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Students split into two groups of four and took turns answering questions in different categories for different point values. The students need to discuss the questions with their classmates before submitting a final answer. The questions included multiple choice answers to choose from. When they chose an answer they needed to go into greater detail as to why they chose that answer.

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Water Sayings From Around The World: Kahoot Review Game

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Water Sayings From Around The World: Kahoot Review Game

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Kahoot is a game base learning platform where teachers incorporate review activities in the classroom. The game I created was called Water Sayings From Around The World. In this game students reviewed concepts on figurative and literal speech and sayings. The game included cultural elements where students students relate to proverbs from different cultures and identified the region where each saying originated and what is meant by the saying. Students had visual and kin esthetic elements to the game as well as creative literature.

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This is an interactive computer game which can be played with virtual any subject. We use it in class to reinforce grammar. The teacher can create a game or choose one from thousands of options. She then receives a code which she shares with the students. Once they are connected they appear on the teacher's screen and Smart Board. Teacher launches the game and the students begin answering questions. The are able to see who is in 1st, 2nd, 3rd etc. After playing in class, they write down a new code which they will do for homework. That way the pressure of a group setting is not an issue (for those less competitive)

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The focus of this game is to introduce students to another cultural aspect of the Italian culture and for students to review key concepts of grammar.
Directions: I first model the game and explain the cultural similarities and differences. I give the students varying game cards and keep the key and the chips (individual words). I then call out 15 Italian words for one round. I ask students to form grammatically correct sentences with the verbs called.
Differentiation:  Then, once they understand how to play, I divide the students up into groups based on demonstrated understanding of grammar reviewed. For the low level group, I will call out patterns and see if they can justify whether these patterns are correct. For the intermediate group, I will have them use the chips to self-regulate the game. For the advanced level, I will have them create their own series of statements and questions using the bingo board words.

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Third Grade Solar System Review Game - Alaina

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Third Grade Solar System Review Game - Alaina

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Content Area: Third Grade Science

Unit of Study: Solar System

Common Core Standard: 5.4.4.A.4 - Analyze and evaluate evidence in the form of data tables and photographs to categorize and relate solar system objects (e.g., planets, dwarf planets, moons, asteroids and comets).

Objective: The learner will be able to review content learned over the past few weeks in order to prepare for the final assessment on the Solar System unit.

Target Audience: Third graders

Number of Players: 30 students, divided into pairs - 15 teams

Purpose of Game: In an effort to keep students engaged and drive home content learned in preparation for the final exam on the Solar System, this review game has had great success in preparing students for tests throughout the course of the year. Students are exposed to a healthy dose of competition (with tangible rewards for winners at the end) and become excited with the opportunity to use fun markets and dry erase boards. The game is incredibly interactive and allows students to complete their own study guides in class, which they should use to study for the test the following day.

Directions:

Students are divided into partner pairs, and are given a dry erase board and expo marker.

Using science task cards, the teacher will read off questions on the solar system one at a time.

Students will have 25 seconds to discuss the best answer with their partners and write the answer on their dry erase boards. A timer on the SmartBoard is used to count down.

Students must hold their dry erase boards high in the air at the end of the 25 seconds as soon as the buzzer goes off - not sooner and not later. This helps to minimize cheating.

Late answers do not count.

The teacher will take a tally of each team’s correct answers before announcing the correct answer and explaining to those who may have gotten them incorrect.

The team with the most points at the end of the game wins ClassDojo points, as well as a fun pencil.

*Please see attached for flash card questions and interactive study guide.*

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As I am a theatre teacher, and the nature of my class is interactive and already kinesthetically-based as it is, my game differs slightly from the standard set of expectations for these games. The students both create the game as well as play it, with each other as the judges. This allows the opportunity for students to review three separate aspects of theatre: writing for theatre, acting in theatre, and critiquing theatre.

Step 1: Students are provided with this paper, which marks quadrants of the stage at the top and body positions at the bottom. They should already be familiar with these concepts. The game is not intended for students to be able to label these areas; that is easily done. The game is to be able to navigate the stage quickly and correctly when given instructions on the spot. Think of it like a version of old school Legends of the Hidden Temple! Or....Simon Says.

Step 2: In a class of 20, Students can choose to either write stage directions (8 people), be an evaluator (2 people), or be an actor (8 people). The writers write stage directions for 1, 2, 3, 4, 5, 6, 7, or 8 actors. They label actors simply 1-8. Every number must be accounted for. Stage directions should involve separate instructions for every person on the stage. The writers can also include dialogue and create characters as well if they choose. This is the creation of the game.

Step 3: Writers give their sheets to me in order and actors take their place onstage. I assign them a number 1-8.

Step 4: Out loud, I read the page for 8 actors; the first person to make a mistake (as determined by the evaluators) and go to the wrong place is out. Anyone with a number higher than the number of the person who is our reduces their number by 1. I then start reading from the page for 7 actors; first person to make a mistake is out, actors with higher numbers move one step down. This continues until we have one person left. They are the winner!

The students did a great job with this, as they are always eager to be up and moving around. We did it twice and switched groups around to give more people a chance; no one wanted to be an evaluator so I served as the first evaluator each time, and then whichever students were out joined me. I also learned how to effectively explain the instructions (they are a little hard to explain ahead of time, as are most improv-type activities, and easier to sort of learn as you go).

This game specifically addresses the following core standards:

1.1.2.C.1 - Identify basic elements of theatre and describe their use in a variety of theatrical performances.

1.1.2.C.2 - Express stage directions, areas of the stage, basic stage movements, and parts of a script using correct theatre terms (e.g., setting, costumes, plot, theme, etc.).

1.1.2.C.4 - Describe the use of the technical theatrical elements by examining examples of theatrical design in productions.

1.1.5.C.3 - Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created.

1.1.8.C.4 - Define the areas of responsibility (e.g., actor, director, producer, scenic, lighting, costume, stagehand, etc.) and necessary job skills of the front and back-of-house members of a theatre company.

1.3.2.C.1 - Portray characters when given specifics about circumstances, plot, and thematic intent, demonstrating logical story sequence and informed character choices.

1.3.2.C.2 - Use voice and movement in solo, paired, and group pantomimes and improvisations.

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Listening Activity Game: "completa la cancion / complete the song"

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Listening Activity Game: "completa la cancion / complete the song"

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Main idea:

Students will listen to a song and will put the lyrics together as a group. The group that finishes first will win the “Listening activity”.

Students will enhance their listening skills and knowledge of the Spanish language.

They will be engaged and focused while practicing and learning Spanish.

Directions:

The teacher will create groups of 3 students and will give them the lyrics of a song in Spanish called En mi corazón vivirás. Lyrics of the Song are not in one piece, they are on multiple pieces of paper and in disorder.

The teacher will play the song for about a minute. Students will begin putting the lyrics back together. When the song is over, he will ask students a simple question in Spanish like “Como van? /how are you doing? in order to know if any of the groups get to complete it.

The teacher will play it over and over until one group wins. He will be walking around the class to engage everyone in the activity.

After putting the lyrics together, the students will notice that they are practicing the future tense (Tiempo futuro).

Write down all of the words that they tell you, like (vivirás, serás, etc.) in order to reinforce new vocabulary.

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Kahoot! Review Game for Quarterly Assessment- Charles

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Kahoot! Review Game for Quarterly Assessment- Charles

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The primary purpose of this game is to get students to work collaboratively and competitively as they prepare for their quarterly assessment. All Students were given a nonfictional text to read independently. Students were instructed to annotate the text and come to class prepared to discuss the article. After a brief overview of the article, students broke into groups of two and played a Kahoot game. The questions were similar to the questions they will see on their quarterly assessment. The teacher made a heavy emphasis on students recognizing the types of questions and the correct answer to those questions.

Differentiation: Students were given series of different level of questions. More time was given for higher level questions. Students were paired together based on their learning styles.

Directions: Students were given quiz-like questions and were given a command when they could move to the next question from the teacher. Students worked in pairs to come up with the correct answers. Questions were staggered with time. Some questions had a twenty-second time limit, while others had a thirty to sixty second time limit (depending on the level of difficulty).  The team with the highest amount of points at the end of the game "won".

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Kahoot! Review Game for Quarterly Assessment- Charles

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Kahoot! Review Game for Quarterly Assessment- Charles

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Kahoot! Review Game for Quarterly Assessment- Charles

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Kahoot! Review Game for Quarterly Assessment- Charles

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Kahoot! Review Game for Quarterly Assessment- Charles

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Kahoot! Review Game for Quarterly Assessment- Charles

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PreCalculus Review for Final:  Jeopardy-style Game                       Anita

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PreCalculus Review for Final:  Jeopardy-style Game                       Anita

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A Jeopardy-style Game was created to help students practice and study for their Final Exam. The 5 Categories Include: Functions & Rational Functions, Exponential & Logarithmic Functions, Vectors & Complex Numbers, Polar Coordinates, and Miscellaneous. Students will need to recall facts, show proof of understanding of concepts, analyze equations and functions, evaluate functions, and identify key features of graphs and functions. Differentiation: Higher $ values per question correspond to higher difficulty level of questions. The team with the highest amount of cash wins.

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Tic Tac Toe Volume                                                         MaryAnn

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Tic Tac Toe Volume                                                         MaryAnn

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The object of the game is to be the first to report the correct measurement of water in beakers, put an x or an o on the tic tac toe board and win the game for your team.
Instructions: There are two teams, X and O.  The teacher reads the game cards such as, "there are 250 ml of water in the beaker.  How much more should I add to make 500 ml?    The first person to get 3 in a row wins that round.
Differentiation: Beakers of water are there for students to use if they want to pour water into the beaker and measure it for themselves (for visual/tactile support).  For enrichment, there will be another set of cards called "challenge".  If a student answers the first card correctly they will have the option for a challenge question.  If they get the question wrong they lose both X's or O's.  If they get the question right they get to put two X's or O's on the board.  An example for a challenge question would be "Predict what would happen if I pour 500 ml, 250 ml, 100 ml and 50 ml of water into a 1 L beaker."