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.
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.
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.
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 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).
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| https://www.iphys-ed.com |
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).
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| 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.
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.
