Student Response and Assessment Tools

Lesson Idea Name: Living vs. Non-Living

Content Area: Science
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.

Technology Standard Addressed: 1. Empowered Learner

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-vs-non-living/e1f4277e-d223-4888-a132-ba34c6a6a788

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 Kahoot helps to support all the students within a given classroom. Students are provided with pictures as
answer choices to help activate prior knowledge and support EL students or students who may have gaps in
their academic or content knowledge. The teacher will read the questions out loud for students who struggle
with reading (since this is a Kindergarten lesson). Students will also record their answers through the iPad,
this will support students who have delays in their fine motor skills and may not be able to write letters
properly. The teacher will review the correct answers with the students for anyone who may have had
misconceptions or did not understand how the question was worded.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the SRT activity, the students would have learned about the difference between living and non-living
things. They will have prior knowledge on how to tell the two apart. I will introduce the SRT activity in the
beginning of our class’s designated science time.
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 activity, the students will each
need an iPad to record their answers for the Kahoot. The teacher will need the Kahoot link pulled up on the
Smart Board for the whole class to see. The teacher will facilitate the students by reading the questions and
answers. He/she will also click the screen for the next question. The students will pay attention to the

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questions and answers and then proceed to record their answers on their iPad by choosing which answer
they think is the best. This activity would be estimated to last about 5-10 minutes within the school day.
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. Which of the following is NOT a living organism? (multiple choice)
2. A Tree is a living organism. (true or false)
3. A fish is a non-living organism. (true or false)
4. Which of the following is a living organism? (multiple choice)
5. Is a plant considered a living organism when it is in the ground? (multiple choice)
6. The sun is a living thing. (true or false)
7. Your favorite teddy bear is a living organism. (true or false)
8. Your family pet is a living thing. (true or false)
9. Which of the following do organisms need to stay alive? (multiple choice)
10. We are living things! (true or false)
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?
I chose to pre-select the answers and have them displayed to my class at the end of the SRT activity because
this will give me a chance to review the correct answers with the students in case there were some questions
that a majority of the students got incorrect. The purpose of this activity would be to review content we
previously learned during the week, so displaying the correct answers will help students grasp the content
even more.
Describe what will happen AFTER the SRT activity?
After the SRT activity, the teacher and the students will go back through the questions and discuss the correct
answers and any misconceptions that the students had during the Kahoot. Students will then get in groups to
make a T-chart describing living and non-living things.
How will the data be used?
The data that is collected will not be for a grade but will be used for a learning experience for all the students.
The individual student and teacher will better understand where they are in terms of understanding the
content and where they need to go from here. The teacher will also use this information to pair students into
scaffolding groups based on their results from the Kahoot. These groups will support each other in their
learning through Vygotsky’s scaffolding method when working on their living vs. non-living things T-chart.
Describe your personal learning goal for this activity.
I have previously made a Kahoot, but I have never taken the results from it to provide feedback to students.
My learning goal from this activity is to effectively learn how to use the data and support my students by
providing them with helpful feedback. I hope this will help students better understand where they are
regarding the content in this Kahoot.
Reflective Practice: After designing this lesson, I feel that the interactive and exciting environment that
Kahoot brings will affect my students in a very positive way. This will help engage my students and set a sense
of accomplishment within them. Since the feedback will be used to put them into groups, the students will

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benefit from scaffolding with their peers and ultimately learn more about the content area when creating
their T-chart. I could further extend this lesson by having them participate in the Kahoot again after they
create the T-chart with their groups, to see if they have improved based on their work with their peers.

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