Student Response and Assessment Tools

Lesson Idea Name: Exploring Westward with Lewis and Clark

Content Area: Social Studies
Grade Level(s): 1st
Content Standard Addressed: SS1H1 Read about and describe the life of historical figures in American
history. a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),
Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea
(exploration), Theodore Roosevelt (National Parks and the environment), George Washington Carver
(science), and Ruby Bridges (civil rights).

Technology Standard Addressed: 3- Knowledge Constructor

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
BrainPop Jr. video on Lewis and Clark Expedition
https://jr.brainpop.com/socialstudies/americanhistory/lewisandclarkexpedition/

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)
Students will use Plickers cards to respond, teacher will scan classroom with iPad.
Type of session:
☒ Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL):

• Information is presented in a variety of formats.
• The video tutorial and Student Response formative assessment promotes overall engagement.
• The use of the Plickers cards allows students with communication difficulties to respond.
• Video tutorial can be watched on a large monitor and listened to for those with vision impairments.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The SRT activity will be a formative assessment at the conclusion of the unit on the expeditions of
Meriwether Lewis and William Clark with Sacagawea. This formative assessment will be used to review for the
summative assessment (unit test) and it will allow the teacher to address any possible misconceptions and
revisit any material that the students are still unclear on. The unit on Lewis and Clark will begin introduced
with a BrainPop Jr. video, https://jr.brainpop.com/socialstudies/americanhistory/lewisandclarkexpedition/ . I
would then have the students create a map/timeline. This would consist of a map of the United States with
the Louisiana Purchase territory highlighted. The students would then recreate the path Lewis and Clark took
to the Pacific Ocean and list important information. For example, the students would begin at St. Louis and as
they followed the path, they might want to list that Lewis and Clark gifted native American leaders with peace
medals. These maps would be uploaded to the classroom blog to share with others and also could be used as
study materials.
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 Student Response and Assessment Tools
I would introduce the SRT activity by reviewing the Plickers cards with the students and how they would
need to hold the card to respond to the questions. I would then replay the BrainPop video that was used at
the beginning of the unit before beginning the SRT activity. The Plickers activity would then begin as a
formative assessment.
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:

Materials:
Laminated Plickers Cards (1 card assigned to each student)
iPad
The Plickers SRT activity would be conducted as a formative assessment. There are 10 questions and after
each question the students will be allowed to hold up their Plickers card and the teacher will scan the class
using an iPad that is running the Plickers application. The teacher will make sure all students have recorded
an answer before moving onto the next question. The questions will be displayed on the board at the front of
the classroom but the teacher will also read each question aloud (to support different levels of reading
ability). The activity will last approximately 15 mins (this includes time to review the BrainPop Jr. video).

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):

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?
I want the students to know what answers they got wrong because this formative assessment will be a review
of the material in preparation for the unit test. The answers to this formative assessment can be used as a
study guide.
Describe what will happen AFTER the SRT activity?
After the SRT activity, the students will have the correct answers provided. The teacher will also review any
questions that demonstrated a pattern of misconception.

How will the data be used?

The information collected from individual students during this SRT activity will be used as a formative
assessment of student understanding prior to the summative assessment (unit test). The information will be
recorded as a quiz grade. The information will be evaluated by the teacher at the conclusion of the SRT and

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 Student Response and Assessment Tools
patterns of possible misconception will be addressed. The teacher will use the information gathered during
the SRT activity to reteach or revisit concepts as needed and also to identify individual students who may
need additional one on one instruction or additional study materials.

Describe your personal learning goal for this activity.

I have not used a SRT activity as a form of assessment in the past. I hope by introducing the Plickers SRT the
students will become more familiar with it and it could become an assessment tool that is used regularly. I
want to begin by using it as a formative assessment, until I can evaluate how well the students can utilize the
tool. I hope it will provide me with information I can use to review concepts and guide instruction based on
the students’ needs. It will allow me to give immediate feedback to students and clarify any misconceptions.
The students will benefit from a more engaging form of review. As the students become more familiar with
the tool, more assessments and quizzes may move to this format. The tool also allows reports to be run that
can be posted on the classroom blog and the assessment questions can be shared. While I wouldn’t show
individual names on reports posted to the blog, classroom trends could be shown.
Reflective Practice:
I feel the activities I have designed in this lesson will promote student engagement and the SRT activity will
provide a review that allows for immediate feedback. While I have only included text questions on this
review, I could see how you could utilize the Plickers application and provide diagrams, pictures, and other
graphics that could be incorporated into an engaging review of the material.
This SRT activity was used as a formative assessment, however, I can see how you could use the Plickers
application to introduce a unit of study and allow it to be an informal pre-assessment of background
knowledge. Plickers can be adapted across all curriculum and grade levels. Plickers can be used as everything
from a pre-assessment, to a quiz, to a daily exit ticket after instruction.

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