Students will be able to review concepts from first semester through completing their Final Review Lab and playing Final Review Bingo.

Chemistry involves many concepts which build on each other.

In this lesson students have a chance to review for their final exam through finishing their Borax review lab and playing final review bingo.

- 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:

- Completed borax ornaments from the previous lesson Semester 1 Review Lab Day 1: Borax Ornaments.
- Bingo chips (if bingo chips are not available then you can use other types of manipulatives like pegs or pennies or candy).

15 minutes

To begin this lesson students are instructed to complete the day 2 component of their Semester 1 Review lab.

- First I have students get their borax ornaments from the back of the classroom. I have them dump out the borax solution, dry their ornaments with a paper towel, and stick their ornaments into plastic bags to take home. These are examples of some of the ornaments (Ornaments example 1 and Ornaments example 2)
- I then instruct students to complete the day 2 analysis questions on their lab. As students are working on their questions I walk around to help students.
- I then tell students to complete their labs and turn into my basket.
- While students are working on their bingo boards in the next section of the lesson I quickly check their labs for completion.

- The goal of this lab is to help students review so as they working on their lab I walk around to check their answers to make sure they are doing it correctly. Therefore, when they turn it in I do not grade it for correct answers, rather I grade it for completion.
- Students earn a "check" (100% credit) if they have most of the lab complete (only missing up to 3 answers)
- Students ear a "check minus" (75% credit) if they are missing some of the lab (like a page worth of information is missing)
- Students ear a "check minus minus" (50% credit) if they are missing quite a bit of the lab (like almost two pages worth missing)
- This is an Example of student work. Notice how this student answers the questions and shows her work.
- Here is a Second Example of student work. Notice how this student also shows her work, but did not put in here observations for day 2.

10 minutes

In the next section of the lesson I explain to students how to play Final Review Bingo. I do this in several ways.

- I first pass out a Semester 1 Review Bingo Board and Semester 1 Review Bingo Words to each student. I include the clues for the words on the words paper. I do this because over the years I found that some students wanted to fill in definitions and clues as we were playing which was way too time consuming so I give it to them this way for those students who find it helpful while studying.
- I then have students fill in their bingo boards. I explain that they must put one word into each box to make their own boards. If you are worried about students changing their words to get bingos you can make them write in pen or marker. This is an example of one student's completed board.
- It usually takes students about 5-8 minutes to fill in their boards. While they are doing that I quickly grade their Borax Review Labs so that I can return to them to use to study for their final.
- This Bingo Setup Movie shows how I explain to my students how to setup their boards.

60 minutes

After students boards' are filled in I let them know that we are going to begin to play.

- I pass out a bag of bingo chips to each table letting them know that they are going to share the bag with the partners at their table.
- I then show students the first slide of the PowerPoint Version A which explains that in order to win they need to get 6 in a row, column, or diagonal. This Bingo Rules Movie goes over how I do this in my classroom.
- I then begin with the next slide of the PowerPoint which has clues that I read out loud as students read to themselves. As students read the clues I let them come up with what the word is.
- Once we discover the word I show it on the PowerPoint, write it on the board, and we move to the next clue. This Bingo Examples Movie goes over how I do this in my classroom.
- Once students have a Bingo I go over and check using the list I have written on the board and then we continue to play. This is a picture of an example of a completed bingo board.
- Once there has been about 5-10 Bingos I have students clear their boards and we start over using another version of the PowerPoint with either 1st semester Review Bingo Version B or 1st semester Review Bingo Version C which have the clues in a different order. I have 3 total versions to allow the game to last a while with different winners.
- When I have decided that we are done playing I have students clean up the Bingo chips and put their boards away.

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