What an Interesting Game!

During the Create a Games unit, a group of G5s accidentally explained their game incorrectly to the class, which I think took the game to another level.

They started with a capture the flag type game (Invasion) where the objective was to raid the other teams territory to steal their dodge-balls/beanbags etc. The set up had 3 safe zones (hoops) spread around that the opposition could sneak into.

For the Create a Games unit, the game was highly unoriginal, and had just been reinvented under a different name.

But as luck would have it, due to a poor presentation, the class understood that the safe zone rules worked similar to the rules in bump tag. Their understanding was that the safe zone could only house one player at a time, and that the player coming in could bump out the player that was already in the zone.

Possibly not a model game for encouraging teamwork! But the game produced some very interesting and funny moments, and it added enough of a spin on the traditional game of capture the flag that made it different enough to excite the class.

I need to play around with the game to tweak it a little, but I'm sure I could get a game that highlights the importance of communication between raiding teams.

Infinity War (an invasion game for G1s - G5s)

I put this game together to demonstrate to the G5s and G4s that when you approach the concept of creating a game, having a theme is key, as in this case it helps to spark the imagination and create excitement.

The students are very excited about this game, and the news of it has spread like wildfire, with classes who have never played the game before coming in asking in they are playing the Thanos Game!

It's taken 2 days of PE to get to the version I'm playing at the moment. There has been a fair bit of trial and error, particularly around the number of Infinity Stones compared to the number of teams playing.

The Story

For those students who are old enough and have seen the Avengers, I tell them that they are agents working for Thanos, and it is there quest to collect all 6 Infinity Stones.

Interestingly, this leads onto students asking if they can create a mini dance/action when they have collected all 6 in order to replicate Thanos snapping his fingers.

With that in mind, I will put a more positive spin on the game, saying they are the Avengers and that they need to collect the Infinity Stones to keep them safe from Thanos.

Then they could choose which Avenger they would like to play... something like that.

The Set-up

It's a basic invasion/capture the flag type game.

I split the gym into 4 equal areas, each area has an Infinity Gauntlet or The Avengers Gauntlet (a hoops with coloured cones placed in it) placed at the end of each area (corner of the gym or basketball court).

The objective is to fill all 6 stone holders (cones) with the 6 Infinity Stones (dodgeballs).

I then place the 6 Infinity Stones in the center of the gym (where each team area touches). As luck would have it, Gopher manufacture the identical colours of dodgeballs to Infinity Stones! (according to the movies and not the comics).

I then divide the class into 4 teams.

The Rules

Teams can only handle 1 Infinity Stone at a time.
Infinity Stones can not be thrown, kicked or passed.
Teams can only tag others when they are in their own quarter of the gym (eg. Blues can tag anyone who isn't a blue in their own area).
When tagged the student takes a knee (if they have an Infinity Stone they hand the Stone back).
To be released a team member must get to the tagged member without being tagged themselves and hold their hand (wrist, shoulder etc.) for a free walk back to their quarter of the gym.
No one is allowed to stand in the hoop (gauntlet) to guard the stone(s).
One guard per hoop (gauntlet).

If a blue team member steals a stone from the green team but is tagged by a yellow when traveling through the yellow teams territory, the yellows keep the stone.

The Start

Each team selects 2 members from their team. The 2 selected team members for each team stand equal distance from the pile of Infinity Stones (baseline of the basketball court) which are placed in the center of the gym.

These runners can only collect 1 Infinity Stone at a time.

I call this the Infinity Scramble.

On a given signal the 2 players from each team rush out to grab an Infinity Stone (8 runners and 6 Infinity Stones).

As soon as the Infinity Scramble is over the game has started and all rules apply.

Conclusion

This is a fun game which the students can play at their own pace.
It's always good to remind the students if they have zero Infinity Stones, not to get upset and to carry on raiding others areas.

I'm still tweaking the game, so if anyone has any other info they would like to add or new variations I would love to hear from them.

Create a Game Unit 2018 (version III)

My third year in the development of this unit.

Previous entries:
G5/4 create and develop a simple game pt. 1 (2016)
G5/4 create and develop a simple game pt. 2 (2016)
Create a games unit 2017 version II (2017)

Similar to my previous post on this unit, I'm not going to go over the fundamentals of the unit, just the changes I have made in order to make the unit run smoothly.

This year I kept drawing the class back to the units objective:
To create an original game that the whole class (approx 20 students) can play/get involved in.

and our Enduring Understandings for the Learning Journeys of Relationships & Ethics:
Participating positively, adopting various roles and responsibilities supports the development of a good team.
and
Good sportsmanship is essential to all activities.

Lesson Sequence
Lesson 1: Tuning in - Teacher lead games - 4 types of tag games.
Lesson 2: Tuning in - Team names and design a simple tag game from the 4 types of tag game sheet.
Lesson 3: Sorting out - Choosing a game type and starting to create.
Lesson 4: Creating a game.
Lesson 5: Creating a game and trailing the game.
Lesson 6: Feedback, game completion and 1st game + peer assessment.
Lesson 7: Games 2 & 3 played + peer assessment
Lesson 8: Game 4 + peer assessment and reflection

Tuning In - Team Names and Tag Games

Different from last year, this year I modelled the 4 types of tag game on the sheet below. Letting the student know that next lesson they would be presenting one of the types of tag games.

Again, the first task of the team was to come up with a team name that everyone agreed upon.
Next I kept the lesson similar to last years but instead of assigning types of tag games I let the students choose their games through luck/fate with a 4-way game of black & white and rock paper scissors.

Once the student teams have their assigned types of tag games I give them 5-10 minutes to create a simple tag game following the parameters on the sheet using minimal equipment.

After each game was played the other teams give a little vote on what they thought, marking out of 5 for originality (creativity) and 5 for fun.

Create A Game

As a way to help focus the teams I talked about types of games that they might want to create. Last year I used this document which included Health and Fitness games. I decided to lose the Health and Fitness type game this year.

https://www.iphys-ed.com

The students discuss the possible game type they would like to work on. Once the teams are in agreement they can start discussing layout, roles and equipment.

A change from last year; rather then giving them designated equipment, I gave them free rein with the advice of not to make the game so equipment intensive that it becomes painful to set up, takes 2 minutes to play and forever to put away.

Dispositions

This year I also had teams identify areas they found themselves doing well in and areas that they found challenging. This helped the students recognise and understand the process they were going through in order to reach their goals.

I did this through using the dispositions PE has identified as being strongly link to our subject area and particularly to this unit.

Trialling the Game

Trialling the game remained the same as the last couple of years. The difference this time was how and when the students gave feedback. Last year the teams delivered feedback whilst sitting in circles, this year the teams wrote down the feedback. The documented feedback was handed out next lesson. I gave the guidelines of approx 3 positives comments and 2 possible improvements.

Next lesson the groups received their feedback, had time for clarification questions and then time to complete their rules and finish (to a degree) their games, ready for the whole class to play.

The Game & Peer Assessment

It feels like this year I devoted more time to playing the games and the peer assessment.

The format is the same for each class. The group whose game everyone is about to play, sets up and then stands in front of the class to explain the rules and to answer any questions. Their peers are encouraged to ask clarifying questions and if necessary I quickly recap. Once the game has been played, we gather together in our teams and assess the game on originality and fun.

Assessment is achieved through group debate and a hand held star system: 1 - 5

With four groups per class the maximum a team can score is 15 stars for originality and 15 for fun (max 5 stars across 3 teams) making a total of 30 stars (points).

The Grade 5 & 4 Create A Game Score Board

Reflection

This year I wrote down 4 reflective questions for the students to walk around and answer.

1. How can you apply what you learned from the create a game unit in your life?
2. What advice would you give to someone else working on the create a game unit?
3. How have you been challenged during the create a game unit?
4. What did you learn through this experience and how can you use it in the future?

My Grade 4s found question 1 and 4 too similar. My personal favourite is question 2.