Secondary Review Session

May 14th & May 20th , 2009

Lisa Guido & Matt Hurley

Review Strategies Toolkit

Examples & resources ready to implement in your stellar
review plan.

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 2
web. This list will help you find additional content
based resources, study tips and web based
review tools.
Effective Review- how Descriptions and links to a variety of specific 3
to use tfanet as a resources on tfanet that align with the key points
addressed in today’s session.
resource
Review Focused Two different examples of how to structure 4-5
Homework homework for effective review.
Student Game Plan- Various pieces of student handouts to help clarify 6-8
Example 1 what will be on the exam and how to study. This
is what I gave students last year before the final
exam.
Student Game Plan- Joaquin Hernandez’s student handouts and plan 9-13
Example 2 for review before their first unit assessment of
the semester. Includes great study tips for
students.
Mini Lesson- Test Taking Short mini lesson given before a unit test to teach 14-16
strategies a few test taking strategies.
Connections Review From a lesson focused on final exam review this 17-19
Handout 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.
R. Bell’s Review A variety of test review strategies centered 20-32
Strategies around reviewing content (great for SS, Science,
and vocab review)
Student Inventory Study A list of study strategies that students can use. 33
Skills
Misc. Review Strategies Choose your own adventure review, tic-tac-toe 34-39
review, student checklists, and station activities.

1
Helpful Websites!
I can find….
*A free resource for creating flash cards
your students can access to print or quiz
themselves.
General Study tips
NY Regents based resources created by a
NY school district. *includes regents
assessments for middle school!
Pearson Hall website that includes regents
review self quizzes that students can take
online & have graded immediately.
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.
World History regents review created by a
NY history teacher.
World History (ancient & modern) regents
review with links to notes, videos, text and
MC questions.
Thematic review, MC questions, DBQ
questions and thematic essay questions for
NY Regents
NY Regents Review
More NY Regents review- including access
to online quizzes where students can test
themselves.
Links to every state’s assessment
info/resources
Mind mapping- problems that require
multiple skills (good math/science
examples)
Science Review Websites- a powerpoint
presentation with various resources to help
students review science.
@
http://flashcardfriends.com/
http://www.how-to-study.com/
http://web000.greece.k12.ny.us/Socia
lStudiesResources/
http://www.phschool.com/curriculum_
support/brief_review/us_history/index
.html
http://www.historyteacher.net/
http://www.geocities.com/mrhistorys/
http://mmoloneyiths.com/rrnotespage
.html
http://www.regentsprep.org/
http://www.regentsreviewlive.net/def
ault.htm
http://www.edusolution.com/default.h
tm
http://www.edinformatics.com/testing
/testing.htm
http://www.mindtools.com/pages/arti
cle/newISS_01.htm
http://edtech.wku.edu/~tsuzuki/421ht
mspring2007/example1.ppt
2
 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 lin
Resource Title: Content Curators*** http://www.tfanet.org/net/myportal/tf
Source: Tfanet- teaching & learning center teachinglearningcenter
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 Check out the left hand side of th
researched the latest posts EVERY content area had a post with links screen to see resource
and resources around test prep. If you haven’t already been doing recommendations organized by
so, check out the content curator for your subject area. content.
Resource Title: Advice blog- entry titled “What is… how to get http://www.tfanet.org/net/myportal/tf
your kids to remember stuff” 4/13/09 teachinglearningcenter/dearmolly
Source: 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.
Resource Title: Dan Wise's ELA Test Prep Bible http://www.tfanet.org/wps/myportal/t
Source: Resource exchange nglearningcenter/resourceexchange/
Description: rceprofile?
This resource is a 15-page "Test Prep Bible" that includes definitions resource_id=58c2446fda58af7f:392e
and examples of the following: fiction stories, folktales, non-fiction :11bc3902a56:-5534
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.
Resource Title: How to Prepare Kids for Standardized Tests http://www.tfanet.org/wps/myportal/t
Respectfully, Effectively, and While Having Fun nglearningcenter/resourceexchange/
Source: Resource exchange rceprofile?
Description: This is a list of my favorite strategies for prepping kids resource_id=4ffa44dae06433a9:-
for tests. It covers 3 topics - motivating kids, preparing them for test 283e695c:11fffedc239:-7e6d
conventions, and giving them the content knowledge they need.

Resource Title: Instructional Games for Math and General Review http://www.tfanet.org/wps/myportal/t
[applicable for all contents] nglearningcenter/resourceexchange/
Source: Resource exchange rceprofile?
Description: This resource contains a list of math games that resource_id=58c2446fda58af7f:392e
reinforce basic skills, as well as instructions on how to implement the :11bc3902a56:-6cb2
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.

3
Review focused Homework example 1:
Name: Date:
World History Final Exam Ready! HW 1

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

Objectiv • SWBAT identify 2 causes of the Bolshevik Revolution

es:
• 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:
Class Color: World History | Ms. Guido | HW 4

4
 *Don’t forget you have a Mastery Quiz this HW 4-2 DUE DATE:
THURSDAY on standard 10.9.1! Thursday April 3rd
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!
Check whether or not you can successfully
Write in the objectives from your Unit 4_day 6 complete each objective, without using your notes!
packet here(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?

STUDENT GAME PLAN: Example 1 By Lisa

Guido

5
 Final Exam: My Individual
80 80
% Game Plan %

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
Final(separate packet)
Exam Study Tips
*Ms. Guido will sign in this space once you have completed each item. Remember
Class attendance is key! Please attend class for ALL review days so you do not miss anything important.
completing ALL items earns you 5 extra credit points on your final exam grade!
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 the6 long run.
Don’t overwhelm yourself will too much at once.
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.

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

Your Personal Standards of Focus: Reflection

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? ______________

7
 3. What is your goal for our final exam? __________________

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

My personal Standards of Focus

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:

Reflect- What actions can you take to ensure you are prepared to master these standards on the final
exam? (Be as specific as possible) 8
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 Checklist
2. S.T.O.M.P. Your Test!
3. My Mastery Checklist
4. Roadmap to Mastery
5. 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!

9
Part I. Study Tips Checklist
Directions: Go through this list and check and see how many of these Turn to the next
excellent
page…
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=\ CHECKBOX > MACROBUTTON HTMLDirectI ask for help if I don’t
understand something during review sessions
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI study with friends
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI use flash cards to
memorize important historical terms or concepts
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI reread my handouts
and highlight things that I think are important
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI take 10-15 minute
breaks after every hour that I spend studying
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI DON’T procrastinate,
but take some time to review a few nights (or more)
before the exam
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI study things that I
don’t understand first before I review things that I already know
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI attend class
regularly, and if I miss a day, I get the make-up work to avoid
falling behind
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI complete ALL of the
tasks on my exam game plan
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI study in a quiet spot
where I can avoid distractions
<INPUT TYPE=\ CHECKBOX > MACROBUTTON HTMLDirectI have prepared for
ALL the essay questions that will be on the test

10
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)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Turn to the
next page…
Part II. S.T.O.M.P. Your Test!
Part A Complete 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!

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

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

O mit unnecessary information. Scratch it out!

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

P rocess of Elimination.

Part B Checking for Understanding

11
 Directions: 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’t
understand. 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

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 Checklist

Directions: 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 No

I 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

12
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 =
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 Mastery

Directions: 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 test
Helpful hint #1: START by Helpful hint #2: Use your
Set aside no fewerthe
studying than AT LEAST 25 minutes per
unchecked study
“study tips”session.
checklist for
standards on your mastery ideas
checklist

Date WHAT will I study? For how HOW will I study?

long?
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 Standard(s) _______ min.
10th #______________
Wednesday, Standard(s) _______ min.
February 11h #______________

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

13
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*

______________-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

14
Unit 1: Technology Review & test-taking strategies

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.

Sparker (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

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”? _____________

New Information: (5 points) TEST-TAKING SKILLS

General Test Taking Tips:

• ALWAYS read the directions!

15
 • 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:

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.

Watch 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 you try it! 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 Nations
3. 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 question

Step 2: If you don’t understand something in the questions re-read it or raise
your hand and ask Ms. Guido for help.

16
 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

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.
Example:
Describe two reasons why Europeans wanted to imperialize Africa.

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.

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:

17
 Science & Conflict Leadership Injustice
Technology

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

18
 Connection # 1: Cause Effect

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

Connection # 2: History
Self/Text/World

19
 History Connection
Topic
Ex: Scramble When I think of the Scramble for Africa, I think about the
for Africa setting of Things Fall Apart, because the story takes place
during the Age of Imperialism.

Alliances

Propaganda

Gulag

Collectivization

Appeasement

The 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

20
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 Review
Opposite skill review
Vocabulary review
Equations/procedural knowledge review
Reviewing for standardized testing situations
Paper-and-pencil review
Synthesis Review
What 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 together
3. 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?”
Producers
Consumers Secondary
Decomposers succession
10% Rule Symbiosis
Predator Mutualism
Prey Commensalism
Niche Parasitism
Vegetation Parasite
Herbivore Host
Omnivore Biomass
Carnivore Environment
Bacteria Adaptation
Fungi Diversity
Scavenger Ecological
Food Chain succession
Food Web Primary succession
Autotroph Secondary
Heterotroph succession
Bio- Endangered Species
Symbiosis Extinction
Mutualism Habitat destruction
Commensalism
Parasitism
Parasite
Host
21
 Sediment
Weathering
Erosion & Deposition
Compaction & Cementation
Heat & Pressure
Igneous Rock
Sedimentary Rock
Metamorphic Rock
Magma
Melting

Photosynthesis
Respiration
Smog

B
Organic
Glucose
Chlorofluorocarbons
Aerobic
Combustion
Emissions
Global warming
Producer
Primary Consumer
Condensation
Precipitation
Run-off
Evaporation
Transpiration
Accumulation
Sublimation
Nitrogen-Fixing Nonrenewable Land Subsidence
bacteria resource Flood
Ammonia Renewable Drought
Nitrates resources Ground Water
Decomposition Pollution Turbidity
Decay Ozone Layer Watershed
Nitrification Ozone Aquifer
De-nitrification Greenhouse
Fertilizer Effect
Pesticide Greenhouse Gas
Xeriscaping Acid Rain
Deforestation Fossil Fuel

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 Energy
Potential energy
Kinetic Energy
Thermal energy
Nuclear Energy
Mechanical Energy
Gravitational Energy
Radiant energy
Motion Energy
Sound energy
Electrical Energy
Energy Transformation

Gravity
Friction
Applied Force
Motion
Weight
Work
Force
Inertia
Speed
Acceleration

#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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 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 review
What 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 review

What 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

25
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 multiplication

Reviewing 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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27
28
 P

Paper-and-pencil review
What 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.

Facilitation
I 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

29
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 mm
b. 50.6 mm
c. 56 mm
d. 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)

31
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?

32
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

33
___ 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.

35
16) Translate and balance the following equation: Magnesium metal plus gaseous carbon dioxide yields
solid magnesium oxide plus solid carbon.
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 + __ H2O
22) Balance and identify the reaction type: __ Fe(OH)3  __ Fe2O3 + __ H2O
23) 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 + H2O
27) 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

36
Midterm Review Packet!

Contents:
1. Study self-quiz
2. List of tasks
3. Sample questions
------------------------------------------------------------------------------------------------------------

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)

37
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
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 notes
If you can’t check 4-6 you need to review scientific method notes
If you can’t check 7-9 you need to review graphing notes
If you can’t check 12-13 you need to review properties of life notes
If you can’t check 14-15 you need to review dating the earth notes
If you can’t check 16-17 you need to review origin of life note
If you can’t check 18-21 you need to review natural selection notes
If 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 B C

Complete orbital Explain the orbital Write the electron

38
diagrams for the diagrams given in List configuration for the
elements given in List I. IV based on the three elements in List II.
rules in List VI.

D E F

Complete the noble-gas Give the Electron

notation for the Configuration for the Identify the elements
elements given in List elements in List V. given in List IV.
II.

G H I

Define the terms listed
in List III and List VI.
Complete the noble-gas
notation for the
elements in List IV.
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-)

39
 1,000 cm = ___________m 60mm = _____________ cm

70 mg = _____________ cg 4.5 kg = ______________ dag

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.

40