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Environmental Trivial Pursuit Junior

Name: Eileen MacNeil

Grade: 2

Rationale: The purpose of this game is for assessment; the students will play this game at the end of Environment unit and test their knowledge on what they know about the unit, by answering questions based on everything they learned throughout the unit. The teacher will observe the students and pay attention to their answer and see how much the students know on the subject.

GCO’s:

• People, Place, and Environment: Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

• Time, Continuity, and Change: Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.

KSCO’s:

• Identify some of the basic physical processes that have shaped the earth

• Describe some of the physical and human characteristics of their local communities

• Identify ways people depended on, modify, and are influenced by the physical environment

• Identify and use primary and secondary sources to learn and communicate about the past

• Demonstrate an understanding of cause and effect and change over time

• Use knowledge of the past to assist in decision making

SCO’s:

• Students will be expected to explain how and why physical environments change over time

• Students will be expected to describe how people’s interactions with their environment have changed over time

• Students will be expected to demonstrate an understanding of sustainable development and its importance to our future (local, national, and global)

Processes: Through this social studies game the students will be able to communicate their knowledge of subject matter to the teacher as well as other classmates. In a group the students will ask each other questions and with a teammate will discuss the answers together before giving final response. Student will then begin to identify sources of information relevant to the inquiry—answering questions which involve ways to help the environment, students will draw experiences from things completed throughout the entire unit and relate them to the environment around them. Participation in this game will help to enrich their learning process and will help them relate to ecosystems in sustainable ways and to promote sustainable practices on a local, regional, national and global level.

Description of game: Students will be placed into pairs, (8 at one table, 8 at the other). The game involves 6 categories, Science, Social Studies, Language Arts, Arts, Entertainment and Geography each one representing a different coloured wedge. All 6 categories included questions based around the environment social studies unit which was just completed. The object of the game is to be the first team to answer the game winning question after collecting all six wedges in all six colors. This game will be played different than regular Trivial Pursuit; after the questions are answered correctly they get the coloured wedge that the question supplies and you so not have to land on a wedge area you can receive a wedge after answering any questions correctly.

Directions: Separate the four frames and four sets of wedges. Each team gets one frame and one set of wedges. Each team will roll the die, the highest goes first. Place your playing pieces in the Hub (centre).

Playing the Game:

1. When it’s your turn, you roll the die and move your pawn the number of spaces shown “your choice” means you can move any number of spaces from 1 to 6

2. You may move your pawn in either direction around the circular path or along any of the spoke paths. You may move along both the circular path and a spoke path in one turn, but you must keep moving forward. You are not allowed to go backward over spaces already crossed in the same move. For example, if your pawn is 3 spaces from a category headquarters and you spin a 5, you can’t move 4 forward and 1 backward to get there.

3. When you land on a coloured space, another player from the team to your left reads you a question. If it is an art, you complete the task while your teammate guesses.

4. If your answer to a question is correct, you get the corresponding wedge that is before the answer. If it is not correct, you do not collect a wedges and the team to your left goes.

5. The rule from above is the same if you land on a category headquarters and answer a question correctly.

6. If you land in the hub before gaining all six wedges, you choose the colour category your question will come from.

7. If your pawn passes through the center of the board, the hub counts as one space

8. Any number of pawns can occupy the same space

9. After you have collected all sex wedges, you head for the hub. You do not have to roll the die to the exact count to land in the hub if you have filled your frame with all wedges; a number larger than you need is okay. For example, if you spin a 5 and need only 3, you can stop in the hub and forget about the extra 2. (remember that in all other cases, you have to move the exact number of spaces shown on the die)

Winning the Game

When you reach the hub after gaining all your wedges, the team to your left chooses a category. Then one of the players asks you the question in that category. If you do not answer correctly, you can stay in the hub without rolling the die and answer questions on your following turns. The winner is the first player to answer a question correctly after collecting all six wedges and landing in the hub.

NOTES

The rules do not say how long you can take to answer a question or how exact and answer must be. The players themselves can decide. Guessing is better than not answering at all. You probably know more than you think. Teammates discuss each question and the team captain gives the answer they decide on. Remember that the main object of the game is to have fun. Relax, enjoy yourself and good luck!

Other comments/directions/observations: This game utilizes a variety of modalities. Through the six categories, students are able to demonstrate their knowledge in several ways. The different types of learning modalities are particularly evident through the range of tasks that are required to answer the questions in the game. The Auditory modality can be experienced in each of the categories as the students have to read the trivia questions out loud to the players on the other team. The Visual modality is demonstrated in the Arts category, as the students may be required to draw pictures or diagrams in order for their teammates to get the answer to a question. In this learning station activity, it is clear that different types of learning modality are represented, so that different types of student learners can be included. As educators, each teacher must make a conscious effort to create an inclusive environment for all learners, so that each person has an equal opportunity to learn.

The Essential Graduated Learnings are statements describing the knowledge, skills, and attitudes expected of all students who graduate from high school. This game addresses some of these. The EGLs addressed in this learning station are: Citizenship, Communication, and Problem Solving. This Citizenship EGL is being worked on in this learning station because students have to learn how to work as a team, while still showing their individual worth. Throughout the game there are times when the team must decide as a whole who they would like to do a particular question or action. Learning how to deal with these types of situations will help the students to achieve this EGL, and be more prepared for situations like this in the future. This Communication EGL is being addressed in this learning station because the students must use a number of skills while playing the game. There are times when they must read the question for the other group, or out loud, they must listen for every question to be able to complete it, and in some cases, they have to think mathematically, and scientifically, answering, reading and communicating (sometimes without words) with their teammates. This Problem Solving EGL is addressed in this learning station because the whole point of the game is to answer questions in a variety of different ways. The students must use problem solving skills when being told to draw a picture of something, because they must solve the problem of not being able to speak to their teammates. How will they make their teammates understand what they are trying to show without words?

Photos of game!

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