Student Response and Assessment Tools

Lesson Idea Name: Conclusions About Clouds

Grade Level(s)/Content Area: Fourth Grade - Science

Content Standard Addressed: S4E4 - Obtain, evaluate, and communicate information to predict weather
events and infer weather patterns using weather charts/maps and collected weather data, including asking
questions and using observations of cloud types (cirrus, stratus, and cumulus) and data of weather conditions to
predict weather events.

Technology Standard Addressed: ISTE Educator Standard 7B – Use technology to design and implement a
variety of formative and summative assessments that accommodate learners’ needs, provide timely feedback to
students, and inform instruction.

Overarching Question: How can we determine the type of weather based on the type of cloud?
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
1. https://create.kahoot.it/share/clouds-kahoot/0909df6b-f9cb-4f37-9d3a-f787cd6ab1a9

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 devices (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:

☒ Inf usion 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 occurPRIOR to the SRT activity and how you will
introduce the SRT activity:

Stall, 2021
 Student Response and Assessment Tools
Prior to the SRT activity, students will explore material related to different types of clouds and the weather that is
associated with each cloud. Students will then engage in a project (can be solo or group project based on
students’ desire) in which each group will choose a type of cloud and then create a project using any approved
productivity software in which they will research the type of cloud and the weather typically associated with it,
along with any relevant information and create a presentation over it. Students will present these projects to the
class, so every group is familiar with each type of cloud. The SRT activity will be introduced after the group
projects as a way to double-check for understanding of each cloud type, and students will be aware this is just
checking for understanding.
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, students will be instructed to pull out their own personal devices (iPod, iPhone, tablet,
etc.) or if a student does not have access to their own personal device, they will be instructed to use one of the
classroom computers. At this point, students will be instructed to visit the link provided to the Kahoot! and
enter the class code. Students will then participate in the Kahoot!, while the teacher makes note of questions that
are highly missed in order to provide additional instruction.
Type of questions/prompts used in this activity (checkall 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 yourquestions, please list them below (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two
you would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s):
1. How would you explain why you know cirrus clouds will produce that type of weather?
2. When looking at clouds in the sky, what characteristics do you look for that help you infer the type of
weather?

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? Immediate feedback will be presented so students are aware of their performance and where
they stand in terms of understanding of the material.
Describe what will happen AFTER the SRT activity? How will the data be used?
After the SRT activity, the teacher will use the feedback on questions that were commonly missed to then
facilitate a classroom discussion after the activity. For example, if several students missed the question about
cirrus clouds and the type of weather associated with them, after the activity the teacher will then lead a
classroom discussion and provide supplemental materials about cirrus clouds to help with students’
understanding of the topic.
Describe your personal learning goal for this activity.

Stall, 2021
 Student Response and Assessment Tools
As a teacher, my personal learning goal is to check where students stand with the material and if extra time is
needed on some of the topics. For students, the learning goal is for them to know where they stand with the
material and check their level of confidence with the subject.
Reflective Practice:
In order to further extend this activity, a membership to Kahoot! Premium would be very beneficial. The
premium subscription allows for open-ended questions as well as several other question templates that differ
from the standard multiple choice. This would allow for the students to engage with higher-order thinking and
critically think and provide the teacher with more in-depth feedback as to where students stand as with the
standard multiple-choice questions, students can accidentally select the wrong choice which then provides
inaccurate data.

Stall, 2021