Reflection: Checks for Understanding DNA, part 2 -DNA Modeling - Section 2: Content Review


This is a really fun way to change up the formative assessment process.  I frequently use “clickers” for review but I find that students grow bored with “clicker” reviews if used too often.  I came up with this Color card idea as a way to change up the process.  I really like using the color cards because it gives me immediate information about who knows what, or how widespread a misconception might be among my students. 

Students love this review activity because they think it’s fun to look around and see how their peers are answering a question.  They become competitive about how often they raise the right color.  I see a lot of “high fives” after a right answer is identified and the student chose the right color card.  It’s also interesting to watch students call out other students who try to change their card color after they realize that no one else raised the same color card they raised.  I learn a lot from this activity.  Sometimes, students will raise all four cards as a response.  This is not something that I told them to do but it’s a way that they’ve decided to show that they have no idea what answer is best.  It’s a lot of fun and it’s a simple and highly effective way to engage students in the learning.

Lastly, if you don’t have access to clickers technology, this is an easy way to conduct a “clicker-type” review. All that’s needed for this activity is heavy construction paper in four colors: red, yellow, blue and green.  Simply cut each card into fourths and laminate them so that they can be used over and over again.

  Checks for Understanding: Formative Assessment
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DNA, part 2 -DNA Modeling

Unit 2: Unit 3- Growth and Heredity
Lesson 3 of 16

Objective: Students will use a model to build a molecule of DNA and show how it replicates.

Big Idea: DNA is a ladder-like structure in shape.

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5 teachers like this lesson
Science, DNA Structure and Function, modeling, DNA, formative assessment
  60 minutes
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