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6 products

Source Types SCOOT TASK CARDS Socials Game - No Prep Grade 4 Review Activity

Type: TASK CARDS for SCOOT

Source Types SCOOT TASK CARDS Socials Game - No Prep Grade 4 Review Activity

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Source Types THE TERRIBLE GAME - No Prep Grade 4 Socials Review Activity

Type: The TERRIBLE Game

Source Types THE TERRIBLE GAME - No Prep Grade 4 Socials Review Activity

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Source Types BUMP Socials Game - No Prep Grade 4 Review Activity

Type: BUMP

Source Types BUMP Socials Game - No Prep Grade 4 Review Activity

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Source Types FRAZZLED Socials Game - No Prep Grade 4 Review Activity

Type: FRAZZLED

Source Types FRAZZLED Socials Game - No Prep Grade 4 Review Activity

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Source Types BIG TERRIBLE GAME - No Prep Grade 4 Socials Review Activity

Type: The BIG TERRIBLE Game

Source Types BIG TERRIBLE GAME - No Prep Grade 4 Socials Review Activity

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Source Types TRASHKETBALL Socials Game - No Prep Grade 4 Review Activity

Type: TRASHKETBALL

Source Types TRASHKETBALL Socials Game - No Prep Grade 4 Review Activity

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Explore 6 Source Types review games designed by a teacher to engage students and reinforce curriculum. Give students a break from worksheets and bring Social Studies review to life with a classroom game.

  • BUMP gets teams racing to answer correctly, then gives them a chance to score points by knocking other teams off the platform.
  • FRAZZLED keeps students guessing as correct answers reveal surprise points, wrong answers can reward the other team, and bombs can wipe out a score.
  • The BIG TERRIBLE Game gets up to eight teams answering every question while unpredictable positive and negative points keep everyone guessing until the end.
  • In TRASHKETBALL™, students compete to answer questions quickly and correctly to earn chances to shoot and score for their team.
  • SCOOT gets students out of their seats and moving around the classroom as they rotate from desk to desk answering task cards.
  • In The TERRIBLE Game, teams answer questions to reveal mystery scores, then decide who gets the points as everyone battles to finish closest to zero.

I’ve always found that students are much more willing to review when they feel like they’re playing instead of studying. Students who normally sit back during review often jump into the action, working with their teammates and getting caught up in every question and result. Over time, that excitement carries beyond the game itself, as students start preparing because they want their team to have a better chance of winning next time.

Want the evidence behind the games? Research comparing game-based learning with traditional approaches has found improvements in achievement, retention, and student motivation. See the research.