporate more online games, and to see how
beneficial it is for different students in my class. Every student learns in a different way, so I want to see if
using Kahoot as an activity is something that my students enjoy and learn from or not. I hope my students will
find Kahoot entertaining and engaging. I hope that this activity will help them understand the difference
between living and nonliving things by the different questions throughout the game.
Reflective Practice:
After creating this lesson, I feel like my students will benefit from an interactive game. The students are able
to compete with their classmates on the different questions given to them. They are able to look at the
questions, use pictures and videos to help them answer the questions, work on teams if allowed, and be able
to choose nicknames so at the end of the game they can see what the right and wrong answers are without
the class knowing. To further extend this lesson, I would have my students into groups of four. I would hand
them cards, and ask them to categorize the cards based on which are living and nonliving things. This allows
my students to use the lesson and the Kahoot to be able to do this activity that is more hands on. Another
technology tool that I could also use to further extend this lesson is Brain Pop. I could have my students watch
the videos, take the quizzes, and play the games and activities. This would also help them grasp the concept

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