Student Response and Assessment Tools

Lesson Idea Name: Landforms, Constructive Forces, and Destructive Forces

Content Area: Science
Grade Level(s): 5th
Content Standard Addressed:
S5E1: Obtain, evaluate, and communicate information to identify surface features on Earth caused by
constructive and/or destructive processes
a. Construct an argument supported by scientific evidence to identify surface features (examples could
include delta, sand dunes, mountains, volcanoes) as being caused by constructive and destructive
processes (examples could include deposition, weathering, erosion, and impact on organisms)
Technology Standard Addressed:
ISTE-S 3: Knowledge Conductor
Selected Technology Tool:
☒ Socrative ☐ iRespond ☒ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://quizlet.com/_50tn75
https://b.socrative.com/teacher/#import-quiz/35078423
http://sciencenetlinks.com/interactives/forces.html
https://www.brainpop.com/science/forcesofnature/
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):

This lesson could address the Universal Design for Learning principles to extend and support the
learning experiences for all student by allowing the students to have a handheld dictionary and sticky notes.
Both of these UDL technologies can be used with students that struggle that struggle remembering or have a
cognitive disability by being able to a sticky note that states their topic and the different resources and
activities they can use to remember and comprehend the materials. Moreover, the students can use the
handheld dictionary to remember the key vocabulary needed in this module and for the activity, so they can
accomplish this task without the for re-tracing steps already taken.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The instructional activities that have occurred prior to the SRT activity are the students learning about
10 landforms that can be found all around the world. Specifically, the students completed an 11-page flipbook
that showcased a picture of the landform and a description of what the landform is and looks like by watching
a video about landforms (link found in URL support section). Thus, to introduce the SRT activity by playing a
game of “What am I?” with the students about the landforms they have learned about, then I will have the
students perform a hand-on activity with two mini milky way bars. The milky way activity will call for students
to demonstrate 3 different types of faults by sliding, moving, and slipping the milky ways against one another.

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*The students can eat the candy bars after activity, plus if anyone has an allergy, you can also use tw different
colors of modeling clay*
Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☒ Anticipatory set (Create interest in a topic) [Quizlet] ☐ 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 (Socrative) ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

During the SRT activity, the students will learn and play games to familiarize themselves with the
vocabulary on constructive and destructive processes by performing task such as the matching feature and
space game feature, or the learning feature provided on Quizlet. The teacher will go over each constructive
and destructive process with pictures and a demonstration of each with the students after the introduction
(milky way bars). The materials needed to perform this task is computers for each child, or handheld device,
and the Quizlet screen projected for all the students to follow along. Hence, this SRT activity should last about
25 minutes because you will teach the material to the students for about 15 minutes, then allow the students
to work individually with the games for about 10 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):
Socrative – TOTD:
1. What are 3 things you learned about constructive and destructive forces?
2. What are 2 interesting facts that you learned while researching your constructive and destructive
force?
3. How well did you understand today's material?
4. I am ready to present my model by tomorrow....
5. My teacher presented the material in a comprehensible way....
6. I am ready to move on to the next topic...
7. Do you have any more questions or more detailed explanation about constructive and destructive
forces? If so, write them in the space provided.
8. Comments/Feedback about how Ms. Kayla taught the material:
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?
This Student Response Tool will be used to identify the student comprehension and provide feedback
to the teacher about how they may improve their teaching strategies and delivery of the content. If the
students were to get corrective feedback, it would be about their grammar, sentence structure, and/or use of
complete sentences while answering the questions.
Describe what will happen AFTER the SRT activity?

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After, the students are done familiarizing their selves with the vocabulary the students will get on
ScienceNetLinks to watch simulations of constructive and destructive forces. Then, the students will choose
and research one constructive or destructive force they want to create and model with help from BrainPop
and/or NetTrekker. Next, the students will start to construct a blueprint of their constructive or
deconstructive force with a one paragraph on how their constructive force will impact organisms and people.
Finally, the students will go home and create their model based on their blueprint (will be turned in after 2
days).
How will the data be used?
The type of data that will be collected, will be used to provide feedback to the teacher about the
student’s comprehension of the concepts and if the material was taught well, so the student could
comprehend the material. Thus, notifying the teacher if they need to adjust their teaching strategy to deliver
their lesson in a more comprehensible way. For example, if a student were to struggle with the vocabulary in
Quizlet, then you could provide them with step-by-step diagrams of the process they are struggling with. In
addition, this survey could be utilized by the students to self-reflect about their learning experience and
critically think about what concept and main points they learned through this lesson. Hence, the students are
becoming more aware of their learning and the implications it will have on the next topic.
Describe your personal learning goal for this activity.
My personal learning goal for this activity is to accurately access and utilize this TOTD without many
“technical difficulties” (meaning my own mistakes due to inexperience). Moreover, using Quizlet as an
instructional tool will be a new because I have never used it to teach materials. In fact, most of the time I use
this tool as a way to review concepts or material. I hope to learn how to implement this activity in the
classroom successfully by providing, presenting, and teaching through both SRT activities. Furthermore, I
hope that it will help my students learn by compelling the students to take an active role in thinking critically
about what they have learned. In addition, I believe it will give the students the ability to talk to their teacher
about their concerns and issues with the way the material is presented and address any confusion they may
not have noticed or been attentive to before.
Reflective Practice:
I feel that the activities that I created could impact student learning because this lesson uses multiple
technological tools, which the teacher uses with the students and the students use individually to create a
visual presentation. This is not an introductory unit for study because the introductory unit was landforms;
however, I could extend the lesson by having the students write about how the last constructive or
destructive force effected people and organisms (hurricanes, rockslide, or other event). The other
technological tools are sciencenetlinks, BrainPop, and NetTrekker which will be utilized by the students doing
research.

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