Chemistry Hunger Games
Synthesizing a year's worth of content is difficult for any student, so I always look for innovative new ways to keep my students engaged attempt to conquer all of the learning objectives in chemistry. During the 3 weeks leading up to the final exam, my classroom temporarily turns into a Chemistry Hunger Games war zone where students battle to "kill" off districts - each representing a different unit from the year. Using the chemistryhungergames.com website I designed, my students pour over videos, screencasts, text, images, simulators, and practice problems that prepare them for district assessments. Each student is allowed to take the district assessment as many times as needed to master the district’s content, and I rotate enough questions to make about 5 assessment versions for each district. Point values are assigned according to the proficiency level they achieve on their assessments - all of which are tracked online using a conditionally formatted google sheet to help monitor progress. This gamified twist to the learning process keeps students focused on the ultimate task, mastery of content, while also helping to reinforce that with enough practice and guidance, they have the ability to master anything.
The freedom to design, implement, and showcase science labs can be a daunting task for high school sophomores. We end each year in my class with a month of self-paced group projects aimed at constructing an experiment that will test hypothesis around a subject of students' choice. Anything from crime scene investigation, to the chemistry of ice cream preparation, to the reactions involved in instant hand warmers is fair game during this unit. Students collect data that answers their hypothesis and create a website to display their findings. Having a publicly visible product makes sharing the results of student findings easy, and helps them contribute to the scientific community at large. At the same time, it helps hold them accountable to a higher quality of work, knowing anyone, anywhere, can see the incredible things they've created.
Students want to feel that the work they are doing is meaningful, and in some way connected to their lives. I motivate my students to invest in my class by using Social Issue Openings to tie the day’s content to current events, social justice issues, or health related chemistry. For example, during our unit on Gas Laws, we talk about how the same principles that help bread rise and make popcorn pop contribute to air pollution and global warming. I’ve found that focusing on issues in science regarding race, class, and gender – subjects my students care deeply about – adds meaning to the work, and frames learning and achieving as part of a larger movement. This year, the conversation has largely revolved around increasing female representation in the STEM career fields, and I hope to continue using real-world examples to drive investment in my class.
I’ve been interested in the power of checklists ever since I read Atul Gawande’s Checklist Manifesto. His book highlights how simple checklists have revolutionized industries like architecture, aviation, and surgery. When students are regulating their own work pace, I offer them structure in the form of Mastery Checklists that provide guidance around individualized learning paths. Students start each day by looking at data from previous assessments, and adjusting action plans with learning goals for the day. Then they work through their checklists and update their Trello boards with finished work samples. By pairing Mastery Checklists with a visual organization tool like Trello, it’s easy for me to keep my finger on the pulse of each student’s activity, and guide them in the right direction.