Student Response and Assessment Tools

Lesson Idea Name: Learning the life cycle of a plant

Content Area: Science
Grade Level(s): 2nd
Content Standard Addressed: S2L1. Obtain, evaluate, and communicate information about the life cycles of
different living organisms. Plan and carry out an investigation of the life cycle of a plant by growing a plant
from a seed and by recording changes over a period of time.

Technology Standard Addressed: 3: Knowledge constructor

3d. Students 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):

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.
Students will be told that the lesson today will be all about plants and read a short article about the lives of
plants. Such as ( https://www.sciencelearn.org.nz/resources/82-flowering-plant-life-cycles ) Students will also
have planted a plant with their groups prior to the activity and had the chance to watch it grow for a few
weeks.
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):

SBooker, 2020
 Student Response and Assessment Tools

Briefly describe what will happen DURING the SRT activity:

First, the teacher will want to learn what the students already know about plants and what needs to be
discussed and revisited. Students will need a device to respond with ie. Phone, tablet, ipod, or computer. The
activity should last 10-20 minutes. Teacher will display login code and questions on projector. Students will
answer questions on their devices.

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?
I will do this so that the class can have a discussion about why the correct answer is correct and the other
answers are incorrect. This will help students clarify their knowledge and help other students correct
misunderstandings.
Describe what will happen AFTER the SRT activity?
Students will be given the opportunity to learn more about plants on their own by researching websites
already given by the instructor. Students will also be given the chance to create their own poster (online or on
paper) about plant life cycles to be displayed in the hall. This poster should include a summary of the
information found and what they learned/know about the plant lifecycle.
How will the data be used?
The teacher will be able to use this data to clear up any misconception’s students may have about the topic,
and to review the content before moving on or testing the students. The teacher should use this to know
where the students are with the topic and if there is anything left to be covered. The anonymous data should
be used to discuss as a class and misunderstandings.
Describe your personal learning goal for this activity.
The goal of this activity is to bring together previous activities to help students have a clearer understanding
of the content. I hope to find that all the students understand the content and have had fun learning about
the lifecycle of plants. I hope that this will help me see what students may need additional support in the
classroom and that the students are on track and understanding my teaching.
Reflective Practice: This lesson will help students fully understand the concept and give feedback about how
each student is understanding the content. To extend this lesson the class could have a professional gardener
or farmer come visit the class and talk about plant life cycles. We could also post the students works on the
classroom blog to have a further outreach. Some other tools that would help with this would be Word
processing, and blog or websites such as Weebly, EDUblog, or Wix. Brainpop or Youtube may also work as an
intro to this unit or a final closing video to wrap up the content.

SBooker, 2020
 Student Response and Assessment Tools

SBooker, 2020