Table of contents: Yes this resource packet is so awesome, it needs its own table of contents.

Tool Description Page(s)

Helpful websites Links and actual descriptions of resources on the web. This list will help you find additional content based resources, study tips and web based review tools.

2

Effective Review- how to use tfanet as a resource

Descriptions and links to a variety of specific resources on tfanet that align with the key points addressed in today’s session.

3

Review Focused Homework

Two different examples of how to structure homework for effective review.

4-5

Student Game Plan- Example 1

Various pieces of student handouts to help clarify what will be on the exam and how to study. This is what I gave students last year before the final exam.

6-8

Student Game Plan- Example 2

Joaquin Hernandez’s student handouts and plan for review before their first unit assessment of the semester. Includes great study tips for students.

9-13

Mini Lesson- Test Taking strategies

Short mini lesson given before a unit test to teach a few test taking strategies.

14-16

Connections Review Handout

From a lesson focused on final exam review this handout provides students with a structure to help them make connections to the history content. We know from brain research that one way students retain information is by putting it into schema or making a concrete connection.

17-19

R. Bell’s Review Strategies

A variety of test review strategies centered around reviewing content (great for SS, Science, and vocab review)

20-32

Student Inventory Study Skills

A list of study strategies that students can use. 33

Misc. Review Strategies Choose your own adventure review, tic-tac-toe review, student checklists, and station activities.

34-39

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Secondary Review SessionMay 14th & May 20th, 2009Lisa Guido & Matt Hurley

Review Strategies ToolkitExamples & resources ready to implement in your stellar

review plan.

Helpful Websites!

I can find…. @ *A free resource for creating flash cards your students can access to print or quiz themselves.

http://flashcardfriends.com/

General Study tips http://www.how-to-study.com/

NY Regents based resources created by a NY school district. *includes regents assessments for middle school!

http://web000.greece.k12.ny.us/SocialStudiesResources/

Pearson Hall website that includes regents review self quizzes that students can take online & have graded immediately.

http://www.phschool.com/curriculum_support/brief_review/us_history/index.html

NY regents review material from a NY history teacher (click on review sections @ top of the home page). Also includes access to online quizzes where students can test themselves.

http://www.historyteacher.net/

World History regents review created by a NY history teacher.

http://www.geocities.com/mrhistorys/

World History (ancient & modern) regents review with links to notes, videos, text and MC questions.

http://mmoloneyiths.com/rrnotespage.html

Thematic review, MC questions, DBQ questions and thematic essay questions for NY Regents

http://www.regentsprep.org/

NY Regents Review http://www.regentsreviewlive.net/default.htm

More NY Regents review- including access to online quizzes where students can test themselves.

http://www.edusolution.com/default.htm

Links to every state’s assessment info/resources

http://www.edinformatics.com/testing/testing.htm

Mind mapping- problems that require multiple skills (good math/science examples)

http://www.mindtools.com/pages/article/newISS_01.htm

Science Review Websites- a powerpoint presentation with various resources to help students review science.

http://edtech.wku.edu/~tsuzuki/421htmspring2007/example1.ppt

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Have no fear… TFANET is here! Specific links & helpful tools that will help you create a stellar review plan

Resource & description Link*Note- you need to be logged into tfanet in order to access these links.

Resource Title: Content Curators***Source: Tfanet- teaching & learning center Description: If you don’t have extra time to sift through the resource exchange, have no fear, the content curators do that for you! As I researched the latest posts EVERY content area had a post with links and resources around test prep. If you haven’t already been doing so, check out the content curator for your subject area.

http://www.tfanet.org/net/myportal/tfanet/teachinglearningcenter

Check out the left hand side of the screen to see resource recommendations organized by content.

Resource Title: Advice blog- entry titled “What is… how to get your kids to remember stuff” 4/13/09Source: Tfanet- teaching & learning center Description: This specific blog entry focuses on the concept of how we get students to remember information for the long haul. In this “dear molly” blog entry she shares some specific strategies, links and key points.

http://www.tfanet.org/net/myportal/tfanet/teachinglearningcenter/dearmolly

Resource Title: Dan Wise's ELA Test Prep Bible   Source: Resource exchange Description: This resource is a 15-page "Test Prep Bible" that includes definitions and examples of the following: fiction stories, folktales, non-fiction narratives, functional texts, poetry, main idea questions, supporting details questions, inference questions, context clue questions, author's purpose questions, sequence questions, characterization questions, fact versus opinion questions and test taking strategies.

http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534

Resource Title: How to Prepare Kids for Standardized Tests Respectfully, Effectively, and While Having Fun   Source: Resource exchange Description: This is a list of my favorite strategies for prepping kids for tests. It covers 3 topics - motivating kids, preparing them for test conventions, and giving them the content knowledge they need.

http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6d

Resource Title: Instructional Games for Math and General Review   [applicable for all contents]Source: Resource exchange Description: This resource contains a list of math games that reinforce basic skills, as well as instructions on how to implement the games in class. Some can be tweaked to accommodate more difficult content. Also contains general review games which can be used across content areas and grade levels.

http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2

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Review focused Homework example 1: Name: Date: World History Final Exam Ready! HW 1

Standard:

Standard 10.6.1: Identify the causes and consequences of the Bolshevik Revolution and Civil War in Russia, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag).

Objectives:

SWBAT identify 2 causes of the Bolshevik Revolution

SWBAT identify 2 effects of the Bolshevik Revolution

SWBAT describe the promises made by Lenin to gain power.

SWBAT identify the Cheka and explain the methods Lenin used to maintain power in Russia.

Refresh your memory… what are the key points you must know in order to master these objectives on the final exam? [Hint you may use your notes from lesson Unit 3_day 4 to help you]

****Make Connections! Just like we practice making connections while reading a text, we also have to practice making connections with our history content to be sure we really understand and remember the key points. Please answer the questions below in full sentences and use your packets to help you!

1. Is there any other leader this year we studied that has some key traits in common with Lenin? Please cite WHO and at least two different traits they have in common with Lenin.2. What themes from our units this year does this topic connect to? How do you know this?

Practice- Another great strategy to prepare for our final exam & show what you know is to spend time working with the material. Complete the RAFT below to get your brain moving and thinking about Vladimir Lenin & the Bolshevik Revolution.Role- Vladimir Lenin

Audience - Russian Peasant

Form- Letter

Topic- Why the peasants should join Lenin and overthrow the government.

Review focused Homework example 2:

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Class Color: World History | Ms. Guido | HW 4**Don’t forget you have a Mastery Quiz this

THURSDAY on standard 10.9.1! HW 4-2 DUE DATE: HW 4-2 DUE DATE:

Thursday April 3Thursday April 3rdrd Directions: Please use your UNIT 4_day 6 packet to complete the following Homework assignment. This assignment will help you when it is time to study for this week’s mastery quiz!

(15 points)Objectives: Can you… YES NO

YALTA CONFERENCE (30 points)What key goal did ALL Allied leaders have for the Yalta Conference?

What difference of opinion did The Soviet Union and the United States have about what should happen to the liberated nations of Europe after World War II?Why did Stalin & FDR have this difference of opinion?

Key Outcomes/Effects of the Yalta Conference (20 points)1.2. 3. 4. Critical Thinking Questions: Directions: Please write in COMPLETE SENTENCES and your own brilliant words in order to earn full credit. (30 points)

1- Do you think the establishment of the United Nations was a positive outcome of the Yalta Conference? Why or why not?

2- Do you think the decision at the Yalta Conference to divide and occupy Germany was a good idea? Why or why not?

3- Why did Stalin feel so strongly about the need for communist states in Eastern Europe after World War II?

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Check whether or not you can successfully complete each objective, without using your notes! Write in the objectives from your Unit 4_day 6

packet here

STUDENT GAME PLAN: Example 1 By Lisa Guido

Name: __________________________ Class Color: ____________Dear Scholars,

We have covered the history of the whole World this school year- so you might be wondering, how am I going to review it all? This packet gives a step by step guideline of HOW to prepare so you can achieve 80% (or higher!). Successful completion of this packet (and coordinating handouts) will earn you 5 extra points on your final exam. You have worked very hard this year and I am proud of you all- so keep it up until our final!Love, Ms. Guido

Game Plan- Checklist

Final Exam Prep Item: Completed? *1. My personal standards of focus worksheet (attached)2. Final Review- self quiz (separate handout)3. Review stations (insert dates here)4. Study Cards (minimum of 25 that follow guidelines attached)5. Final exam- World History timeline (separate packet)6. Final exam study guide (separate packet)

*Ms. Guido will sign in this space once you have completed each item. Remember completing ALL items earns you 5 extra credit points on your final exam grade!

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80%

Final Exam Study TipsClass attendance is key! Please attend class for ALL review days so you do not miss anything important.

Ask for help, even if you don’t think you need it! Come after school or during lunch (see schedule below) for peer tutoring or extra help from Ms. Guido.

Don’t study alone! Around 125 students will have to take Ms. Guido’s World History final- so find a friend & work together.

Actually use your study cards to quiz yourself; just writing them alone is NOT enough.

Get online & quiz yourself with Ms. Guido’s flash cards at the website www.flashcardfriends.com (ask me if you need help accessing it)

Complete ALL of the tasks in your game plan!

Believe in yourself- if you think you can be successful on the exam then you will not give up and you will achieve.

Don’t procrastinate! You will not be able to review all of this material in one night, so start early for success.

Take it one step at a time! A few minutes of review each day will equal a lot of improvement in the long run. Don’t overwhelm yourself will too much at once.

Final Exam: My Individual Game Plan80

%

Standard #: Topic:10.1.6 Industrial Revolution (cause/effect) & Inventors

10.4.1 Causes of World War I (you need to be able to explain how they led to a world war, not just list the MAIN causes)

10.8.1 Rise of dictators & causes of World War II

10.8.3 Identify Allied/Axis powers, explain key battles of World War II (ie: D-DAY & Battle of Stalingrad)

10.8.5 The Holocaust

Directions: Review the standards of focus worksheet you received today & use it to answer the following questions:

1. What is your current overall mastery? __________________

2. What is our class goal for overall mastery? ______________

3. What is your goal for our final exam? __________________

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Ms. Guido’s standards of Focus: These are the standards we spent the most time on in class and therefore will be worth the most number of points on the final.

Your Personal Standards of Focus: Reflection

4. List THREE specific steps you can take before the final exam to ensure you meet your goal:A. B. C.

Directions: Using your individual data guide please list (from lowest to highest) your lowest scoring standards. This will help determine what you need to spend the greatest amount of time studying in order to prepare for your exam. Note- if you have achieved 80% or higher on every standard you can use the final self quiz to help you list which standards you need to focus on.Standard #: Topic: My current mastery

of this standard:

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My personal Standards of Focus

Reflect- What actions can you take to ensure you are prepared to master these standards on the final exam? (Be as specific as possible)

STUDENT GAME PLAN: example 2 By Joaquin Hernandez [‘07 AP World History]

STUDENT GAME PLAN: Example 2 by Joaquin Hernandez (DC ’07)

Name: Period:Unit 1 Exam: Your Individual Game Plan

Overview: This “Game Plan” will help you to prepare to reach 80% mastery (or higher) on your upcoming Unit 1 exam! Successful completion of this game plan packet will earn you 5 extra credit points on your Unit 1 exam.

Game Plan Checklist

Unit 1 Exam Prep Item Completed?*1. Study Tips Checklist2. S.T.O.M.P. Your Test!3. My Mastery Checklist4. Roadmap to Mastery5. Lunchtime Tutoring Agreement (with Mr. H’s signature)

6. Unit 1 Exam Packet (worth 200 homework points!) 7. Unit 1 Review PowerPoint*Mr. H will sign in this space only after you’ve completed each item (and turned each in by the start of class on Friday, February 13th). Completing ALL items earns you 5 extra credit points on the Unit 1 exam!

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Part I. Study Tips ChecklistDirections: Go through this list and check and see how many of these excellent study strategies you already apply. Take notice if you’re not checking many of these items off and try to apply a few of these strategies to boost your score!

<INPUT TYPE=\I ask for help if I don’t understand something during review sessions<INPUT TYPE=\I study with friends<INPUT TYPE=\I use flash cards to memorize important historical terms or concepts<INPUT TYPE=\I reread my handouts and highlight things that I think are important<INPUT TYPE=\I take 10-15 minute breaks after every hour that I spend studying<INPUT TYPE=\I DON’T procrastinate, but take some time to review a few nights (or more) before the exam<INPUT TYPE=\I study things that I don’t understand first before I review things that I already know<INPUT TYPE=\I attend class regularly, and if I miss a day, I get the make-up work to avoid falling behind<INPUT TYPE=\I complete ALL of the tasks on my exam game plan<INPUT TYPE=\I study in a quiet spot where I can avoid distractions<INPUT TYPE=\I have prepared for ALL the essay questions that will be on the test

After completing the checklist above, circle ONE unchecked strategy that you will use to study for your upcoming exam. How will you use that strategy? (2 sentences minimum)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Turn to the next page…

Part II. S.T.O.M.P. Your Test!Part AComplete the Test Strategies Acronym!Directions: Follow along with Mr. Hernandez as we review this test strategies acronym. Remember to use this acronym to remember the strategies to apply during your test!

Search for key words or concepts in each question & underline them.

Take into account what you learned about the key words or concepts that you underlined.

Omit unnecessary information. Scratch it out!

Make pictures / organizers that summarize what the question is asking (if possible)

Process of Elimination.

Part BChecking for UnderstandingDirections: Read the following testing situations and circle the strategy (S, T, O, M, or P) that the student is using.

1. Student W reads each question and circles words that he or she doesn’tunderstand. Student W is using which STOMP strategy? S T O M P

2. Student X reads a long question and crosses out all of the unnecessary information so that she can focus on the most important ideas

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Turn to the next page…

S T O M P

3. Student Y crosses out multiple-choice options that are obviously incorrect

S T O M P

4. Student Z likes to draw diagrams or flow charts to organize her thoughts before she answers essay test questions.

S T O M P

Part III. Mastery ChecklistDirections: Below is a list of the things that you’ll need to be able to do on the final exam. Check “yes” if you really understand that skill and check “no” if you don’t.

Essential Skills for Unit 1 Yes NoI can compare and contrast the features of a political and physical map and explain the kinds of information that a person could learn by referencing these maps (Standard 1_1)I can identify the location all of the world’s major continents and oceans (Standard 1_2)I can explain how the Neolithic Revolution changed the lives and societies of early peoples (Standard 2_1) I can describe the achievements as well as the social, political, geographic, and economic structures of Ancient Sumer (Standard 3_1)I can describe the social, political, and economic characteristics of Ancient Egypt (Standard 4_1)I can explain the difference between polytheism and monotheism and list an example of a religion that is polytheistic and one that is monotheistic. (Standard 5_1)I can explain the roots and core beliefs of the following world religions: Buddhism, Confucianism, Hinduism, Judaism, Islam, and Christianity (Standard 5_2)I can contrast the origins and growth of belief systems like Confucianism, Hinduism, and Buddhism across Asia. (Standard 5_3)I can list 2 differences and 1 similarity between the Hindu and Buddhist ideas about reincarnation and explain how these different interpretations shaped social structures in India and China (Standard 5_4)I can list 3 social practices and 2 political practices that were created by the Greeks and later implemented by the citizens of Ancient Rome (Standard 6_1)I can explain the role that trade and geography played in promoting the rise of the classical empires (Standard 7_1)I can describe social, political, economic, geographical, and religious characteristics of the Roman, Gupta, and Han empires (Standard 7_2)I can list and explain the 3 similarities and 2 key differences between the political structures of the Roman Republic and the United States (Standard 7_3)I can compare and contrast the institutions of slavery in the Roman and Han empires (Standard 7_4)I can describe how the first Christians were treated under the reign of Roman Emperor Nero (Standard 7_5)I can compare and contrast events that led to the collapse of the classical empires (Standard 8_1)I know how to write paragraphs using the M-E-A-L technique (M = Main Point, E = Evidence, A =

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Analysis, L = Link to Main Point) I know how to use visual and written clues on a political cartoon to figure out its meaning

Part IV. Create Your OWN Roadmap to MasteryDirections: As we know, spacing out study sessions before a test rather than cramming is the best way to remember more information and for longer (= higher mastery)! Use this template to create an after school study schedule for yourself. And remember…

Study AT LEAST 3 days prior to your testSet aside no fewer than AT LEAST 25 minutes per study session.

Date WHAT will I study? For how long?

HOW will I study?

Friday, Feb. 6th Standard(s) #______________

_______ min.

Saturday, Feb. 7th Standard(s) #______________

_______ min.

Sunday, Feb. 8th Standard(s) #______________

_______ min.

Monday, February 9th Standard(s) #______________

_______ min.

Tuesday, February 10th

Standard(s) #______________

_______ min.

Wednesday, February 11h

Standard(s) #______________

_______ min.

Part V. Lunch Time Tutoring

Dear ________________,

As a World History scholar who has demonstrated enormous academic potential, I would like to invite you to a lunch time tutoring session today, February 12, 2009 from 1:15-2:00pm (2nd lunch). If you devote at least 25 minutes to studying and reviewing during the lunch break in Mr. Hernandez’s class, you could earn an additional 5 extra credit points on your Unit 1 exam tomorrow. Please complete the RSVP form below, and thank you in advance for your willingness to help.Cheers, Mr. Hernandez

Directions: Please check one of the following to RSVP for (today) Thursday’s lunchtime tutoring session during 2nd lunch.

______________-YES—I will attend this Thursday and serve as a peer tutor*

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Helpful hint #1: START by studying the unchecked standards on your mastery checklist

Helpful hint #2: Use your “study tips” checklist for ideas

______________-NO—I cannot attend this Thursday, but am willing to attend a future session for Unit 2 Quiz______________-NO—I cannot attend this Thursday

Your Signature: ___________________________________________________

*If you checked off the YES option, feel free to circle one snack that you would

like Mr. H to provide you with during your lunchtime study session:

Chips Chocolate chip cookies Granola bars Fruit snacks

Test Taking Skills: Example mini-lesson

Unit 1: Technology Review & test-taking strategiesSparker (10 points)Directions: Answer the following questions about your test-taking strategies. Be truthful!

1. I always read the entire test before I start. YES NO

2. I always read the instructions before I answer questions. YES NO

3. I always put my name on the top of the test before I start. YES NO

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4. I always read the questions carefully. YES NO

5. I always check my answers before I hand in the test. YES NO

6. I always answer every question on the test. YES NO

7. I always take my time and do not rush. YES NO

8. I always relax while I taking the test. YES NO

9. I always remain quiet throughout the test. YES NO

10. I always raise my hand if I have questions. YES NO

11. I always write clearly and neatly. YES NO

12. I always skip questions I don’t know YES NO and go back to them later.

For how many questions did you answer “NO”? _____________

Success on a test is not just dependent on how much you know, but also how much you know about taking tests. Even if you aren’t sure of an answer there are certain “tricks” or strategies that you can use to increase your score.

New Information: (5 points) TEST-TAKING SKILLS

General Test Taking Tips:

ALWAYS read the directions! ALWAYS take your time! ALWAYS raise your hand and ask the teacher if you don’t understand a

question or directions. ALWAYS answer every questions you don’t lose points for trying! ALWAYS answer the questions you are sure of first. ALWAYS make the test your friend! The test often gives clues or hints that

might help you answer difficult questions.

Answering Multiple Choice Questions:

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Step 1: Read the question and ALL possible answers carefully. Re-read if you need to!Step 2: Eliminate wrong answers. Instead of looking for the right answer, look for the choices you think are wrong first.Step 3: Cross out the answer choices you know are wrong.Step 4: Draw ?’s next to questions you think might be wrong.Step 5: Use educated guessing (taking your best guess with the information you have available). Analyze the answer choices left, now you have a better chance of picking the right answer- even if you didn’t think you knew at first.

Follow along with me as I model or demonstrate how to use test-taking skills with multiple-choice questions.

____ The technology developed during World War I resulted in

1. Smaller nations becoming part of larger empires after the war.2. A smaller number of refugees during the war.3. Increased military casualties during the war.4. A slowdown in transportation improvements after the war.

Now try to implement the skills I just taught you by with the multiple choice question below. I expect to see wrong answers crossed out!

____ The policy of appeasement helped cause World War II because this policy...1. Reduced the armaments of major European powers.2. Gave too much power to the United Nations3. Increased sea trade between England and the United States.4. Allowed the aggressive actions of Germany to go unchecked.

Responding to short answer questions:

Step 1: Carefully read the entire questionStep 2: If you don’t understand something in the questions re-read it or raise your hand and ask Ms. Guido for help. Step 3: Pay attention to “direction words” in the question. These will give you clues or hints about what is expected the correct answer should look like.

Sample direction words & their meanings:Define: To explain what something is or means

Describe: To illustrate something with words or to tell about it

Compare: To state the similarities (things in common) between two or more examples

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Watch first

Now you try it!

Contrast/Differentiate:

To state the differences between two or more examples

Explain: To make plain or understandable, to give reasons for

Discuss: To make observations using facts, reasoning and arguments. To present something in detail.

Step 4 : Answer ALL parts of the question in complete sentences!Step 5: When in doubt, write more, not less.

Describe two reasons why Europeans wanted to imperialize Africa.

Connections Handout [part of a review lesson plan]Studying the history of the entire World can seem like a daunting task,

especially if you are used to thinking about history in terms of dates, names and places. This year we studied history in terms of themes. List historical event that come to mind when you hear our 4 major themes:

Science & Technology

Conflict Leadership Injustice

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Full credit example answer: Europeans wanted to take over Africa in order to have access to its natural resources, such as gold and diamonds. Another reason Europeans imperialized Africa was because they believed in the idea of Social Darwinism. This means that because they could take over Africa, they thought they had the right to.

Example:

People remember history best when they think about it not solely in terms of names, dates & places. History is understood and remembered when we can think about like a story and make connections between events and connections to our own lives

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List other examples of the cause/effect connection between events we studied this year in the space below. Draw arrows to make the connections clear.

CAUSE EFFECT

HistoryHistory TopicTopic

ConnectionConnection

Ex: Ex: Scramble When I think of the Scramble for Africa, I think about the

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Connection # 1: CauseConnection # 1: Cause Effect Effect

Connection # 2: HistoryConnection # 2: History Self/Text/WorldSelf/Text/World

for Africa setting of Things Fall Apart, because the story takes place during the Age of Imperialism.

Alliances Alliances

PropagandaPropaganda

GulagGulag

Collectivization Collectivization

Appeasement Appeasement

The Cold WarThe Cold War

R.Bell’s Review strategies: There are a few major categories of review activities I use in my classroom. For each type of review, I explain what it is, when it is appropriate to use it, and what a sample activity looks like in my science classroom. It is important to use each type of review so that all different learning modalities are involved in your class, so that reviews stay interesting, and so that you can really assess if they have a deep understanding of the material. Here are the categories:

Synthesis ReviewOpposite skill review

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Vocabulary reviewEquations/procedural knowledge review

Reviewing for standardized testing situationsPaper-and-pencil review

Synthesis ReviewWhat it is: Students are given the opportunity to connect multiple different lessons, lots of words and concepts. When to use it: This works well for leading them to big ideas of interdependence rather than just telling them. Sample activities:

#1 Labeling Diagrams: Students are given a list of vocabulary words and they need to label in the diagram or picture as many of the words as they can. Students should be encouraged to add things to the drawings to make it more feasible. For example, students might add a forest fire in the picture below to show secondary succession.

Facilitation:1. Start by putting a giant picture up on a transparency and doing the activity together in a guided practice format. Reward students for coming up and labeling things, or adding things to the drawing. 2. Turn them loose in pairs and have them try labeling a picture together3. Finally try having them do it alone. You should circulate and provide guiding questions like “What could you add to the drawing that would create a parasitic relationship with the coyote?”

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ProducersConsumersDecomposers10% RulePredatorPreyNicheVegetationHerbivoreOmnivoreCarnivoreBacteriaFungiScavengerFood ChainFood WebAutotrophHeterotrophBio-SymbiosisMutualismCommensalismParasitismParasiteHost

Secondary successionSymbiosisMutualismCommensalismParasitismParasiteHostBiomassEnvironmentAdaptationDiversityEcological successionPrimary successionSecondary successionEndangered SpeciesExtinctionHabitat destruction

Rock Cycle

Biogeochemical Cycles

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Nitrogen-Fixing bacteriaAmmoniaNitratesDecompositionDecayNitrificationDe-nitrificationFertilizerPesticideXeriscapingDeforestation

PhotosynthesisRespirationSmogOrganicGlucoseChlorofluorocarbonsAerobicCombustionEmissionsGlobal warmingProducerPrimary ConsumerCondensationPrecipitationRun-offEvaporationTranspirationAccumulationSublimationLand SubsidenceFloodDroughtGround WaterTurbidityWatershedAquifer

Nonrenewable resourceRenewable resourcesPollutionOzone LayerOzoneGreenhouse EffectGreenhouse GasAcid RainFossil Fuel

SedimentWeatheringErosion & DepositionCompaction & CementationHeat & PressureIgneous RockSedimentary RockMetamorphic RockMagmaMelting

#2 Find a connection. Students are in teams. They are given two words and must find the connection

between the words.

Example: Friction Commensalisms

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EnergyPotential energyKinetic EnergyThermal energyNuclear EnergyMechanical EnergyGravitational EnergyRadiant energyMotion EnergySound energyElectrical EnergyEnergy Transformation

GravityFrictionApplied ForceMotionWeight Work Force InertiaSpeedAcceleration

I thought this would be a tough one, but two students had a very strong (and funny) response. “Friction is caused by two surfaces, usually one surface is affected and the harder surface is not affected. This is the same”

Opposite skill review

What it is: During instruction I tend to favor one way of having students try a skill or attempt a problem. I tend to go with what works the best for me (makes sense). However, when it comes time to review, thought should be put into other ways the information could be presented so that the students would be required to do the OPPOSITE skill. This will allow you to assess if they really have a deep understanding, and it will prepare them for the many different ways they might see a concept on a standardized test.

When to use it: Students are doing a skill. Measuring, drawing, creating, producing, representing some important concept or information.

Sample activity: During the original lesson students drew the Bohr models for different elements and then constructed actual models of the atoms using skittles. Students definitely had the ability to take an element and draw what a Bohr model would look live. In the review activity they should do the opposite. For my review, I had them rotate through stations that already contained drawings/models of atoms and the students were expected to name which element the atom represented (or ion/isotope of an atom. By doing the opposite during this activity, my students showed a deeper understanding of atomic structure and predicting behavior of elements was much easier.

During class: “Draw a Bohr Model for this element”

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During review: “What element/ion/isotope is this model of?”

Vocabulary reviewWhat it is: Students practice recalling the definition or giving synonyms for class vocabulary.

When to use: when a unit is vocabulary heavy. Works especially well for ESL/LEP students. It should be something that you do every week of the year.

Sample Activities:#1 I each vocabulary word, along with a picture, on a piece of laminated cardstock.

Once a week, or once every other week, I pass out a few of these giant cards to the students. Students pair up. One student has a card and must give information trying to get the other student to guess what word it is.

#2 Pass out the vocabulary cards, one to each students. Allow students 2-3 minutes to remember/look-up the definition of the word they received. Using popsicle sticks call out students randomly to stand up, say their word, and define it in a complete sentence. The twist is that you must say your word AND the words of the people before you. For Example: if Alex goes first, he says his word and definition and then sits. Mayra goes next and must say her word, and Alex’s. Sophia is next and she must say her word and definition, Mayra’s, and Alex’s!

(after doing the students are really comfortable with a couple units of words. Have them do a synthesis activity that requires them to combine those words)

Equations/procedural knowledge reviewWhat it is: Students practice something they learned to do in steps/procedure.

When to use it: Solving equations for Force, weight, speed, acceleration, Work, etc. Also, making Bohr Models, solving Punnett squares, etc. Anything that is procedural.

Sample activity:#1 As a class: give all students the same situation to solve or diagram to create. Start with step one, have all students complete the first step on their paper. Then have the students pass

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the paper to the left (To the left, to the left, all that work you did on the desk to the left ). With the new paper, students do the second step and have an opportunity to fix the work of the person before them. Keeping rotating the paper until it is solved.

Example: Step one: write the formula (W = F x D)-rotate papers-

Step two: Calculate the distance

Step Three: Find the reading on the spring scale

Step Four: enter the correct values into the formula

Step five: multiply

Step Six: Check units and multiplicationReviewing for standardized testing situations

Honestly, some times you need to review test-taking skills and teach students those little nuances about standardized testing that we pickup on so quickly. Unfortunately, packets of questions do little to help students increase this skill. The main test-taking skill my students need work on is interpreting information graphs/diagrams so this is what I focused my review efforts on.

Sample activity: Ask a questions

What it is: Instead of giving students packets of questions to review. Keep the graphs and diagrams you have, but leave the questions out of it. Provide students with one blank graph or diagram and then have them write a question. Students must have the right answer(s) prepared for you. Then they randomly are assigned people to ask. They usually naturally become competitive and try to make their questions difficult, but if they need the extra boost you could tell them that the student, whose question had the least number of correct responses, wins! Students will be practicing the skills you want them to, thinking about the information represented, and thinking of how they might see it on a test. It works really well.

When to use it: reviewing test-taking strategies, interpreting information from graphs, charts and diagrams.

Here are some graphs that I used:

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Plate Movements

Paper-and-pencil reviewWhat it is: Students are given a skill they normally do hands-on, in a paper-and-pencil format.

When to use it: Calculations of things on paper that they have only done previously in a lab/activity.

Sample activity: Measurement is the main example for science. Often students understand the measurement, they have even made the same measurement needed for the exam in a laboratory setting. However, students haven’t done it on paper and this is how they will see it on standardized tests. For example, all of my students can find the volume of an actual liquid, but they need to review how to do that on paper. I have attached paper-based examples of these types of measurement questions.

FacilitationI give students one or two of these questions at the end of a lab or hands-on activity.

For a review session, these could be the “do now” at the begin of your review. Or, they

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could be set up as a challenge! Where you flash the lights in the middle of some other activity, students rush back to their desk, and then they solve the measurement scenario that you have for them.

Twists that I add: Always free-response (If you provided multiple-choice with measurement questions, I have found that students will get the correct answer more often, even though they did the measurement incorrectly. Students should write the exact answer they get, along with the units.

Creating measurement questions and answer choices to stump each other. Similar to ask a question, you can add a twist for independent/homework. Students must come up with four answer choices for each questions and try to stump one another. If you give them the blank graduated cylinders or thermometers, they literally LOVE it. They make the graduations super difficult and have a lot of fun trying to come up with answers to trick each other. Always make sure units are considered in the answer choice. See example of what a student might write below

What volume should be reported for the solution in this graduated cylinder?a. 51 mmb. 50.6 mmc. 56 mmd. Correct answer not given

Here are some more examples of measurement scenarios.

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14. A diagram of two oak trees is shown above. What is the difference is actual height of these trees?

_____________________ .

15. Which is the best estimate of the volume of solution released from the burette?

16. What was the volume of water that the student initially added to the cylinder? _____________ mL

17. What is the volume of the rock? _________ cm3 (1mL = 1cm3)

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To find the mass of some iron filings, a student places the filings in a 14-gram plastic tray and places the tray on a balance.

22. What is the reading on the balance for the mass of the tray and iron filings? ______________g

23. What is the mass of the iron filings? _______________ g

24. The flask has a mass of 50 grams. What is the mass of the substance in the flask?

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25. What is the volume of the liquid in the graduated cylinder above? Explain how you determined the volume.

Student Inventory: Study Skills

Rank each statement as it applies to you by putting the appropriate number in the blank:

4 = Always 3 = Some of the time 2 = Seldom 1 = Never

I use these study strategies:___ Tape recorder___ Flash cards___ Study with a group___ Study with one other person___ Study best alone___ Have a family member quiz me___ List what I need to study___ Plan long-term projects in steps

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___ Can take good notes from textbooks___ Study in quiet area___ Rewrite notes into my own words___ Recopy notes___ Have a plan for successfully taking tests___ Review within 24 hours of original learning___ Use colored pens to mark notes___ Will ask for help when I don’t understand the work___ Make up missing work on time___ Turn in homework assignments on time___ Write neatly___ Take time to proofread___ Use a weekly study schedule___ Have a study buddy to consult about class events___ Make use of my biological clock to study efficiently___ Create my own study guides___ Aim for a specific grade in each class___ Work towards a future goal___ Predict accurately what will be on tests___ Spend enough time to learn the material well___ Have enough supplies at school___ Have enough supplies at home___ Have a well-organized study area at home___ Keep all old papers on file for tests and exams___ Write down my assignments___ Skim material before reading___ Focus well in class___ Come to class prepared to work___ Pass tests___ Take planned study break

Misc. Review Strategies Choose your own review adventure!

Today (and if you don’t finish, for homework tonight), you must complete review problems to make a combined total of 50 points. You have 5 paths you may choose. You may only choose one path. If after you complete your adventure, you are interested in pursuing an additional adventure, you may earn up to 10 bonus points IF (and only IF) everything in your original adventure is correct and if the additional adventure is completed in its entirety.

Choice 1: Complete problems 7, 18, 22, 28, 31, 33, 35, 36, 37, 39, 40, 42, 44, 45, 46, 47, 48, 50, 51, 52, 53, 54(1 long, 3 medium, 18 short) (22 total)

Choice 2: Complete problems 13, 14, 16, 18, 19, 20, 23, 25, 26, 27, 30, 32, 34, 36, 38, 41, 43, 45, 49, 51(10 medium, 10 short) (20 total)

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Choice 3: Complete problems 4, 9, 13, 14, 16, 18, 19, 20, 22, 25, 27, 28, 34, 42, 46, 51, 53 (2 long, 10 medium, 5 short) (17 total)

Choice 4: Complete problems 1, 2, 6, 8, 11, 15, 17, 21, 26, 29, 31, 35, 40, 51, 54 (5 long, 5 medium, and 5 short) (15 total)

Choice 5: Complete problems 1, 3, 5, 6, 8, 10, 12, 14, 18, 23, 28, 29 (7 long, 5 medium) (12 total)

Things to consider:1) What are your strengths?2) What are your weaknesses?3) What do you need the most practice at?

You can earn up to 10 discretionary points if you pick an adventure that best focuses on your weak areas.

Long (require the most time to complete)1) Predict the products and balance the equation: __ Ag + __CuSO4 2) Predict the products and balance the equation: __ NaI + __ CaCl2 3) Predict the products and balance the equation: __ O2 + __ H2 4) Predict the products and balance the equation: __ AgNO2 + __ BaSO4 5) Predict the products and balance the equation: __ HCN + __ CuSO4 6) How many grams of dinitrogen tetrafluoride, N2F4 can be produced by the reaction of 2.00 g of

NH3 and 8.00 g of F2?NH3 + F2 N2F4 + HF

7) Hydrogen fluoride is produced by the following reaction. How many grams of HF can be made by the reaction of 12.8 g of CaF2 and 13.2 g of H2SO4?

CaF2 + H2SO4 HF + CaSO4

8) Aluminum combines with iodine according to the following equation. How many grams of AlI3 can be formed when 1.00 g of aluminum reacts with 12.00 g of iodine?

Al + I2 AlI3

9) Zinc and phosphorus react to form Zn3P2. A 4.0 g sample of zinc is reacted with 2.0 g of phosphorus. What mass of product is formed?

Zn + P Zn3P2

10) Calculate the empirical formula of a 6.21 g sample that contains 1.67 g of cerium and rest is iodine.

11) Determine the empirical formula of a compound that contains 36.5g sodium, 25.4g sulfur, and 38.1g oxygen.

12) Determine the empirical formula of a compound that contains 58.80% barium, 13.75% sulfur, and 27.45% oxygen by mass.

Medium 13) Translate and balance the following equation: When zinc metal and sulfur powder are heated, they

form solid zinc sulfide.14) Translate and balance the following equation: Aluminium metal plus hydrogen chloride gas yields

solid aluminium chloride plus hydrogen gas.15) Translate and balance the following equation: Zinc metal plus oxygen gas produces solid zinc oxide.16) Translate and balance the following equation: Magnesium metal plus gaseous carbon dioxide yields

solid magnesium oxide plus solid carbon.

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17) Translate and balance the following equation: Sodium metal plus chlorine gas combine to form solid sodium chloride.

18) Translate and balance the following equation: Water vapour is formed from the explosive reaction between hydrogen gas and oxygen gas.

19) Balance and identify the reaction type: __ C6H6 + __ O2 __ H2O + __ CO2

20) Balance and identify the reaction type: __ NaI + __ Pb(SO4)2 __ PbI4 + __ Na2SO4

21) Balance and identify the reaction type: __ NH3 + __ O2 __ NO + __ H2O22) Balance and identify the reaction type: __ Fe(OH)3 __ Fe2O3 + __ H2O23) Balance and identify the reaction type: __ HNO3 + __ Mg(OH)2 __H2O + __ Mg(NO3)2

24) Balance and identify the reaction type: __ H3PO4 + __ NaBr __ HBr + __ Na3PO4

25) Sodium selenide is 63.20% selenium by mass. How many grams of selenium are in 5g of the compound? How many moles of selenium is this?

26) The following reaction generates electricity in an automobile battery. What mass of Pb is consumed when 2.05 g of PbSO4 is formed in the battery?

Pb + PbO2 + H2SO4 PbSO4 + H2O27) Calculate the number of moles of nitrogen dioxide (NO2) produced from the complete reaction of

2.50 moles of nitrogen oxide (NO).NO + O2 NO2

28) Morphine, C17H19NO3 reacts with O2 to form carbon dioxide, water, and nitrogen dioxide. What mass of CO2 is produced from 4.000 g of morphine?

4 C17H19NO3 + 85 O2 68 CO2 + 38 H2O + 4 NO2

29) What mass of CaO could be obtained from the thermal decomposition of 2.00 moles of CaCO3?CaCO3 CaO + CO2

Short (require the least time to complete)30) Balance the following two equations:

a) ___Li + ___Cl2 ---> ___LiCl b) ___Na + ___Cl2 ---> ___NaCl

31) Balance the following two equations:c) ___HCl + ___Zn --> ___H2 + ___ZnCl2

d) ___Al + ___O2 ---> ___Al2O3

32) Balance the following two equations:e) ___N2 + ___O2 --> ___NO2

f) ___SO3 + ___H2O --> ___H2SO4

33) Balance the following two equations:g) ___H2 + ___N2 ---> ___NH3

h) ___H2CO3 --> ___H2O + ___CO2

34) Balance the following two equations:i) ___NaOH + ___H2SO4 --> ___Na2SO4 + ___H2O j) ___C3H8 + ___O2 --> ___CO2 + ___H2O

35) Balance the following two equations:k) ___AgCl + ___Cu --> ___Ag + ___CuCl2

l) ___C2H2 + ___F2 --> ___C2H2F4

36) Balance the following two equations:m) ___Na + ___H2O --> ___NaOH + ___H2

n) ___HCl + ___Ca(OH)2 --> ___CaCl2 + ___H2O

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Midterm Review Packet!

Contents:1. Study self-quiz2. List of tasks3. Sample questions

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Part 1: Self-quiz (check yes or no for each of the following) YES NO

1. I can say how many meters are in a kilometer 2. I can say how many grams are in a milligram 3. I understand what the metric prefixes mean (kilo, deci for example) 4. I can list the steps of the scientific method in order 5. I know the difference between a hypothesis, theory and conjecture 6. I know the difference between a variable and control 7. I know how to make a line graph 8. I know where the x-axis and y-axis are

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9. I know what dependent and independent variables are 10. I know what quantitative data is 11. I know what qualitative data is 12. I can list the 4 properties of life 13. I know what homeostasis is 14. I know what relative dating is 15. I know radiometric dating is 16. I know what spontaneous generation is 17. I know what Redi, Pasteur, Miller and Urey, and Fox did 18. I know what mimicry is 19. I know what camouflage is 20. I know what natural selection is 21. I know what survival of the fittest means 22. I know four types of evidence for evolution

Key:

If you can check them all: WAY TO GO! If you can’t check 1- 3 you need to review unit conversion notesIf you can’t check 4-6 you need to review scientific method notesIf you can’t check 7-9 you need to review graphing notesIf you can’t check 12-13 you need to review properties of life notesIf you can’t check 14-15 you need to review dating the earth notesIf you can’t check 16-17 you need to review origin of life noteIf you can’t check 18-21 you need to review natural selection notesIf you can’t check 22 you need to review evidence of evolution notes

Tic-Tac-Toe Problems

You must complete at least 3 squares (across, down, diagonal). If you complete more squares, you will earn additional points. If you complete the entire grid (all 9 squares) you will earn 3 challenge stamps.

A

Complete orbital diagrams for the elements given in List I.

B

Explain the orbital diagrams given in List IV based on the three rules in List VI.

C

Write the electron configuration for the elements in List II.

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D

Complete the noble-gas notation for the elements given in List II.

E

Give the Electron Configuration for the elements in List V.

F

Identify the elements given in List IV.

G

Define the terms listed in List III and List VI.

H

Complete the noble-gas notation for the elements in List IV.

I

Write a letter to our newest student explaining how to express the electrons in an atom three ways.

Show work on the back of this page. Label your squares.

I completed ______, _________ and _________.

Stations Review Activity: I divide students into groups of 3-4 and have them go to different stations to practice aims we have already reviewed in class. I usually chose the aims that the class had the lowest quiz averages on, or the aims the students had trouble mastering.

STATION #2 Aim # 5: I can convert between units within the metric system. 1. Measure the length of the Kleenex box in centimeters using the ruler. Write the length below.2. Convert this into millimeters. 3. Decameters 4. Kilometers.5. Do as many of the following conversions wit the allotted time. Hurry, 1 point for each one!

Use the chart below to convert the following to the specified units.Kilo (k-) Hecto (h-) Deka (da-) Basic Unit Deci (d-) Centi (c-) Milli (m-)

1,000 cm = ___________m 60mm = _____________ cm

70 mg = _____________ cg 4.5 kg = ______________ dag

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389 L = ______________ hL 4.567dag = _____________ dg

STUDY HINT: MAKE SURE YOU COUNT THE CORRECT NUMBER OF UNITS AND EITHER MOVE TO THE RIGHT (IF YOU ARE CONVERTING TO A SMALLER UNIT) OR LEFT (IF YOU ARE CONVERTING TO A LARGER UNIT).

Station #5

Aim 18: I can differentiate between rocky planets and gaseous planets.

1. Write down a memorization mnemonic for the order of the planets from the sun. (Example: My very excellent mother just sent us nuns).

2. Say it to yourself three times (REMEMBER THE ORDER).

3. Now, without looking - write down the 8 planets (include Pluto if you like), and write down whether they are rocky or solid.

4. What are four processes that affect the surfaces of planets. Describe each of them.

STUDY HINT: Remember the order of the nine planets. Use a memorization mnemonic that you can remember (use the one I gave above if nothing else). Also know that the first 4 planets are rocky, and the outer four planets are gaseous.

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