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ICP Semester Physics Review tic-tac-toe Group Review Activity

ICP Semester Physics Review tic-tac-toe Group Review Activity
ICP Semester Physics Review tic-tac-toe Group Review Activity
ICP Semester Physics Review tic-tac-toe Group Review Activity
ICP Semester Physics Review tic-tac-toe Group Review Activity
ICP Semester Physics Review tic-tac-toe Group Review Activity
ICP Semester Physics Review tic-tac-toe Group Review Activity
ICP Semester Physics Review tic-tac-toe Group Review Activity
ICP Semester Physics Review tic-tac-toe Group Review Activity
Product Description
Topics covered: Speed, Acceleration, Forces (Newton's 2nd Law, F=ma), Work, Potential Energy (Ep=mgh), Kinetic Energy (Ek=1/2mv2), Law of Conservation of Energy.

I have students work in pairs to achieve 3 in a row or complete the whole sheet. I give bonus points for the first team to get a tic-tac-toe and bonus points for the first team to get all 9 answers for the sheet, then I just hand them the second sheet, same rules for 1st to achieve tic-tac-toe/solve all 9. Then I give them a 3rd sheet, same rules. I set up a central “home base” and I try not to leave that spot so I don’t “show favorites” to parts of the class. Students come to me to have their answers checked. I use a marker to indicate a paper has been checked and has the requisite 3 in a row or all 9 correct. Student pairs MUST turn in at least one sheet checked by me and if they turn in only one sheet, at least 6 answers must be correct. The 3rd sheet is all XC.
This could be played non-cooperatively, student A vs. student B in a more classic tic-tac-toe format. I would suggest using timers for this to ensure the GAME moves along. To be honest, I have not tried it this way, yet.
Some keys to success:
• I post this as an editable MSWord doc so you can tailor the questions to content you have covered.
• This is a review activity; make sure the topics covered are not new! I have found this activity to be a poor way to introduce content.
• When a sheet is done, hand out the next sheet before the students can think to say no…
• I check all the answers from a static location, so the students have to get up to see me when they think they have 3 in a row or all 9 correct. I put a check next to right answers and circle the number of the “answers that need work”.
• Differentiation: The sheets get more difficult as you go along.

Check out my info page: https://sites.google.com/site/aa31labs/
Total Pages
3 pages
Answer Key
Included
Teaching Duration
50 minutes
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