Review Sheet Stations

Yesterday in Chemistry we reviewed for today's quiz.  The topic was ionic naming and formula writing, and I found that my students needed many different types of practice.

I planned two simple parts, two medium difficulty parts, and two more challenging parts.  Rather than just put all the practice problems into a worksheet, I separated the activities into six stations.  Each table had a different task, which isn't that different than other class activities I've done before.

The tasks yesterday were:  (in order of difficulty)

Simple Binary Compounds - naming and writing formulas from names (no transition metals or polyatomics)

Binary Puzzles - with the idea inspired by this activity I found online

Naming and Formula Writing with Polyatomic Ions

Naming and Formula Writing with Transition Elements

Mixed Naming Practice - this had "answers" for the problems and students had to evaluate if the answer provided was correct or incorrect, and then they correct as needed.

Real Life Nomenclature - has three product labels with ingredient lists, students must locate and write formulas for as many ionic compounds as possible from the lists. (about 17 that they can identify.)  I had to provide a more detailed polyatomic ion chart for this activity because some of them listed were obscure.

The change this time is, the stations took at least 15 minutes each, and the students only had to choose 3 of the six.  This allowed the students who were struggling to spend their time focusing on the basics, and the students who needed enrichment weren't forced to answer yet another simple binary formula worksheet.

I circulated through the six tables, and made sure they were staying on task.  I was particularly impressed with the idea that several students needed more practice, so they went out of their way to choose extra handouts from the tables they didn't get to and they'd work on them at home.  (self chosen homework?!?!)  Sometimes students will really surprise you when you make the activity about the learning, not about the points for completion.  The answer keys were available and the students were directed to check their work and ask questions about any they got wrong.

I guess I should add, I rarely give points for classwork and homework.  Most of the grade in my class is based on their performance on labs and quizzes.  It has been a shift for them to understand that they're doing the work to LEARN, not to get ten points.

Of course, you could easily make this task worth points by checking off their completed worksheets at the end of class, although I think it would encourage them to copy others work rather than do their own assignments.