This lesson is about reviewing the scientific concepts we have learned about magnets, electricity, and energy. To begin the lesson I want to ask students why review is important. Many students understand that review is for checking what you remember. I also explain that when you are going to be tested, review helps to check what you understand and anything you might need to relearn before taking a test.
We learned so much about energy and it is important to put it all together before taking an assessment. Each category reflects a science objective whether it is electricity or energy terms we want students to understand. When picking the questions it is important to align them to the test and to make sure that in this lesson energy changing, types of energy, and electricity were reflected in the review.
To begin we have to establish the rules and the teams. To start with I give the rules and explain how the game is played. I start by asking if anyone has ever watched the game on television. I then connect how our version will work compared to the television version. Many of my students have not seen the game and are not sure how to play. I start by putting up the game board and explaining how under each point amount there is an answer. In order for the team to get the point they have to write the question that would go with that answer onto a white board and hold it up. I model an example of what this would like for them. I start this modeling by first saying the point amount, I model how when I see the answer I discuss it with my group and then write a question. I use the question stem, "what is..." I write this stem onto the class white board for them to refer to as we being.
Next, I break them into teams. I randomly assign students to four teams. By the middle of the year I can mix them up fairly well by sight. I move them into as even groups as I can. I ask each student to take their white board and marker to their groups location within the room to play.
Before we begin, I ask that each time pick who will be the writer for the first question. I then ask them to try to decide on an order for them to alternate who is the groups writer. With that established, I ask each writer to choose a number between 1 and 10. The group that is the closest will get control of the board first. We then play the game until either we finish or time runs out.
The content we covered was broken into five categories: magnets, electricity, static, types of energy, and energy vocabulary. Students can choose a category ranging in difficulty. When choosing what content to review, it was based on the lesson objectives and key ideas and vocabulary that students need to master the content. Many of the answers would be east to find in their science journals or referring back to the experiments they conducted. Teams are used so that students who might have missed a lesson, or need more time to understand it, can learn it form their peers.
For a wrap up, I ask the class how helpful was it to review. Right away I get students who can explain what was easy for them and which answers on the board were harder to create questions for. We also discuss the areas where we might ant to review more so that we are completely ready when it is time to be tested on the material. I then end the by asking the class if they enjoyed the game and playing on teams. I especially ask this question when we play a game over going to recess. It is just good feedback and students get the opportunity to evaluate the lesson.