Literacy-focused games for Science Teaching

Many years ago the dissertation for my Masters degree was all about using games as a teaching and learning strategy in science lessons.  The stimulus for this was the observation that children not only enjoyed playing games in lessons, but that it was actually an effective way to get them to learn stuff, particularly if that stuff was of a repetitive nature that might otherwise be a little dull or boring.  I have continued to take an interest in this teaching approach, and although I don't think everything can, or should, be taught this way, teaching things like scientific terminology is something that most definitely can be.  Below are several games with this literacy focus at their core.  Some are familiar; others I have devised by borrowing from other formats (such as TV games) and either used the same name or invented my own.

Games using a word-cloud or word list

By a word-cloud I mean a random set of words written on the board or on a screen.  They can be hand-written, generated by the class, or devised in advance by the teacher.  Getting the class to suggest words that they know will be used in a game is actually a productive exercise in itself and will give you some insights into their thinking.  If you want to make a more attractive, computer-generated word cloud I recommend Worditout or Edwordle.  

Odd one out

Choose four words from the list.  Pupils identify which one does not fit according to a  categorisation of their choosing.  The idea is to see what pupils' thinking is by the way they categorise.

Odd one in

Choose three words from the list.  Pupils have to select an extra word from the list to include, and justify why.  The justification should ideally be scientific!

Connections

Choose three words.  Number them 1, 2, 3.  Pupils have to write two sentences.  The first should include words 1 and 2.  The second should include words 2 and 3.

Who dares wins

The word list should have been displayed for a while first, but pupils should not have copied it.  Surreptitiously count how many words there are.  Cover it up, and then ask teams how many words they think they can recall.  Highest bid has to name the words.  Any wrong words and they’re out!  The next highest bidders can then have a go.  Works best with 20-30 words and 5-6 teams.

Splat!   

A pair of contestants stands either side of a word cloud on the board.  Other pupils define a word of their choice.  Each contestant has to be first to ‘splat’ it with their hand.  The loser sits down and a new contestant has a turn.

Reveal 

This requires an alphabetical list of words that pupils will not see in advance.  They should be connected (eg. key words in a topic, or words with a common theme or category).  You reveal the first five words of the list, one at a time.  Pupils write down their guesses for the next word on a mini-whiteboard.  Keep revealing the words in the list until someone gets it right – you can still keep going after this right to the end of the list.

Bingo

Pupils quickly draw a 5x3 grid in the back of their books.  You instruct them to select 10 words from the list/cloud on the board or screen (this should contain more than 10 words - preferably at least 20).  They write these words randomly in the squares of their grid, so that there are at least 3 words on each row.  You then give definitions of the words on the board or screen.  They circle each of their chosen words which match your definitions.  The first to get a 'line' wins - or alternatively you could keep going until someone gets a 'full house'.    

Other word games

Hangman            

An old chestnut, but some children may not have come across it.  Choose a word.  Write dashes on the board for each letter of it.  Pupils have to guess letters, and eventually the word.  For each correct letter write it over the corresponding dash.  Each wrong letter results in a section of hangman’s scaffold until eventually a stick man is hanged! 

Who am I?         

One pupil faces the class.  A word is written on the board behind them so they can’t see but the rest of the class can (alternatively it could be on a post-it note stuck to their forehead).  They have to ask the class questions (E.g. “Am I a chemical element?”).  The questions can only be answered yes or no.  You as the teacher count how many questions it takes for them to work out what the word is - fewer questions wins when several pupils have a go at this

Taboo  

A pupil is given a card with a word on it that they have to explain to their peers.  They are not allowed to use the word itself, or any of the other ‘taboo’ words listed on the card. 

20 questions     

One pupil faces the class.  They are given (or decide on) a word that the rest of the class have to deduce.  Members of the class can only ask questions that can be answered yes or no.  You count the questions – the idea is for them to deduce the word within 20 questions.

Scattergories    

Pupils are given a category and a letter of the alphabet (you could have cards for these).  In one minute they have to write down or think of as many examples of the category which start with the given letter as they can. 

Outburst             

A list of 10 words (e.g. from a topic or category) is selected by you, and not shown to pupils.  They have to guess as many words on the list in a limited time (e.g. 1 minute).

Pairs

This game requires pre-made cards - preferably up to 30.  Each card has a word on it, and there should be two of each card, such that they can be paired up.  (Alternatively, it could be a word paired with its definition, or a word paired with a picture).  The game needs 1-4 players.  The cards should be shuffled and spread out on the table face down.  Players take it in turns to turn over two cards to try and find a matching pair.  If they find one, they keep the pair of cards; if the cards do not match, they put them down in the same place.  It is important that all players can see the identity of the cards, because this is as much a game of memory as it is of understanding.  This can be played as a solo game, although it lacks the competitive element.