Student Response and Assessment Tools

Lesson Idea Name: Classification of Life

Content Area: Biology
Grade Level(s): High School
Content Standard Addressed: SB4. Obtain, evaluate, and communicate information to illustrate the
organization of interacting systems within single-celled and multi-celled organisms.
b. Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns
of common ancestry and the theory of evolution to determine relationships among major groups of
organisms.

Technology Standard Addressed: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Students:
a. Choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other:
URL(s) to support the lesson (if applicable): https://edpuzzle.com/media/5dade7ba2131c14083d944ae

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):

The Edpuzzle video allows for alternative language subtext to be played during the video and a translation of
questions being asked as well. Also, the video helps comprehension by highlighting patterns, critical features,
big ideas and relationships. In addition, the Edpuzzle video puts emphasize key elements in text, graphics, and
diagrams. There are multiple means of representation such as clarity with unfamiliar syntax an underlying
structure in diagrams, graphs, illustrations, extended expositions as well as, narratives.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the Edpuzzle activity students will have had a lesson on the different domains, and kingdoms.
Students will have also watched a couple of introductory videos about classification and cladograms, in which
they will take notes. These videos will help build background base information.

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
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 Student Response and Assessment Tools
☐ Survey/Poll ☐ Discussion starter ☒ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

During the Edpuzzle video on Classification of Life, students will watch the video and have several embedded
questions to answer throughout the video. Once a question pops up, students can either re-watch that
section of the video or answer the question. After they answer the question students can either re-watch the
video or continue through the rest of the video. However, once the question is answered they can not change
their answer. Students have the ability to work at their own pace. The teacher will be monitoring students
during the video. Most videos are under 10 mins.

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?

Describe what will happen AFTER the SRT activity? Once the students have completed the SRT, the
teacher will look over the statistical data and go over any misconception and clarify.

How will the data be used?

Data will be collected on each student and will be used to correct any misconception and misunderstandings.
The class results will be available to the class during a class discussion going over the material. The Commented [RB1]:
assignment will be taken for a formative grade and will be used to help monitor individuals’ grades. Based on
the statistical data specific differentiation instruction will be used to further students understanding. For
example, if students feel the need for further clarification the teacher will hold mini lessons and give graphic
organizers to help scaffold the content.

Describe your personal learning goal for this activity.

This is my first time trying Edpuzzle, and I love how I can see statistical data immediately. By being able to
receive student’s data so quickly it helps to know where students have misconception and
misunderstandings, which help when differentiating further instruction.

Reflective Practice:
The activity impacted students learning by allowing them to work at their own pace and review the content if
needed before answering the question. Also, if a student gets an answer wrong then he or she would get
instant feedback on each answer choice. Following this lesson students used the NOVA Evolution build a Tree
Lab, which is a digital way to differentiate learning using technology.

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 Student Response and Assessment Tools

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