Student Response System (SRS) Activity

Name:Kemira Harrison
Grade Level: Kindergarten
Content Area: Science
Standards Addressed: SKL1. Students will sort living organisms and non-living
materials into groups by observable physical attributes. a. Recognize the
difference between living organisms and nonliving materials. b. Group animals
according to their observable features such as appearance, size, motion, where it
lives, etc. (Example: A green frog has four legs and hops. A rabbit also hops.) c.
Group plants according to their observable features such as appearance, size, etc.
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: type here
Technology that Students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as i-Respond)
Phone
Tablet (such as iPad)
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: type here
Describe the purpose of the SRS 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 purposes of differentiation and mastery for ALL students!)
Summative Assessment of Content Knowledge
Test Preparation
Survey/Poll
Discussion Starter
Homework Collection
Other
Additional explanation of purpose (optional): The quizlet set provided can
be used for extra practice, can be used as a summatve assesment quiz grade, or
can be administered as a class activity to see what the student know.
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 (For example:
What will students do? What will teacher do? What materials are needed? How
long will the SRS activity take?):
If students have already been introduced to the materials and conceot on living
vs. no living use the quizlet set as a time filler, or allow students to individually
get on the computer answer the set and then record there score to asses there
knowledge of the subject . Computers/ tablets are needed inorder to use the set
of quizlet cards. This activity takes no more then 5 min per student based on
there own pace.
Blooms Level of Critical Thinking Required (check all that apply). See
1

http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Types of Questions/Prompts (Check all that Apply):
Multiple-choice
Multiple Select
True/False
Yes/No
Short Open-ended
response or fill-in-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
How do you know this is living?Can you describe this ( thing) to me? Can you
write a sentence that tells about one of the living/ non living things.
Right/Wrong Answers: Will there be right/wrong answers to these questions? :
Yes
No
Mixed (Some will have correct answers, others will not.)
Immediate Corrective Feedback:
Will you pre-select correct answers to some or all of the questions and display the
correct response to the class after the SRS activity?
Yes
No
Why or why not? The quizlet set provided is a drill and practice type activity. The
students at this age are unable to so all the activities provided by the quizlet
website, the spelling, true/false activity will not be included, only the flash cards.
Use of Data: What data will be collected as a result of this activity. How will it be
used and by whom? (For example: Will information collected from this activity be
used to award a grade? Will the individual information collected be shared with
students and/or parents to help them monitor individual progress? Will you
discuss the aggregate, anonymous data with the whole class to help them learn?
Will you use data to differentiate instruction for students? If so, describe how. )
The information collected from the activity will asses if the students undertand
the difference between living and non living thingd and if they are able to
describe the features that makes the object living or non living. If the activity is
used as a summative assesment then the grade can be recorded as a quiz. The
students are two you to share the data with but i can use the data collect to redo
the lesson or make specific ideas more clear for the students.
Describe what will occur after the SRS activity: If I introduce the Quizlet
cards to the students as a post assesment the students will view a video on what
makes things living and non living. Students can then get in groups and draw
pictures of a living or no living thing, share with the class and tell why they picked
the iteam and what makes it different from the opsing.
Describe your personal learning goal for this activity. (For example: What
are you trying that you have not tried before? What do you hope to learn from
this activity? How do you hope it will help students learn? You must design
something that will help you learn something new! Honor System!) The learning
goal for this science unit is for students to comprehend the difference between
living an non living. Realize that non living this are made of materials and living
things are organisms.
Other comments about your SRS Activity (optional): type here