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Student Response and Assessment Tools

Lesson Idea Name: Examining the effects of pollution on air quality and the environment
Content Area: Science
Grade Level(s): 3rd
Content Standard Addressed: S3L2. Obtain, evaluate, and communicate information about the effects of
pollution (air, land, and water) and humans on the environment.

Technology Standard Addressed: LoTi 2: Exploration

Selected Technology Tool:


☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://play.kahoot.it/#/k/6873cade-dcce-4564-96a0-
c5bc59f02021

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): Students will not be required to have a phone for this activity, they can
use their tablet, iPod, or class computer. Students that do not have either of these devices accessible to them
can work with a partner of their choosing who does have a device.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Before the SRT activity, we will discuss the effects of pollution on the environment by looking at before and
after pictures of the coral reef, glacial shifts in the ocean, and recent mudslides and drastic weather changes,
as a result of greenhouse gasses causing global warming. The students will choose one negative effect of
pollution and conduct research on how pollution negatively affected the chosen environment, people group,
animal population etc. This way, students will have some background on pollution and how bad it is for the
environment, so they feel more comfortable answering the questions during the SRT activity.

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):

Briefly describe what will happen DURING the SRT activity: During the activity, students will read the
questions and respond using their pseudonym, choosing the answer they think it best. We will follow up with

Spring 2018_SJB
Student Response and Assessment Tools
some discussion and evidence from the projects the students conducted before the activity, so that
everything is tied into the class.

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):
1. Which is an example of Air pollution?

2. What are some ways we can combat air pollution?

3. What is a negative effect of pollution?

4. Choose the answer that best reflects how we can help the environment

5. What is the most economically efficient car choice?


6. Is there a better way to combat pollution? Make a choice and respond verbally

7. When did we start enacting pollution laws and reformation policies?

8. How will you help fight air pollution?

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?
Because this is not for a grade, I will go back through and show the students the correct answer once the
activity is finished. This is merely for a review and further investigation into the topic of pollution.
Describe what will happen AFTER the SRT activity?
After the SRT activity, students will come back together as a class, and we will talk about what we learned
during the activity. Students will share what they found surprising or not surprising, as well as their own ideas
for how they plan on helping combat pollution. Then, I will give the students a ticket-out-the-door that asks
them to write down 2 things they learned about the activity and 1 thing they liked or disliked about the class
activity that day.
How will the data be used? The data will be used to see where we need to fill in students’ gaps in
knowledge, so that they can prepare for their test and the project they will be given the following week. The
project will require students to volunteer in the community with an organization that has active efforts in
place to help better the environment and fight pollution.

Describe your personal learning goal for this activity. This activity has many components, from the style of
the activity to the ticket out the door at the end of the activity. Both of these assessments are formative and
will help me assess what style of learners I have in my classroom, who is interested in the topic, and who is
more shy in the classroom. The goal is to have students expand their knowledge on pollution and relate it to
their own lives by deciding how they can do their part and help the environment.
Spring 2018_SJB
Student Response and Assessment Tools

Reflective Practice: I feel the activity will go well and that students will enjoy how different the activity is than
just filling in a worksheet. Students will appreciate the variety of content distribution.

Spring 2018_SJB

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