Jeopardy: Subject Bats

Grades: 8-12

Time: 2-3 50 minute class periods

Indiana Social Studies Standards

8.2.7 Explain the importance of responsible participation by citizens in voluntary civil organizations to bring about social reform.

8.3.3 Identify and locate the major climate regions in the United States and describe the characteristics of these regions.

WG.5.1 Identify and describe the effect of human interaction on the world’s environment.

Indiana English/Language Arts Standards

9-12.W.4: Apply the writing process to plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent; use technology to generate, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically (e.g., use of publishing programs, integration of multimedia).

9-12.W.5 Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study. Present information, choosing from a variety of formats.

9-12.W.6.1 Demonstrate command of English grammar, and usage.

9-12.W.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.

9-12.SL.4.2 Create engaging presentations that make strategic and creative useof digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

Indiana Science Standards

9-10.WS.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9-10.WS.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

9-10.WS.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10.WS.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

B.4.1 Explain that the amount of life environments can support is limited by the available energy, water, oxygen and minerals and by the ability of ecosystems to recycle the remains of dead organisms.

B.4.4 Describe how climate, the pattern of matter and energy flow, the birth and death of new organisms, and the interaction between those organisms contribute to the long-term stability of an ecosystem.

B.8.5 Describe how organisms with beneficial traits are more likely to survive, reproduce, and pass on their genetic information due to genetic variations, environmental forces and reproductive pressures.

Purpose: to review or preview material for the bat unit in a fun, interactive, and collaborative way.

Materials:

-Jeopardy rubrics

-Class notes (students should have their own)

Procedures:

1)Pass out Jeopardy rubric and go over with students.

2)Assign partners or have students choose partners. One of the partners should log on to a laptop/computer and go to

  1. Students with no Internet access have the option of creating a paper copy of PowerPoint for Jeopardy. If they choose PowerPoint, they will have to create links to go back and forth between questions/point values and answers.

3)Once students log on to this website, they should click on the yellow square at the top that says “Start Building.” Students will then need to create their own username and password for their Jeopardy game. Once this step is completed, they can start creating their Jeopardy game by typing in their own questions and answers.

  1. Make sure to have partners share their username/password so you can check the template for grading and/or have other partners play this game at a later point.
  2. It’s up to you whether you allow students to research outside resources for their questions/answers. If this is an end-of-unit activity, students should use their knowledge/notes from class to create the document (this can be used as a study tool for an upcoming summative test). If this is a middle of the unit project, students can use it as a mini-research opportunity. If this is a pre-unit project, students can use this to develop prior knowledge about bats for the upcoming unit.

4)Allow 1-2 full class periods for students to work on their templates. After templates are complete and turned in, you can then spend another day having partners trade templates and play one another’s games. You could make this a small competition by offering a prize (like a piece of candy) to the partnership (between the two that trade) that gets the most points on the traded template.

Assessments:

-Jeopardy template

-Participation in playing through another partner’s Jeopardy game

Resources:

Bat Jeopardy Rubric

Mastery / Developing / Undeveloped
Title
____/5 / Creative and appropriate title. / Appropriate title. / No title present.
Content
____/30 / Content reflects knowledge of bats to be learned or learned throughout the unit.
Questions vary in format (true/false, fill in the blank, short answer, multiple choice, etc.), and are mostly phrased in a creative manner.
Questions provided go beyond basic knowledge of material. / Content reflects knowledge of bats to be learned or learned throughout the unit.
There is more than one type of question format, but differences are not used frequently and/or phrasing may be somewhat similar between questions.
Few questions provide go beyond basic knowledge of material. / Content reflects knowledge of bats to be learned or learned throughout the unit.
Questions are mostly of the same format and/or phrasing is mostly the same between questions.
Questions provided do not go beyond basic knowledge of material.
Mechanics
____/10 / Few to no grammar, punctuation, or spelling errors. / Few grammar, punctuation, and/or spelling errors. / Many grammar, punctuation, and/or spelling errors.
Group Communication Skills
____/5 / Works well in communicating with partner while creating template and while playing other group’s game. Conflicts do not require teacher interference.
Participates to an equal extent as partner. / Works well in communicating with partner while creating template and while playing other group’s game. Conflicts may need some teacher interference.
Does not do equal work as partner. / Communication skills are lacking. Conflicts consistently require teacher interference.
Does not do equal work to partner.
Total
____/50