1 Very simple games

‘Splat’ is a word game that can be used to teach students about scientific vocabulary in a very animated but effective way. The main advantage of using ‘Splat’ is that it takes almost no preparation.

Case Study 1 is an account by Teacher Nehru of his experiences of using 'Splat’as his first classroom game. The rules of this version of ‘Splat’ are in Resource 2.

Case Study 1: ‘Splat’ – elements and the Periodic Table

Teacher Nehru uses Resource 2 on ‘Splat’ to end a lesson on the elements and the Periodic Table.

I had spent the whole lesson teaching my students about how the Periodic Table of Elements is arranged. It had been a long and intense lesson, but to my surprise I found that I had finished the work that I had planned early.

I had read about the game ‘Splat’ and decided to try it. As I had nothing else for my students to do other than more copying, I thought that I might as well take a risk and see what happened.

I filled the blackboard with lots of words: names of elements, symbols of elements, words about the Periodic Table and so on. It looked quite messy, actually – not at all like my usual tidy, neat and beautifully arranged blackboard writing.

I didn’t tell my students what I was doing, and as the blackboard filled up with words to do with the Periodic Table and elements they watched me with growing curiosity. Towards the end of this I could see and hear that they were becoming unsettled, so I finished quickly.

I then held my arm out and said, ‘Those of you on my right side are Team A, and those of you on my left side are Team B.’ I explained the rules to them from Resource 1, asked them if they all understood and said that I hoped the best team would win.

The next five minutes were hectic and a little chaotic, but when the bell went for the end of the lesson I knew that playing the game had been well worth the noise. The risk-taking had paid off. My students had really enjoyed the game and they left very excited.

I had a brilliant time being the quiz master of ‘Splat’. I would definitely recommend playing ‘Splat’ to any teacher who has a gap in their lesson to fill or wants to end the lesson on a high note!

Pause for thought

  • What is your reaction to this case study?
  • How might you use ‘Splat’ in your classroom?

Writing key words or phrases on the blackboard can be done very quickly, so it is always worth thinking about playing ‘Splat’ when you have any unexpected time to fill in a lesson. It also makes an excellent starter or concluding activity, and it gives you immediate feedback on your students’ strengths and weaknesses with the topic.

‘Splat’ is a game that is very good for using with the whole of your class. There are many other simple games like ‘Splat’ that are quick and easy to arrange in the classroom but can also be used with pairs, small groups or the whole class, depending on your choice.

Another game that has this increased level of adaptability is ‘What Am I?’ This is a five-minute game, needs almost no extra material and can end and start quickly if need be. You will be surprised how quickly your students learn the rules for these types of games.

Activity 1: Playing ‘What Am I?’ with the Periodic Table

This activity is for you do to with your class. You will need a Post-it note or similar sticky paper for each member of your class.

  1. Arrange your class into pairs.
  2. Give each student one Post-it note (or something similar). Keeping the Post-it note hidden from their partner, ask your students to write the name of one group from the Periodic Table on it (or one scientist such as Newlands, or Mendeleev).
  3. Ask the pairs to gently stick their Post-it note to their partner’s forehead, but so that only they can see it. For the game to work, your students must not be able to see what is written on the Post-it note on their own forehead.
  4. Each student must ask their partner a series of science questions to work out what periodic group or scientist they have stuck on their forehead.
  5. As they play the game, move around the clasrooms to listen to the range of conversations. Listen especially for areas where students are not sure about the science concepts and ideas.
  6. Make notes of what your students know about the groups in the Periodic Table and what they do not know so well.
  7. If your students are not familiar with this sort of game, you might model the game with one student at the front of the classroom before they start. This will help the game to go more smoothly.

Pause for thought

  • Were you surprised, pleased or disappointed by how your students did in this activity?
  • How can you use the information you have collected in planning for the next lessons on the Periodic Table?

Why this approach is important

2 Quizzes