STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Ms. Rousseau

Grade Level: Fifth Grade
Content Area: Science
Standards Addressed: S5L2. Students will recognize that offspring can resemble parents in inherited
traits and learned behaviors.
a. Compare and contrast the characteristics of learned behaviors and of inherited traits.
b. Discuss what a gene is and the role genes play in the transfer of traits.
Teacher note: Be sensitive to this topic since biological parents may be unavailable.
Student Response Technology Used:
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other:
Technology that students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Phone

Other wireless device (such as iPod Touch)

Describe the instructional activities that will occur prior to the SRS activity and how you will introduce
the SRS activity: Prior to completing the iRespond assessment, fifth grade students will have directinstruction and complete a learning activity on-line, called How to Build a Monster where they code for
genetic traits and learned behaviors. (This activity can be found at: https://askabiologist.asu.edu/buildmonster ) Once all of the coding is finished, the students will have an original end product that reveals what
their monster looked like with the specific genetic coding and learned characteristics. We will review the
material covered in the lesson and activity by using Quizlet cards to review. Then the students with be
introduced to the SRS activity and will use the hand-held devices to submit their answers. A discussion and
review will take place after correct answers have been revealed.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

Other

Additional explanation of purpose (optional):

Type of session:

Teacher-Paced

Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity:
The students will complete an 8 question assessment and after each answer is submitted, we will discuss the
correct answer so that I can ensure prior knowledge is activated, assess content knowledge and start a
discussion to clear up common misconceptions about the material. This activity will take about 30-35 minutes
to complete.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering

Understanding

Applying

Analyzing

Evaluating

Creating
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STUDENT RESPONSE AND ASSESSMENT TOOLS

Types of questions/prompts (Check all that apply):
Multiple choice
or fill in the blank

Multiple Select

True/False

Yes/No

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students:

Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)

Yes

No

Immediate corrective feedback:

Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity?
Yes
No
Why or why not? The type of questions that are asked in the assessment, it is important for students to
immediately see the correct answer to make sure it is not confusing. Genetics is interesting because they can
make real-world connections, but it also can be confusing, as this is the first time it goes into more depth with
the performance standards.
Use of data:
The data that will be collected will be utilized by the teacher to gauge the level of comprehension
demonstrated by the students. This assessment will be more of a review and to reinforce concepts in the
lesson. This would be a good test review, but best to have another 10-12 questions when implemented. This
assessment would not be shared with parents unless there was a plan in place for a particle student(s) that may
have shown previous learning gaps. This data could be used to differentiate instruction. One way would be to
use cooperative learning strategy and pair students together for further support. The pairs would include a
student that has a high level of understanding with a student who needs more support.
Describe what will occur after the SRS activity: After the SRS assessment and discussion. We will take a
break and then I will pair the students together based on learning levels to do a fun activity with identifying
dominant and recessive traits of students. For example, we would poll (by a show of hands) who can roll their
tongue, who has brown eyes, blue eyes, or green eyes, and who has a hitchhikers thumb to name a few of the
dominant and recessive traits found in the population.
Describe your personal learning goal for this activity.
The learning goal for the students in this activity is to gain better understanding of genetics in general, key
vocabulary terms, and inherited traits versus learned behaviors. I hope this lesson will help students learn by
reiteration of terms, seeing and hearing concepts multiple times, and using assessment data to support social
learning and potential for some students to learn in the zone of proximal development by pairing the
students with a more advanced student to increase the chance of reaching higher learning potential because the
learner with possible gaps would be stretched/challenged by working with a learner that is more progressed.
And therefore my personal learning goal through this activity is to explore and evaluate the use of a studentled scaffolding approach when the students are in pairs. If I determine it to be successful, this strategy would
be used again.
Other comments about your SRS activity (optional):
The design of my lesson plan and activity is an original lesson that I conducted in a group for a micro-teaching
assignment. Technology was incorporated by using the SRS assessment tool, iRespond, and it is clear that it
enhances the potential for learning because of the immediate feedback and ability to tailor the discussion to
meet the needs of learners.