Student Response System (SRS) Activity

Name: Chashaun Matthews

Grade Level: 9-12
Content Area: Cell structure
Standards Addressed:
SB1. Students will analyze the nature of the relationships between structures and
functions
in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells,
including
the cell membrane, in maintaining homeostasis and cell reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates,
proteins,
lipids, nucleic acids).
d. Explain the impact of water on life processes (i.e., osmosis, diffusion).
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: Plickers
Technology that Students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as i-Respond)
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: Student will be
responsible for information given in flipped class room
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 here
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 (For example:
What will students do? What will teacher do? What materials are needed? How
long will the SRS activity take?):
Teacher circulates around the room to assist and evaluate students during the
lesson, informal assessment. The students research questions about cellular
organelles, and cell organization. For challenged learners: Students can complete
1

the assignments in groups. This will help students that have special needs
participate and complete the assigned task. This will take some anxiety away
from student that fear speaking in front of others. Students with motor control
problems may be provided with a cell that is already drawn and labeled. These
students would only have to color in the cell. For advanced learners: Those who
finish the project quickly can be asked to create more comparisons. Student will
respond to questions using the plickers card when asked.
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-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
The arrangement of microtubules in eukaryotic flagella is referred to as
A)
undulating
B)
basal
C)
9+2
D)
ciliary
Which of the following is not a characteristic of prokaryotes?
A)
DNA
B)
cell membrane
C)
cell wall
D)
endoplasmic reticulum
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:
Will you pre-select correct answers to some or all of the questions and display the
correct response to the class after the SRS activity?
Yes
No
Why or why not? I want students to address their misconceptions, to better
understand the human body
Use of Data: What data will be collected as a result of this activity. How will it be
used and by whom? (For example: Will information collected from this activity be
used to award a grade? Will the individual information collected be shared with
students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn?
Will you use data to differentiate instruction for students? If so, describe how. ) I
will discuss the cellular information with the whole class to help them learn. I will
also be able to use data to see what misconceptions my students are still having
trouble with. This will let me know which topics to cover more thoroughly. On an
individual level this data can be used as a pre-assessment for the students to
gage whether they know the material before the test

Describe what will occur after the SRS activity: After the activity, students
will participate in hands on activities to help them better understand the material.
Then, we will have another similar activity using SRT to determine which
misconceptions students have
Describe your personal learning goal for this activity. (For example: What
are you trying that you have not tried before? What do you hope to learn from
this activity? How do you hope it will help students learn? You must design
something that will help you learn something new! Honor System!)
Goal: The goals of this Biology lesson are for the students to understand the
animal cell, acquire vocabulary, and critical thinking skills to complete an
assigned task.
Other comments about your SRS Activity (optional): type here