Day 13: Jeopardy Review Game

1.0 Lesson Plan Details

Lesson Title: South America Jeopardy Review
Day Number: 13
Authors: Hannah Freifeld & Hannah Kim
Grade Level: 6 Grade
Expected Duration (# minutes): Approx. 50 min.
Concepts:
o Culture
o Geography
o Government
o History
o Production, Distribution, and Consumption
Vocabulary:
o All vocabulary incorporated into the South America unit plan are also used for the
content in Jeopardy. - for example:
Detain: To keep under restraint or in custody.
Provision: A clause in a legal instrument, a low, etc., providing for a
particular matter; stipulation; proviso.
Etiquette: customary code of polite behavior in society or among members
of a particular profession or group.
Skills:
o Be able to recall important facts and information from the culture, geography,
government, history, production, distribution, and consumption of South America.
1.1 Integration of Learning Outcomes/Objectives
Students will be able to review the different concepts and definitions learned from the
whole unit on South America.
Students will be able to work collaboratively to try and answer questions on the jeopardy
game.
1.2 Standards & NCSS Themes
Standard(s):
All standards incorporated into the South America unit plan are also used for the content in
Jeopardy.
NCSS Theme(s):
All NCSS themes incorporated into the South America unit plan are also used for the content in
Jeopardy.
1.3 Anticipatory Set
Ask students if they have ever played Jeopardy. Ask a student to identify how to play
jeopardy. Review the rules of Jeopardy with the students and split the groups up into
teams. Give the students an incentive for the winning team such as extra credit, prize, etc.
1.4 Procedures
Students will be divided into groups of five (having four or five teams total)
o Each team will take turns having assigning a team leader to answer the questions
This will allow every student to speak in the class
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Team one will choose a category and a monetary amount in the same column. Every team
will have two minutes to collaborate on an answer and write their answers on the team
whiteboards. When time is up, the team leader will hold up the board and the teacher will
check the answer.
For the correct answer, the teacher will add the correct amount of points to each teams
bank. The team with the most points at the end of the class wins.
This rotation will go on with every teams team.
Once all the jeopardy questions are done with, the team with the most points will be
given extra credit points.
Have all students break out of their groups and go back to their seats.
o Every students will be given an exit card asking: What is one interesting fact that
you learned from our South America unit? (Formative Assessment)
Collect exit cards
1.5 Differentiation
Higher Level: Have student play jeopardy game without being able to talk to anyone else
about their answer or use any resources. Give student a time limit in giving an answer.
On Level: Pair a lower level student with a higher level student for the jeopardy game.
Allow lower level student to refer back to notes, book, outside resources.
1.6 Closure
Every student will have an exit card and will respond to the following statement: What is
one interesting fact that you learned from our South America unit?
o The cards will be collected as a form of formative assessment
Reinforce students will need to know this information for their portfolio.
1.7 Formative/Summative Assessment of Students
Formative Assessment: Walk around room and listen to students discussions while they
are playing the Jeopardy game to brainstorm the answer. Also monitor which students are
answering when they come up with a final answer to the question. A second form of
formative assessment is the exit card at the end of the game. Students will respond to a
closing statement to get a sense of understanding from the culminating topics.
Summative Assessment: The summative assessment of playing this Jeopardy is for
students to be prepared to make their portfolio. Students will be assessed on everything
they have been learning throughout this unit. This Jeopardy game will help reinforce
important concepts that will required on the portfolio. The grade determined on the
portfolio will allow the teacher to see what objectives the students have met and have not.
The Jeopardy game will also act as a review of important topics from the beginning to the
end of the unit.
Learning Outcomes/Objectiveso Students will be able to review the different concepts and definitions learned from
the whole unit on South America.
o Students will be able to work collaboratively to try and answer questions on the
Jeopardy game.
1.8 Materials/Equipment
Whiteboard
Markers
Smartboard
Exit cards

1.9 Technology
Computer
o To access Internet (jeopardylabs.com)
Projector
o Project the Jeopardy game in front of the class
2.1 Reflection on Planning
The planning of this lesson was simple because we were able to build off of a previously
structured format. We decided to set a day for students to have a review day. In this way,
students can reinforce important concepts they may have forgotten such as some information
from the first day of the unit. We think students will be very motivated considering there is an
incentive for extra credit for the winning team. Jeopardy also allows students to collaborate and
work with each other to help remember vital information learned during the unit. The successes
involve students being active members of playing the Jeopardy game as well as being very
excited and enthusiastic to win. Some concerns may be too much competition between students,
potentially leading to arguments. Also, depending on which students are paired up in groups, one
student may always know the answer to the question which leads other students in the group not
being able to participate. Overall, we believe this is a fun, interactive way for students to recall
important concepts of the unit.