Barkley1-Student Response Tools Lesson

Student Response and Assessment Tools
Lesson Idea Name: Classification Pre-Quiz

Content Area: Biology
Grade Level(s): 9-12
Content Standard Addressed:
SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems
within single-celled and multi-celled organisms.
a. Construct an argument supported by scientific information to explain patterns in structures and function
among clades of organisms, including the origin of eukaryotes by endosymbiosis. Clades should include:
archaea, bacteria and eukaryotes (fungi, plants, animals and protists)
Technology Standard Addressed:
Empowered Learner-1c-Students use 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):
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):

By asking these questions in Kahoot, I seek to find the misconceptions about classifications by design activities
so that outcomes are authentic, communicate to real audiences, and are purposeful (Engagement).
We can activate prior knowledge (e.g. using routines), using advanced organizers (e.g. KWL methods, concept
maps), and re-teaching critical models, concrete objects (Structure and Function).
We can use sentence starters, in Crosscutting Concepts, “When observing living organism in an unfamiliar
system: This organism engages in _____[behavior]__ to ____[function]______. How might
_______[structure]__help explain how they are able to perform __[behavior]___.”
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
I will show them the ‘Form and Function’, and ask them to put the pictures into different categories with
them deciding what is the Classification. Ask a CC- What about the structures of an organism allow them to
survive within the environment?
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
Spring 2018_SJB
Student Response and Assessment Tools
☐ Survey/Poll ☐ Discussion starter ☒ “Homework” collection ☐ Other (please explain):
Briefly describe what will happen DURING the SRT activity:

The students will answer the questions as best they can. The teacher will read the question and monitor the
class. The activity will last between 8-12 minutes.
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):
N/A
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?
Kahoot! requires that you provide the answers; at least, not with the free version.
Describe what will happen AFTER the SRT activity?
I will be doing a PowerPoint on classification.
How will the data be:
The data collected as a result of a Kahoot activity will be under the report options. It will tell you what the
average time spent was, the most difficult question, those that need help and those questions that need re-
teaching. A Kahoot can be used as a grade, or it can just tell you what needs practice. The Kahoot reveals the
students ranking to the students if you play it in class or it can be student-paced. I will discuss the anonymous
data to learn what’s needed to re-learn. Kahoot a great tool for formative assessment which will help me plan
instruction as students are learning, but it is less adaptable and is great for differentiated instruction because
it only provides information on assessments and if the teacher doesn’t read out the question, those students
with reading difficulty might have a problem.
Describe your personal learning goal for this activity.
I have not tried a Kahoot! before. I hope the Kahoot will be more engaging and thus hopefully, more
participation will result. I hope to learn what I need to prepare my students for with this quiz.
Reflective Practice:.
I feel this lesson will impact student learning by engaging them and showing me what I still need to teach. I
could further extend this lesson by adding more true or false questions, type answer questions, puzzle
questions, or poll questions. I would need to buy a membership in order to have access to all those things. In
addition, Kahoot also has videos with the pro version.
Spring 2018_SJB

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Student Response and Assessment Tools

Lesson Idea Name: Classification Pre-Quiz

Technology that student will use to respond to questions/prompts:

Universal Design for Learning (UDL):

Briefly describe what will happen DURING the SRT activity:

Type of questions/prompts used in this activity (check all that apply):

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