I Remember That!An End of the Year

“Create Your Own Board Game”Review Project

I Remember That: An End of the Year “Create Your Own Board Game Review Project

This project is meant to be used in the last two weeks of the school year, as an engaging way to review key curriculum skills and concepts. Students will be:• learning about different types of game boards• writing game directions • choosing a topic or skill that has been studied in class• deciding what game template will best suit their topics• creating appealing board games, using suitable colors, spacing and other elements of design• creating appropriate questions for their game, based on knowledge gained throughout the year• assembling their board games, including appropriate materials such as dice or game cards• creating print advertisements to persuade other students to play their games• playing each others games!

Copyright

Copyright © 2013 by Coach’s Corner All rights reserved by author.Permission to copy for single classroom use only.Electronic distribution limited to single classroom use only. Not for public display.

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Day One: Introduction

Materials:

• variety of board games, such as chess, Monopoly, Clue, Life, etc.• chart paper• markers

Instructions:

1. Ask students what board games they are familiar with, and make a class chart on the board, chart paper, or interactive whiteboard. Allow students to discuss their likes, dislikes and general experiences with different types of board games.

2. Put students in groups of 3-4 each, and give each group one game to play. Allow 15 minutes for a short game.3. Have students rotate to one (or more, depending upon time constraints) more game, and again allow about 15 minutes

for students to play.4. Have students discuss which games were based on chance, and which were based on skill. Many board games involve both

chance and skill, such as Monopoly. Ensure that students understand what “skill” and “chance” mean when applied to board games.

5. Create a Venn Diagram such as the one below, classifying the games students explored, as well as others they are familiar with, by chance, skill, or both. Alternatively, use the “Board Games Venn Diagra,m and have students complete with a partner. Take up together!

Board Games

Skill Chance

Uno

Monopoly

Clue

Yahtzee

Trouble

Life

Boggle

Candyland

Sorry!

Snakes & Ladders

Parcheesi

Chess

Apples to Apples

Guess Who?

Battleship

Connect 4

Risk

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Boar

d Ga

mes

Ven

n Dia

gram

Skill

Chan

ce

Sort

the

se b

oard

gam

es a

ccor

ding

to h

ow e

ach

game

is wo

n: b

y sk

ill, or

by

chan

ce!

Ches

sCa

ndyl

and

Uno

App

les

to

App

les

Mon

opol

ySo

rry

Gues

s W

ho?

Batt

lesh

ipSn

akes

&

Ladd

ers

Bogg

leCo

nnec

t 4

Trou

ble

Parc

hees

iRi

skYa

htze

eTr

oubl

e

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Day 2: Reading Game Instructions

Materials: • variety of board game instructions (you may want to make copies of some)• Board Game Checklist – enlarged on chart paper or on interactive whiteboard• Board Game Checklist- 1 per pair of students• Chart Paper & Markers or interactive whiteboard• Geometry Genius! game board & Instruction sheet (provided in this resource) - 1 per student OR displayed on an

interactive whiteboard

Instructions:

1. Distribute the Geometry Genius gameboard and instruction sheet to each student, or display them on the interactive whiteboard.. Alternatively, use a game already popular in your classroom, and enlarge the instruction sheet.

2. Read and discuss the instruction sheet, noting text features such as: Aim/Goal, Contents, Number of Players, Age Range, Diagrams, Preparation/Set-up, Numbered Steps, etc. Use the enlarged copy of the Board Game Checklist and, with student input, complete the form.

3. Have students explain why they think text features are important concepts to include in game board instructions.4. .Ask students if they feel the instructions are clear, and if they are not, what they feel needs to be changed. in order

to allow players to clearly understand how to play the game.. Add their comments in the bottom section of the checklist form.

5. Explain that students will be working in pairs to read 2 different sets of gameboard instructions, and then to:- identify text features of the games - give their opinions about how clear the instructions are for each game.

5. Have students choose partners (or assign partners). Give each pair of students a Board Game Checklist.6. Have board games set out around the room. Have students rotate through 2 different games to read the game

diirections and complete their form. Allow approximately 5 minutes at each game. (Alternatively, allow students 15 minutes to actually play each board game, testing out the clarity of the instructions.)

7. Have students return to their desks to discuss what they noticed when reading the board game instructions.8. Cooperatively, create a class “Board Game Instructions Anchor Chart”, including those features that you would like

students to include in their own game instructions, as well as those the students themselves feel are particularly important.. Keep this anchor chart prominently displayed in the classroom throughout this unit for students to refer to when creating their games..

9. If time remains, you may want to have students play any games they are not familiar with. This experience will assist them in evaluating what type of features they will want to include in their own game instructions to make them as clear as possible. Also, it’s just fun!

You relaxing while your students play

and evaluate games. Ahh!!

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Board Game Checklist

Student Names: _________________________

Name of Board Game: ________________________________

We think these game instructions are: clear unclear (circle one)

The best thing about these instructions is: _____________________________________________________

One thing that would make the instructions clearer would be:___________________________________________

Board Game Checklist

Student Names: _________________________

Name of Board Game: ________________________________

Aim/Goal of game___ Number of Players___ Age Range___ Contents/Equipment___ Diagrom of Gameboard___ Set-up or Preparation

We think these game instructions are: clear unclear (circle one)

The best thing about these instructions is: _________________________________________

One thing that would make the instructions clearer would be:_______________________________

___Aim/Goal of game___ Number of Players___ Age Range___ Contents/Equipment___ Diagrom of Gameboard___ Set-up or Preparation

___ Explanation of Cards or Spaces___ “How to Play” section___ Numbered Steps___ Examples of a “play”___ Variations (Other ways to play)___ Other: _________________________

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Geometry Genius Instructions

Goal: To reach “21” on the game board first.

Number of Players: 2-4

Ages: 8-12

Equipment: - Geometry Genius game board- blue “2D” game cards- green “3D” game cards- red “Angles” game cards- 1 die- tokens (bingo chips, cubes, etc.)

Game Card Rules:

• Blue 2D Cards: Each card describes a polygon. Read the description and name the correct polygon.

• Green 3D Cards: Each card shows a picture of a three-dimensional shape. Name the shape.

• Red Angle Cards: Each card asks a question about an angle. Answer the question.

Set-Up:

• Place blue, green and red game cards face down on appropriate spots.• Each player chooses a different colored game token.

How to Play:

1. Each player rolls the die to determine the order of play. The person with the highest rolls goes first, followed by the next highest roll, and so on.

2. The first player puts his/her token on “Start”, and rolls the die. Move the token the number of spaces shown on the die.

3. When you land on a space, have another player take a card that matches the color of your space. That player should show you the question while covering the answer at the bottom of the card.

4. Answer the question. If you answer it correctly, you can stay onyour space until your next turn. If you answer incorrectly, move 1space back. Return the game card to the bottom of its pile.

5. If you land on a circle, you get to roll again!6. Continue playing until one player reaches space 21.

Variation: A player that answers a question incorrectly must skip his/her next turn.

triangular prism

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Start1

23

45

6 7 89

1011

1213

14 1516

1718

1920

21

Geom

etry

Geniu

s

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2D

Gam

eC

ard

s

Angle

Gam

e

Card

s

3D

Gam

e

Card

s

Geom

etr

y G

eniu

s

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Day Three : Board Game Physical Design

Materials:

• 5 – 10 different board games• Game board for Geometry Genius (or other game board from your classroom)

Instructions:

1. Distribute or display Geometry Genius game board (or any other game board). Discuss the layout.- Why are different colors used? Different shapes?- What is the purpose of the numbers?- Does the actual placement of the colored spaces matter to how the game is played?- Would a spinner work better than a die for this game? Why or why not?- Why are three different colors of game cards used?- What could be changed to make this game more interesting or exciting?

2. Have students work in pairs to rotate through a variety of board games. Students are to examine the game boards themselves, looking at: - layout

- any spinners, dice, or other device for player advancement on the board- game cards- money or other things collected as players progress through the game- use of color and shape- clear indications of where players start and finish the game- any other physical features

3. Gather students together to discuss what they noticed about the game boards. What kind of game boards were most popular, and why?

4. Discuss which games could be won by chance, by strategy, or by both. How do they know?5. Create a class anchor chart “Features of Game Board Layouts”, using ideas from the students.6. Explain that students will be working in small groups to design their own board games, and that they need to begin

thinking about the types of features they find most appealing in such a game.. 7. If time remains, have students work in groups and/or pairs to play one or more of the classroom board games. The

more experience they have with such games, the more knowledge they will bring to the upcoming task of creating their own board games.

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Day Four – Choosing a Game Topic

Instructions:1. Explain to students that they will be creating a board game for their fellow classmates to play as the school year

comes to an end, and that the board games are intended to review the skills and concepts the children have gained this year.

2. On chart paper, chalkboard, or interactive whiteboard, write down ideas generated by students for possible games. (“Possible Game Topics”):

. For example: - parts of speech - math terminology - fractions, decimals & percentages- medieval times - rocks and minerals - punctuation rules- federal government - metric conversions - novels we’ve studied

The list, of course, will depend on the curriculum covered throughout the year. You may want to have students referto their textbooks, notebooks and student portfolios if they have difficulty generating ideas!!

4. Choose 1 idea from the list, and narrow it down into possible sub-topics for a game. For example, I live in Canada, and westudy “Canadian Government and Citizenship” for half our school year. If I developed a game around this ciurriculum unit,I could create a game board and game cards subdivided by topics within the unit. For example: Public Servants, Becoming a Canadian Citizen, Elections, Three Parts of Government….

5. Once you have subdivided your topic from Step 4, introduce the Board Game Planning Sheet.. Demonstrate how to fill in the form with the pertinent information about your topic and subtopic. I have provided a chart that allows for up to 4 different subcategories, although you may want to give students a specific number of such categories, depending on theage level and abilities of your particular students.

6. Discuss what kind of questions could be asked in each category of yourboard game. Write 1 or 2 words in the appropriate column of the chartto serve as a reminder of each question. .As this is only a planning sheet, remind students that they do not necessarily need to write outeach question in full at this time.

7. Have students form groups of 3-4 students each, or put them into groups yourself. Allow each group 10 minutes or so to diiscuss the “Possible Game Show Topics” chart, and decide upon a topic. Once each group has chosen a topic, note this on the chart.

8. Distribute the Board Game Planning Sheet to each group. Have them write their main topic in the appropriate space, then allow about 15 minutes for each group to come up with sub-categories and possible questions on their chart.Each group member should write their names at the BOTTOM of the sheet before handing it in. Students will decide upon the specific roles played by each group member in the next lesson, so that section of the sheet can be left blank.

-

Example of Board Game Planning Sheet for a possible Canadian Government Game (a full-size

version is also provided to serve as a reference).

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Board Game Planning Sheet

Game Baord Designers: ______________________________________________________________

Game Writers: ___________________________________________________________________

Game Card Creators: _______________________________________________________________

Topic of Board Game: _________________________________

Categories:

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Board Game Planning Sheet

Game Baord Designers: ______________________________________________________________

Game Writers: ___________________________________________________________________

Game Card Creators: _______________________________________________________________

Topic of Board Game: Canadian Government and CitizenshipCategories:

Elections Symbols of Canada Becoming a Canadian Citizen

Parliament

voting age inukshuk citizenship test House of Commons

federal elections –every 5 years

maple leaf permanent resident Prime Minister

voter registration card Peace Tower immigrant Senate

ridings RCMP sponsor Governor-General

political parties beaver Oat of Citizenship mace

platform Canadian Mint emmigrant democracy

debate Supreme Court of Canada

proof of residence Queen of England

ballot flag

advance poll

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Day Five: Group Member Assignments

Materials:

• Game Board Templates• Board Game Planning Sheets (from previous lesson)• large sheets of newsprint• pencils, crayons, etc.• index cards and/or game card templates• spinner templates• Board Game Rubric

Instructions:

1. Explain that while each group will be creating a game meant to review learning from this school year, each group member will have specific responsibilities.. Together, group members will decide:

- what the game will look like- how the game will be played- how many questions and answers will be asked in the game.

2. Tell students that within their groups, each member will also have specific roles to take on:

- Game Board Designer(s): These students will be responsible for the design of the game board layout. They willbe responsible for coloring the game board, assembling the relevant materials (ie. dice, game tokens, etc), and designing and coloring the cover of the game board.

- Game Writer(s): These students are responsible for writing clear instructions for the game.- Game Card Creator(s): These students are responsible for writing the questions & answers for their games, aswell as for creating the actual game cards themselves.

Make clear to the students that while individual group members have responsibilities for their own roles, they are expected to consult with each other as they work, to ensure that everyone agrees with the decisions being made.

3. Distribute or display the Board Game Rubric. Discuss each of the components, and ensure that each element is clearly understood by students.

4. Allow each group time to meet and decide upon the roles each group member will take onfor their project. .

5. Display and discuss the materials that are available for the students to use as they create their board games. You may want to give each group a set of game board templates at this time, and have groups decide which template they would like to use intheir game. Some groups may wish to create their own game board templates, which youmay or may not wish to allow.

6. Time permitting, allow each group to use a large sheet of newsprint to begin sketching out their ideas for this project.At the end of the session, have students attach their newsprint to their planning sheets and store in a safe location.

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Board Game Rubric:

Title of Game: _____________________________________

Group Members: __________________________________________________________

Level 1 Level 2 Level 3 Level 4

Game Layout• title• attractive layout• neat• good use of color

and space• include all

necessary materials (ie. dice, spinner, etc.)

• game board is confusing

• missing many materials

• color and space used somewhat effectively

• needs to be neater

• many aspects of the game board are confusing

• missing some materials

• color OR space used with effectiveness

• some sections are neat

• game board is easy to understand, for the most part

• most materials included

• good use of color and space

• neat

• layout is easy to understand

• all materials included

• meaningful use of color & space

• very neat

Game Instructions• easy to

understand• uses subtitles • neatly written• few, if any,

spelling or grammar errors

• instructions are difficult to understand

• little or no use of subtitles

• could be neater• many spelling

and/or grammar errors

• instructions are easy to understand at times

• some use of subtitles.

• some sections are neat

• some spelling or grammar errors.

• instructions are easy to understand

• subtitles • neat• few spelling

and/or grammar errors

• instructions are very clear and consise

• good use of subtitles

• very neat• almost no spelling

and/or grammar errors

Game Cards• questions

focus on the game topic

• questions are not too hard or easy

• adequate number of questions

• all questions have correct answers provided

• questions not clearly related to game topic

• too easy or too difficult for age range

• too few questions

• questions lack correct answers

• some questions clearly related to game topic

• some questions at appropriate level of difficulty

• too few questions

• many questions lack correct answers

• most questions related to game topic

• most questions at appropriate level of difficulty

• adequate number of questions

• most questions have correct answers

• all questions clearly related to game topic

• all questions at appropriate level of difficulty

• more than enough questions provided

• all questions have correct answers

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Day Six: Game Set-Up

Materials:

• file folders (1 per group)• all game templates, spinners & game cards from this resource• index cards (to use as alternative game cards)• dice• sandwich-size plastic bags• glue• scissors• paper clips• Board Game Planning Sheet(s)• Blank Direction Sheet (you may want students to create their own)

Instructions

1. Tell students that they will have the next few days to:- create a draft of their board games- trade their drafts with another group to check for accuracy- create a good, final copy of their games

2. Demonstrate how to put the game together:

A. Place all game cards, dice, spinners, etc. in a plastic sandwich bag.

B. Open file folder. Glue game board on right hand side of folder.Glue any extra sheet (ie. game card location) on left hand side.

C. Turn the folder over so that the outside is visible.Create a cover with the title of your game, and decorate inan attractive manner.

Attach instruction sheet to back cover with a paper clip.

Attach sandwich bag with game pieces to inside front cover witha paper clip.

A

B

C

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3. Have students meet in their groups to begin (or continue ) to work on the rough drafts of their games. Remind themto refer to the anchor charts created in previous days, so that they stay on the right track..

4. Explain that students will have the next two days to complete the rough drafts of their games, and that once the drafts are completed that they will be trading games with another group to ensure their instructions are clear and complete and that they have all the necessary materials.

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Directions for _____________________________

Goal of Game: _____________________________________________________________

Number of Players: ______________ Ages: _____________

Materials:

Set-Up

Explanation of Game Cards

How to Play

Example of a “Turn”

Variations:

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Day 7: Game Creation

Allow students the entire period today to work on their drafts. Depending on the time available, your students may need an addiitional period or day to bring their drafts to completion.

Day 8: Game Trials

Have students trade games with each other. Students are to read the instructions carefully, and then play the game as described. Students then provide oral feedback to their peers OR use the “Game Stars & Wishes” to write down 2 “stars” (positive aspects of the game) and one wish (something that could be improved by changing or adding one element). When each group receives its’ feedback, group members need to discuss how they will change the game to make it easier and more enjoyable for others to play.

Day 9: Good Copies of Game

Materials:

• file folders (1 per group)• all game templates, spinners & game cards from this resource• index cards (to use as alternative game cards)• dice• sandwich-size plastic bags• glue• scissors• paper clips• Board Game Planning Sheet(s)• Blank Direction Sheet (you may want students to create their own)

Instructions:

1. Review the Board Game Rubric introduced earlier in this unit. 2. Allow students to use this period to complete the good copies of their board games. Review how the final product is to

be assembled in the file folders.

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Board Game Stars & Wishes

Name of Board Game: ______________________________________

Two things we like about the game are:

1. _____________________________________________________________

2. _____________________________________________________________

Two things we think could be changed are:

1. _____________________________________________________________

2. _____________________________________________________________

Board Game Stars & Wishes

Name of Board Game: ______________________________________

Two things we like about the game are:

1. _____________________________________________________________

2. _____________________________________________________________

Two things we think could be changed are:

1. _____________________________________________________________

2. _____________________________________________________________

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Day Ten: Advertising!

Materials:

• magazines, particularly those targeted at children and• scissors, glue• 5 large sheets of paper entitled: Bandwagon, Testimonial,, Repetition, Emotional Appeal, and Slogan• 9” X 12” white tagbo• pencil crayons, markers, etc.

Instructions:

1. Put the large sheets of paper around the room, and discuss the advertising techniques used by companies to market their products. You may want to show your class this slideshare presentation found online at:

http://www.slideshare.net/zenda55/persuasion-through-advertisement :If you are unable to show the presentation, briefly explain each of the 5 advertising techniques:

Bandwagon: The product is described as being popular with everyone. Potential buyers might not want to be left out!

Testimonial: A famous person might be shown or quoted as supporting a particular product. For example, a famous basketball player might appear in advertisements for basketball shoes.

Emotional Appeal: The language and images being shown that are meant to cause strong emotion in viewers.

Repetition: A product’s name might be repeated many times, to ingrain it into people’s brains.

Slogan: A company might use a short slogan, such as “Just Do It” to associate with a product

2. Ask students to work in pairs, looking through magazines for examples of the various advertising techniques. Each pair should try to find and cut out at least 2 advertisements, and then glue them on the appropriate sheet of paper displayed in the classroom. Allow about 10 minutes for this activity.

3. Discuss the various advertisements found by the students. How could they use one of these techniques to create aprint advertisement for their board games? Which techniques would be most effective in persuading fellow students to try their game? If there is another classroom in the school that would be willing to try out the games, they could alsoserve as an audience for the advertisements your students are about to create..

4. Explain to students that they will be working within their groups to create a small advertisement that will be displayed by their board games, to persuade other students to try the games out. Advertisements should:

- be bold & bright- clearly show the name of the game- use one of the advertising techniques shown in today’s lesson

5. Allow students the rest of the period to work on their advertisements.

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Day Eleven: Game Day

Materials:

• student created games• student created advertisements

Instructions:

1. Assign each group an area within the classroom to set up their games. Remind them to display their advertisements in a prominent location near their game.

2. If you have already made arrangements with another grade-level class to try out the games, have them enter the room. Put the visiting class into groups of 3-4 students each, and assign them to one game to try out. Your game board creators may stand near their games, noting how easily their visitors understand and follow the written instructions. If necessary, they may clarify their directions for their visitors.

3. If you have no other class visiting, simply have each game board group stand near their game, and then rotate each group to the next closest game to try out. Be specific in telling students which direction they will be rotating to (ie. left/right, or clockwise/counterclockwise).

4. Depending upon how much time is available, you may want to have students rotate through all of the games, or only a set number of them.

5. To bring the activity to a close, gather the students together and have them discuss the experience. What went well, and what could be imiproved upon if this activity could be redone? What has everyone learned about how to create board games? How well did the games help students review the concepts covered in class this year?

6. Thank any visiting guests for helping out in today’s activity. You may want to end with a special treat to celebrate the unit!

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Game Templates

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