Biologist Says: Mini-Game for Recalling Biology Terms

By Beth Acton, John Abbott College

Biologist Says: Mini-Game for Recalling Biology Terms

At a Glance

Discipline

  • STEM
  • Biology

Instructional Level

  • College & CEGEP

Course

  • 101-SNU-RE (any Anatomy and Physiology course)

Tasks in Workflow

Social Plane(s)

  • Individual
  • Group
  • Whole Class

Type of Tasks

  • Other

Technical Details

Class size

  • Small (20-49)

Time

  • Brief segment of class period (< 20 mins)

Inclusivity & Accessibility

  • Variety of action & expression

Instructional Purpose

  • Preparation & knowledge activation

Overview

The Biology Says game is most useful as a review activity for students, particularly in courses where students feel a memorization burden. The review activity allow the student to apply and recall biological terminology. During the game, students are put on the spot to remember and apply information about the terms, structures and/or components of the biological systems they are studying. As students participate as either players or even as the “Biologist Says” game leader, they are actively applying and retrieving knowledge to strengthen connections while participating in the games.

Instructional Objectives

Students will be able to:

  • locate and identify anatomical terms and regions
  • apply directional terms
  • assign biological terminology to appropriate models, structures or regions

Note: the learning objectives will vary slightly based on the types of questions used by the “Biologist Says” game leader.

Workflow & Materials

Workflow

Activity Workflow

View on CourseFlow
Document

Game-Play Instructions

Beth Acton

Contributor's Notes

Beth Acton

Beth Acton

SALTISE Fellow, John Abbott College, Montreal

Benefits
Challenges
Tips
Benefits
  • The game can be applied across a range of units and make for a fun consolidating activity at the end of a lab or unit.
Challenges
  • Success of the games relies on a game-master that knows the right answer(s); if the material is new to the students, allowing the game-master to have access to learning materials and resources will help make sure that students are learning the correct information.
  • Can get a little loud!
Tips
  • Make sure the game-leader has a good view of all the participants as they give their answers. Some students will ‘challenge’ being eliminated from the game so you do need good sight-lines.
  • A small prize at the end of the game for the winner can surprisingly make a big difference in student motivation; from candy to stickers to “imaginary bonus points”, a reward seems to be extra motivating.

Applied Strategies

Game-Based Instruction & Gamification

Engagement and motivation