Student Response and Assessment Tools

Lesson Idea Name: Unit 5 Collaborative Review

Content Area: Earth Science
Grade Level(s): 6th Grade
Content Standard Addressed: S6E4. Obtain, evaluate, and communicate information about how the sun,
land, and water affect climate and weather.
a. Analyze and interpret data to compare and contrast the composition of Earths atmospheric layers
(including the ozone layer) and greenhouse gases. (Clarification statement: Earths atmospheric layers include
the troposphere, stratosphere, mesosphere, and thermosphere.)
b. Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and
water at different rates. (Clarification statement: Heat transfer should include the processes of conduction,
convection, and radiation.)
c. Develop a model demonstrating the interaction between unequal heating and the rotation of the Earth that
causes local and global wind systems.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and
meteorological events such as tornados and thunderstorms.
e. Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on
weather patterns and weather events such as hurricanes.

Technology Standard Addressed: Global Collaborator Students use digital tools to broaden their perspectives
and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Students:
a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in
ways that broaden mutual understanding and learning.
b. use collaborative technologies to work with others, including peers, experts or community members, to
examine issues and problems from multiple viewpoints.
c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively
toward a common goal.
d. explore local and global issues and use collaborative technologies to work with others to investigate
solutions.

Selected Technology Tool:

Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
Other:
URL(s) to support the lesson (if applicable): https://quizlet.com/_32yia5

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
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

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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: Teacher will distribute IPads to all students.
Students will use class code written on the board by instructor to access the class set. Teacher will create
pairs using the Quizlet live game settings. Students will separate into their group assigned by Quizlet to test
their knowledge against other groups in the class. Students will complete the activity by answering questions
on Unit 4 with their groups partners. The only materials needed are one IPad per student. The activity will
last one class period.

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. atmosphere
a mixture of gases that surrounds a planet or moon
2. air pressure
the measure of the force with which air molecules push on a surface
3. troposphere
the lowest layer of the atmosphere, in which temperature decreases at a constant rate as altitude increases
4. stratosphere
the layer of the atmosphere that is above the troposphere and in which temperature increases as altitude
increases
5. mesosphere
the layer of the atmosphere between the stratosphere and the thermosphere and in which temperature
decreases as altitude increases
6. thermosphere
the uppermost layer of the atmosphere in which temperature increases as altitude increases
7. radiation
the transfer of energy as electromagnetic waves
8. thermal conduction
the transfer of energy as heat through a material
9. convection
the movement of matter due to differences in density
10. greenhouse effect
the warming of the surface and lower atmosphere of Earth that occurs when water vapor, carbon dioxide,
and other gases absorb and reradiate thermal energy
11. global warming
a gradual increase in average global temperature
12. wind
the movement of air caused by differences in air pressure
13. coriolis effect
the apparent curving of the path of a moving object from an otherwise straight path due to the Earth's
14. rotation

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15. polar easterlies
prevailing winds that blow from east to west between 60 degrees and 90 degrees latitude in both
hemispheres
16. westerlies
prevailing winds that blow from west to east between 30 degrees and 60 degrees latitude in both
hemispheres
17. trade winds
prevailing winds that blow northeast from 30 degrees north latitude to the equator and that blow southeast
from 30 degrees south latitude to the equator
18. jet stream
a narrow belt of strong winds that blow in the upper troposphere
19. air pollution
the contamination of the atmosphere by the introduction of pollutants from human and natural resources
20. acid precipitation
rain, sleet, or snow that contains a high concentration of acids
21. weather
the short-term state of the atmosphere, including temperature, humidity, precipitation, wind, visibility
22. humidity
the amount of water vapor in the air
23. relative humidity
the ratio of the amount of water vapor in the air to the amount of water vapor needed to reach saturation at
a given temperature
24. condensation
the change of state from a gas to a liquid
25. cloud
a collection of small water droplets or ice crystals suspended in the air, which forms when the air is cooled
and condensation occurs
26. air mass
a large body of air where temperature and moisture content are constant throughout
27. front
a boundary between air masses of different densities and usually different temperatures
28. cyclone
an area in the atmosphere that has lower pressure than the surrounding areas and has winds that spiral
toward the center
29. anticyclone
the rotation of air around a high-pressure center in the direction opposite to Earth's rotation
30. thunderstorm
a usually brief, heavy storm that consists of rain, strong winds, lightning, and thunder
31. lightning
an electric discharge that takes place between two oppositely charged surfaces, such as between a cloud and
the ground, between two clouds, or between two parts of the same cloud
32. thunder
the sound caused by the rapid expansion of air along an electrical strike
33. tornado
a destructive, rotating column of air that has very high wind speeds, is visible as a funnel shaped cloud, and
touches the ground
34. hurricane
a severe storm that develops over tropical oceans and whose strong winds of more than 120 km/h spiral in
toward the intensely low-pressure storm center
35. thermometer

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an instrument that measures and indicates temperature
36. barometer
an instrument that measures atmospheric pressure
37. anemometer
an instrument used to measure wind speed

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 will review all answers after the SRT activity because this will be a review day prior to assessment. Students
will use the SRT to review lessons from the Unit and have an understanding of what will be on the exam.
Describe what will happen AFTER the SRT activity? After the SRT Activity, teacher will review answers with
the class. The teacher will review the data after class to create mini-lessons on topics students are struggling
with. Students will then be able to log into Quizlet and study the sections of Unit 4 they are continuing to
have trouble with.

How will the data be used?

As a result of this activity, teacher will have access to view the problem areas students are continuing to
struggle with. The data collected will show student name, problems missed, and how many times missed.
Quizlet also ranks the questions for each student in order from most understood to most commonly missed.
The instructor, to create mini study sets for students continuing to struggle with certain topics, will use this
data. Students will be able to use the URLs provided by instructor to study the Quizlet lessons at home to
ensure better understanding. Using the data collected by Quizlet, teacher will be able to differentiate
instruction by creating study sets for individual students. Students who performed well on the activity will use
the primary Unit 4 study set to review before the exam. Students struggling with certain lessons will be
provided with individual study sets designated to a certain lesson to prepare the student for the lessons. As a
teacher status on Quizlet, the SRT will gather data of students that logged in and studied the sets. Students
that logged in at home to prepare for the exam will be rewarded 5 bonus points on the assessment. Student
information regarding results of the SRT activity will not be shared with parents unless student performs
poorly on assessment. Parent/Guardians will be informed of student performance/ lack of performance on
study sets after assessment. Students will be given a second opportunity for testing after parent-teacher
conference. The two test scores will be averaged together.

Describe your personal learning goal for this activity.

From this activity, I hope that students are encouraged to engage in fun studying. Students will be motivated
through partners and competition with peers to understand and remember content from the Unit. I will be
incorporating collaboration and competition to encourage understanding of a Unit. From this activity, I hope
to learn which students are proficient with the Unit and students that are not performing well. The SRT allows
students to study through the use of games, interaction, and personal goals. I hope that this tool helps
students to learn how to study on their own, and prepares students for the upcoming assessment.
(Optional) Other comments about your SRT activity:

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