Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle

Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
Bell Ringers, Class Warm-Ups, and Exit Tickets - Mega Bundle
File Type

Zip

(16 MB|164 pages)
7 Products in this Bundle
7 products
    Bundle Description

    This bundle comes with 141 days’ worth of materials that relate directly to 7 units. These activities are geared towards middle and high school science students. They can be used at the start of a class in the form of a bell ringer/class warm-up or at the end of class as an exit ticket.

    Buyer Comment: "Love this bundle! Thanks!"

    This bundle represents a savings of 30% vs. purchasing each individually. In addition, you will also receive all future resources absolutely FREE. As I add new resources, I will increase the price accordingly, so get it now at the lowest price it'll ever be.

    Would you like to see me walk through my Bell Ringer activity? I created a video that overviews how they work and how you can use them effectively in your classroom in only 5 minutes per day. Click here to have a look.

    This resource includes the following activities, covering the topics listed below:

    Biochemistry:

    Biochemistry - Senior Biology Introduction

    Carbon Chemistry

    Carbohydrates and Lipids

    Proteins and Nucleic Acids

    Enzymes

    Cells:

    The Cell Theory: An Introduction

    Animal Cells

    Plant Cells

    Diffusion and Osmosis through the Cell Membrane

    Unicellular and Multicellular Organisms

    Cell Organization - Cells, Tissues, Organs, and Systems

    Chemistry Introduction:

    Physical and Chemical Properties and Changes

    Density

    Particle Theory and Classification of Matter

    Atomic Theory - The History of the Atom

    Atomic Structure and Notation

    The Periodic Table

    Ions

    Chemical Symbols, Formulas and Compounds Introduction

    Ecology:

    The Spheres of the Earth

    Ecosystems

    Energy Flow In Ecosystems

    Cycling of Matter In Ecosystems

    Population Influences within Ecosystems

    Ecological Succession

    Biomass and Fossil Fuels

    The Importance of Biodiversity

    Invasive Species

    Flight:

    The History and Future of Flight

    How Planes and Other Aircraft Fly

    Improving Flight

    How Living Things Fly

    The Properties of Air

    The Environmental and Social Effects of Airlines

    Solutions and Solubility:

    • Solutions and Solubility

    • Concentration

    • PPM and PPB

    • Solutions and Dilutions

    Stoichiometry in Solutions

    Acids and Bases

    Space:

    Space - An Introduction

    Our Solar System

    The Life and Death of Stars

    The Seasons and Earth's Tilt

    The Moon

    Eclipse - Solar and Lunar

    Galaxies, Other Objects and the Universe

    The Immensity of the Universe

    Life in outer space - how humans meet their needs

    These are meant to be used each day, however the question periods are directly associated with topic lessons, so they are done on days that follow the completion of a lesson. For example, after you finish your lesson, you’d give your students the questions associated with that lesson. Additional days will utilize the Quotes and Videos sections.

    There are two key reasons why this daily activity works:

    1) It encourages your students to review their notes on a nightly basis so they’re ready for class.

    2) It creates a routine in your classroom that encourages your student to arrive and get settled for class quickly and quietly. Once we’re done, the students are ready for class and have already gotten their brains working and thinking science.

    The Activities

    1) Questions:

    Question types

    - Fill in the blanks

    - Short answer

    - Opinion

    - Drawing

    - Mix of above

    ● Everything will be included in your PowerPoint

    ● All questions relate directly to the previous lesson and work to test your students’ understanding

    ● If students are absent, they know they need to get caught up while away

    ● This process encourages students to keep up with the material and review their notes nightly

    2) Quotes

    The quotes come from individuals and relate directly to the overarching topic. On these days, I have students read the quote and write down what they feel it means and/or the underlying message.

    3) Videos

    The videos are an excellent way to settle your class down quickly and easily. Each video is selected specifically because it’s interesting and relevant to students.

    Each video can be accessed directly from the slide. Simply click the video image while in slideshow mode and the video will automatically open in your browser.

    Process

    ● Each week, I hand out the week’s [Topic Name] - Student Worksheet

    ○ **You can make this activity completely digital by making the sheet available online and have them submit it there as well**

    ● As soon as the bell rings to start class, I hand the sheets out to my students. Once the sheets are out, I start the 4-minute timer. If students are late, they miss out on their time.

    ● Once the timer finishes, the students flip over their papers and pass them to the front.

    Structure

    Each day’s activities, unless otherwise stated, are to be done individually and without notes. However, depending on the ability level of your students, you may want to have them work in pairs and/or use their notes.

    Marking

    We all have enough marking already and the last thing we want to do is add to our pile. However, I’ve found that this process is so streamlined and efficient that I’m easily able to mark these while my students are working in class or copying down notes.

    Typically, I mark only the Questions section. However, if I’m busy or don’t have time in class, I won’t and that’s OK. The point of this isn’t to make your job harder but to help your students stay on track and keep focused. Additionally, I’ll mark one of the other sections (Quote or Video) at least every other week.

    Each day’s mark is out of 5 but since there aren’t always 5 questions (usually it’s somewhere between 1-3), I base my mark on their understanding of what I’ve asked them to complete. This can come across as subjective, but I’ve found it gives me an excellent indication of their knowledge and keeping it consistent makes things better for everyone.

    Keep in mind that the outline above describes how I use them in my class. Feel free to change it up however you like (including the questions as the entire thing is completely editable). Other teachers I’ve spoken to only utilize the questions following a lesson or only mark the questions following a lesson and for the other days, show the relevant videos but don’t require their students to submit anything. A few people only mark one submission per week while others mark everything. It’s completely up to you.

    Whether you use Questions, Quotes, or Videos in any given lesson, your goal is to create a routine, promote understanding, and get your students thinking about science as soon as they enter your class.

    *****************************

    For free resources, useful teaching tips, and tools, please visit my blog - TeachScienceWithFergy.com

    If you have any questions please feel free to send me an email - devon@teachwithfergy.com

    Total Pages
    164 pages
    Answer Key
    Included
    Teaching Duration
    1 Semester
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