final.secondary review session strategies handout

8/14/2019 FINAL.secondary Review Session Strategies Handout

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Table of contents: Yes this resource packet is so awesome, itneeds its own table of contents.

Tool Description Page(s)

Helpful websites Links and actual descriptions of resources on theweb. This list will help you find additional contentbased resources, study tips and web basedreview tools.

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Effective Review- howto use tfanet as aresource

Descriptions and links to a variety of specificresources on tfanet that align with the key pointsaddressed in todays session.

3

Review FocusedHomework

Two different examples of how to structurehomework for effective review.

4-5

Student Game Plan-Example 1

Various pieces of student handouts to help clarifywhat will be on the exam and how to study. Thisis what I gave students last year before the final

exam.

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Student Game Plan-Example 2

Joaquin Hernandezs student handouts and planfor review before their first unit assessment of the semester. Includes great study tips forstudents.

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Mini Lesson- Test Takingstrategies

Short mini lesson given before a unit test to teacha few test taking strategies.

14-1

Connections ReviewHandout

From a lesson focused on final exam review thishandout provides students with a structure tohelp them make connections to the historycontent. We know from brain research that oneway students retain information is by putting itinto schema or making a concrete connection.

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R. Bells ReviewStrategies

A variety of test review strategies centeredaround reviewing content (great for SS, Science,and vocab review)

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Student Inventory StudySkills

A list of study strategies that students can use. 33

Misc. Review Strategies Choose your own adventure review, tic-tac-toereview, student checklists, and station activities.

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1

Secondary Review SessionMay 14 th & May 20 th , 2009Lisa Guido & Matt Hurley

Review Strategies Toolkit

Examples & resources ready to implement in your stellarreview plan.


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Helpful Websites!

I can find. @*A free resource for creating flash cardsyour students can access to print or quizthemselves.

http://flashcardfriends.com/

General Study tips http://www.how-to-study.com/

NY Regents based resources created by aNY school district. *includes regentsassessments for middle school!

http://web000.greece.k12.ny.us/SocialStudiesResources/

Pearson Hall website that includes regentsreview self quizzes that students can takeonline & have graded immediately.

http://www.phschool.com/curriculum_support/brief_review/us_history/index.html

NY regents review material from a NYhistory teacher (click on review sections @top of the home page). Also includesaccess to online quizzes where students cantest themselves.

http://www.historyteacher.net/

World History regents review created by aNY history teacher.

http://www.geocities.com/mrhistorys/

World History (ancient & modern) regentsreview with links to notes, videos, text andMC questions.

http://mmoloneyiths.com/rrnotespage.html

Thematic review, MC questions, DBQquestions and thematic essay questions forNY Regents

http://www.regentsprep.org/

NY Regents Review http://www.regentsreviewlive.net/def ault.htm

More NY Regents review- including accessto online quizzes where students can testthemselves.

http://www.edusolution.com/default.htm

Links to every states assessmentinfo/resources

http://www.edinformatics.com/testing/testing.htm

Mind mapping- problems that requiremultiple skills (good math/scienceexamples)

http://www.mindtools.com/pages/article/newISS_01.htm

Science Review Websites- a powerpointpresentation with various resources to helpstudents review science.

http://edtech.wku.edu/~tsuzuki/421htmspring2007/example1.ppt

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http://flashcardfriends.com/http://www.how-to-study.com/http://web000.greece.k12.ny.us/SocialStudiesResources/http://web000.greece.k12.ny.us/SocialStudiesResources/http://www.phschool.com/curriculum_support/brief_review/us_history/index.htmlhttp://www.phschool.com/curriculum_support/brief_review/us_history/index.htmlhttp://www.phschool.com/curriculum_support/brief_review/us_history/index.htmlhttp://www.historyteacher.net/http://www.geocities.com/mrhistorys/http://mmoloneyiths.com/rrnotespage.htmlhttp://mmoloneyiths.com/rrnotespage.htmlhttp://www.regentsprep.org/http://www.regentsreviewlive.net/default.htmhttp://www.regentsreviewlive.net/default.htmhttp://www.edusolution.com/default.htmhttp://www.edusolution.com/default.htmhttp://www.edinformatics.com/testing/testing.htmhttp://www.edinformatics.com/testing/testing.htmhttp://flashcardfriends.com/http://www.how-to-study.com/http://web000.greece.k12.ny.us/SocialStudiesResources/http://web000.greece.k12.ny.us/SocialStudiesResources/http://www.phschool.com/curriculum_support/brief_review/us_history/index.htmlhttp://www.phschool.com/curriculum_support/brief_review/us_history/index.htmlhttp://www.phschool.com/curriculum_support/brief_review/us_history/index.htmlhttp://www.historyteacher.net/http://www.geocities.com/mrhistorys/http://mmoloneyiths.com/rrnotespage.htmlhttp://mmoloneyiths.com/rrnotespage.htmlhttp://www.regentsprep.org/http://www.regentsreviewlive.net/default.htmhttp://www.regentsreviewlive.net/default.htmhttp://www.edusolution.com/default.htmhttp://www.edusolution.com/default.htmhttp://www.edinformatics.com/testing/testing.htmhttp://www.edinformatics.com/testing/testing.htm


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Have no fear TFANET is here! Specific links & helpful tools thatwill help you create a stellar review plan

Resource & description Link *Note- you need to be logged inttfanet in order to access these lin

Resource Title: Content Curators***Source: Tfanet- teaching & learning center Description: If you dont have extra time to sift through the resourceexchange, have no fear, the content curators do that for you! As Iresearched the latest posts EVERY content area had a post with linksand resources around test prep. If you havent already been doingso, check out the content curator for your subject area.

http://www.tfanet.org/net/myportal/tteachinglearningcenter

Check out the left hand side of thscreen to see resourcerecommendations organized bycontent.

Resource Title: Advice blog- entry titled What is how to getyour kids to remember stuff 4/13/09Source: 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 specificstrategies, links and key points.

http://www.tfanet.org/net/myportal/tteachinglearningcenter/dearmolly

Resource Title: Dan Wise's ELA Test Prep BibleSource: Resource exchangeDescription:

This resource is a 15-page "Test Prep Bible" that includes definitionsand examples of the following: fiction stories, folktales, non-fictionnarratives, functional texts, poetry, main idea questions, supportingdetails questions, inference questions, context clue questions,author's purpose questions, sequence questions, characterizationquestions, fact versus opinion questions and test taking strategies.

http://www.tfanet.org/wps/myportal/nglearningcenter/resourceexchangerceprofile?resource_id=58c2446fda58af7f:392:11bc3902a56:-5534

Resource Title: How to Prepare Kids for Standardized Tests Respectfully, Effectively, and While Having FunSource: Resource exchangeDescription: This is a list of my favorite strategies for prepping kidsfor tests. It covers 3 topics - motivating kids, preparing them for testconventions, and giving them the content knowledge they need.

http://www.tfanet.org/wps/myportal/nglearningcenter/resourceexchangerceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6d

Resource Title: Instructional Games for Math and General Review[applicable for all contents]Source: Resource exchangeDescription: This resource contains a list of math games thatreinforce basic skills, as well as instructions on how to implement thegames in class. Some can be tweaked to accommodate more difficultcontent. Also contains general review games which can be usedacross content areas and grade levels.

http://www.tfanet.org/wps/myportal/nglearningcenter/resourceexchangerceprofile?resource_id=58c2446fda58af7f:392:11bc3902a56:-6cb2

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http://www.tfanet.org/net/myportal/tfanet/teachinglearningcenterhttp://www.tfanet.org/net/myportal/tfanet/teachinglearningcenterhttp://www.tfanet.org/net/myportal/tfanet/teachinglearningcenter/dearmollyhttp://www.tfanet.org/net/myportal/tfanet/teachinglearningcenter/dearmollyhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2http://www.tfanet.org/net/myportal/tfanet/teachinglearningcenterhttp://www.tfanet.org/net/myportal/tfanet/teachinglearningcenterhttp://www.tfanet.org/net/myportal/tfanet/teachinglearningcenter/dearmollyhttp://www.tfanet.org/net/myportal/tfanet/teachinglearningcenter/dearmollyhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-5534http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=4ffa44dae06433a9:-283e695c:11fffedc239:-7e6dhttp://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2http://www.tfanet.org/wps/myportal/teachinglearningcenter/resourceexchange/resourceprofile?resource_id=58c2446fda58af7f:392e4a21:11bc3902a56:-6cb2


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

Standard:

Standard 10.6.1: Identify the causes and consequences of the Bolshevik

Revolution and Civil War in Russia, including Lenins use of totalitarian means toseize and maintain control (e.g., the Gulag).

Objectives:

SWBAT identify 2 causes of the Bolshevik Revolution

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 maintainpower in Russia.

Refresh your memory what are the key points you must know in orderto master these objectives on the final exam? [Hint you may use your notes fromlesson 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 tobe sure we really understand and remember the key points. Please answer thequestions 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 traitsin common with Lenin? Please cite WHO and at least two different traitsthey have in common with Lenin.2. What themes from our units this year does this topic connect to? Howdo you know this?

Practice- Another great strategy to prepare for our final exam & show whatyou know is to spend time working with the material. Complete the RAFT belowto get your brain moving and thinking about Vladimir Lenin & the Bolshevik

Revolution .Role- Vladimir LeninAudience - Russian PeasantForm- 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

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**Dont forget you have a Mastery Quiz thisTHURSDAY on standard 10.9.1!

HW 4-2 DUE DATE:HW 4-2 DUE DATE:Thursday April 3Thursday April 3 rdrd

Directions: Please use your UNIT 4_day 6 packet to complete the followingHomework assignment. This assignment will help you when it is time to study for this weeks mastery quiz!

(15 points)Objectives: Can you YES NO

YALTA CONFERENCE (30 points)What key goal did ALL Allied leaders havefor the Yalta Conference?

What difference of opinion did The SovietUnion and the United States have aboutwhat should happen to the liberatednations of Europe after World War II?Why did Stalin & FDR have this differenceof 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 brilliantwords in order to earn full credit. (30 points)

1- Do you think the establishment of the United Nations was a positive outcomeof the Yalta Conference? Why or why not?

2- Do you think the decision at the Yalta Conference to divide and occupyGermany was a good idea? Why or why not?

3- Why did Stalin feel so strongly about the need for communist states inEastern Europe after World War II?

STUDENT GAME PLAN: Example 1 By LisaGuido

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Check whether or not you can successfullycomplete each objective, without using your notes!Write in the objectives from your Unit 4_day 6acket here


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Name: __________________________ Class Color: ____________ Dear Scholars,

We have covered the history of the whole World this school year- so you might bewondering, 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 haveworked 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 focusworksheet (attached)2. Final Review- self quiz (separate handout)3. Review stations (insert dates here)4. Study Cards (minimum of 25 that followguidelines attached)5. Final exam- World History timeline

(separate packet)6. Final exam study guide (separate packet)

* Ms. Guido will sign in this space once you have completed each item. Remember completing ALL items earns you 5 extra credit points on your final exam grade!

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80%

Final Exam Study TipsClass attendance is key ! Please attend class for ALL review days so you do not miss anything important.

Ask for help , even if you dont think you need it! Come after school or during lunch (see schedule below) for peer tutoring or extra help from Ms. Guido.

Dont study alone! Around 125 students will have to take Ms. Guidos 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. Guidos flash cards at the website www.flashcardfriends.com (ask me ifneed 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 willachieve.

Dont 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 the long run.

Dont overwhelm yourself will too much at once.

Final Exam: My IndividualGame Plan80%
http://www.flashcardfriends.com/http://www.flashcardfriends.com/


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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? ______________

Standard #: Topic:10.1.6 Industrial Revolution (cause/effect) & Inventors

10.4.1 Causes of World War I (you need to be able to explainhow 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

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Ms. Guidos standards of Focus : These are the standards we spent the mosttime on in class and therefore will be worth the most number of points on the final .

Your Personal Standards of Focus: Reflection


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

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

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 greatestamount 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 standardsyou need to focus on.Standard #: Topic: My current mastery

of this standard:

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My personal Standards of Focus

Reflect- What actions can you take to ensure you are prepared to master these standards on the finalexam? (Be as specific as possible)


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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 planpacket will earn you 5 extra credit points on your Unit 1 exam.

Game Plan Checklist

Unit 1 Exam Prep Item Completed?*1. Study Tips Checklist2. S.T.O.M.P. Your Test!3. My Mastery Checklist4. Roadmap to Mastery5. Lunchtime Tutoring Agreement (withMr. Hs signature)

6. Unit 1 Exam Packet (worth 200homework points!)7. Unit 1 Review PowerPoint*Mr. H will sign in this space only after youve completed each item (and turned eachin by the start of class on Friday, February 13 th). Completing ALL items earns you 5extra credit points on the Unit 1 exam!

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Part I. Study Tips Checklist

Directions: Go through this list and check and see how many of these excellentstudy strategies you already apply. Take notice if youre not checking many of theseitems off and try to apply a few of these strategies to boost your score!

MACROBUTTON HTMLDirect I ask for help if I dontunderstand something during review sessions MACROBUTTON HTMLDirect I study with friends MACROBUTTON HTMLDirect I use flash cards tomemorize important historical terms or concepts MACROBUTTON HTMLDirect I reread my handoutsand highlight things that I think are important

MACROBUTTON HTMLDirect I take 10-15 minutebreaks after every hour that I spend studying MACROBUTTON HTMLDirect I DONT procrastinate,but take some time to review a few nights (or more)

before the exam MACROBUTTON HTMLDirect I study things that Idont understand first before I review things that I already know MACROBUTTON HTMLDirect I attend classregularly, and if I miss a day, I get the make-up work to avoid

falling behind MACROBUTTON HTMLDirect I complete ALL of thetasks on my exam game plan MACROBUTTON HTMLDirect I study in a quiet spotwhere I can avoid distractions MACROBUTTON HTMLDirect I have prepared for ALL the essay questions that will be on the test

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Turn to the nextpage


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After completing the checklist above, circle ONE unchecked strategy that youwill use to study for your upcoming exam. How will you use that strategy? (2sentences minimum)

________________________________________________________________ ________________________________________________________________

________________________________________________________________ ________________________________________________________________

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 strategiesacronym. 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!Make pictures / organizers that summarize what the question is asking (if possible) P rocess of Elimination.

Part B Checking for Understanding

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Turn to thenext page


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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 doesntunderstand. 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 unnecessaryinformation 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 thoughtsbefore she answers essay test questions.

S T O M P

Part III. Mastery ChecklistDirections : Below is a list of the things that youll need to be able to do on the finalexam. Check yes if you really understand that skill and check no if you dont.

Essential Skills for Unit 1 Yes NI 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 worlds major continents and oceans (Standard 1_2)I can explain how the Neolithic Revolution changed the lives and societies of early peoples (Standard2_1)I can describe the achievements as well as the social, political, geographic, and economic structuresof 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 religionthat 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 Buddhismacross Asia. (Standard 5_3)I can list 2 differences and 1 similarity between the Hindu and Buddhist ideas about reincarnation andexplain how these different interpretations shaped social structures in India and China (Standard5_4)I can list 3 social practices and 2 political practices that were created by the Greeks and later

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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 theRoman 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 MasteryDirections : 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 testSet aside no fewer than AT LEAST 25 minutes per study session.

Date WHAT will I study? For howlong?

HOW will I study?

Friday, Feb. 6 th Standard(s)#______________

_______ min.

Saturday, Feb. 7 th Standard(s)#______________

_______ min.

Sunday, Feb. 8 th Standard(s)#______________

_______ min.

Monday, February 9 th Standard(s)#______________

_______ min.

Tuesday, February10 th

Standard(s)#______________

_______ min.

Wednesday,

February 11h

Standard(s)

#______________

_______ min.

Part V. Lunch Time Tutoring

Dear ________________,

As a World History scholar who has demonstrated enormous academicpotential, I would like to invite you to a lunch time tutoring session today, February

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Helpful hint #1 : START bystudying the uncheckedstandards on your masterychecklist

Helpful hint #2 : Use your study tips checklist for ideas


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12, 2009 from 1:15-2:00pm (2 nd lunch). If you devote at least 25 minutes to studyingand reviewing during the lunch break in Mr. Hernandezs class, you could earn anadditional 5 extra credit points on your Unit 1 exam tomorrow. Please completethe 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) Thursdayslunchtime tutoring session during 2 nd lunch.

______________-YESI will attend this Thursday and serve as a peer tutor*

______________-NOI cannot attend this Thursday, but am willing to attend afuture session for Unit 2 Quiz

______________-NOI 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

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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 arent sure of an answer

there are certain tricks or strategies that you can use to increase your score.

New Information: (5 points) TEST-TAKING SKILLS

General Test Taking Tips:

ALWAYS read the directions!

Sp arker (10 points)Directions: Answer the following questions about your test-taking strategies. Betruthful!

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 dont know YES NOand go back to them later.

For how many questions did you answer NO? _____________

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ALWAYS take your time! ALWAYS raise your hand and ask the teacher if you dont understand a

question or directions. ALWAYS answer every questions you dont 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 thatmight help you answer difficult questions.

Answering Multiple Choice Questions:

Step 1: Read the question and ALL possible answers carefully. Re-read if youneed 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 youhave available). Analyze the answer choices left, now you have a better chanceof picking the right answer- even if you didnt think you knew at first.

Follow along with me as I model or demonstrate how to use test-taking skillswith 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 try to implement the skills I just taught you by with the multiple choicequestion below. I expect to see wrong answers crossed out!

____ The policy of appeasement helped cause World War II because thispolicy...1. Reduced the armaments of major European powers.2. Gave too much power to the United Nations3. 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 questionStep 2: If you dont understand something in the questions re-read it or raiseyour hand and ask Ms. Guido for help.

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Watch first

Now you try it!


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Step 3: Pay attention to direction words in the question. These will give youclues 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 twoor 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 andarguments. 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.

Describe two reasons why Europeans wanted to imperialize Africa.

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 andplaces. This year we studied history in terms of themes. List historical event thatcome to mind when you hear our 4 major themes:

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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 Europeansimperialized Africa was because they believed in the idea of Social Darwinism.This means that because they could take over Africa, they thought they hadthe right to.

Example :


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List other examples of the cause/effect connection between events we studiedthis year in the space below. Draw arrows to make the connections clear.

CAUSE EFFECT

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Connection # 1: CauseConnection # 1: Cause EffectEffect

Connection # 2: HistoryConnection # 2: History Self/Text/WorldSelf/Text/World


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HistoryHistory TopicTopic

ConnectionConnection

Ex:Ex: Scramblefor Africa

When I think of the Scramble for Africa, I think about thesetting of Things Fall Apart, because the story takes placeduring the Age of Imperialism.

AlliancesAlliances

PropagandaPropaganda

GulagGulag

CollectivizationCollectivization

AppeasementAppeasement

The Cold War The Cold War

R.Bells Review strategies: There are a few major categories of review activities I usein my classroom. For each type of review, I explain what it is, when it is appropriate to useit, and what a sample activity looks like in my science classroom. It is important to use each

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type of review so that all different learning modalities are involved in your class, so thatreviews stay interesting, and so that you can really assess if they have a deep understandingof the material. Here are the categories:

Synthesis ReviewOpposite skill review

Vocabulary reviewEquations/procedural knowledge reviewReviewing for standardized testing situations

Paper-and-pencil review

Synthesis ReviewWhat 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 beencouraged to add things to the drawings to make it more feasible. For example, studentsmight 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 activitytogether in a guided practice format. Reward students for coming up andlabeling 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 provideguiding questions like What could you add to the drawing that would create a

parasitic relationship with the coyote?

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ProducersConsumersDecomposers10% RulePredator Prey

NicheVegetationHerbivoreOmnivoreCarnivoreBacteriaFungi

Scavenger Food ChainFood WebAutotrophHeterotrophBio-SymbiosisMutualismCommensalismParasitismParasiteHost

SecondarysuccessionSymbiosisMutualismCommensalismParasitismParasiteHostBiomassEnvironmentAdaptationDiversity

EcologicalsuccessionPrimary successionSecondarysuccessionEndangered SpeciesExtinctionHabitat destruction


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Nitrogen-Fixing bacteria

Ammonia NitratesDecompositionDecay

NitrificationDe-nitrificationFertilizer PesticideXeriscapingDeforestation

PhotosynthesisRespirationSmogOrganicGlucoseChlorofluorocarbonsAerobicCombustionEmissions

Global warmingProducer Primary Consumer CondensationPrecipitationRun-off EvaporationTranspirationAccumulationSublimationLand SubsidenceFlood

DroughtGround Water TurbidityWatershedAquifer

Nonrenewableresource

RenewableresourcesPollutionOzone Layer OzoneGreenhouseEffectGreenhouse GasAcid RainFossil Fuel

SedimentWeatheringErosion & DepositionCompaction & Cementation

Heat & PressureIgneous Rock Sedimentary Rock Metamorphic Rock MagmaMelting


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#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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EnergyPotential energyKinetic EnergyThermal energy

Nuclear EnergyMechanical EnergyGravitational EnergyRadiant energyMotion EnergySound energyElectrical EnergyEnergy Transformation

GravityFrictionApplied Force

MotionWeightWork ForceInertiaSpeedAcceleration


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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 reviewWhat it is: During instruction I tend to favor one way of having students try a skill or attempta problem. I tend to go with what works the best for me (makes sense). However, when itcomes 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 allowyou to assess if they really have a deep understanding, and it will prepare them for the manydifferent 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 differentelements and then constructed actual models of the atoms using skittles. Students definitelyhad the ability to take an element and draw what a Bohr model would look live. In thereview activity they should do the opposite. For my review, I had them rotate throughstations that already contained drawings/models of atoms and the students were expected toname which element the atom represented (or ion/isotope of an atom. By doing the oppositeduring 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 reviewWhat 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 outstudents randomly to stand up, say their word, and define it in a complete sentence. Thetwist 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 mustsay her word, and Alexs. Sophia is next and she must say her word and definition, Mayras,and Alexs!

(after doing the students are really comfortable with a couple units of words. Have them do asynthesis activity that requires them to combine those words)

Equations/procedural knowledge reviewWhat 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 withstep one, have all students complete the first step on their paper. Then have the students pass

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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 littlenuances 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 studentsneed work on is interpreting information graphs/diagrams so this is what I focused my reviewefforts on.

Sample activity: Ask a questions

What it is: Instead of giving students packets of questions to review. Keep the graphs anddiagrams you have, but leave the questions out of it. Provide students with one blank graphor 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 boostyou could tell them that the student, whose question had the least number of correctresponses, wins! Students will be practicing the skills you want them to, thinking about theinformation 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, chartsand diagrams.

Here are some graphs that I used:

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Paper-and-pencil reviewWhat it is: Students are given a skill they normally do hands-on, in a paper-and-pencilformat.

When to use it: Calculations of things on paper that they have only done previously in alab/activity.

Sample activity: Measurement is the main example for science. Often students understandthe measurement, they have even made the same measurement needed for the exam in alaboratory setting. However, students havent done it on paper and this is how they will seeit on standardized tests. For example, all of my students can find the volume of an actualliquid, but they need to review how to do that on paper. I have attached paper-basedexamples of these types of measurement questions.

FacilitationI 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

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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 thatyou 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 aquestion, 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 graduationssuper 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 studentmight write below

What volume should be reported for the solution in this graduated cylinder?a. 51 mm

b. 50.6 mmc. 56 mmd. 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 theburette?

16. What was the volume of water that the student initially added to the cylinder? _____________ mL

17. What is the volume of the rock? _________ cm 3 (1mL = 1cm 3)

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To find the mass of some iron filings, a student places the filings in a 14-gram plastic trayand 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?

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25. What is the volume of the liquid in the graduated cylinder above? Explain how youdetermined 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

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___ 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 dont 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 StrategiesChoose your own review adventure!

Today (and if you dont finish, for homework tonight), you must complete review problems to make acombined 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 mayearn up to 10 bonus points IF ( and only IF ) everything in your original adventure is correct and if theadditional 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 + __CuSO 4 2) Predict the products and balance the equation: __ NaI + __ CaCl 2 3) Predict the products and balance the equation: __ O 2 + __ H 2 4) Predict the products and balance the equation: __ AgNO 2 + __ BaSO 4 5) Predict the products and balance the equation: __ HCN + __ CuSO 4 6) How many grams of dinitrogen tetrafluoride, N 2F4 can be produced by the reaction of 2.00 g of

NH 3 and 8.00 g of F 2? NH 3 + F 2 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 CaF 2 and 13.2 g of H 2SO 4?

CaF 2 + H 2SO 4 HF + CaSO 48) Aluminum combines with iodine according to the following equation. How many grams of AlI 3

can be formed when 1.00 g of aluminum reacts with 12.00 g of iodine?Al + I 2 AlI 3

9) Zinc and phosphorus react to form Zn 3P2. A 4.0 g sample of zinc is reacted with 2.0 g of phosphorus. What mass of product is formed?

Zn + P Zn 3P210) 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.

Medium13) 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.

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16) Translate and balance the following equation: Magnesium metal plus gaseous carbon dioxide yieldssolid magnesium oxide plus solid carbon.

17) Translate and balance the following equation: Sodium metal plus chlorine gas combine to form solidsodium 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: __ C 6H6 + __ O 2 __ H 2O + __ CO 220) Balance and identify the reaction type: __ NaI + __ Pb(SO 4)2 __ PbI 4 + __ Na 2SO 421) Balance and identify the reaction type: __ NH 3 + __ O 2 __ NO + __ H 2O22) Balance and identify the reaction type: __ Fe(OH) 3 __ Fe 2O3 + __ H 2O23) Balance and identify the reaction type: __ HNO 3 + __ Mg(OH) 2 __H 2O + __ Mg(NO 3)224) Balance and identify the reaction type: __ H 3PO 4 + __ NaBr __ HBr + __ Na 3PO 425) 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 PbSO 4 is formed in the battery?Pb + PbO 2 + H 2SO 4 PbSO 4 + H 2O

27) Calculate the number of moles of nitrogen dioxide (NO 2) produced from the complete reaction of 2.50 moles of nitrogen oxide (NO).

NO + O2 NO 228) Morphine, C 17H19 NO 3 reacts with O 2 to form carbon dioxide, water, and nitrogen dioxide. What

mass of CO 2 is produced from 4.000 g of morphine?4 C 17H19 NO 3 + 85 O 2 68 CO 2 + 38 H 2O + 4 NO 2

29) What mass of CaO could be obtained from the thermal decomposition of 2.00 moles of CaCO 3?CaCO 3 CaO + CO 2

Short (require the least time to complete)30) Balance the following two equations:

a) ___Li + ___Cl 2 ---> ___LiCl b) ___Na + ___Cl 2 ---> ___NaCl

31) Balance the following two equations:c) ___HCl + ___Zn --> ___H 2 + ___ZnCl 2d) ___Al + ___O 2 ---> ___Al 2O3

32) Balance the following two equations:e) ___N 2 + ___O 2 --> ___NO 2f) ___SO 3 + ___H 2O --> ___H 2SO 4

33) Balance the following two equations:g) ___H 2 + ___N 2 ---> ___NH 3h) ___H 2CO 3 --> ___H 2O + ___CO 2

34) Balance the following two equations:

i) ___NaOH + ___H 2SO 4 --> ___Na 2SO 4 + ___H 2O j) ___C 3H8 + ___O 2 --> ___CO 2 + ___H 2O

35) Balance the following two equations:k) ___AgCl + ___Cu --> ___Ag + ___CuCl 2l) ___C 2H2 + ___F 2 --> ___C 2H2F4

36) Balance the following two equations:m) ___Na + ___H 2O --> ___NaOH + ___H 2n) ___HCl + ___Ca(OH) 2 --> ___CaCl 2 + ___H 2O

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Midterm Review Packet!

Contents:1. Study self-quiz2. 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 milligram3. I understand what the metric prefixes mean (kilo, deci for example)

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diagrams for theelements given in List I.

diagrams given in ListIV based on the threerules in List VI.

configuration for theelements in List II.

DComplete the noble-gasnotation for theelements given in ListII.

EGive the ElectronConfiguration for theelements in List V.

F

Identify the elementsgiven in List IV.

G

Define the terms listedin List III and List VI.

H

Complete the noble-gasnotation for theelements in List IV.

I

Write a letter to our newest studentexplaining how toexpress the electrons inan 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 differentstations to practice aims we have already reviewed in class. I usually chose the aims that theclass had the lowest quiz averages on, or the aims the students had trouble mastering.

STATION #2Aim # 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 eachone!

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-)

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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 SMALLERUNIT) 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 writedown 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 mnemonicthat 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.

final.secondary review session strategies handout

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