Student Response and Assessment Tools

Lesson Idea Name: Seasons

Content Area: Science
Grade Level(s): Pre- K
Content Standard Addressed:
CD-SC2.4d-Uses appropriate vocabulary to discuss climate and changes in the weather
CD-CP1.4b-Explains why simple events occur using reasoning skills.

Technology Standard Addressed: 1- Empowered Learner- Students leverage technology to take an active role
in choosing and demonstrate competency in their learning goals, informed by the learning sciences. Students
will 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):
https://create.kahoot.it/share/season/e5d5fcca-09aa-45ba-9865-9e2b5bb0034a

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): For students with hearing impairments, I would utilize the internet for
videos about seasons with closed caption along with headphones available and ipads for use. I would also like
the use sign language to represent the different seasons. Students with visual impairments and physical
impairments will use their sense of touch and smell. A feely boxes will as a means of touching different
seasons as well as smelling items representing seasons. All students will be able to utilize ipad for further
knowledge.

Engagement: To introduce the lesson, the students partner up and play a season memory game. These cards
will have a picture of represents corresponding season as well as the name. I will also decorate the classroom
based on the four seasons. The classroom will be taped into fourths to represent spring, summer, fall, and
winter. Signs will be posted when entering a different season.
Representation: I will read and display books about seasons and use videos about past seasons. Our class will
go outside and explore our current season (spring). We will sing songs about seasons and discuss why seasons
occur. We will also discuss animals seen during each season.
Action and Expression: The children will draw or paint a picture to represent their favorite season. The class
will reenact how the sun plays an important role in our seasonal changes. The students will direct the sun (a
student with a sun and earth costume) when I call out a season. The students will also find items that
represent each season with in the classroom or using the internet.

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 Student Response and Assessment Tools
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. Prior to starting the SRT activity, the children will present their items that represent each
season. Afterwards, I will give an ipad to each student. I will use Kahoots to test their knowledge about
seasons with a few questions

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: The students will use the ipads to answer
question based on pictures and statements asked. I will be going about the classroom to make sure the
questions are understood. The question should take about 5 to 8 minutes to give students time to think about
what is being asked. I don’t want the children to feel rushed and this will be conducted as a fun way to test
their knowledge.

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):
What season comes after spring?
What is this season?
This animal usually stores their nuts during this season?
What month is NOT a winter month?
People usually go on vacation during this season?
Why do seasons occur?
What season is it when the earth tilt towards the sun?
What season is it when the earth tilt away from the sun?

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? After the SRT activity, I will analyze the data each student and discuss their results
individually. I don’t want any child to feel bad about getting an answer wrong while their friend or classmate
were right.

Describe what will happen AFTER the SRT activity? After the SRT activity, we will taste different items
related to the season, what it needs to grow and discuss why it grows during this season? While the students
are engaged in this activity with my co-teacher. I will look at the data and see which questions the students
had the most answers wrong. After the tasting activity, I will go over the answers to the questions people
missed the most.
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 Student Response and Assessment Tools

How will the data be used? The data will be used to determine the knowledge of each student based on the
subject matter (i.e. seasons). These results are strictly for testing their knowledge. For answers that are
incorrect, I would like to go over the question with the whole class to help them learn. Based on the data, I
will differentiate the student’s learning. I will keep in mine and use different learning styles to help my
students to learn the subject.

Describe your personal learning goal for this activity. My goal is to test the student’s knowledge in a fun and
anonymous way. I would hope to learn my student’s learning styles based on the types of questions asked. I
believe this will help me as a teacher to when I introduce or means of representation.

Reflective Practice: I believe the activities I created represented most learning styles of my classroom. I
wanted to make sure to include everyone. This would be an introductory activity for seasons. We can further
extend the lesson by looking at the cultural aspects of the seasons. Where do people go? What do they do?

Spring 2018_SJB