Define Processes Through Board Games:
Grades 3-12
Overview: Being in charge of a project or preparing for a large assignment involves breaking down a large, abstract idea into definable and manageable pieces. Analyzing the processes involved in board games can help your students overcome feelings of helplessness when faced with large assignments.
Resources: Teacher: variety of board games. Student: pencil, paper, markers, poster board.
Teacher Preparation: display opened games around the room.
Procedure Ideas:
1. Ask for definitions of how certain board games are played, and how one might go about creating their own game.
2. Break things down into smaller pieces by having students go around the room, looking at games, and defining the game attributes.
3. Movement: describe players’ movement through the game without drawing pictures. What factors influence movement?
4. Commands: list things players are told to do. Is there a pattern or general topic to the commands?
5. Fun: why is this game fun? What emotions does it tap into?
6. Age Group: who and how many can play this game? Try to define the player demographics.
7. The Look: describe the imagery of the game. Is it appealing, or would you change anything?
8. Discuss students’ findings.
9. Students can create their own board game, after defining the five game attributes.
Variations/Options: Game could be specific for your school, using the building as the game board; looking up information from the library; hiding clues throughout the building found by following directions in the game; older students can design games for younger students.