Galactic Games: A Cardboard Arcade for Our Universe
Created byDaisy Tucker
14 views1 downloads

Galactic Games: A Cardboard Arcade for Our Universe

Grade 5ScienceMathEnglish15 days
In this interdisciplinary project, 5th-grade students act as engineers and science communicators to design a functional cardboard arcade that models Earth’s place in the universe. Students apply scientific principles regarding stellar luminosity and celestial patterns to create interactive game mechanics while managing project budgets through decimal operations and unit conversions. The experience culminates in a community fundraiser where students use persuasive writing and public speaking to advocate for local charities, demonstrating the intersection of STEM and civic engagement.
Cardboard EngineeringStellar LuminosityCelestial PatternsFinancial LiteracyService LearningInteractive DesignPersuasive Advocacy
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as engineers and science communicators, design a functional cardboard arcade that models Earth’s place in the universe to raise money for a local charity?

Essential Questions

Supporting questions that break down major concepts.
  • How do the patterns of the Sun, Moon, and stars influence life on Earth and the games we play?
  • Why does the Sun appear brighter than other stars, and how can we represent this scientific concept in an arcade game?
  • How can we use mathematical measurements and geometry to design and build durable, functional arcade games from cardboard?
  • In what ways can we use persuasive writing and public speaking to convince our community to support our charity through our arcade?
  • How can we represent data (like shadow lengths or seasonal star movements) through the mechanics and design of an interactive game?
  • How do we use operations with decimals and fractions to manage our arcade's budget and calculate the final donation for our community charity?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will analyze and represent the relationship between distance and the apparent brightness of stars by designing an interactive game mechanic that illustrates why the Sun appears brighter than other stars.
  • Students will use patterns of daily and seasonal changes (such as shadow lengths or the position of stars) to inform the rules, scoring, or visual design of their cardboard arcade game.
  • Students will apply mathematical operations with decimals and measurement conversions to create a project budget, track construction dimensions, and calculate final donation totals for the selected charity.
  • Students will construct a functional arcade game using engineering design principles, demonstrating an understanding of structural stability and geometric shapes.
  • Students will draft and deliver a persuasive communication piece (e.g., an advertisement or pitch) that explains the scientific concepts behind their game and encourages community members to donate to their chosen charity.

Next Generation Science Standards (NGSS)

5-ESS1-1
Primary
Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.Reason: This is the core science concept of the project. Students must build an arcade game that demonstrates the relationship between distance and luminosity.
5-ESS1-2
Primary
Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.Reason: The project requires students to translate astronomical patterns (shadows, constellations) into game mechanics or visual displays.
3-5-ETS1-1
Supporting
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.Reason: The project follows the engineering design process as students work within the constraints of cardboard and a charity-focused goal.

Common Core State Standards for Mathematics (CCSS.Math)

5.NBT.B.7
Primary
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.Reason: Students will manage a budget for materials and calculate the final donations/revenue from the arcade fundraiser.
5.MD.A.1
Secondary
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.Reason: Designing and building the arcade requires precise measurement and unit conversion during the engineering phase.

Common Core State Standards for ELA (CCSS.ELA)

W.5.1
Secondary
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.Reason: Students will write persuasive advertisements or speeches to convince the community to support their charity event.
SL.5.4
Supporting
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.Reason: Students will present their games and the science behind them to their peers and community members during the fundraiser.

Entry Events

Events that will be used to introduce the project to students

The SOS from the Stars

Students enter to find a mysterious 'black box' emitting a grainy video transmission from a 'lost astronaut' who can only navigate home if Earth’s coordinates in the solar system are mapped through physical play. The astronaut challenges the class to build interactive 'navigational games' that demonstrate gravity, scale, and orbital patterns to help the mission survive.

The Intergalactic Travel Bureau

The classroom is transformed into a 'Cosmic Construction Zone' with a letter from a fictional intergalactic travel agency asking for help: 'Humans don't understand their place in the galaxy!' Students must design cardboard games that serve as 'interactive brochures,' explaining Earth's relationship to the Sun and other stars to 'alien tourists' while collecting 'donations' (for their local charity).
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Luminosity Lab: The Star Power Blueprint

Before students can build, they must understand the core science. In this activity, students investigate the 'Inverse Square Law' of light in a kid-friendly way. They will experiment with flashlights at different distances to model why our Sun appears so much larger and brighter than other stars. They will then translate this concept into a 'Game Mechanic' (e.g., a target that is larger/brighter if close, or a scoring system based on distance).

Steps

Here is some basic scaffolding to help students complete the activity.
1. Conduct a 'Flashlight Investigation' where students observe the intensity of light on a wall from 1 foot, 5 feet, and 10 feet away.
2. Research three different stars (e.g., Sirius, Betelgeuse, and the Sun) to find their actual sizes and distances from Earth.
3. Draft a blueprint for a game mechanic (like a 'Star Toss') where the point values or target sizes represent the scientific data gathered.
4. Write a 'Scientist’s Statement' explaining why the Sun looks like the 'MVP' of our sky despite other stars being physically larger.

Final Product

What students will submit as the final product of the activityA 'Star Power Blueprint' that includes a scientific diagram and a written explanation of how their game will demonstrate the relationship between star distance and brightness.

Alignment

How this activity aligns with the learning objectives & standardsNGSS 5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
Activity 2

Celestial Charting: The Pattern Playbook

In this activity, students focus on the 'playing field' of their arcade game. They will use data regarding shadows or seasonal constellations to create the game's movement or rules. For example, a pinball-style game might use 'shadow ramps' that change length, or a 'constellation catcher' game where targets move based on seasonal patterns.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Analyze a data set of shadow lengths recorded over a day or a chart of seasonal constellations (e.g., Orion in winter vs. Scorpius in summer).
2. Choose one pattern (shadows, day/night cycles, or seasonal stars) to be the primary 'obstacle' or 'rule' in the game.
3. Create a graphical display (like a line graph or a map) that will be pasted onto the game board to educate players.
4. Design the 'Game Rulebook' page that explains how the celestial pattern affects how a person plays the game.

Final Product

What students will submit as the final product of the activityAn 'Astronomy Data Map'—a visual layout of the game board that uses graphs or charts to explain how the game’s movement mimics real-world celestial patterns.

Alignment

How this activity aligns with the learning objectives & standardsNGSS 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Activity 3

Arcade Accountants: Budgeting the Galaxy

Students transition into the role of project managers. They are given a 'Virtual Budget' of $50.00 (in 'Cosmic Credits') to purchase cardboard, tape, and decorations. They must measure their desired game dimensions in centimeters and convert them to meters to understand the scale of their build, while tracking every decimal-based transaction in their ledger.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Sketch the final dimensions of the arcade game using a ruler (measure in cm and mm).
2. Convert all measurements from centimeters to meters to practice unit conversion (e.g., 120cm = 1.2m).
3. Use a 'Store Price List' (where tape is $2.45, cardboard is $5.10, etc.) to select materials.
4. Calculate the total cost and the remaining 'change' from the $50.00 budget using decimal operations.

Final Product

What students will submit as the final product of the activityA 'Cosmic Construction Ledger' and a 'Material Request Form' featuring precise measurements and a balanced decimal-based budget.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.Math.5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths. CCSS.Math.5.MD.A.1: Convert among different-sized standard measurement units.
Activity 4

The Cosmic Pitch: Advocacy in Action

To ensure the arcade raises money for their chosen local charity, students must become advocates. In this activity, they write a persuasive 'Charity Pitch' to be displayed on their arcade cabinet. They must argue why their specific charity deserves support, linking the importance of science or community to the cause.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research a local charity related to science, the environment, or community needs.
2. Draft an opinion statement: 'We should support [Charity Name] because...'
3. Provide three facts or reasons supporting the charity, using 'linking words' (consequently, specifically, for instance) to connect ideas.
4. Revise the draft into a 'Call to Action' that encourages arcade players to donate their coins.

Final Product

What students will submit as the final product of the activityA 'Persuasive Marquee'—a decorated sign for the top of the arcade game that features a 3-paragraph opinion piece.

Alignment

How this activity aligns with the learning objectives & standardsCCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Activity 5

The Grand Galactic Opening: Engineering & Impact

The final phase is the build and the 'Grand Opening.' Students construct their games using the cardboard constraints and then host the arcade. As players visit, the students must act as 'Science Guides,' explaining the star science (ESS1-1) and patterns (ESS1-2) behind their game while collecting donations for their charity.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Build the game structure based on the 'Star Power Blueprint' and 'Pattern Playbook.'
2. Test the game with 'Alpha Testers' (classmates) and make one engineering adjustment based on feedback.
3. Host the 'Galactic Arcade Fundraiser' for the community/school.
4. After the event, count the donations, calculate the final total, and write a reflection on how the science helped 'sell' the game.

Final Product

What students will submit as the final product of the activityA fully functional, scientific Cardboard Arcade Game and a final 'Impact Report' showing the total money raised.

Alignment

How this activity aligns with the learning objectives & standardsNGSS 3-5-ETS1-1: Define a simple design problem... constraints on materials, time, or cost. CCSS.ELA-Literacy.SL.5.4: Report on a topic or text, sequencing ideas logically.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The Galactic Arcade: Earth's Place in the Universe & Community Impact Rubric

Category 1

Scientific Inquiry & Modeling

Assesses understanding of Earth's place in the universe and the ability to represent scientific data through interactive models.
Criterion 1

Stellar Luminosity & Modeling

Evaluates the student's ability to model and explain why the Sun appears brighter than other stars based on its distance from Earth.

Exemplary
4 Points

Provides a sophisticated argument that accurately explains the relationship between distance and luminosity. The game mechanic innovatively represents this scientific concept with precise detail.

Proficient
3 Points

Clearly explains that the Sun's brightness is due to its proximity to Earth compared to other stars. The game mechanic accurately models this relationship.

Developing
2 Points

Identifies that distance affects brightness, but the explanation is inconsistent or the game mechanic only partially represents the concept.

Beginning
1 Points

Shows initial understanding of star brightness but struggles to connect it to distance or represent it in the game design.

Criterion 2

Celestial Pattern Representation

Evaluates the accuracy and clarity of graphical displays representing celestial patterns (shadows, day/night, or seasonal stars) and their integration into game rules.

Exemplary
4 Points

Creates detailed, accurate graphical displays that reveal complex patterns. These patterns are seamlessly and creatively integrated into the core mechanics of the arcade game.

Proficient
3 Points

Represent data correctly in a graphical display to show patterns. The game rules or board design clearly reflect these celestial patterns.

Developing
2 Points

Graphical displays are present but contain minor inaccuracies. The connection between the data and the game mechanics is emerging but loose.

Beginning
1 Points

Data representation is incomplete or inaccurate. Minimal effort is made to connect celestial patterns to the game's design.

Category 2

Quantitative Reasoning & Precision

Focuses on the application of 5th-grade mathematical standards to real-world financial and engineering scenarios.
Criterion 1

Decimal Operations & Budgeting

Evaluates the accuracy of adding, subtracting, multiplying, and dividing decimals within the project budget and donation tracking.

Exemplary
4 Points

The ledger is flawless, demonstrating advanced mastery of decimal operations. Calculations for the budget, material costs, and final donations are precise and well-documented.

Proficient
3 Points

Performs decimal operations with consistent accuracy. The budget and donation totals are calculated correctly with minor, if any, errors.

Developing
2 Points

Demonstrates emerging skills in decimal operations, but errors in addition or subtraction lead to inaccuracies in the final budget or donation count.

Beginning
1 Points

Struggles with decimal placement or basic operations, resulting in an incomplete or highly inaccurate financial record.

Criterion 2

Measurement & Unit Conversion

Evaluates the ability to convert between standard measurement units (cm to m) during the blueprint and construction phases.

Exemplary
4 Points

Converts all measurements accurately and applies these conversions innovatively to solve complex design challenges in the build phase.

Proficient
3 Points

Successfully converts among different-sized standard units (e.g., cm to m) and uses these measurements to inform the game's construction.

Developing
2 Points

Shows partial success in unit conversion, but inconsistencies exist between the blueprint measurements and the actual build.

Beginning
1 Points

Attempts unit conversions but frequently misplaces decimal points or fails to apply measurements to the final product.

Category 3

Communication & Advocacy

Assesses the student's ability to communicate complex ideas and advocate for community needs through writing and speaking.
Criterion 1

Persuasive Advocacy Writing

Evaluates the quality of the persuasive writing used to support the chosen charity, focusing on structure, reasons, and linking words.

Exemplary
4 Points

Writes a compelling, high-quality opinion piece with sophisticated vocabulary and logical sequencing. Arguments are supported by exceptional research and clear calls to action.

Proficient
3 Points

Writes a clear opinion piece with a stated point of view, supported by facts and reasons. Uses appropriate linking words to connect ideas effectively.

Developing
2 Points

The opinion piece is present but lacks strong supporting evidence or consistent use of linking words. The purpose is somewhat clear.

Beginning
1 Points

The writing is incomplete or lacks a clear argument. Very few facts are used to support the choice of charity.

Criterion 2

Oral Communication & Science Outreach

Evaluates the student's ability to present their game and the underlying science to the community during the fundraiser.

Exemplary
4 Points

Presents scientific concepts with exceptional clarity and enthusiasm. Engages the audience deeply and adapts communication to ensure all 'players' understand the science.

Proficient
3 Points

Reports on the project and science clearly at an understandable pace. Sequences ideas logically and uses relevant details to support the main ideas.

Developing
2 Points

Presents information with some clarity, but may struggle with pacing or sequencing. Scientific explanations may be brief or slightly unclear.

Beginning
1 Points

Requires significant support to present the project. Communication is hesitant and lacks clear scientific detail.

Category 4

Engineering & Construction

Assesses the application of engineering principles to create a physical product within constraints.
Criterion 1

Engineering Design & Iteration

Evaluates the functionality, durability, and iterative design of the cardboard arcade game.

Exemplary
4 Points

The arcade game is exceptionally durable and functional. The student demonstrates profound growth by making multiple sophisticated adjustments based on peer testing.

Proficient
3 Points

The game is functional and meets all specified criteria. The student makes at least one clear engineering adjustment based on feedback to improve the design.

Developing
2 Points

The game is mostly functional but may have stability issues. Evidence of testing and adjustment is present but limited.

Beginning
1 Points

The game is fragile or non-functional. Minimal evidence of the engineering design process or iterative testing.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How did you use your arcade game's mechanics or design to prove to players that a star's brightness depends on its distance from Earth?

Text
Required
Question 2

How confident do you feel now in your ability to add, subtract, and multiply decimals to manage a real-world project budget?

Scale
Required
Question 3

What was the most significant change you made to your game after receiving feedback during the 'Alpha Testing' phase?

Multiple choice
Required
Options
We changed the physical structure or materials to make it more stable.
We adjusted the rules to make the science concepts easier to understand.
We changed the scoring system to make the game more challenging or fair.
We redesigned the visual charts/graphs to be clearer for the players.
Question 4

Beyond just having a fun game, why do you think your persuasive writing and scientific explanations helped convince people to donate to your chosen charity?

Text
Required
Question 5

To what extent did this project help you understand how engineering and science can be used to make a positive impact in your community?

Scale
Required