This is an interactive Jeopardy game based on the fifth-grade science standards, “Physical Sciences 1. Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept: a. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. c. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. i. Students know the common properties of salts, such as sodium chloride (NaCl).”
I found the Jeopardy template on the Internet; in Google Slides. A blank copy of the template can be found in the link below, so you can use it in your classroom. The game and template, are extremely user friendly and has all the links already set in place, all you need to do if fill in the questions, answers, and final Jeopardy question. Then you are ready to play with your students. Just click on the square they choose and the question appears, then to see the answer you click on the answer link. To get back to the home screen you click on the back to home link on the answer slide. The only drawback to this game is that it doesn’t blank out the square that has been previously chosen. Using a white board marker and placing an X over the box easily remedied this.
I used this template to create a 5th grade Science lesson on metals and alloys. I used the text to create the questions. To begin the lesson I had the students’ frontloaded with information from the chapter. The students were tasked to fill in a chapter notes sheet. This sheet consisted of 6 general questions that covered the material. The students read the chapter and watched the correlating video; they took notes based on the information learned. The students were allowed to use their notes while playing the game.
On game day I had the students play the game in their table groups, they had to work together as a group to come up with the answers, which they then wrote down on their white boards. I had a time limit of a 1:30 minutes, when the buzzer went off I used pick me sticks to pick a student/ group to flash their white board. If they got the right answer, the group was awarded the corresponding points. The group with the most points was awarded $50 Yankees (the classroom monetary system).
I used the Jeopardy game again in a subsequent lesson, but decided to kick it up a knock. I wanted to provide the students with the opportunity to use a higher order of thinking in Bloom’s Taxonomy, synthesis. I had the students take the same notes based off reading and watching the chapter video for salts. This time I had the students create the questions for the Jeopardy categories. I had them work in cooperative groups and assigned each group a category from the note worksheet. They then gave me the questions, which I inputted into the Jeopardy board. When we played the game we followed all the same rules as before. The students used were able to use their notes when answering the questions.
I was able to assess the students throughout the entire process. I assess the students while they were coming up with the answers. I was able to use informal observation of their conversations and answers. I also had each group flash their white boards, so I could see that all of the groups answers. Checking all of the answers enabled me to check for understanding of all the students. When I had the students create the questions, I checked the questions and answers as another form of assessment. I used the unit test as a summative assessment, which the students rocked! The lesson provided many opportunities for differentiation, through cooperative group work, content input and output, as well as technology. The game was a great tool for meeting the standards because all of the questions/ information included in the lesson is based on the content standards set forth by the State in fifth grade. Best of all it makes learning fun, engaging and promotes motivation in students.
Refrence:
CDE. (2009, June). Science Content Standards for California Public School. Retrieved June 17, 2016, from http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
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