SRT Lesson Idea

Student Response and Assessment Tools
Lesson Idea Name: Physical and Chemical Changes

Content Area: Science
Grade Level(s): 5th
Content Standard Addressed:
S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change
and a chemical change.
c. Plan and carry out an investigation to determine if a chemical change occurred based on observable
evidence (color, gas, temperature change, odor, new substance produced).
Technology Standard Addressed:

2 Digital Citizen
Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
BrainPOP video: https://jr.brainpop.com/science/matter/physicalandchemicalchanges/
BrainPOP puzzle game: https://jr.brainpop.com/science/matter/physicalandchemicalchanges/games/
Kahoot! Game: https://create.kahoot.it/details/physical-and-chemical-changes/20987da6-ad0d-4d41-
80b8-e78a5c90cb4f
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
Levels of Technology Integration:
☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.
☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Estimated time needed: 1 hour
SBooker, 2020
The teacher will open the lesson by playing the BrainPOP video that introduces the difference between
physical and chemical changes on the smart board. After this video is over, the teacher will pass out the
graphic organizers to each student. The graphic organizer will include definitions and indicators of physical
and chemical changes listed at the top for students to reference as well as sections for the students to record
their answers and observations for each station in the activity. While the teacher is passing out the papers,
the teacher and students will discuss what they saw and learned from the video.
After the discussion about the content of the video, the teacher will review the definitions with the students
of physical and chemical changes. The teacher will ask for student volunteers to read the indicators of each.
The teacher will then explain the activity to the students. The students will move with their table groups
around the room to each of the four stations set up around the room (pictures of before and after the
changes occurred hanging on the walls). The students will identify if the change is physical or chemical and list
one reason/ indicator supporting their answer. They will record their answers on the graphic organizer. The
students may discuss what they observe and what they think as they examine and analyze each station. The
students will have 5-7 minutes at each station and they will rotate clockwise to the next station until each
student has had a chance to visit each of the four stations.
The students will then go back to their seats. The teacher will ask students to share what they saw at each
station. Students will explain if there was a physical change or chemical change and explain why they believe
they are correct.
The teacher will then explain that the students will complete a short Kahoot quiz. The teacher will display the
code to join the game on the Smartboard. Each student will get onto a chrome book laptop and log onto the
quiz using their name and the code displayed on the board. After all the students have joined, the teacher will
start the quiz. The students will try to answer each question as quickly as they can to get the most points. The
teacher will reveal the student with the highest score at the end of the game.
To end the lesson, the students will be able to play the physical and chemical changes puzzle game. As the
students play the game, the teacher will walk around the room and address any misconceptions that the
students showed they had during the Kahoot game.
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 teacher will display the code to join the Kahoot game on the smart board. The students will join the game
by entering the code and entering their names. The students and teacher will wait for all students to join
before the game will start. The teacher will start the game. The question and answer choices will be displayed
on the Smart board. The teacher will read the question to the students. The students will choose the correct
answers on their chrome books by selecting the corresponding color that they believe is the correct answer.
They will do this as quickly as they can within the allotted time for each question. The students will gain points
and climb up the ranks of the scoreboard by answering correctly and quickly. After each question, the correct
answer will be displayed on the smart board along with how many people chose each of the answer options.
This is where the teacher can give verbal feedback to students as they discuss why the correct answers are
correct and why the wrong answers are wrong. After discussing the question, the teacher can display the
current status of the leader board. The lead board displayed the players who are in the top 5 of the class in
terms of points. The teacher can then decide how long to stay on this screen and when to move onto the next
question. This is a great way to keep students engaged through friendly competition. This process will repeat
SBooker, 2020
until all the class has been through all of the questions.
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):
https://create.kahoot.it/details/physical-and-chemical-changes/20987da6-ad0d-4d41-80b8-e78a5c90cb4f
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 think that it is important for students to receive feedback on their performance. Showing students what they
have gotten right or wrong can help them learn from their mistakes or confirm that their thoughts were
correct.
Describe what will happen AFTER the SRT activity?
After the Kahoot, the students will be able to get on BrainPOP and play the physical and chemical changes
puzzle game. The teacher will circulate around the room and conference with students as needed to discuss
any confusion or misconceptions that were revealed through the Kahoot game results.
How will the data be used?

The data from the Kahoot game will show the teacher class trends like shared misconceptions among student.
This data will be used to help guide future instruction. The teacher will use this data to decide what concepts
need to be retaught as a whole class. It will also be used to group students for science groups for the
following week. The students who performed exceptionally well on the quiz will be able to continue to
practice using the knowledge that they have gained by completing activities individually or in groups. The
students who may need some assistance will work in partners. The students who may need recovery will
work in a small group lead by the teacher in the following week. At the end of the week, the students will play
the same Kahoot game to ensure that the students are moving forward in their understanding of physical and
chemical changes.
Describe your personal learning goal for this activity.
I have never planned a science lesson before, so this is a first for me. I also have never created a virtual quiz
before, so it was fun to create questions and answer choices. I would like to gain information about what the
students have mastered from the lesson activity using Kahoot as a formative assessment tool. I would like to
help the students learn the difference between physical and chemical changes and how to identify examples
of each.
Reflective Practice:
After designing this lesson idea, I think that the activities I have planned will have appositive impact on
student learning. The video that I have planned will introduce the lesson topic and grab the student’s interest.
The graphic organizer will provide references for the students and an organized way for students to record
their observations as they determine if each station displays a physical or chemical change. The student will
also benefit from going from station to station because it will allow them to physically move around and
collaborate with their peers. The students will then have the chance to show what they know in the Kahoot
SBooker, 2020
game. Lastly, the students will be able further practice using their knowledge on chemical and physical
changes as they play the BrainPOP game. To extent this lesson, I could have the student carry out a virtual
experiment using a virtual simulation software such as Gizmos online simulations.
SBooker, 2020

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Student Response and Assessment Tools

Lesson Idea Name: Physical and Chemical Changes

Technology Standard Addressed:

Selected Technology Tool:

Technology that student will use to respond to questions/prompts:

Levels of Technology Integration:

Estimated time needed: 1 hour

Briefly describe what will happen DURING the SRT activity:

Type of questions/prompts used in this activity (check all that apply):

Right/Wrong answers: Will there be right/wrong answers to these questions?

How will the data be used?

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