When I first started teaching, I didn’t know much about science bell ringers. I just wanted to start class calmly. I struggled to get students focused at the beginning of my class period. I want to grab their attention and get them on task to begin with my lesson. However, you know that is easier said than done. I learned that the key to starting my class successfully was routine. When my students know what to expect each day, we all win.
One summer, I made a set of easy-to-use science bell ringers. I wanted them to be 1) engaging, 2) easy to grade, 3) self-starting for students, and 4) reviewing science skills we use throughout the year. I came up with ten types. You can get the first set on my TeachersPayTeachers store. Use them to get off to a smooth start each day!
How Has My Science Bell Ringer Strategy Changed?
I started with a copy-the-questions routine: students copied five topic questions off the board, we discussed answers, and they were quizzed later from their notes. It kept the room quiet and compliant, but students dreaded it. I wanted something more engaging and meaningful, so I rebuilt my whole approach.
When I first began teaching, I used a simple bell ringer strategy. When students enter, they get out their bell ringer notebooks. Next, they copy down five questions on the board relating to our current topic of study. After copying down these questions, we discuss the questions. Students provide the answers. Lastly, they copy down the answers in their notebooks. After two weeks, I give students a ten-question “quiz” from the questions they copied. They can use their notes to answer the questions.
This strategy worked well for gaining compliance and quiet. However, I knew it was something the students dreaded doing. I wanted to make something more engaging and meaningful. Here is what I came up with.
What Is My New Science Bell Ringer Strategy?
I brainstormed ten science skills students use all year, then made 18 of each type for a full year of 180 bell ringers — so a given type only repeats once every two weeks. I post the daily plan and the materials needed, hand out the student organizer sheet, and open each class by walking through that day’s task.
I brainstormed ten skills students will use throughout the year in my class. Then, I made 18 of each type for one full year’s worth of 180 bell ringers. That way, students only repeat the same bell ringer once every two weeks.
I put the daily plan on the board at the beginning of class. I list what we will do that day and the materials they need. One of those materials is the student bell ringer organizer sheet. Then, I begin with the daily bell ringer. We discuss the procedure for that day’s task. Below, I have a list of the ten types of bell ringers. If you’d like to try the first set for free, you can download it from my TeachersPayTeachers store.
What Are The Advantages Of Bell Ringers?
The biggest win is engagement — students were noticeably happier after I switched. A good bell ringer routine frees you to take attendance, check in with returning students, and pass out make-up work without policing the room. It also gets kids using critical-thinking skills, solving problems, and generating questions from the first minute.
The main reason I love these bell ringers is that they increase student engagement. Students were so happy when I switched from my old strategy to this. I can still take attendance, check in with students returning from absences, and pass out make-up work. However, I no longer have to tell students to stay quiet or on task. Further, they use critical-thinking skills, solve problems, and generate questions.
What Are The Ten Types Of Science Bell Ringers?
My ten rotating types are Wonder, Explain, Observe, Guess, Diagram, Compare and Contrast, Draw, Question, Consider, and Hypothesize. Each targets a science skill students use all year — asking questions, writing procedures, observing detail, modeling, comparing, supporting opinions with evidence, and forming testable hypotheses.
Here are the ten types and some tips for using each.
Day 1: Wonder. Come up with questions about the three pictures! Students can struggle with this skill at the beginning. I tell them to look closely at the picture for details. I also encourage them to look for similarities and differences. I love this bell ringer because it leads to interesting discussions about their questions. My favorite thing about this is when one student answers another student’s question.
Day 2: Explain. Write the directions to accomplish a simple task. Add some fun to this one by following the student’s steps exactly as written. It is usually good for a few laughs. As an extension, have students choose one step and re-write it for clarity.
Day 3: Observe. Tell students to look for details in the picture. Make it a game to see who made an observation no one else has.
Day 4: Guess. This is usually my class’s favorite bell ringer. At the beginning of the year, I pick the answer and call on students to ask their questions. I record questions on the board to keep track of their guesses. Later, I choose a student to “host” it. However, they will likely need your help with certain guesses.
Day 5: Diagram. Ask students to make a labeled diagram of the subject. I usually need to remind them to label most parts of their drawing. They love drawing. But, the critical thinking in this bell ringer is identifying the pieces of a whole.
Day 6: Compare and Contrast. I often forget to use this critical skill. I set a minimum number for each area in the compare and contrast organizer. For example, they must do three similarities and two differences for each. I try to change the number each week to stretch their thinking. Again, you can make it a game by seeing who has unique traits.
Day 7: Draw. This is another class favorite. I love seeing how creative they can be when illustrating a fact. Students have unique ideas for this bell ringer. They love seeing how other people imagine the fact. Use a document camera and call students to show their pictures on the board.
Day 8: Question. This one is similar to day 1; however, I encourage students to form their questions in an interview style. Tell them to ask the questions like the subject hear and will answer them.
Day 9: Consider. I like this bell ringer because it lets students share their opinion. However, remind them to support it with evidence. Then, take a poll amongst the class to see what they think.
Day 10: Hypothesize. Ask students to write a hypothesis for the experiment. I ask my students to write it in an If-Then format to practice identifying experimental variables. Then, they must also justify it. As an extension, ask students to describe how they would test the experiment.
If you want to try these science bell ringers, visit my TeachersPayTeachers store and try them for free!
How Do You Manage Grading For Bell Ringers?
Build them to be easy to grade. I collect the student organizer sheets after ten bell ringers and quickly read them to confirm students participated fully each day. Grade on the requirements for each task rather than perfection, and remind students of those requirements before each bell ringer so expectations are clear.
One of the main features I wanted in my science bell ringer set was for them to be easy to grade. After ten bell ringers, I collect the student organizer sheets. I quickly read over them to ensure students participated fully each day. While some students will put in more effort, grade them on the requirements for each task. You may wish to remind students about them before each bell ringer.
Tips For Success Using Science Bell Ringers
Mark returning students “ABSENT” so a missed day doesn’t count against them and they can still join in. Use a random tool to pick who shares, adjusting the number to fit your timing. And when time is tight, run a quick turn-and-talk so every student still gets to share their thinking with someone.
- I have students returning from an absence “ABSENT” on that day and do not count it against them. This way, they can participate in the bell ringer that day with the rest of the class.
- I use a tool to select students randomly each day to share. Adjust the number of students you ask to share based on the timing of your lesson that day. They are easy to lengthen or shorten!
- If you do not have time for students to share their work individually, you can always do a turn-and-talk. This way, students still feel like they have a chance to share with someone.
Conclusion
Science bell ringers are a great way to introduce your lesson and start class on the right foot. Find a routine that works for you and stick with it — as students get used to it, it keeps running more smoothly. I also make inquiry-based units and review games covering every middle school science standard if you need them.
Science bell ringers are a great way to introduce your lesson. Find a routine that works for you and stick with it. As students get used to it, it will continue to go more smoothly.
I love creating units using the phenomena-based approach recommended by science standards. I have units on my TeachersPayTeachers store covering every middle school science standard. I’d be honored if you would use my units in your classroom. I also offer digital escape rooms covering every topic in middle school science.
If there is a topic you need to teach, tell me about it by sending a message to info@mrsharktooth.com!