InThinking Revision Sites

INTHINKING REVISION SITES

Own your learning

Why not also try our independent learning self-study & revision websites for students?

We currenly offer the following DP Sites: Biology, Chemistry, English A Lang & Lit, Maths A&A, Maths A&I, Physics, Spanish B

"The site is great for revising the basic understandings of each topic quickly. Especially since you are able to test yourself at the end of each page and easily see where yo need to improve."

"It is life saving... I am passing IB because of this site!"

Basic (limited access) subscriptions are FREE. Check them out at:

www.StudyIB.net

Topic 3 - Genetics SL revision activities

  • /
  • Quizzes tests & revision/
  • A3 topic revision sheets/
  • Topic 3 - Genetics SL revision activities

A single page revision summary of the new genetics SL topic.

If you want to see the all the different aspects of this topic on a single A4 sheet this page will help you. By completing short questions or cloze activities students are forced to review the whole topic and complete an overview of the main concepts in the topic.

It helps students to identify areas in need of extra revision and gives less confident students a useful set of facts to learn.

Description

Lesson starter

Brainstorm the topic as a whole class. Keep notes of key ideas.
The image below may prompt ideas; clicking a word opens a Google search for that word.

Activity 1 - A3 Revision worksheet

Complete the Student's A3 revision worksheet of unfinished phrases, and missing words about the topic.
You should use your lesson notes, and your text book to help you.

Activity 2 - Corrections & Improvement

Students compare answers with other students & use the model answers

Make improvements to the answers and note any areas which are less well understood and require further revision.

Activity 3 - Line Dialogue Activity (10 minutes)

  1. The whole class brainstorms a list of questions about the topic, which is written down on the whiteboard.
  2. Students form two lines facing one another.
  3. Line A, who ask the questions first, face the whiteboard. Alternatively the questions could be printed.
  4. For two minutes line A students ask questions to the person opposite who answer as best they can.
  5. Students swap places so that students in line B can ask questions.
  6. After 2 minutes, students in Line A move one person to the right
    (the last person moves to the begining of the line.)
  7. Students repeat the process each two minutes alternately asking the questions.

Teachers notes

This activity is aimed at those students who need help to make their revision effective, but it is useful for all students. The three short activities are really just suggestions.
The worksheet could be a simple homework task.

Suggested lesson plan.

Starter (10 minutes)

Brainstorm the topic asking students to recall as many parts of the topic as they can.
Record these on the whiteboard.

Main (40 minutes)

Students use their text books and notes to complete the unfinished phraes on the worksheet.
Students compare their answers to the model answers provided.

Plenary (10 minutes)

Line dialogue activity - this could use a pre-prepared list of questions. It aims to engage students in dialogue about the concepts in the topic and to encourage students to work with others who they don't habitually sit next to.

Extension work

There are many possibilities for extension. Stuents could

  • create a mind map of the topic
  • produce lists of questions for the line dialogue activity
  • make a revision presentation on one part of the topic

Alternatively the plenary activity could be the following.

Hot Seat Challenge

Students set their own challenge to try to memorize parts of the sheet.
Students can begin using "look cover test check" methods for one box of the A4 sheet at a time, and gradually build up to remembering the whole sheet.

When a student is chosen for the 'Hot Seat'

  • they sit in front of the whiteboard -
  • describe how much of the sheet they thing they know and
  • other stuents ask them as many questions as possible in one minute.

The teacher sits at the back of the class, and writes down the questions, organizing or recording who asks the next question.

D.Faure Oct 2012