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Created byMatt Sturm
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Needs vs. Wants: The Board Game Challenge

Grade 3Social Studies2 days
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a board game that teaches players to make smart choices about spending money based on understanding the difference between needs and wants in our community?

Essential Questions

Supporting questions that break down major concepts.
  • What are basic needs that all people have?
  • What are some things that people want, but don't need?
  • How do we make choices about what to buy when we can't have everything?
  • How does understanding needs and wants help us make smart decisions with money?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to differentiate between needs and wants.
  • Students will be able to explain how understanding needs and wants helps in making smart financial decisions.
  • Students will be able to design a board game that effectively teaches the difference between needs and wants.
  • Students will be able to apply their understanding of needs and wants to real-world scenarios through game play.
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Portfolio Activities

Portfolio Activities

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

Needs vs. Wants Brainstorm

Students brainstorm examples of needs and wants, categorizing them and providing justifications for their choices.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin by defining 'needs' and 'wants' as a class. Discuss examples of each.
2. Individually, students list 10 items and decide whether each is a need or a want.
3. In small groups, students share their lists and discuss any disagreements, justifying their categorizations.
4. Each group creates a final, agreed-upon list of needs and wants with explanations.

Final Product

What students will submit as the final product of the activityA detailed list of needs and wants with explanations for each categorization.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the learning goal: Students will be able to differentiate between needs and wants.
Activity 2

Smart Spending Scenarios

Students analyze scenarios where characters must make spending decisions, identifying needs vs. wants and justifying the best financial choice.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Present the class with 3-4 short scenarios involving characters who must make spending decisions (e.g., buying groceries, choosing between a toy and school supplies).
2. For each scenario, students individually identify the needs and wants presented.
3. Students write a short paragraph explaining the best financial decision for each scenario, justifying their choice based on the understanding of needs and wants.
4. Discuss as a class the different approaches to each scenario and the importance of prioritizing needs.

Final Product

What students will submit as the final product of the activityA written analysis of spending scenarios, explaining the difference between needs and wants in each situation and recommending the most responsible choice.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the learning goal: Students will be able to explain how understanding needs and wants helps in making smart financial decisions.
Activity 3

Game Design Blueprint

Students design the basic structure of their board game, including the theme, game pieces, and types of spaces on the board (e.g., needs spaces, wants spaces, challenge spaces).

Steps

Here is some basic scaffolding to help students complete the activity.
1. In groups, students decide on a theme for their board game (e.g., a trip to the store, saving for a goal).
2. Students sketch out a game board, including a start and finish, and various spaces that players will land on.
3. The group defines the different types of spaces on the board (e.g., 'Need' spaces require players to purchase essential items; 'Want' spaces tempt players with non-essential items; 'Challenge' spaces present financial dilemmas).
4. Students design game pieces and write a brief description of how they will move around the board.

Final Product

What students will submit as the final product of the activityA detailed game design plan, including a sketch of the board, descriptions of game pieces, and explanations of different space types and their functions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the learning goal: Students will be able to design a board game that effectively teaches the difference between needs and wants.
Activity 4

Cards and Rules Creation

Students create the game cards and rules for their board game, ensuring that the game effectively teaches the difference between needs and wants and encourages smart financial decisions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students create a set of 'Need' cards that require players to purchase essential items (e.g., 'Pay for groceries - $20').
2. Students create a set of 'Want' cards that offer players the opportunity to purchase non-essential items (e.g., 'Buy a new toy - $15').
3. Students create 'Challenge' cards that present players with financial dilemmas and require them to make choices based on their understanding of needs and wants (e.g., 'Your car needs repairs - $50. Do you pay for it or buy a new video game?').
4. The group writes a clear and comprehensive rule book for the game, explaining how to move, draw cards, make purchases, and win the game.

Final Product

What students will submit as the final product of the activityA complete set of game cards (Needs, Wants, Challenges) and a detailed rule book explaining how to play the game.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the learning goal: Students will be able to apply their understanding of needs and wants to real-world scenarios through game play; Students will be able to design a board game that effectively teaches the difference between needs and wants.
Activity 5

Game Testing and Review

Students playtest each other's games, providing feedback on the game's fun factor, educational value, and clarity of rules.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Each group exchanges their game with another group.
2. Groups play the other group's game, following the provided rules.
3. After playing, each group writes a review of the game, commenting on what they liked, what they found confusing, and how well the game taught the difference between needs and wants.
4. Groups provide constructive feedback to the game designers.

Final Product

What students will submit as the final product of the activityA written review of another group's game, including suggestions for improvement and a rating of its effectiveness in teaching the difference between needs and wants.

Alignment

How this activity aligns with the learning objectives & standardsAligns with the learning goal: Students will be able to apply their understanding of needs and wants to real-world scenarios through game play; Students will be able to differentiate between needs and wants; Students will be able to explain how understanding needs and wants helps in making smart financial decisions.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Needs vs. Wants Board Game Assessment Rubric

Category 1

Concept Understanding & Application

Assesses the student's ability to differentiate between needs and wants and apply this understanding in a game format.
Criterion 1

Differentiation between Needs and Wants

Measures the precise identification and justification of needs and wants in the game.

Exemplary
4 Points

Student accurately identifies needs and wants, providing thorough and insightful justification.

Proficient
3 Points

Student correctly identifies needs and wants with clear justification.

Developing
2 Points

Student identifies some needs and wants with basic justification; some inaccuracies.

Beginning
1 Points

Student struggles to differentiate between needs and wants with limited or incorrect justification.

Criterion 2

Application to Real-world Scenarios

Evaluates how well students apply their understanding of needs and wants in designing scenarios and choices within the game.

Exemplary
4 Points

Student creates realistic and challenging scenarios that require thoughtful application of needs and wants concepts.

Proficient
3 Points

Student includes realistic scenarios that correctly apply needs and wants concepts.

Developing
2 Points

Student includes scenarios with some realistic aspects but with limited thoughtful application.

Beginning
1 Points

Scenarios lack realism and do not effectively apply needs and wants concepts.

Category 2

Creativity and Design

Focuses on the innovativeness and clarity of the game design, including rules and components.
Criterion 1

Creativity in Game Design

Assesses creativity and originality in the game theme, components, and mechanics.

Exemplary
4 Points

Game design is highly creative, original, and engages players effectively.

Proficient
3 Points

Game design is creative and original, with clear engagement for players.

Developing
2 Points

Game design shows some creativity but lacks originality in certain aspects.

Beginning
1 Points

Game design lacks creativity and originality, with unclear engagement.

Criterion 2

Clarity of Rules and Components

Evaluates the completeness and understandability of game rules and components.

Exemplary
4 Points

Rules and components are exceptionally clear, comprehensive, and easy to understand.

Proficient
3 Points

Rules and components are clear and easy to understand.

Developing
2 Points

Rules have moments of clarity but require further detail and simplicity.

Beginning
1 Points

Rules and components are unclear or confusing.

Category 3

Feedback and Evaluation

Assesses the ability to give and receive constructive feedback during game testing.
Criterion 1

Constructive Feedback

Measures how effectively students provide detailed and useful feedback on peers' games.

Exemplary
4 Points

Feedback is insightful, detailed, and provides actionable suggestions for improvement.

Proficient
3 Points

Feedback is clear and constructive, with some detailed suggestions for improvement.

Developing
2 Points

Feedback is brief with limited useful suggestions; more general in nature.

Beginning
1 Points

Feedback is vague or lacks constructive elements.

Reflection Prompts

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

What was the most challenging part of designing your board game, and how did you overcome it?

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Question 2

How did playtesting and reviewing another group's game help you improve your own game design?

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Question 3

How confident are you in your ability to differentiate between needs and wants in real-life financial situations?

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Question 4

What is one thing you learned about making financial decisions from this project that you didn't know before?

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Question 5

If you were to continue working on this project, what is one thing you would change or improve about your board game?

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