It's All "Write", a Macromolecule Word Splash
Lesson 23 of 30
Objective: Students will demonstrate their conceptual understanding of condensation, hydrolysis and carbohydrates through a creative art design and writing task.
Warm-Up: For each statement below, determine what organic compound; simple sugar (SC) complex sugar (CC ) would be appropriate.
- I have a track meet today at 3:00pm. ___________
- I have a cross country meet tomorrow. ________
- Breakfast ____________
- Late night snack _______
Listen for accuracy of the responses, even when students are responding chorally as a group. Assess individual student understanding by asking individual students if they agree or disagree with the choral response and then ask why they agree or disagree. Asking students to explain the “why” helps to assess the depth of content comprehension. Also, extending student responses beyond the choral response to random selection creates an environment and expectation that you are a teacher who calls on all students for responses.
Create and copy sets of BINGO cards on 8 ½ x 11 paper. Make two cards per page.
- Issue a BINGO card to each student.
- Display a BINGO Word List and instruct students to choose one word for each blank space on their BINGO card, leaving one space on the card unfilled. Instruct students to write the word, “FREE” in this space. Be sure to allocate no more than 5 minutes for this task or some students will take an inordinate amount of time pondering which words to choose for their cards.
- Instruct students to fill the one blank space with the word, FREE. This blank space serves a FREE space that students can use as they see fit each round of the game.
- Randomly pull one word at a time from a paper bag or envelope. Instead of reading the word, define the term. Instruct students to listen closely to your definition, clue, analogy or comparison of the term.
- Explain that students will mark an “X” in the space that matches the definition instead of using game pieces.
- Pull terms and give definitions, clues or comparisons until someone calls “BINGO, indicating that (s)he has filled his/her card with 5 across, 5 down or 5 diagonal.
- Require the student who calls “BINGO” to state the term and give their own definition for each of the filled spaces before issuing the student a reward. Make sure students know that the intent is that they use their own definitions when checking their cards and not the information that was provided by the teacher. This check is a great way to assess if students learned the content.
- Provide incentives based on your class’s preference. Some classes prefer bonus points and other classes prefer an immediate prize like candy.
- Conduct 2-3 rounds of BINGO before ending the review activity.
Conducting a review of content equips students to work independently or with less support during the Independent Practice part of the lesson.
Inform students that the culminating assignment consists of students creating a word splash to demonstrate their understanding of condensation, hydrolysis and carbohydrates.
A word splash is a creative and visual display of terms on a page with sentences connecting two or more of the words or phrases.
Share an overview of how to complete a word splash.
Display and read the carbohydate word splash instructions to the class. Ask students to look at the word list and consider why these 18 words are listed with the main term, carbohydrates. Look for students to identify that the listed terms relate to carbohydrates.
Read the words aloud to students. Tell the students that they need to connect each of the words with the term, carbohydrates in a sentence. They need to do this for all of the words on the word splash. It may be helpful to show students 1-2 examples of student work. Explain that the finished product will have two parts:
Students will create a visually appealing arrangement of a given set of terms around the main theme, Carbohydrates.
Students will use the paper, markers and colored pencils provided.
Tell the students that they need to express the relationship of each of the 18 words with the main word, Carbohydrates in sentences that clearly demonstrate how the two terms are related. They need to do this for all of 18 words on the Word Splash.
Encourage student to use their notes to check for accuracy of the sentences after first attempting to write the sentence without assistance. Instruct students to underline the use of the term in the sentence.
Model how to complete Part 2 of the word splash. Think aloud as you create a sentence so that students will be able to hear the thinking process used to make a correct association between two terms. For example:
Think Aloud Script:
“I know that mono means one so a monomer is one unit. How can I associate the words monomer and carbohydrate? Before I use my notes, let me think about what I already know. Oh, I remember. The monomer of a carbohydrate is glucose. So, my sentence can be “Glucose is a monomer of a carbohydrate. Let me check to see if I have used both words and underlined the word I am associating with carbohydrate. Yes, I am done with this sentence.”
Help students grow in their confidence to work independently on this assignment which they design, in large part without specifications about how to complete part 1. Affirm their work and ideas for displaying the words in any creative manner that they choose. Walk around the room and encourage those students who are struggling to complete the visual component of the task. Guide students to think about how they want to depict the terms before they commit the idea to paper with the markers.
For part 2, the writing process can be highly effective in strengthening students’ concept comprehension. But, often students will struggle with an assignment like which this requires them to take a concrete subject and apply it to a less concrete task. Expect the frustration that some will have and be available to assist them as they work through part 2 of the task of writing sentences associations between two terms. Remind students that the notes are available as a resource but encourage them to attempt to write the sentences using what they know before they use the books as a resource.
The student work samples evidence the level of understanding students have of the concepts based on the high quality of the work products. word splash1 shows how a student used arrows to represent the relationship between sentences about carbohydrates and the word, carbohydrate. word splash2 is illustrated differently. This student displays several independent thoughts about terms associated with the word, carbohydrates. word splash3 shows how another student chose to display the word splash literally by drawing a water drop with the terms around it and the sentences on the back of the paper. word splash4 shows how another student chose to display the terms as pieces of a puzzle.
The greatest benefit of having students complete a word splash is that students's work gives insight about how they make associations and view relationships about the content.
Allow students to share part 1 or part 2 of their work with the class. For part 1, ask students to share if there was a reason for how the words were displayed on the paper. Listen for reasons that convey a depth of understanding about the associations between the words. For part 2, listen to the sentences and clarify or correct any sentences that are incorrect. Use the completed Word Splash as student work displays in the classroom.