##
* *Reflection: Trust and Respect
Unit 8 Review - Section 3: Elaborate Part I

For many students a little bit of friendly competition helps them learn; however, sometimes games backfire with students getting upset at each other and/or the teacher.

Over the years I have found that the best way to have games in my classroom is to give all students a chance to answer each question. When I used to try to go with whichever student raised their hand first, or to use beepers from games, it only led me to feeling like a referee. By doing it this way each group has an equal chance. It is important though to make sure to hold students accountable to holding up their boards right away when you say ,"3-2-1", otherwise they may be cheating, etc.

If you want to do a review activity like this without any competition involved you can use something this unit8 exam review whiteboards PowerPoint. Notice how this is simply questions, so it can be used in a fashion similar to Partner Whiteboards where students have a chance to try the question with their partner, show you the work, and then if it is wrong to try again.

*Trust and Respect: Friendly Competition*

# Unit 8 Review

Lesson 11 of 11

## Objective: Student will be able to explain various unit 8 concepts through playing a review game and doing a review study guide.

## Big Idea: Acids, Bases, and other solutions have characteristic properties and there are both quantitative and qualitative ways to describe them.

In this lesson students have a chance to demonstrate their learning about water quality (solutions, acids, and bases) through performing a review and playing a review game.

- This lesson does not align with any specific performance expectations with the Next Generation Science Standards; however, it is imperative that students understand solutions and acids and bases before learning other concepts later in the year, and as an introduction for those taking chemistry in college.

- This lesson aligns with the Next Generation Science and Engineering Practice 5:
*Using Mathematics and Computational Thinking.*It does so because students are learning to use pH calculations to characterize solutions, particularly how pH is on a logarithmic scale.

- This lesson aligns with the
*Next Generation Crosscutting Concept 3: Scale, Proportion, and Quantity*. It does so because students are learning about solutions and how they are composed of different proportions of substances as well as the relationship between pH and H+ in terms of a logarithmic scale.

For this lesson there are several resources needed:

- Each group needs one whiteboard, marker, and eraser.
- You will want some candy if you choose to reward the winners of the games as well.

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#### Explain

*3 min*

In this section of the lesson I introduce students to the game that we will playing during the lesson.

- I begin by showing students the first slide of the Jeopardy PowerPoint.
- I let them know that this is a Jeopardy game so they will be given the answers and then have the chance to write down their answers.
- I tell them that they should have their answers in a form of a questions, for example, "what is pH?" but that I will not take points off if they just answer "pH".
- I also tell them that unlike jeopardy they will not be buzzing in, but that rather each student group will have a chance to answer the question and earn points.
- I then show student slide 2 of the PowerPoint and let them know that there are 5 categories, each with four questions, and the one bonus question as well. I tell them that we will be going through the categories and questions one at a time, starting with, "Acid or Base Which is the Property" for 100 points.
- Finally I have each group designate one person to be the recorder in charge of the whiteboard, and have that person write their groups name on the top of the whiteboard.

#### Resources

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#### Elaborate Part I

*45 min*

In this section of the lesson students play the Jeopardy game.

- I lead students by going through each question, one at a time, on the Jeopardy PowerPoint.
- I pull up the question on the slide and then give student groups time to answer the question. I will tell students, "you have 30 seconds to answer this question" for many of the easier questions. For the harder questions, such as those in the categories of "pH, pOH, H+, and OH-" and "Ah ha, that's the solution" I will give students closer to 2 minutes to answer the questions.
- After the time is up I tell students, "3, 2, 1, hold up your boards" and then the designated board person will hold up their whiteboard with their group's answer. If students do not hold up their board right away, than they do not earn points.
- I then record the points for each group that earned the points on the Whiteboard underneath their group's name. I use a different color for each round to make sure that I don't make mistakes! Here is a picture that shows how this looks for one class.
- I then show students the answer which is on the subsequent slide of the PowerPoint. If groups got the wrong answer I review with them why the correct answer is correct and will point them to where in their notes they can read more about the concept to get additional help before the exam.
- At the end of the game, whichever group has the most points wins and I will usually reward them with some candy. You can also choose to give them extra credit points, or just a pat on the back:)

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#### Elaborate Part II

*45 min*

After students have finished the game I give them time to work on their individual reviews for the unit exam.

I begin by passing out the unit8 exam review paper.

I then tell students that they, "should try to work on the paper on your own using your notes to help you out. If you have questions than you can ask the people at your table, and then if you all have questions you should ask me for help."

As students are working I walk around to ensure that they are on task and answering questions. If students have a hard time with the answer to their questions then I have them go back to their notes. If they are not sure where to look then I help them find where in the notes they can access the information. If a student does not have their notes than I have them use one of the textbooks. By helping students find where they can access the information it helps them to review and know what they should be studying before the exam.

If students get done with the review before class end, then I have them work on their binders to prepare for the binder check which I do at the exam. This is an example of what a binder check looks like.

If students are not done with the review before the end of class I have them complete for homework. I then stamp their papers for completion at the next class and go over the answers using the answer key. This is one example of a student's completed review.

The common questions that students had on the review include:

- interpreting solubility curves (questions 5-8).
- making sure to have solute and solvent added together for a solution (question 12)
- conjugate acid and base pairs (question 17)
- how the level of acidity is reflected by changes in pH (questions 18 and 19).

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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
- UNIT 5: Unit 6: Energy
- UNIT 6: Unit 7: Earth's Atmosphere
- UNIT 7: Unit 8: Water Quality
- UNIT 8: Unit 9: Reaction Rates and Equilibrium
- UNIT 9: Unit 10: Nuclear Chemistry and Final Exam Review

- LESSON 1: Introduction to Solutions
- LESSON 2: Solution Formation and Qualitative Description
- LESSON 3: Factors that Affect Solution Formation
- LESSON 4: Expressing Solutions Quantitatively
- LESSON 5: Ice Cream Lab
- LESSON 6: Introduction to Acids and Bases
- LESSON 7: Acid and Base Calculations
- LESSON 8: Unit 8 Quantitative Review
- LESSON 9: Acid and Base Scientific Explanation Lab
- LESSON 10: Water Quality Testing
- LESSON 11: Unit 8 Review