Monday, December 1, 2008

Using Skits in the Classroom

I love using SKITS in the classroom! They bring a concept home to roost.

Here are a few examples of skits I've used in my classroom. They all worked extremely well.
  1. Volcano Skits - Assign groups one of the three main types of volcanoes: composite, cinder cone, or shield. Require each group to illustrate the following in their skit: the slope of their volcano, the type of eruption, and the type of lava. They cannot talk, but can makes noises, especially to make the eruption noises. Everyone has to participate for full points. Let the rest of the class guess which one is being presented instead of having a group announce it. I've seen some great stuff with this assignment. They especially LOVE making the sounds associated with each type of volcano. One group ripped paper up to make the cinders and ash exploding out of a cinder cone. They cleaned up the mess, so it was worth it to me.

  2. Patterns of the Periodic Table Skits - Assign groups one of the main Patterns of the Periodic Table. They must keep their topic a secret because other groups will guess what their pattern is during their skit. I've seen some wonderful skits! One year a group used music to illustrate metallic, metalloid, and nonmetallic. Obviously, the metallic group was a hard rock band! They even mimicked plugging in their guitar.

  3. Geologic Eras Skits - Assign each team of students an Era and give them 5 minutes to come up with a pantomime illustrating at least two geological and two biological events from the Era. No words or sound effects this time! Have the other students guess which Era is being dramatized. Good way to review the main geological and biological characteristics of the Eras.

  4. Half Life Skit - Not really a skit, but it's got kids up and moving. Have the entire class stand up in the center of the room, all huddled together. Then touch the shoulders of students and have them step out of the "huddle" and stand around the outside of the room. Eliminate half at a time. As each "half-life" is completed, pause and ask them what just happened. You can either tell them what you are doing, or continue on, taking half out each time, and pausing for them to figure it out. How many half-lives to completely "decay" our class? If one half-life takes about 1 minute, how "old" is the class?

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