Student Response and Assessment Tools

Lesson Idea Name: Balancing Chemical Reactions

Content Area: Chemistry
Grade Level(s): 9-12
Content Standard Addressed:
SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to
determine chemical composition in compounds and chemical reactions.
a. Use mathematics and computational thinking to balance chemical reactions (i.e., synthesis, decomposition,
single replacement, double replacement, and combustion) and construct an explanation for the outcome of a
simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and
knowledge of the patterns of chemical properties.
Technology Standard Addressed:
ISTE Teachers
2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop and
evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills and attitudes identified in the ISTE
Standards
. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own learning
and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working
strategies and abilities using digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching.
ISTE Students
1. Empowered Learner Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences. Students:
a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and
reflect on the learning process itself to improve learning outcomes.
b. build networks and customize their learning environments in ways that support the learning process.
c. use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.
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

Spring 2018_SJB
 Student Response and Assessment Tools
Universal Design for Learning (UDL): Representation as described in the UDL framework is provided by
providing multiple examples of the content (teacher led practice, individual practice, Socrative Game). There
is also an emphasis on building up prior knowledge. Multiple means of action and expression are addressed
by modeling skills in a variety of ways and providing corrective feedback for the. Multiple means of
engagement are present in this lesson by having varying group sizes.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Before the activity, there will be a warm-up to introduce balanced equations. Students will be given an
unbalanced equation and asked to describe why it is incorrect as written. After this, the teacher will go over
the answer and begin a short lecture on balancing chemical equations. The lecture will be accompanied by
the teacher taking notes on a document camera and having students fill out a graphic organizer as they go.
The teacher will then do a few class examples where she allows students to walk the class through balancing
chemical equations step-by-step. The SRT activity will be introduced after this as a game.
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 use their iPads to log in to Socrative and the teachers will set the pace for the activity. The
student will use whatever means they have (i.e. scratch paper, a neighbor, etc.) to answer questions
presented in the game.

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):

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?
Immediate feedback is important because the is for this lesson to be adaptive. The teacher should be able to
give immediate feedback and adjust instruction based on it.

Describe what will happen AFTER the SRT activity?

The activity will conclude with a debrief. Students will get to provide feedback on what they enjoyed and
what could have been improved.

Spring 2018_SJB
 Student Response and Assessment Tools
How will the data be used? The data that will be collected are the responses of the students and their
names/aliases. This is important because it allows the teacher to be able to differentiate instruction and put
students in groups based on concepts with which they struggle.

Describe your personal learning goal for this activity. The goal for this activity is for students to become
engaged in class content without fear of getting questions wrong. The privacy associated with this SRT allows
students to have the confidence to try and if they get something wrong, the teacher will know immediately.
When students are left to choose if they participate in class or not, their lack of confidence can put them
behind and without the teacher being aware that there is a problem, the student may never catch back up.
Reflective Practice: These activities can impact student learning by engaging all students in the lesson. This
engagement will get students more excited about learning. It also presents the opportunity to create an
adaptive learning experience in the moment and provide differentiated instruction down the road.

Spring 2018_SJB