##
* *Reflection: ELL Students
Semester Review Game - Section 2: Explain

For this lesson students are working in groups as teams.

The teams are usually four students who are used to working with each other because they are table partners.

I try to use cooperative groups in labs, but I do not find that this is something that works well for the game.

I try to encourage students to all try the questions and then decide as a group what the best answer is. I tell students that they should work as a team and are all helpful for their groups; however, there is usually not equal participation in groups. Sometimes the groups just rely on the student who they think is the "smartest" to decide on the answer. When this happens I just reiterate that they should all try the answers.

*Working in Groups*

*ELL Students: Working in Groups*

# Semester Review Game

Lesson 5 of 7

## Objective: Students will be able to determine correct answers to questions concerning semester one material through playing a review game with their peers.

*80 minutes*

In this lesson students have a chance to review for their final exam through participating in a review game with their partners.

- Because this is a review activity it touches on multiple NGSS Performance Expectations including:

:**HS-PS1-1***Use the periodic table as a model**properties of elements based on the patterns of electrons*in the outermost energy level of atoms.:**HS-PS1-2***Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.*:**HS-PS1-3***Plan and conduct an investigation to gather evidence**to compare the structure of substances at the bulk scale to infer*the strength of electrical forces between particles.:**HS-PS1-7***Use mathematical representations to support the claim**that atoms, and therefore mass, are conserved*during a chemical reaction. .

For this activity there are several materials needed including:

- Whiteboards (one per group)- If you do not have access to whiteboards you can have your school order some such as these at Office Max or you can also have students write answers on a sheet protector with a piece of paper in the middle.
- Dry erase markers (one per group)
- Dry erasers (one per group)

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#### Explain

*10 min*

In this part of the lesson I spend time introducing the game to students and having them prepare their groups. The rules and setup are on the first slide of the Semester Review Game Powerpoint.

First, I go over the rules to the game:

- I explain that there are 20 questions and that each group has an equal chance of answering the question correctly.
- I tell students how I will give groups anywhere from 1 minute to 5 minutes to answer each question and that when I am ready for them to show their answers I say "3-2-1- hold up your boards". At that point each group needs to have their answer on the board (A, B, C, or D).
- Then each group that has the correct answer will be awarded a point.

I then break students into groups.

- I naturally have 8 groups in my classroom (from the way in which I have my table arranged) so use these groups for the game.
*For more information about these natural groups see the engage section of my First Day of Class Lesson.*If I have a smaller class or a lot of absent students I may combine some smaller table groups so that there are more students per group. - This picture shows how I have the 8 groups on the whiteboard under which I keep score.
- I then have each group get 1 whiteboard, 1 marker, and 1 dry eraser.
- I also tell students to make sure that they have calculators, periodic tables, their mole maps and their binders ready to help.
- Finally I have each group choose one person to be responsible for holding up their group's answers.

This video shows how I explain this to my students.

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#### Elaborate

*70 min*

For the game I go through the questions one by one on the Semester Review Game PowerPoint allowing students to answer the questions with their groups

- Depending on the class, I will either pick the questions myself (starting with #1 going to #20) or I will go around the classroom having groups pick the question we should do. For example I might say "alkali metals groups which questions should we do next" and they may pick #3 or whatever. In order to keep track of which questions have already been done I keep a tally on the board under the score. This picture shows how I do this.
- When I show the question on the board I tell students how long they have for the question (I range from 1 minute for most questions to 5 minutes for the Stoichiometry questions) and then roughly time it. I periodically will update students with the amount of time they have left (for example, "you have 20 more seconds").
- When I am ready for students to show their answers I say "3-2-1 hold up your boards" and then have students keep their boards up while I give a point for each group that got the question correct. Here is a video of my doing this in my classroom.
- After this I say what the correct answer is and explain WHY it is correct. I will then go onto the next question. This video is an example of me doing this in my classroom.
- When the game is over I give candy for the group (or sometimes groups) that have the most points. This picture is an example of the final scores at the end of the game.

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- UNIT 1: Unit 1: Working as a chemist
- UNIT 2: Unit 2: Matter, Atoms, and the Periodic Table
- UNIT 3: Unit 3: Bonding & Periodic Table Trends
- UNIT 4: Unit 5: Stoichiometry, Chemical Reactions, and First Semester Review
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- UNIT 9: Unit 10: Nuclear Chemistry and Final Exam Review

- LESSON 1: Limiting Reactant, Theoretical Yield, and Percent Yield
- LESSON 2: S'more Stoichiometry
- LESSON 3: Balloon Stoichiometry
- LESSON 4: Semester Review Questions
- LESSON 5: Semester Review Game
- LESSON 6: Semester Review Lab Day 1: Borax Ornaments
- LESSON 7: Semester Review Lab Day 2 and Final Review Bingo