Vocabulary Review Bingo
In this review activity students create a bingo board for use in class. Students place words or equations on their board. Then they compete against other students in the class as the teacher reads definitions for the words or equations. The first student with five in a row wins a small prize and the game starts over. It can be played with the students calling out the words as they recognize them or silently.
Context for Use
Resource Type: Activities:Classroom Activity
Grade Level: High School (9-12)
Description and Teaching Materials
On game day display only the list of words for students. The student chooses 25 words to place on their board. Stress to them that they must know what the word means as you will be reading the definition and not the word itself. Give an example if needed. (If the word 'house' is on your bingo board, you will hear me say something like, "a structure with four outside walls, a door for entry, many inside rooms, that a family may choose to live in.")
When each student has 25 words on their board begin the game. The teacher chooses a definition and reads it out loud for the class to hear. If the student has the word that corresponds to the definition it is covered, if not no action is taken. Play continues until one student has five spaces in a row covered and calls "bingo".
It is important to check bingos in this game—that's where the discussion and continued learning comes in. Did other students mark that word? Why did the winning student mark it? This way, misconceptions can be corrected before they are too ingrained.
If the student has a valid bingo—have students clear their boards and start again.
As the teacher, your job is to make sure you hit as many words as possible. Sometimes I will keep them on a list and mark as they've been read. Another tactic is to draw them from a container but not mix them back together until all have been read.
Teaching Notes and Tips
188.8.131.52.3 Select and use appropriate numeric, symbolic, pictorial, or graphical representation to communicate scientific ideas, procedures, and experimental results.
Many of the standards also say "explain..." this activity builds vocabulary enabling the student to "explain" many theories, etc.