Student Response and Assessment Tools

Lesson Idea Name: Role of Organisms

Content Area: Science

Grade Level(s): 4th Grade

Content Standard Addressed: S4L1. Obtain, evaluate, and communicate information about the roles of
organisms and the flow of energy within an ecosystem.a. Develop a model to describe the roles of producers,
consumers, and decomposers in a community

Technology Standard Addressed: 1. Empowered Learner c. Uses 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): kahoot.com

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 Digital Taxonomy Level(s):

✓ Remembering ✓Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ✓Creating

Levels of Technology Integration:

✓ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning newscast,
posting the project to the classroom blog, or publishing via an outside source.

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

Before the class plays Kahoot, I will go over the standard with the students to give them a better
understanding of what they will learn that day. Then, I will go over a short powerpoint slide and a video that
goes over the roles in the ecosystem. After teaching the class about the roles of organisms in the ecosystem,
students will get into groups and create a poster with drawings of a habitat and the life cycle around it. Once
students are done coloring and labeling their habitat’s cycles, they will present it as a whole group to the rest
of the class.
SBooker, 2020
 Student Response and Assessment Tools
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 Kahoot, students will either log into a computer and go on the Kahoot website or students will use
their phones if they have any with them and be instructed to answer the questions quietly and independently.
The teacher will then start the Kahoot and read aloud the questions with the answer choices for the class to
hear. She will come around and assist any students who are struggling to answer any of the questions.
Students can take their time to answer the questions since it is student-based. After each question, the
teacher will explain what the correct answer is for those who got it wrong.

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 group uses the sun’s energy to make food?
2. What is the source of all energy in an ecosystem?
3. Which of the following organisms is a decomposer?
4. Which best describes grasses, shrubs, and trees?
5. Which group lists only decomposers?
6. An environment that meets the needs of an organism is which if the following?
7. What is another name for an animal or plant’s home?
8. What are animals that only eat meat?
9. What are animals that only eat plants?
10. What is the interaction between living and non-living things called?

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 will go over each of the answers to the questions after each question so that students can understand what
the correct answer is as well as why it is the correct answer.

Describe what will happen AFTER the SRT activity?

After the activity, students will be able to see what they have missed and know what they need to review or
ask the teacher about before they move on. The teacher can also see which questions most of the class got
wrong and reteach those points.

SBooker, 2020
 Student Response and Assessment Tools
How will the data be used?

After the Kahoot activity is done, I will collect the data to see which areas I need to focus more on and reteach
as well as help any of the students that I found struggled with most of the questions. This will not be for a
grade, but to help myself and my students to see what we need to focus more on for the content.

Describe your personal learning goal for this activity.

My personal learning goal for this activity is to figure out which students need more help as well as which
areas I need to focus more on teaching. I will be able to see which students are doing fine on their own and
which students need more one-on-one attention and help.

Reflective Practice:

I believe that the activities that I created could impact student learning because students are getting a better
understanding of what they need to study more on and what questions they need to ask more of. If there are
any students who are too shy or embarrassed to ask questions, they will be able to get immediate feedback.
To extend this lesson, I could have students get into groups of four and choose an area to focus on in this
standard and then create their own review and put it into Kahoot, Plickers, Flippity, Flipgrid, or whatever SRT
they want to use.

SBooker, 2020