The Science Game Show
Lesson 8 of 8
Objective: SWBAT recall things they have learned in science over the year in second grade and to write questions and answers to share with their classmates.
I begin today by asking students to read the I Can Statement. It says, "I can write questions and answers about the many topics we have studied in science this year."
I say, "we have had a very exciting year in science. Can you think of some of the things that we studied this year?" I record their brainstormings as general topics on the board. If they say, "we made seed machines," I record ways seeds are spread. I want to record topics rather than specific activities to make the next part of the lesson more accessible for students.
Creating the Questions
I pass out paper to the students. The paper has the categories we have studied this year, with a space below each one to allow students to write a question and answer for each area we have studied this year. It is my hope that the things students brainstormed will match the categories that I have on the paper.
I say, "I would like each of you to think of 1 question and answer to go with the topics we have studied this year. We will use these questions and answers to create a game show that we can take play together."
I hand out a sheet that has the topics listed. I ask students to take the time to think of good questions that they might ask about each topic. I remind them that they should think of questions that are connected to all that we did this year.
I ask students to work on their own. I want to use the questions to assess overall understanding of the concepts that we have addressed this year. I expect students to be able to write a good question and answer that shows an understanding of each area we have covered. The questions and answers that students write, along with their ability to take part in the quiz show, will give me a good picture of how much of the science content students have retained this year.
The Game Show
Between the first part of this lesson and the second, I will put the questions onto a board that has a column for each section and then point values of 10 to 50. I use a pocket chart to hold the question/answer cards and I put a value card in front of each question card. The Game Board
I say, " today we are going to have a quiz show. Each of you will have a chance to answer a question. When it is your turn, I will read the question and give you 1 minute to answer. If you do not know, you can pass the question to your team for half of the score, so if it is a 10 point question, and you don't know it, your team could answer it for half the score or?" (I let students fill in the 5 points).
I divide the room in half. (I do try to put some of my higher achieving students on each team, as well as some of the more struggling learners to try to balance the teams.) I draw a score board at the front of the room for recording scores at the end of each round (each team getting a chance to answer 1 question).
I let the team who guesses my number from 1 to 10 go first. I remind students that if they are not answering the question, they do need to be quiet. I record the score on the scoreboard while the students listen to the questions and attempt to answer them.
I let the student decide which point value and which category they would like. I read the question and award points, or turn the question over to the team. (I keep notes for myself about who is and who is not successful with what we are doing. Playing the Game
We play until all questions are gone. I ask students, "will you each try to add up the score for your team." I give students time to do this and then we compare right answers. I award the point value for a correct answer and then turn to the other team. The teams take turns to give everyone equal time.
I have taken notes on the question writing and answering of the students. Now I want to find out how they feel about science. I say, "as we finish up this year, I would like to know what you thought about science this year. Tell me how you liked it or didn't like it, what was your favorite experiment, what do you know about the process and recording of experiments, what did you discover about habitats and the plants and animals that live there. Why did you or didn't you like science. "
I hand out lined paper and ask students to record their thoughts and feelings about science. I collect these to give me another piece of information about student understanding of science for this year.