Manufacturing a Board Game, Day 2 Assessment

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Objective

Students will be able to design a game board with features that review and teach their understanding of the life cycle of plants and their needs for survival.

Big Idea

Students need and deserve to create and have fun with the way they communicate knowledge. Tests don't always have to be on paper with one right answer, as this lesson will showcase.

Question

5 minutes

"How can scientists communicate information to other's in creative ways?" This question will guide students today to take the information they have learned and devise a creative way to communicate with others about that knowledge. 

Mini Lesson

15 minutes

We will begin the lesson by studying the PowerPoint entitled Game Boards for informative design. I showed this powerpoint yesterday to introduce the project.  Today our focus will be on the decisions the game makers made in order to "lift" the learning of concepts for the players. 

While we review the boards, I will ask students to turn and talk with their partners ideas that might have for their boards.  Then I will ask students to share out, quickly, with the full group. We will then add ideas to our Board Game Anchor Chart, which will be displayed throughout the project. 

The students will also be given the direction sheet for this phase to each group. 

Active Engagement

30 minutes

The students will be given large pieces of white construction paper to work out their game board draft. Eventually, the final product will be created on a file folder, but the teams need time to draft and create a plan. 

This group was debating what type of teaching they wanted to tackle within their board and how the design might help them. Listen in and determine what you would take away about their knowledge.  I hear that they understand about the life cycle, as their path is going to be that of a seed germinating and then the plant going through the cycle. They are also working on where their "traps" would be, using information that they know about what is detrimental to plant growth. 

This partnership is working out how to build in the life cycle information as well, citing the different stages of the cycle.

Sharing and Closing

10 minutes

To share, all I have the students do is "tour" each other's draft designs.  In doing this, they are able to glean information and ideas from each other, without having to present.  As my students were touring, I heard someone say, "I wonder how we could use the idea of a seed not even starting to germinate on our board?" and "That is a cool idea how they have their plant actually growing tall to become a flower as their lesson!"

Critiquing and revising from other's points of view is a challenge and is critical in this grade level. This is a pressure free way to encourage such thinking.