Low-Prep Games for Teaching Vocabulary

 

Many science topics contain lots of new terms that students need to learn. Students can benefit from engaging in activities that reinforce this vocabulary, and games are a fun approach. I started using games to teach vocabulary in language arts class with grades three to five, and I continued playing these games with students when I began teaching middle school science.

There are two simple games I have used that require little preparation and tap into students’ creativity. One is to play variations on charades. The other is to have a volunteer draw a vocabulary word on the board as the rest of the class guesses what it is. 

After distributing and reviewing a list of new vocabulary words, I introduce students to a game. I might have the class vote on either playing charades or drawing words on the board, but sometimes I simply use my best judgment knowing the interests and strengths of students in the class. 

If the class is playing some form of charades, I ask for a volunteer to act out a word of their choice. It has been my experience that the students with the best participation are frequently ones who exhibit attention-getting behaviors that may be distracting at other times. In a game like charades, this kind of energy is just what is needed! Other “stars” of charades are students who have strengths related to the performing arts or who have a great sense of humor.

The student volunteer silently points to a word of their choice on the vocabulary list. It must be one that has not been chosen before. As the volunteer silently acts out the word, I ask the rest of the class to hold off on guessing until the volunteer is done. The class can then raise their hands, and the volunteer acting out the word calls on students until the right answer is chosen. The student who answered correctly may either take a turn or choose the next volunteer to take a turn. One variation is to allow a student to take a buddy or two along to act out a word. Students often enjoy this!

If students are drawing the vocabulary words on the board, the steps are the same. A volunteer comes to the front of the class, chooses a word, and illustrates it on the board. Then the class guesses what it is. 
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A helpful addition I have made to both games happens at the end of the game once the word is guessed. I ask the student volunteers to explain how their actions or drawings illustrate the meaning of their chosen word. Before beginning the game, I also ask students to draw or act out the meaning of the vocabulary word rather than breaking the word into smaller parts as a strategy to help their peers guess it.

When students illustrate and dramatize vocabulary words, it engages strengths and intelligences that are not always apparent with other science assignments and activities. The games tap into students' creativity and encourage them to be playful in class. The fun spills over into other science activities and can lead to greater student buy-in when tackling more challenging assignments. Allowing students to play a little helps us all get to know each other better, too.

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