Teachers

Get the Lingo

In a variation of Bingo, {definitionbot=disable}students use glossary terms and definitions to fill up squares on a board to be the first to go LINGO!

Summary
Objectives
Materials Needed
Procedures
Assessment
Extension Activities
Relevant Curriculum Standards

SUMMARY:

In this activity, students will review the glossary terms and definitions used within the EcoHealth website chapter(s) by incorporating them into a variation of the well-known game of Bingo.

Estimated class time:
One class period

OBJECTIVES:

Students will:

  • Become more familiar with the glossary terms or vocabulary of the website, individual topics and environment and health
  • Be able to associate a definition with its term
  • Use relevant vocabulary accurately for reading and oral and written communication
  • Become familiar with the words (or labels for concepts) and their meaning, thereby increasing their understanding of environmental issues
  • Begin to see how language reflects new research and discoveries (some terms do not yet appear in dictionaries)

MATERIALS NEEDED:

  • 5x5-square game boards for each student (Each board will have 25 squares in all; the middle square will be marked LINGO. Make sure at the outset that each square is large enough to accommodate the longest term).
  • 24 vocabulary words and definitions chosen from the chapter(s) of this site being used as a basis for study. (Glossary words are bolded and appear in a sepia tone on the website. Words are cross-linked in the Glossary itself to offer deeper understanding.) Note: You may choose to select words all from the same chapter or general topic. The Crossword Puzzle for any particular chapter can complement your classroom lesson. Choosing different terms from those in the puzzle will increase the total number of words students learn. Students can complete the Crossword Puzzles to test or reinforce what they have learned in class.
  • List of vocabulary words (WITHOUT definitions) for each student
  • Game chips (any place marker--such as pennies, bottle tops or small pieces of paper--works) for each student

PROCEDURES:

  1. Give each student a blank board with a “free” LINGO space marked in the middle, a list of glossary terms (without definitions), and a handful of game chips
  2. Have each student practice writing out the glossary words by filling up their board with glossary words from the vocabulary list in any order they wish. Have them use ONLY one word per square. (It would consume too much time to ensure that every student in the class had a unique board).
  3. Once all the students have their boards made, read aloud the vocabulary definitions from the EcoHealth Glossary. Student can then put a game chip over the vocabulary word on their board they think best fits the definition.
  4. Continue reading definitions until a student succeeds in covering a row (horizontal, vertical or diagonal) of squares and calls out LINGO!
  5. Once a student does go LINGO, ask him or her to read back the terms and definitions of the winning row to make sure each is correct. (You could ask students to act as judges to determine whether or not they are correct.)
  6. Play multiple rounds to make sure all vocabulary words are used and to give students sufficient practice with the vocabulary--and other students a chance to win. If more than one student wins at the same time, let the winners share the task of reading back the words and definitions.
  7. You may like to create awards, prizes, or other forms of recognition for the winners.

ASSESSMENT:

  • Creation of board containing all glossary terms, spelled correctly.
  • Correct use of definitions to achieve LINGO.
  • Participation in game, both by playing their own board and listening and participating when others read back their terms and definitions.

RELEVANT CURRICULUM STANDARDS:

This lesson correlates to the following: Standards for the English Language Arts of the National Council of Teachers of English.

Standards for the English Language Arts, K-12 (National Council of Teachers of English):

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Get the Lingo | Making Connections | What D'Ya Know?

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