Description of Activity (Steps with Transitions) for Teacher

Description of Activity (Steps with Transitions) for Teacher

Description of activity (steps with transitions) for Teacher.

Set up:

  1. Review the attached practice questions (entitled RelayEquationsEnvelope). Whether you choose to use these questions, or select others to meet the needs of your students, make enough copies of the questionsso that you have one set for every four students. (It is helpful to have the sets printed and in envelopes, organized for student teams. In the heat of the competition you want to make sure you have/keep everything in order.)
  2. Before students arrive, arrange the classroom desks/chairs in groups to be suitable for a relay game. Student will be passing a paper between four group members – they could be inseated in rows and pass the papers back or in a circle and pass the paper clockwise, according to your preference.
  3. Students will be competing against each other, so label/identify teams in a way that will be easily distinguishable throughout the game. Depending on the behavioral and academic needs or your students, you may choose to group heterogeneously (with mixed ability levels) or allow students to sit according to their preference.
  4. Display the relay roles and instructions on the board, or individually at student seats. They are as follows:

Student #1/Molar Mass Mogul: At the word “go”, Student #1 from each group will quickly walk to the front of the room to obtain their sample problem. In a blue pencil, this student writes his/her name and computes the molar mass of each substance. (Students could be instructed to make a menu - see resource 29179 for more information. The menu is seen in the sample provided.)Once this task is completed, Student #1 will pass the paper and problem to Student #2. Student #1 must then remain in their seats until it is their turn again.

Student #2/ Dimensional Analysis Demon: Using a green pencil,this student writes her/name and sets up the dimensional analysis process (per your expectations of how to properly set up a stoichiometry problem) to convert necessary items in the problem (not solve). They may also correct work written by the previous student. Once satisfied with their work, student #2 will pass the problem to student #3.

Student #3:/Calculator King/Queen: With a red pencil, this student writes his/her name and does the math work to solve the dimensional analysis problem set up by Student #2. They may also correct work written by the previous students. Once satisfied with their work, student #3 will pass the problem to student #4.

Student #4/“Units Guru”: Using an orange pencil, this student writes his/her name and crosses out all cancelling units within the dimensional analysis and checks the entire series of work for proper units as well as satisfying significant digits. They may also correct work written by the previous students. Once satisfied with their work, student #4 will take their group’s answer to the instructor to be assessed.

  1. If the answer is incorrect, student #4 may take the problem and their work to their team to discuss possible problems and corrections to be made. Once the team has come to a conclusion and a new answer, student #4 may resubmit the question again.
  1. If the answer is correct, student #4 will be given another question to be completed.

Once the student #4 receives the new problem for their team, he/she becomes the new student #1. Every student in that group then assumes the role that had come behind them. (Here is where you could have the colored pencils rotate instead of the students physically move.) Note: The students are responsible to perform transitions between each problem. Students who do not transition are disqualified or otherwise penalized.

The group that completes the most problems correctly in the given class time (or quickest to complete all problems provided) will be deemed the winner. Provide acknowledgement for the winning team as fits for your class.

Other rules to consider and post:

Can students talk to each other? (If so, to whom and how loudly?) What should they do if their colored pencil breaks? What does the winner get?

During Class

1. As students enter the class, ask them to sit in seats quietly and read the instructions.Once class has begun, read through the instructions with the class.

2.Project a sample problem on the board – one is provided, but you may prefer one of your own. It is very helpful for students to see you work through the sample, one color at a time, so they can see the progression as the problem is completed by the team. (The final product is very colorful, but the colors build as the problem sheet goes through the roles in the team.)As you’re working through the problem, be very clear about what role you’re showing and the color you’re using. You may also want to mention that the sample problem is simpler than the problems they will be working on during the game.

3.Give students anothersimple sample problem and allow them to practice the game’s procedures. Address any misconceptions regarding rules at this time.Clarity of the rules is important because students will want to win. (Again mention how it is an “easier” problem just meant to practice the parameters of the relay.)

4.When you are satisfied that students understand your expectations for the relay game, play until a preset time or until all questions have been answered correctly.

After Class

Assess students’ level of understanding using the questions that they have submitted to you. You can easily see the work of each student, because they have written their name using the color of their work.