Love or just "In Love"?

This is a fun activity to review and gauge what the students know about the stages of relationships and identify healthy attributes versus unhealthy attributes in a relationship.  

The object of this first part is to show students how the qualities that make a good friend also are good qualities to have in a spouse.

Have all the students take out a half sheet of paper and separate it into two

columns.  Have them number rows 1-5 in each column.  In the first column, have them write 5 qualities they want in a good friend.   Give them about 5 minutes or so to write their lists.

After about 5 minutes, have some students share a few of the qualities they came up with.  List those qualities on the board as they share them.  Try to have the students list different qualities so you don’t have a lot of repeats. 

Now, in the second column, have them write 5 qualities they want in a spouse.  Give them about 5 minutes or so to write their lists.  Ask if their lists look similar on their paper?? 

Have some students share a few of the qualities they came up with for a good spouse.  If they share any qualities for a spouse that are already listed on the board, circle them to show that they belong to BOTH columns.  List any new qualities on the board as they share them.

This second part is for them to identify the different “stages” in a relationship and to sort out behaviors, thoughts & attitudes that relate to those stages.

(The students should have watched my vodcast on Stages in relationships or have notes on stages in relationships.)

You will also need to print and cut up a set of tickets with title cards for each group.  (I laminated mine so they are a little more durable)  You can also make your own to suit your needs as well.  You will also need the answer key. I have these on a PowerPoint slide I put up at the end but you could easily make an overhead as well.

Break students into groups of 2-4 and have them push their desks together into a table group to have a surface to do the activity. 

Give each group a pack of tickets to sort  and  have students put the three title cards (Love, Infatuation & Selfish) on the table.  Have each group elect a reader.  The reader reads each ticket and the group will decide under which heading to place it according to the “Phases of a Relationship” notes.

When completed, have the groups place the cards in numerical order based on the column they are in.  (Should be 10 tickets in each column – good checkpoint for groups)

When groups are finished, put up the numerical answer overhead and have student check their lists.  I have the students pay attention to how many times they had to switch tickets around.  It just gives them an idea of how well they can recognize attributes belonging to a phase of relationships.

Collect all ticket packs when finished

Virgin Orange

This is one of my favorites to bring home the point that virginity is more attractive and desirable than a bunch of experience.  Too often kids are trying to move way too fast relationally and sexually.  With the internet, social media, TV & movies; kids are getting bombarded with sex and sexual messages.  The pressure to be "experienced" and know what you are doing is huge on kids these days.  So many want to jump right in to things thinking they have to "practice" to be good at sexual activities and that is somehow 
more desirable.

This simple & quick activity really drives home the point that virginity can be more attractive and overall a healthier choice for their future.

Here is what you will need for one class period:
2 ziplock sandwich/freezer bags
2 Oranges (I also use grapefruits because they are bigger)


Activity:
Have students stand in a circle or remain in their desks (either is fine)

Hold up one orange and talk about how this orange represents a person who wants to experience sex to see what it is like.  He/she went through health education class and knows how to be protected from disease and pregnancy so they use a form of birth control.  (place the orange into one ziplock bag)  

Explain that they really do not want to catch a STI or get pregnant so they are going to really play it safe. (place a second ziplock bag over the first

**at this point i always make mention of this NOT representing the use of 2 condoms or "double bagging".  Using 2 male condoms or 1 male and 1 female condom at the same time INCREASES the chance of condom failure due to friction, heat and tearing.  Latex on latex reduces the effectiveness of condoms all together.  I will then ask "so what could our two bags represent?" (BCP & condoms, condoms & spermicidal foam, condoms and the Depo Prevera Shot, etc ... ) 



Now show the other orange.  Explain this orange is also interested in sex but he/she decides to wait until marriage.  He/she stills enjoys dating, kissing, etc. but has decided to wait.  Place that orange on a shelf or a desk away from the group but visible.

Toss the bagged orange to a student.  When a student has the orange they must say something about sex either - good or bad.  If they say something good, they simply pass the orange back to me.  If they say something bad, they must toss the orange on the floor, pick it up and pass it to back to me.  This process repeats to about 4 or 5 people or until the orange is pretty beat up.  

(you can have the kids pass it around too, but I like being able to choose who gets the orange.  Some students may not be mature enough to handle the activity and some may be too shy to really want to be in that position.)

Once I have determined the orange has had enough .... I hold up the bagged orange and ask "What might all this damage represent?"  (Pregnancy and disease is out of the mix due to the "protection" it had and technically this orange is perfectly edible and germ free.)  

Ask:  “Now let’s say it is time for you to go buy and orange at the store and these are the two available.  Which one would you find more attractive and want to invest in?"

Ask: "how do we compare this activity to virginity as it relates to us?"  

Ask:  "So when it is time to get married.  Which orange is more attractive, the “experienced” one – hold up the mushy orange, or the virgin orange?”  Usually the students will see that the “virgin” orange is more appealing.

Say: “With sexuality, experience isn’t necessarily more attractive so what kind of orange do YOU want to be?There is also a lot of potential with further discussion too:  

• What can the damage on the orange represent other than disease or pregnancy (orange was protected physically from germs)

• Does experience make us more attractive

• Virginity isn’t a bad thing

• Sex affects us I more ways than just physical (disease).

• Experience isn’t all it is cracked up to be

• you may eat the experience orange for free ... but you wouldn't "buy" it.

• Etc.

This is a great eye-opening activity that gets them thinking.  I often have had students come back years later and tell me they remembered that lesson!!  I usually use this one as my exclamation point on the sexuality unit.  

A Great Catch

I got this game from a conference I was at years ago.  I adapted it a little but I cannot take all the credit.

This is a fun game or students because they are doing something with equipment and it is a little different.  Everything in this activity is symbolism so it is useful to make kids do the activity using the pole and magnets rather than just picking cards.  I have used this activity as an intro and a closing activity.  Either way it is interesting to get kids thinking and talking about what is important in a potential mate.  the more mature the group, the better the discussion.

***This activity requires some prior set up and construction initially.  if you are looking to do this tomorrow you are going to be up late tonight ... ;-)  

First you will need to cut out a lot of cards ... I mean a lot!!  You may want to enlist the help of some students ahead of time or service aid kids if your school has those.  I laminated all my cards before cutting them out to make them more durable.

I also bought a roll of magnetic strip with adhesive on one side.  After cutting out all the cards you will need to cut a piece of magnet and stick it to the back of each card. 

I made fishing poles using dowel rods about 18" long.  I tied simple cotton string to the dowel and tied a steel nut to the end to stick to the magnetized cards.  

viola .... all your equipment is ready.  I used a glad sore & go container to keep all the cards in (I have a total of 8 sets)    

Ready:

• Great catch game cards (examples - feel free to make up more) with magnetic strip on the back
• Dowel rod fishing pole with string and a nut
• Great Catch record sheet

Set:

• Have students break up into groups of 4
• Each member gets a great catch record sheet
• Each group gets a tub of quality cards and fishing pole

Go:

Spread out blue cards, face down, in the middle of the table (like "Go Fish").  this is called "the Pond".  Each member takes turns using the fishing pole to “fish” out a quality. 

They read the quality card and explain to their group where they would rank that quality in a potential mate based on the 4 categories (Crucial, Significant, Perk or tackle Box).

That group member then records that quality in that category on their record sheet and passes the fishing pole to the next person..

Each member takes turns “fishing” until all the cards are gone, or time runs out.

The group does not have to get through all the cards.  It is more important that they are communicating to the group where they would categorize that quality and why.

Discussion:

Lots of discussion points with this activity:

• Why did we use the pole? (relationships take work and patience)
• How does this activity resemble real life in relationships?
• Don’t know what you are gonna get
• Lots of qualities
• Lots of thought goes into relationships

This game is a favorite in my class and really helps the kids learn some things about themselves and relationships.  

Match 'Em Up

This activity uses circles cut in half with relationship attributes on both halves.  (Click here for a template) The halves are cut in a unique way so only a half cut the same way would match.   Each of the circles have either positive attributes matching positive attributes or negative attributes matching negative attributes. 

Objective:  

Having students realize that in order to attract a positive person, they need to have a shape that” fits”.  If they keep attracting negative people, maybe it’s time to change their “shape”

The activity:  

In groups, give the students a set of circles and have them match up the circle pieces.  Once all the pieces are assembled  have the students make observations.  Have a few groups share their observations.  (Ideally you are trying to get them to see that negative qualities match with negative qualities.)  

Next have the groups rearrange the circle shapes trying to match a positive quality to a negative quality.  (the idea is a negative person wishing they could “match up “ with a positive person).  The students will not be able to make any of those matches.  Again ask the groups to make some observations and have some groups share.  By now they start to get it.

Explain:  

• Ever notice that some people keep bouncing from bad relationship to bad relationship wishing they could find a “good match”?  
• What does a person need to do to find  a “good match”?  (have the right shape)  
• If I keep getting poor matches what do I need to do?  (Change my shape)  
• A positive person is not going to stick with or change to fit a negative person very often.  
• We need to work on ourselves not asking someone to change for us.

You could change the size of the circles, use different shapes and add different attributes.  it's the concept that is the important thing about this activity.

This is a great "Ah-Ha" moment for kids to see that they need to attract what they are looking for and if they keep getting "loser relationships" they need to take a look at themselves and make some changes.

The "Pool" of Depression

This is an activity I modified a little from a great Health teacher named Deb Tackmann from Eau Claire WI.  I simply added a few things and found a great video to use as an added attention getter. 

The basic goal of this activity is to get the kids to grasp the sensation of what depression might feel like using a physical crisis to compare with an emotional one.  It works well in helping teens understand what a depressed person might experience emotionally.

First I prep the kids with the video http://bit.ly/18APPH8 the kids start to freak out a little as the baby gets closer to water and I need to reassure them that everything works out so not to stress.  (Your girls who babysit are the most uncomfortable) 

Once the baby falls in the pool I pause the video.  I ask the class what the baby (I call him little Bobby) might be experiencing or feeling.  After getting a few responses I hand out the comparison sheet.  http://bit.ly/17ZhPQj I have the kids (either in pairs, groups or individually) come up with a least 5 comparisons between little Bobby and a depressed teenager.  I usually have one student give me an example as a starter.  (Both are scared, both are struggling, if no one helps they both can die, etc .. )  I can use the answers from the original question of what they thought little Bobby might be experiencing or feeling as a way to kick start ideas.  I give them about 3-4 mins to write their comparisons.  I then ask for individuals or groups to share their responses.  I use those responses to highlight out how a depressed person might feel and linking it to a person drowning so the kids grasp the connection.

After getting a number of responses I shift the question to the bottom half of the comparison sheet.  Now I pose the scenario of “what if little Bobby’s mom just happened to be looking out the window and saw little Bobby reaching for the ball in the pool and just as she turned to run out she hears him fall in the pool.”  Now the kids make comparisons between how little Bobby’s mom and friends of depressed teens are similar?  Again, I have a student give an example aloud as a starter (Both are scared, both are the first to be able to help, both have a limited amount of time to get help, etc …) Again I give the kids about 3-4 mins to come up with comparisons.  The goal here is to get the kids to see the similarities between a concerned mother and a concerned friend.  I also want them to make a connection to the urgency of helping. 

By now some of the kids are getting antsy about what happened to Bobby.  I then play the rest of the video where it shows how little kids are taught how to survival swim as a drowning prevention program.  When it is all finished I ask, “what do these kids have to protect them from drowning?” … the answer I am looking for is “SKILLS”.  I have them make the connection of developing physical skills of swimming to reduce the risk of drowning just like we need to build resiliency skills to reduce our risk of developing depression which leads to suicide. 

It has worked as a great intro to the depression/suicide unit and takes a difficult concept of understanding how a person feels with a scenario the kids can connect with like an infant drowning.  It also sets up the next lesson called “Bulls Eye” which is a lesson about comparing what supports are available to a depressed teen vs. little Bobby.  

Look for the “Bulls Eye” lesson in my Blog soon ….

 

“Deal or No Deal” Quiz

This is a fun in class quiz activity that can be used for any subject area or content.  It is different for every class and the kids hardly feel like it is a “real” quiz.  I set it up as a real quiz in terms of telling them to get prepared (study).  If they think it is a game ahead of time they don’t take the prep time seriously.  So basically I tell the class “We are having a quiz on ___ day”.  Then the day of the quiz I set up the “DEAL or NO Deal” format. 

I got this idea from a drug education grad class I was in where the professor would give a one question final exam for 100 pts!!  It sounded awesome at the time but then when I was taking the quiz it was nerve racking!!  You still have to prepare for anything; essay, true-false, short answer, multiple choice, fill-in the blank, etc … we had NO idea what the question would be or in what format.  I was hoping for an essay question because I had a “BS” in Vocab arts …. ;-) but the day of the exam came and we got our ONE

question … I was a nervous wreck.  The question was “What is the most widely abused drug in the US?”  A ONE WORD answer for a 100 points … uhhhgggg.  Talk about second guessing myself.  Let see … most powerful … no …. most addictive … no …  most popular … no … most prescribed … no ….. ahhhhhhhhhhhhhhhhhhhhh.  The answer …. Did you guess it???    Caffeine!     Yes, I did get it right but it was stressful.  There was a lot of processing that had to go on for me to write that one word down.

I have never forgotten that experience so I thought "how could I bring that type of assessment into my classroom?"  I was inspired by Deal or No Deal!

   

Set-up:

I have 9 white envelopes each with a number 1 – 9 and the envelopes are numbered 1 - 9.  I have the numbers randomly mixed.  

I also have 12 manila envelopes in order at the front of the room.  In 8 Manila envelopes I have a piece of paper with a content question.  Some are T/F, essay, multiple choice, listing, ordering, etc.  The other five manila envelopes have a piece of paper that states one of the following:

• “free 5 points”
• “free 10 points” but choose 2 more envelopes
• Pick two more envelopes
• Pick three more envelopes

The kids have a max of 8 content questions they might get.  Each piece of paper with a question on it has the point value for that question.  Some groups only get one question and it might be the free 10 points?  In that case the class just got 10 extra credit points.  Some classes get 8 full on questions?  We go through each question anyway but I explain that later.

The Activity:

I have the class take out a sheet of paper to take the quiz on.  I choose one contestant (usually a pretty confident student that is well liked in the class).  There is almost no strategy to this activity it is all just chance.  I then hand out the WHITE envelopes to 9 students in the class and tell them NOT to look inside them and hold them up.  I have

the contestant then choose ONE white envelope.  I place that unopened envelope on the front table for all to see.  I say to the contestant “That is your envelope”.  I then have the contestant choose another WHITE envelope.  And I give them the envelope to hold.  (Here is where I build up suspense) I say:

“Do not look into the envelope yet.  Inside this envelope is a number and that number will represent the number of MANILA envelopes you will choose.  Inside each MANILA envelope is either a question or free points.  Now, only you (the contestant) can look at the number inside your envelope and decide if we have a DEAL or NO DEAL …. If you choose DEAL, then you will pick that number of MANILA envelopes and the quiz begins; if you choose NO DEAL then you will close your WHITE envelope and pick another WHITE envelope from the crowd … BUT … if you choose NO DEAL & you pick a different envelope you will no longer have a choice to choose again, whatever number is in THAT envelope will be the number of MANILA envelopes we will pick.” 

Then I would have the contestant choose the white envelope and look inside to see what number they got and decide, on their own, if we have a DEAL or NO DEAL. 
                                                                                                                               

If they say “DEAL” (Usually a low number) we show the number to the class and the student picks the appropriate number of Manila envelopes, gives them to me and goes back to their seat.  I will then open and read the questions or information in the envelope basically like an in-class oral quiz.  I just jot down how many actual questions and points each class received since they will all be different.

Now, if the student says “NO DEAL” (usually a high number) they select a new white envelope from the crowd and just before they open it I throw in the “twist”.  I say:

 “Now … before you open that envelope and reveal your number we have ‘your’ envelope sitting right here (referring to the envelope sitting on the front table for all to see).  I will give you the opportunity to switch envelopes?  You can keep the one you are holding in your hand now OR go with the envelope you picked at the very beginning.  Either way we go with what is IN that envelope.  Now, are you going to keep the envelope in your hand or switch and go with ‘your’ envelope on the table?”

 

The suspense and pressure is crazy at this point.  Kids in class are yelling different things .. “Switch don’t switch ….. “.  I tell the contestant to ask the

class what they should do so any “blame” is on the class too ;-).  Then once the student chooses I reveal the number in the envelope that they DID NOT choose (It is either a cheer or a groan?).  I like to remind the students at this point that they all were part of selecting the envelope so we all share the pain or glory of what is in the chosen envelope.  I reveal the number in the envelope they DID choose (again a cheer or groan) and then have the contestant select the appropriate number of Manila envelopes and continue with the oral quiz.

I usually just grade them in class and have them grade their own quiz.  Regardless of how many questions the students answer for a quiz, I go through each envelope and we answer the questions in a discussion format so the information is “quizzed” either way.  I like to then shuffle all the envelopes so kids don’t start spreading the word on which ones to pick.

It is a fun way to quiz the kids and it is fun to see them get all fired up over choices.  Depending on the units I use this format in, I use it as a teachable moment to talk about life choices and sometimes it works out well and other times we have to just muscle through it and try to prepare as best as possible.  Some kids will say “I didn’t care because I knew all the stuff anyway so whether it was 1 question or 10 questions it really didn’t matter.”  

Some didn’t study at all so they were hoping for the one T/F question I use that as an example about preparing yourself for the unknowns of what lies ahead & resiliency.  The kids who prepared for the quiz are way less stressed about how many questions or which questions get selected.  The pressure and stress level is low because they have prepared and are more resilient.  However, the ones who were not prepared have a higher stress/anxiety level and therefore have less resiliency because they are hoping on chance or luck to get them through.  The more prepared you are, the less stressful situations are and the more resilient you can be in any given situation.

It is amazing how a simple little quiz can generate so much excitement, anticipation and a teachable moment all in one.  You can take this and adapt it to any number of questions or content areas too.  You can change the types of questions, add in different “reward” cards, include different actions or demonstrations, etc.

See if your classes want to make a “DEAL” or not ….

Paragraph Puzzle: Using cookie sheets for more than just baking

The simple concept is to take a paragraph or explanation about whatever content you want and cut it up into incomplete phrases and have the students put the “puzzle” back together in a complete paragraph again.  This is not a new idea by any means but it is and easy & active way for kids to process information.  I add to the activity cookie sheets and magnet stick-ons to make it a little different.  You can use this for many different applications and content areas.  I do a number of different types of puzzle activities using the same basic principle.  This can be done either after watching a vodcast, classroom discussion, reading the

information online or in a textbook, etc. …  You could also use this activity as a problem solving activity prior to teaching the material to see if they can use context clues, prior knowledge or punctuation cues to put the “puzzle” together.   Either way the activity is simple.  

In this blog, I am using it as a review activity to explain the functions of the male reproductive system.  I also do this same type of activity for the female reproductive system, menstrual cycle and fertilization.  Sometimes I do all of them?  You could even do them in succession, when one puzzle is done they start the next one.  I typically do one at a time based on what we are covering in that time frame.

Set up:

I write up a paragraph explaining a process or information.  It could even be putting things in a certain order or step-by-step instruction.  I like to laminate

the paragraph so it is durable and reusable.   I then cut the paragraph up with scissors into strips of incomplete sentences.   On the back of each strip, I put a little piece of stick-on magnetic strip.  (You could even cut up old refrigerator magnets and glue them on??)   I buy the magnetic strip in a roll and it has an adhesive strip on one side.  .  I just cut a small square,

peel and stick it on to the back of the strip.  Once the paragraph is laminated, cut and magnetized I put the strips in a zip lock bag to store them in.  I then have Tupperware containers to store all the bags in for re-use.

Procedure:

I break the class in groups of 2-4 and give each group a cookie sheet and a bag with the magnetized paragraph strips in it.  I simply tell them to put the

strips back into paragraph form so it makes sense and reads correctly.  Depending on the group I will tell them the first and last strip to get them started.

Once they think they have the puzzle completed they simply bring the cookie sheet to me.  I am usually walking around checking on groups so the magnets are easy ways for them to bring their work to where I am rather than waiting around for me to get to them.  I simply read their paragraph and when I encounter an error (wrong placement) I simply turn that strip and say “you are correct up to that point” and back they go to re-work the rest of the puzzle.  Once they have it, I start using the members of that group to check the work of other groups and help groups that are struggling.  If I am helping a group and someone says “check mine”, I can simply direct them to a student that is finished to check it.  They simply do the same thing I did.  At this point it becomes a peer teaching activity too.  I may even have a couple students go to a struggling group and help them get “un-stuck”.

It works as a great activity.  Once all the groups are done I read the full paragraph aloud and talk about where people got stuck and talk about different clues they used to master the activity.  I do this kind of activity for multiple different content areas.  The kids like the magnets and it is an easy addition to a simple paper puzzle activity to make it a little different.  Plus the cookie sheets are portable so they can move it around and not mess up their progress.

Cookie sheets and magnets = fun times in class ;-) 

Play Doh HIV

This is an activity I started using play-doh to demonstrate how HIV works.  I started using play doh as a way to “demonstrate/explain” other content areas as well.  It is fun for the kids, they can use their creativity and they come up with some hilarious demonstrations/examples of whatever concept you are teaching.  It has become a fun activity that gets the kids engaged in class and be creative.

Prep:

I have cookie sheets that I use for different activities (Paragraph Puzzles) so they come in handy for this one too.  They work to make the activity a little more portable and “contained” and it helps with clean up as well.  I went out and bought 2 “cases” of smaller play-doh containers of different colors.  I think there are 24 little tubs in a case which gave me somewhere around 50 smaller containers.  I think it ran me about $25.00.  So far that amount has worked OK.  

I simply divvy up the tubs of play-doh based on the number of groups I have.  I usually try not to have more that 4 to a group.  You can adjust the amount of play-doh you need based on class size.  I will say, the more you have the better.  Kids LOVE using lots of different colors.  I will probably add another case this year just to help with replacements and options.

Activity:

This activity I use as an in-class assessment as to how well they are grasping the concept of HIV’s function inside the body.  We talk about all the different White Blood Cells and their jobs in the vodcast as well as what HIV does to specific WBC.  That sets up the whole premise of why and how HIV turns into AIDS, how meds work, why people get sick and eventually die.  Typically this would be an activity that would follow a Vodcast or two & Q & A discussion.  (see Vodcast 7.1 & Vodcast 7.1a StarWars)

I tell them to create a model using the play-doh to show/explain how HIV attacks the immune system.  Make sure you are showing the functions of the parts of the immune system and how HIV interacts with that. 

I simply break them into groups of no more than 4.  I give them the directions and let them go.  Once they are “finished” I come around and they explain what their model is.  A few guidelines I use are to not mix and mash the pay-doh to make “tie-dye”.  It is fine to “mush” different parts together of different colors but try not to “mix” them together.  It just keeps the play-doh colors intact for other groups.  And the obvious not throwing or stealing the play-doh .. J

Outside of that, the kids are on their own to create their model. 

Once they are done they pack up the play-doh and put them back into the correct color tub and make sure the lid is sealed tight and bring their tubs and cookie sheets to the table (I usually check all of them too.)  Usually the kids then want to walk around and see what other groups have made.  If

you have time and resources you could have the kids do a gallery walk when they are finished to see what other groups have put together.  It is a great way to showcase their work.   Sometimes I take pics of each group’s model and then I can show those on the screen the next day and have the kids explain their model to the class.  It works pretty good if you have the time to show case each groups’ work.. 

This is also one of those great times where if a student has not watched the vodcasts yet they can do that in class before playing with the play-doh.  It is amazing how much play-doh is an incentive to high school kids … ;-)

I am also starting to use the play-doh activity for other concept areas as well.  It started with this activity concerning HIV/AIDS but the light bulb clicked on and I started seeing where I could have the kids use play-doh to demonstrate/explain/assess other areas too.  They ask for the play-doh all the time.  “Mr. Troeger…. can we do the play doh thing today????” ….. weird  ;-)

Got a list ... PUZZLE it

For the last few years I have been trying to do more hands on type of learning and less lecture but the content lectures always seemed to push the activities short.  Since I was turned on to the flipped classroom my teaching world has been radically changed.  Now all these ideas and activities can now become a more focal part of classroom time.  One activity that I have done in my traditional teaching as a " break" from lectures can now be used as a more useful teaching tool.  It is pretty simple and honestly I got the idea from someone else so I cannot take the credit for this simple idea.

Basically this activity works best when you have a list of things for students to learn.  I use it primarily as a tool to present a large list of suicide warning signs.  What I did was take the list and broke it down into groups of 4 and put those 4 on one sheet of colored paper.  I did this with each set of 4 things.  I ended up with about 5 sheets (20 things total).  I put each set of 4 on a different colored sheet of paper and then cult each up into about 8 pieces thus creating a puzzle.  I put all the pieces into an envelope and give to a group of students to put together.  Once each puzzle is out together, the students then copy the list down in their notes.  It is just a quick, entertaining, simple way to get students engaged in and write down an otherwise meaningless list of "things". 

Here is how I use the puzzles in class: 

We are in the middle of our suicide/depression unit.  The students have watched a video in class about a true story of a boy who was depressed and suicidal and eventually committed suicide.  What the students were to do during the video is identify any warning signs they observed in the video.  We have not talked about these warning signs yet so I am seeing what they already know and allowing them to see that they have some intuition when it comes to identifying risky behaviors.  The following day I break them into groups and hand out an envelope with the puzzles.  They put the puzzles together and copy down all the actual warning signs in their notes.  Then they check off all the warning signs they noticed in the video the day before by comparing their lists with the notes they just took from the puzzles.  I then ask the groups to report on what warning signs were clearly present in the video.  Here you could even incorporate a white-boarding activity as a way to have students identify lists or themes from the video.  (See white-boarding).  I usually have just done a Q & A but I am looking to integrate the whiteboard idea or even a google doc?

The kids seem to like it because it allows them to work together, accomplish a task and write out a simple list.  The kids also shift their attention about every 20 mins so it makes the class go quicker.   It is a cheap, easy and quick way to get kids to copy a list in their notes and not feel like they are just copying stuff down.  You can make this strategy work for just about anything.

Give the note puzzle a try and see how you like it.