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Bingo
You have a list of terms that you have covered in the topic and get the students to select from them to fill them in a bingo grid (likely 3x3 to 5x5). You can have more terms than grid spaces to choose from if desired. Once all students have filled in their grid, you state definitions which the students have to match to the appropriate terms. The students then aim to be the first to complete a line of their grid (standard bingo rules apply). When each definition is given you let the students work out for themselves, before getting a consensus on the correct answer. This can be done but volunteers or selected students, or whatever method work for the teacher/class. Even the students who are unsure of the correct term-definition relationship still have a chance to "win" the game based on the layout of their grid, so may be more inclined to stay involved in the activity. Once a student/students have "won" the game, all remaining term-definition pairs can still be covered. You can also mix it up so that the students put definitions in their grid, with terms being stated for them to link to.

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One approach I have been looking into, has been contemplative pedagogy. I would love to incorporate this approach to either a lesson start or a lesson end. This can be an art-based activity or a teacher led visualisation (one example I found was the visualisation of a molecule in space for chemistry).
The strength of these activities seems to be in providing a calming task, with a relevant focus. They are inherently "low-stakes". I have observed students entering the classroom, quite flustered/anxious from a previous lesson or event, so incorporating these activities could be a great way to start a lesson that's early in the morning, or if you know your class cohort may be experiencing exam stress.
In contrast, the quizzes that many other people have discussed, seem like a great way to consolidate information, recap a previous lesson and develop a more energetic environment (perfect for after lunch - to combat that postprandial/post-eating fatigue!)
I'm trying to put together a catalogue of activities (particularly lesson starts and ends) that cater to the students' needs - either at a particular time of day/term or just to suit the personalities in a classroom!

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a multiple choice quiz to be gone through as a class, covering key aspects of previous relevant learning or the prior lesson.

This might be followed with a second brief quiz, slightly more difficult, to see if students are able to apply that knowledge or to extend it, but not to the demotivating point of impossibility! It should relate to what's coming, and so provide some indication of it and preparation for it.

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Memory Mind Maps
At the end of a topic, I would get students to draw a detailed mind map covering the concepts of the topic and content related to these. They are free to use their notes, textbooks, collaborate together, and ask the teacher. Use of colour, underlining and highlighting, as well as symbols and pictures could all be used, particularly to emphasise important points. Make it really beautiful, and memorable, this activity might take a little while.
Get student to hand mind maps in (an opportunity for teacher to check for student understanding).
After a few days, get students to replicate the mind map of the same topic, but this time from memory, without talking or any resources. This could be done as a do now activity as the start. A quick follow up with the class (hands up to tell what is on mindmaps) to see where the gaps in understanding and memory are. It will help both the teacher and the students see where knowledge has not been retained or understood properly. This is probably more appropriate for less senior class as it covers more class content ( knowledge that), rather than skills ( know how to), which is more seen at senior levels.

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An activity worksheet that summarises the content we have covered in a form of a crossword, a quiz where they have multiple choices or a fill in a blank quiz. I believe this will help challenge the student whilst being a task they are mostly able to complete on their own.

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In the school I am observing, Blooket (similar to Kahoot) is a popular quiz game format often used at the start of lessons. Teachers can add their own set of questions, and students compete against one another to solve as many questions as possible to gain points. This is especially useful for junior classes with high energy, as after they have had some fun they are more ready to settle down to learning.

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Give students a piece of paper with the definitions of the key words and get them to write which definition fit which key word.

Or give the students a few key words to discuss with their peers, about what it is/means and what example they can give. Then allow a student from each group to say/summaries what their group thought about one of the key words.

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- Set of true/false statements
- Cartoon/image with response questions
- Short worksheet
- Label a diagram

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Set a quick quiz revising previous lesson
- this allows you to gauge student understanding

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I think doing a little crossword made of important definitions can also settle the students down and help them revise what they have learned in the previous lessons.

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A fill in the blanks activity. The teacher has a chunk of text / content that is SUPER important & therefore wants students to have it in writing. By removing some key words, the learner must read the text and decide which word goes in the blank spaces. This is also a way to help reading & writing skills, as filling in the missing words requires skills such as sense making & reading around the missing words for meaning. There are variations on this strategy, this website has some examples that can be useful in science.