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Grades: 6-8
Cafeteria Jeopardy
The purpose of this activity is to help students develop fluency with applying the expectations to
common scenarios that happen in the cafeteria using a fun game format.
Develop visuals to compliment discussion of the expectations. Visuals should focus on students
demonstrating / modeling the expectations and avoid using students to act out negative scenarios:
a. Video models of students explaining or showing how to do the videos.
i. Recruit high school students with an inertest in visual arts to assist with filming or
editing video
b. Live role plays
c. PowerPoint using pictures of students demonstrating the expectations paired with text.
Develop mini scenarios, examples and review questions that reflect your school’s expectations and
routines that you can use during check for understanding discussions. For example:
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It is time to line up to leave for recess – Table #5 show me what you would do
Why do you think it is important that everyone walk on the right side of the hallway?
Each lesson has a community building activity that will need advanced preparation. Community building
activities can occur along with the teaching portion of the lesson or as follow up to the lesson. The
community building activity for this lesson is a Cafeteria Jeopardy and needs to following advanced
preparation:
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Create a large Jeopardy point board or use a pre-made electronic template (see sample &
resources below)
Develop Jeopardy questions (and answers) related to each of the School-wide expectations
in the cafeteria (see sample questions at the end of the lesson)
Animation or audio (e.g., ticking clock, bell to signal start and finish) to create a fun
atmosphere
Prizes or certificates
Activity Instructions:
1. Script option: Today we have been learning about [insert your school-wide
framework/motto]. In this lesson we have been talking about how [insert your motto]
applies in the cafeteria. Let’s have some fun practicing so that you and your friends can
enjoy your time together in the cafeteria.
2. Divide the students into teams of 3-5 students.
3. Explain the ‘rules’ of playing jeopardy to the students
NJ PBSIS (2014). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in collaboration with The Boggs Center, Rutgers
Robert Wood Johnson Medical School. NJ PBSIS is funded by IDEA, Part B. www.njpbs.org
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a. Each team will pick a category, type of question and point value (Be respectful for
100 points)
b. The staff person will read the question that corresponds to the point value chosen,
to the team
c. The team has 30 seconds to come up with one answer.
d. If the answer is correct the team will receive the correct point value and the
teacher will remove that point value from the jeopardy board. If the team answers
incorrectly the question stays in the game and the other teams will have a chance
to choose and answer the question.
4. The first team to reach 1000 points WINS
Sample Jeopardy Boards
True / False
Short Answer
Explanation
What would
you do?
[Insert SW
Expectation
50
100
150
200
[Insert SW
Expectation
50
100
150
200
[Insert SW
Expectation
50
100
150
200
[Insert SW
Expectation
50
100
150
200
NJ PBSIS (2014). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in collaboration with The Boggs Center, Rutgers
Robert Wood Johnson Medical School. NJ PBSIS is funded by IDEA, Part B. www.njpbs.org
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Sample Jeopardy Question/Answer Sheet
True /False Question Examples
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Being quiet and listening to adult directions during lunchtime is the student’s responsibility.
It is okay to sprint into the lunchroom if you are really hungry
You should always talk in an indoor voice in the lunchroom.
It is okay to shout in the lunchroom when trying to get your friend’s attention
Short Answer Questions Example (team names one expectation)
 When standing on line students should____________________________. (e.g., leave
space, or have ID ready)
 When entering the lunchroom students should ______________________________. (e.g.,
walk, or go directly to their seat)
 When adults give directions students should___________________________. (e.g., follow
the direction)
Explanation Question Examples
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Why is it important to listen to adult directions during the lunch? (e.g., to hear important
information, so everyone is safe, to help lunchtime go smoothly)
Why is it a problem to take someone’s food for a joke? (e.g., we should respect different
cultures, some students have health issues that needs a certain diet, disrespecting each
creates an unpleasant climate at our school)
Why is it important to be respectful during the lunchroom? (e.g., Lunchtime will be more fun
and relaxing, safer and you’ll get your food quicker)
What does it mean to be responsible in the all lunchroom? (e.g., the student’s responsibility
is to talk quietly, raise hand, and follow adult directions walk at all times. Cleanup your area.)
What does it mean to be follow adult directions? (e.g., Listen and do what they say, follow
the rules)
What does it mean to be polite in all purpose room? (speaking in an indoor voice, following
adult directions, cleaning up area)
What Would You Do Question Examples
 You are being dismissed and someone has left garbage on the table – what would you do?
(e.g., throw out the garbage, call my friend back to get their garbage)
 Students at your table are giving a student hard time about what they are eating – what
would you do? (e.g., tell them to knock it off, try to distract them with a question or story)
 Your standing in line and the student behind you just bumped into you – what do you do?
(e.g., ignore them, not make a big deal out of it, move a couple inches away, remind them to
leave space)
NJ PBSIS (2014). NJ PBSIS is sponsored by the New Jersey Department of Education, Office of Special Education Programs in collaboration with The Boggs Center, Rutgers
Robert Wood Johnson Medical School. NJ PBSIS is funded by IDEA, Part B. www.njpbs.org