Student Response and Assessment Tools

Lesson Idea Name: Energy in an Ecosystem

Content Area: Envi. Science
Grade Level(s): 9th
Content Standard Addressed:
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter
within an ecosystem.b. Develop and use a model based on the Laws of Thermodynamics to predict energy
transfers throughout an ecosystem (food chains, food webs, and trophic levels). (Clarification statement: The
first and second law of thermodynamics should be used to support the model.)
Technology Standard Addressed:

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.
This is a warm up activity to review what we talked about the past few days.

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: Students will be able to use their phones to
participate in the Kahoot we will do as a class. Between every question, we will discuss the right answer
and also talk about why students chose other answers as well.

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):
https://create.kahoot.it/share/ecology-unit-2-quiz-review/9f800d16-d206-42f4-bead-0dcf14d8b35e
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?
We have a class discussion after each question to see where the confusion was.
Describe what will happen AFTER the SRT activity?
We will often continue the class discussion over the questions that gave the students he most trouble. After
the class discussion, we usually do a review activity whether it is a lab or an assignment that covers what
we just assessed on kahoot.
How will the data be used? Data is used by me and my co teacher to identify where students are in the unit.
The immediate access to the data allows us to be able to change instruction or look at a different view point
for certain students that are still struggling. It also shows us which part of the content students are struggling
with the most so that we can review and or cover it again.

Describe your personal learning goal for this activity.

The learning target was reviewing before a formal assessment to understand where students were content
wise beforehand. This gives me information to whether they need extra scaffolding strategies to understand
the content or if they have a good grasp on the content we are teaching.

Reflective Practice:
This activity influences learning because of the amount of engagement it allows from the students. It is rare
that I have a student sit out or not want to be apart of the kahoot. It is also one of the best times we have
class discussions because of the competitive nature of the game, students are eager to know why they got the
incorrect answer.

SBooker, 2020
 Student Response and Assessment Tools

SBooker, 2020