Manufacturing a Board Game, Day 1 Assessment

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Students will be able to evaluate and communicate information (SP) regarding plant and seed growth to build a learning event for others.

Big Idea

There is no greater way to know if a student understands a concept than to ask them to write the questions. In this lesson, children will review, organize, create, and communicate by creating a learning board game for others to play.


5 minutes

The question that will guide today's discussion and learning task is:"What do learning board game manufacturers include in the game to help others learn?"

Mini Lesson

10 minutes

To help the students gain background information on board game design, I will use a powerpoint named BOARD GAME EXAMPLES.  We will study this to determine how games are designed. We will look at the board decorations, the spaces and symbols used, and the "men" used on the board game. As we notice important aspects, we will create an Board Game Anchor Chart to remind the students while they work of key proponents. 

Students will be given a Creating a Board Game- Question development of the assignment and types of Board Games Questions and Answer Drafts they might write. 

I will also direct the children to the various resources in the room that we have used and created in this unit. Examples will be the FOSS book, their science notebooks, and their activities in their folders. 

Active Engagement

35 minutes

While students are working with their partners, I will make sure to continually circulate and interject teaching points relevant to their needs. During this lesson, I am focusing on assessing the student's knowledge of seeds/plants growth needs and their life cycles.  It will be important to listen in for vocabulary terms and the correct usage of them, and misconceptions.  

This group had an interesting strategy for writing their questions.  Listen in and look at their draft paper. Making decisions of what type of question to ask in order to help someone learn is rigorous work.

When I visited with this group, they were close to completing their 10 questions. Instead of simply "checking" their work, I ask "What is your favorite question?"  I do this in order to have them prioritize difficulty and to check for their understanding.  Notice that we were able to dive more deeply into narrowing information. 

In this clip,  you will notice the opportunity to teach the ELA standard of RL.3.1, which focuses on questions, types of questions, and the answers to those questions. At this grade level, students are still working with understanding the difference between making a statement and asking a question. This work makes it natural to teach and practice this skill.

Sharing and Close

5 minutes

To close, I simply had the student groups share out what they had accomplished and what their favorite, or most difficult, question was. 

I used this share out strategy on purpose. Allowing students to share their favorite fact, and or question answer pairing, gives other groups a chance to deepen their thinking around the same content and gleam ideas for their product.