1. Snowball!
Each student gets a small piece of paper with a question on it that has multiple answers. (Such as list all of the physical properties of that a chemical substance can have)
The student writes one answer down.
Crumple and throw! Snowball fight.
Each student picks up a new paper, writes another answer down.
Repeat.
Last person to collect the snowball corrects the answers.

2. String Connections Food Web
In a class of 25 students:
2 - Wolf, Eagle
4 - secondary - coyote, fox, snake, hawk
8 - primary - herbivores
11 - producers - plants
String twine between each level. Have the wolf drop their twine. If wolves are removed, the deer increase, but plants decrease, so small herbivores and small predators also die off.

3. Whip around! Stand back to back True or False question Whip around!
If got the same answer, give a high five (even if both got it wrong they still are participating)

4. Formative Assessment “If You Know You Must Go…” Front:
What a constellation is
Left: Right:
Cell phone Respect
rule expectation
Back:
What to do if you come across a word you don’t understand

5. Review Activity: Who am I?
Line up with your backs turned.
I will put a sticky note on your back with a name/concept
You get to ask 5 yes/no questions to identify yourself
Wait until everyone has asked 5 questions for further instruction

6. Brain Break/Check Up:
Get out of your desk and walk away at least 3 steps
Find someone you have not talked to today
Ask them a question:
Example:
What holds more heat: oceans or air? WHY?

7. Tell a partner the difference between a constellation and an asterism
Formative Assessment
Think Pair-Share:
Tell a partner the difference between a constellation and an asterism

8. Formative Assessment on Mini-Whiteboards:
What is the difference between solstice and equinox?
Draw the Geocentric Model

9. Kinesthetic diffusion activity
The air in the classroom is the solvent.
Group everyone into a corner, pretending to be atoms of solute dropped into water.
High concentration to low concentration (meaning move outward around the entire classroom)

10. Kinesthetic biomagnification activity
Teacher scatters a large handful of coins on floor.
Scenario: the coins are minerals or toxins in a pond.
Insects: Students try to pick up as many coins as possible.
Minnows: Teacher names ten students as minnows to “eat” the insects and also collect their coins.
Fish: Teacher names five students as fish to “eat” the smaller minnows
Osprey: Teacher names two students to “eat” the fish.
Explanation: the top predators accumulate the most toxins in their bodies as concentrations magnify up the food chain

11. (Variation of giants/wizards/elves or whole body rock/paper/scissors)
Food Chain Tag
(Variation of giants/wizards/elves or whole body rock/paper/scissors)
Producers
Consumers
Decomposers