1Innovations Handbook

LEARNING thRouGh GAmEsChildhood is naturally devoted to sports. Activities of the students depend on their environment and interest. This is the reason why they find bookish knowledge uninteresting. Every time lessons are taught by teachers, homework and examinations become cumbersome for the students. It is possible that in such cases students get bored with books and school. It is well-known that subjects like Mathematics and Science seem monotonous for the students. As soon as the school education starts, students are seen to be ordered to read all the time by their parents. They often get to hear, 'your mind is always occupied by games and you don’t even touch books.' There are also some parents who do not show interest or care about the education of their children due to their livelihood liabilities. This results in students fleeing from books. They may carry their books in their hands, but their minds remain distracted. To overcome these issues and motivate students, one innovative idea is learning through games, that is, games in which students have a natural interest.

Names of INNovator teaCHers1. Saloni Mehrotra, Primary School Sehlolwa, Karchana, Allahabad2. Pradeep Kumar, Primary School Baniapar, Kaudiram, Gorakhpur3. Shweta Srivastava, Primary School Jaitwar Deeh, Soganv, Allahabad4. Namrata Singh, Junior High School Lakshbar, Masauli, Barabanki5. Manju, Junior High School Khujaupur, Sarsaul, Kanpur6. Ashutosh Dubey, Primary School, Taalgram, Kannauj

foCUs areas1. Learning Environment2. Creation of Inclusive Education for Students with Special Needs3. Improving Enrollment Rate of Students

APPlicAbility: Can be implemented in all the schools.

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sUmmaryDue to the changes in the academic system from time-to-time, the present education system sometimes induces dislike in students. It is often seen that the students are apathetic towards a difficult subject. Students begin to fear subjects like Mathematics and Science. If these subjects are taught through games, play or sports, they will be able to assimilate the topics better. Through this medium, the concentration of the students also increases; therefore, teaching through games is the need of today’s era. Game laws make learning interesting and simple and create positivity in students’ attitude.

eXamPLes of sPorts GrID GameEarth in the Sun’s family

QUEStiONS:1. Which is the smallest planet?2. What is the Sun?3. Which planet do we live on?4. Which is the red planet?Necessary Materials: chalk, floor, etc.time taken to prepare the game: 5-10 minutesconstruction of game: Construct a grid by drawing vertical and horizontal lines on the floor using chalk. Create objective questions related to the subject to be taught to the students and then write the answers to these objective questions in the grooves of the grid. This game can be played individually and in a group. If played individually, the students will be questioned

one-by-one and they will stand on the correct answer. For example: If the question is, 'Which is the biggest planet?' then the student will stand on the groove in which Jupiter is written. The student or group who gives the maximum correct answers will be declared winners. If the game is played in a group, then teams of students will be formed and each team will be questioned.

sNaKes aND LaDDer GameNecessary Materials: Chart paper, tokens, dice, etc.time: 30 minutesconstruction of the game1. Create 1-100 squares on a chart paper.2. Sort the correct and incorrect answers to small

questions related to the case for example, factorial numbers, prime numbers, ascending order, even numbers, odd numbers, etc., in mathematics.

Rules of the game1. This Game can be played by minimum two students

and a maximum of eight students.2. The Game opens only after there is 1 or 6 number in

the dice. 3. Examples to play: If the student is on square number

41 and on throwing the dice gets 4, then he will move to square number 45. Now if he answers the question asked correctly, he will stay on 45; and if his answer is wrong, he will go back to 41. If the child finds a ladder on 45, he will ascend it, and if a snake is found on this issue, he will come down following the snake bite, according to the rules of the Game.

4. This Game can also be played in other forms in the school premises, where a solid box of cardboard is used as a dice. To play the Game in the above form, the students stand in place of tokens and move accordingly. This game can be played by four students at a time in which two students throw the dice and two students move in place of tokens.

sNaKes aND LaDDer/NUmBer GameThis Game can teach the following:1. Identification of numbers2. Local values of digits3. Knowledge of new numbers attained by changing

local values of numbers

NOtE: This game can be played with all the subjects.

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sNaKe aND LaDDer Game 4. Ascending and descending order of numbers5. Divisible and indivisible numbers WHeeL GameNecessary Materials: Cardboard, chart paper, sketch pen, one nail, Fevicol, etc.time: 25-30 minutesconstruction of the game1. First of all, three wheels are made from the carton. The

first wheel should be the smallest, the second wheel larger than that, and the third should be the largest.

2. Paste chart paper on all three wheels and cut them spherically.

3. Put the nail in the middle of the three wheels and hang it on the wall.

4. First, fix the smallest wheel in the nail, then the larger one and finally, the largest one.

5. On the largest wheel write down different and small questions within the lines.

6. On the second wheel write the answers to these questions in different squares. Similarly, write the answers related to the same questions on the first wheel.

RUlESAfter the wheel is fixed on the wall, the teacher will raise

those questions above, which she wants to ask the students and the latter will place the correct answer below the question by turning the second wheel and will place the answers of the first wheel too in a similar manner. In this way, the correct answer will be placed under the right question. This game can be played by every student alternately.

LUDo (aDDItIoN aND sUBtraCtIoN)Necessary Materials: Cardboard, four colours, two wooden cubes tiME: Approximately 2 hours.implementation1. The composition of Ludo is done on a square carton

in four colours by the students.

2. The two wooden cubes are shaped as dice on the sides of which letters of Hindi and English alphabets and numbers, etc., are written so that they can be used for reading.

3. Both the dice are thrown and the children are taught addition, subtraction, division, and multiplication by the numbers on them.

4. Similarly, other subjects can also be taught, for example, letters of Hindi and English alphabets, word

making with these letters, etc. The face of dices will be marked with alphabets instead of numbers. They are

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thrown and students can be asked to make a word beginning with the letter on the first dice and ending with the letter on the second dice.

Example1. One dice shows the letter ‘a’ and the second shows

the letter ‘e’ so the student will be asked to make a word that begins with the letter ‘a’ and ends with letter ‘e’. like airplane. In this game the bigger the word, the student will move the same number of squares forward.

2. Students will throw both dice together, where on one dice there will be words written on it and on the other, there will be numbers along with grammar-related topics like Opposites, Synonyms, Word-meanings, Sandhi-Viched i.e., breaking of word, Singular-Plural, Change gender.

Now, if on the throw of one dice, the word ‘CHILD’ appears, and on the other dice. SINGULAR/PLURAL’ appears, then the student will tell the PLURAL of the word CHILD and if the answer is correct, then, the student will move five squares forward.

Grammar GameNecessary Materials: Cardboard, colours, dice, tokens, box, etc.time : Approximately 1 hourMaking the Game: Divide the board into two parts. Create a serpent way on the left side, starting number should be 1 and the endpoint could be any number; in the present example, the finishing number is 106. Divide the entire path into small parts containing numbers and words with matras. On the right side create five small boxes in the given order; write different matra in each box. Similarly, for the number game, make a serpent way on the left side and on the right side, write mathematical functions in the given boxes.RUlES1. Matra Game: Throw the dice on the right side boxes. The matra on which the dice falls, the token is moved to the word with similar matra on the left side. In this way, the game proceeds further. The student who reaches the finishing word Soorya first is declared the winner.2. Mathematics Game: Throw the dice on the right side of the chart. The dice fall on a mathematical function. Now, do the mathematical calculation between the number of the dice and the number on the left side, where the token is placed. Remember, if the dice falls

on the subtraction function the player moves backwards and if its addition then the player moves forward. The Game begins when there’s an addition mathematical function.3. Grammar Game: Throw the dice on the grammar chart and keep the token on the word where the dice falls. In this way, one moves forward and the winner is the one who reaches the last noun SOORYA, first.

KNoW reCtaNGLe aND sQUare

tHroUGH PLayNecessary Materials: Carton, two wooden cubes, red and green colours, chalk, pencil.Making the Game1. Draw a shape similar to that of a graph on the cardboard.2. Make red vertical stripes and green horizontal stripes on the cardboard.3. Colour both the wooden cubes with red and green colours and make dice with numbers 1 to 6.4. Depict each box of the graph with a dimension.

MEthODThrow the dice on the graph. The number of squares on the red side of the dice will be counted and marked on the red vertical stripe. The same will be repeated for green horizontal stripes. On doing this, the shape of rectangle and square will form. Meanwhile, students grasp the knowledge of calculating area and perimeter too.

BeNefIts1. It develops teamwork.2. It leads to a sense of equality and leadership ability.3. It fosters holistic development of the child.