Student Response and Assessment Tools

Lesson Idea Name: Stars and Planets Quizlet

Content Area: Science
Grade Level(s): 4th Grade
Content Standard Addressed: Obtain, evaluate, and communicate information to compare and contrast the
physical attributes of stars and planets. a. Ask questions to compare and contrast technological advances that
have changed the amount and type of information on distant objects in the sky. b. Construct an argument on
why some stars (including the Earth’s sun) appear to be larger or brighter than others. (Clarification
statement: Differences are limited to distance and size, not age or stage of evolution.) c. Construct an
explanation of the differences between stars and planets. d. Evaluate strengths and limitations of models of
our solar system in describing relative size, order, appearance and composition of planets and the sun.
(Clarification statement: Composition of planets is limited to rocky vs. gaseous.)

Technology Standard Addressed: 3. Knowledge Constructor Students critically curate a variety of resources
using digital tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others. Students: a. plan and employ effective research strategies to locate
information and other resources for their intellectual or creative pursuits. b. evaluate the accuracy,
perspective, credibility and relevance of information, media, data or other resources. c. curate information
from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate
meaningful connections or conclusions. d. build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions

Selected Technology Tool:

☐ Socrative ☐ iRespond ☒ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://quizlet.com/413836407/stars-and-planets-flash-cards/

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):

 Teaching focuses on both what is taught and how
 Accommodations are for all students.
 Grades are used to reinforce goals and not to measure performance.
 The classroom has a flexible setup.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

Describe the purpose of the SRT activity (check all that apply):

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 Student Response and Assessment Tools
☐ 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: This activity is designed as a warm up activity
to test student’s prior knowledge. Students can choose to complete the matching game, do the writing
activity, or play the gravity activity independently. The instructor will then go over the flashcards with the
students. Then the students will take the quiz over the terms.
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):
Questions attached to the bottom
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? Students will take the quiz and we will go over the answers as a class

Describe what will happen AFTER the SRT activity?

After the activity we will have a Q&A.
How will the data be used? The data will be used to understand student’s present level of performance.
Many students IEP accommodations state that preaching vocabulary is required before instruction. This
activity will ensure that student accommodations are being met. This activity allows for scaffolding of
instruction.

Describe your personal learning goal for this activity

For this activity, I would like to know what students already know about the solar system. This would be an
introductory activity. Based on this activity, I will know where I need to build instruction later on in the unit. I
will know what students don’t know.

Reflective Practice: I think this activity will be great for students to learn about key vocabulary terms for the
unit. This will be a great introduction to the unit. By learning key vocabulary terms, students with reading
learning disabilities and students who are learning English are given a greater advantage of academic success.
By connecting the pictures to the terms, students are being shown visual models. There is also an audio
button, so students can hear the terms as they are reading them. This activity promotes scaffolding
instruction.

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 Student Response and Assessment Tools
1. A large body in space that orbits a star and does not produce light of its own

TYPE THE ANSWER

2. process that allows the sun to generate light

TYPE THE ANSWER

2 Matching questions
1.
inner planets

2.

outer planets

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A. the planets that are closest to the sun; Mercury, Venus, Earth, and Mars

B. The planets farthest from the sun; Jupiter, Saturn, Uranus, and Neptune.

2 Multiple choice questions

1. the region of the solar system between the orbits of Mars and Jupiter, where many asteroids are found

1. outer planets
2. asteroid belt
3. telescope
4. inner planets
2. A device built to observe distant objects in space by making them appear closer.

1. asteroid belt
2. outer planets
3. planet
4. telescope

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2 True/False questions

1. A ball of hot gas, primarily hydrogen and helium, that undergoes nuclear fusion. Fixed location.

→ planet

True False

2. sun, planets, and all the other objects that revolve around the sun

→ solar system
True

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