During this introduction, I ask the students to reflect on which aspect of this several day activity they found to be the most difficult, and to share these thoughts with a neighbor. I then remind them that although we were making games, we were still thinking as scientists.
Today's question will be, "How might scientists check their information?"
One of the many ways scientists check information is exactly what we are doing: they share their information with each other and critique or comment on findings.
We have been working on this project for 2 days now, during science and writing workshop. Today, I will introducemy students to this feedback form which will be used during today’s game play. I simply explain how the form should be filled out, without modeling my thinking. This is important for this step of the assessment (see reflection).
After explaining the form, I tell students that they are "reviewers" of information. Obviously we are not professional game manufacturers (even though I think these games are awesome!). Instead, we are working to help each other fine tune or revise work in order to be ready to take the games public in our school!
As the students play and assess, I circulate and engage with them about what they are finding. When I approached this group, they were debating the question, "Can a plant grow sideways?" This student was trying to make sense of the question in order to answer. By the end, we were able to reach consensus.
As these students played, they were making sure the answers to the questions were correct and that the game board "worked", or that players were able to travel through it.
As a closing, I asked students to meet with the creators of the games and discuss any revisions they may suggest. Also, I had teams return to their own game boards and review any feedback left by reviewers. I then allowed 5 minutes of revision and discussion.
This clip highlights one of the revision conversations between two different teams.