Title: Cooperative Jeopardy
Project Authors:
Subject Area: This lesson is formatted for the math curriculum, however, the concept of this lesson could be used with any curriculum content.
Intended Grade Level: 4th Grade (could be used at any grade level)
Description: Two schools will participate in a Jeopardy style game show. Each school will answer 25 student-created related questions created by the other location. The content of the questions will be determined by the participating teachers.
Learner Outcomes: Each of the classrooms will work cooperatively while they create questions and answers for the other classroom.
The objectives are based on the Michigan Department of Education Grade Level Content Expectations (GLCE) for 4th Grade Math.
http://www.michigan.gov/documents/Math_04_87405_7.pdf
Understand Perpendicular, Parallel, and Intersecting Lines
Identify basic geometric shapes and their components, and solve problems
Recognize symmetry and transformations
The following corresponding state objectives are based on the Texas Essential Knowledge and Skills (TEKS)
http://www.tea.state.tx.us/teks/
(4.8) Geometry and spatial reasoning. The student identifies and describes attributes of geometric figures using formal geometric language. The student is expected to:
(4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:
Time:
Approximately 60 minutes of preparation to compose and type the questions and answers.
(1) 45 minute session with possible follow up sessions
Preparation:
Teacher discussion/collaboration: Prior to the scheduled video conference, the two teachers from the two different schools (school 1 and school 2) need to communicate with each other via phone, email, or video conference. In their discussion, the teachers need to determine the specific unit of math each class will create questions for and be asked questions about. The units can be different for the two different classrooms.
Creating the Questions: Once the units of math has been determined, the teacher from school number 1 will lead the students through a activity of creating the 25 questions for school number 2 to answer. As a class, they will think of questions and write them down on chart paper. These questions need to be directly related to the content selected as the other schools unit. The same will occur with the students in school number 2. As a class, students from school number 2 will create 25 questions on chart paper for the students at school number 1 to answer. The teacher will ensure most students have contributed at least 1 question so they have true ownership of the process.
Inputting the Information: After the questions have been created as a class, teacher 1 will lead the students through the activity of placing the questions on the Jeopardy template. Teacher 2 will lead the students through an activity of placing the 25 questions on the Jeopardy template. When the template is filled with all 25 questions, the Jeopardy game should be ready to be used.
Choosing a score keeper: Each class will pick one person to be their score keeper during the video conference. This person will be responsible for keeping track of points earned or subtracted (not a running total). This person will calculate the final score at the end of the video conference.
Testing the game: As a class, test the Jeopardy game to make sure all of the components are correctly functioning and linked. As the students test the game, allow the students to pick one category and one amount that they would like to be personally responsible for. For example, have one student be responsible for category 1, 400. Have the student write their question, correct answer, category and amount on an index card for use during the game.
Proper Etiquette: Before the video conference, the teacher will discuss proper etiquette to use while video conferencing. During this time, the teacher will discuss how to act, how to respond, and how to use the technology.
Materials:
Power Point Jeopardy template, IP connection, paper, markers, chart paper, computer, index cards, pencils
Videoconference Agenda:
Cooperative Jeopardy - 60 min.
10 minutes - Welcome and Introductions - Each class will their location and brief information about their class/location. It wil be made clear that each location will earn a class total not individual points. It will also be made clear that 1 class answer will be accepted. If the answer is correct points are earned but if the answer is wrong points are deducted. A student score keeper will be idenified at both locations, but the host will change through the game.
20 minutes - Location #1 will present questions to location #2. Students at location #2 will take turns choosing questions from the game board according to category and point level. After each question is chosen, the student(s) responsible for that question will read the question aloud and respond the the answer given by location #2.
20 minutes - location #2 will present questions to location #1 in the same format as described above.
10 minutes - Final scores are tallied and shared at each location, summarize learning and wrap up.
Post Activities:
Discuss the effectiveness of using Jeopardy/game show format in other content areas with students.
Develop interaction with objectives using other interactive formats, ie
· Debate format
· Court format
· TV/Radio commercials
Assessment & Evaluation:
Performance in the actual Jeopardy Game Show is the main indicator of whether or not each student has ‘mastered’ the identified objectives (however this is secondary to the learning that has been emphasized in the content creation portion labeled ‘Preparation.’). An additional assessment tool can be the journals created throughout the content creation process as each teacher devotes a portion of their time to debriefing using open-ended questions. These would provide a window into the thinking of the students as they prioritize what skills will be presented in their sets of questions.
At the end of video conferencing session, students can be asked to present their ideas on how well the activity and its preparatory sessions helped to master the identified objectives.
Implementation Plans:
This project will be a one time point-to-point connection between two classrooms from different schools. The project is designed to be used for any grade level. This is in essence a template to use in any subject area. Therefore, it can be used at anytime during the school year. Communication between partnering schools is neccessary to develop the content for this project. Discussion between the two teachers would determine who the lead coordinator for this program would be. The actual product of the Jeopardy game is the result of the cooperative strategies employed in the participating classrooms during the development of the actual questions used in the game. It is anticipated that the lionshare of the learning occurs during this stage.