Lesson number: 2 (Naydeen)

Title: Trivia style board game

Time: 1 hour

Objectives:
For students to revise their knowledge of the life cycle of a frog, Using this knowledge, they will devise questions that will be used in a trivia
style board game.
Outcomes and Indicators:

ST2-10NE - Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable
features.

ACSSU072 Living things have life cycles

ST2-5WT Applies a design process and uses a range of tools, equipment, materials and techniques to produce solutions that address
specific design criteria.
This is achieved when a student:

Works individually or collaboratively to develop a design brief that identifies simple design criteria relating to requirements that make
it useful, attractive and cause minimal impact on the environment.

Uses creative thinking techniques including brainstorming, sketching and modelling.

Uses a range of research techniques to access information relevant to the task.

EN2-12E - Recognises and uses an increasing range of strategies to reflect on their own and others learning

ACELT1598 - discuss the roles and responsibilities when working as a member of a group and understand the benefits of
working collaboratively with peers to achieve a goal

VAS2.1 - Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.
This is achieved when a student:

talks about and thinks about their intentions for artmaking and recognises how these affect their selection of ideas, materials, tools and
techniques and methods of working.

VAS2.2 uses the forms to suggest the qualities of subject matter

This is achieved when a student:

Experiments with techniques in painting, drawing, photography, digital and video to create particular effects.

Emphasises of exaggerates certain qualities of selected subject matter by focusing on details, using distortion and elongation,
changing a view point or enlarging or reducing the scale.
Key Scientific Knowledge:
Resources & Equipment:
Students build on the knowledge that organisms have basic needs, and that organisms

Whiteboard, blank cards, markers, scissors,

can only survive in environments in which their needs are being met. By studying the life
glue, coloured paper, sticky tape, texters,
cycle of a frog, students are able to recognise the process of change that animals go
pencils, crayons, template for chaser style trivia
through including being born, developing into adults, reproducing and eventually dying
game, internet and laptops/computers
(Charlesworth & Lind, 2010).
Lesson Overview:
Introduction [10 mins]
Teacher will divide students into groups of 2/3. Students will come up for a name for their group. The teacher write group names horizontally
across the top of the whiteboard. Underneath this, the teacher writes the numbers 3,6 and 10 vertically and converts the information into a
table as shown below.
Group 1 Name
Group 2 Name
Group 3 Name
Group 4 Name
3
6
9
Teacher hands each group a sheet of paper and explains that groups will use that sheet of paper to brain storm concepts about the life cycle of
the frog, learned in the last lesson. When they reach 3, a member of the group will put a tick on the whiteboard next to the 3 underneath their
group name and the same with 6 and 10. The first group to reach 10 will win. Student groups will work on brainstorming concepts, when one
group reaches 6 concepts, the teacher will pause the game and have that group read out 2 concepts for everybody else. When a group reaches
10, stop the game and have that group read out their list. The other groups will check to make sure that all concepts are relevant and complete
their own list to 10 concepts.
Activities
1.
For each concept on the groups list, the group must write a trivia style question based on that concept so each group ends up with
10 questions.
2. The groups will write these 10 questions onto question cards.
3. Each group will design a unique board game, the goal of which is to answer all 10 questions correctly before reaching the end of the
board.
Conclusion
Groups swap their game with another group and play.
Modifications
Simplification:
Extension:

For a group that cannot come up with a concept for a board game, the teacher will

If a group finishes early, they will be

give them a template for a chaser style game, where players take turn answering
asked to develop another set of
questions and will only progress forward if they answer correctly, and the first
questions to make the game more
player to the end of the board wins. The group will then design their own visual
replay-able based on internet
artwork for the board.
research of the topic.

For groups that struggle through the whiteboard relay in the introduction, they will
be given hints.