Personal Skills Game: A Board Game About I Can

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Personal Skills Game: A Board Game About I Can

Grade 3Foreign Language3 days

In this project, third-grade students design a board game focused on teaching personal, social, and emotional skills. They integrate math concepts to ensure balanced gameplay and use 'I can' and 'I have to' statements to reinforce skill understanding. Students create flashcards, develop game scenarios, and present their games to the class, reflecting on the design process and the personal skills they've learned. The project culminates in a playtesting session where students evaluate the game's fairness and fun.

Game DesignPersonal SkillsSocial-Emotional LearningMath IntegrationI Can StatementsBoard GameTeamwork

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we design a fun and fair board game that teaches important personal, social, and emotional skills while using math to balance the gameplay and helping players understand the power of "I can" and "I have to" statements?

Essential Questions

Supporting questions that break down major concepts.

How can game design teach us about personal skills?
How do 'I can' and 'I have to' statements reflect personal skills in a game?
How can we use math to design a balanced and fair game?
How does our game help players understand and practice social and emotional skills?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand and apply personal skills vocabulary.
Construct sentences using 'I can' and 'I have to' structures.
Use 'can,' 'cannot,' and 'has/have to' correctly in writing and speaking.
Design a board game that teaches personal, social, and emotional skills.
Apply mathematical concepts to balance game mechanics.
Develop social and emotional learning skills through game design and play.
Create a presentation, poster, or writing piece to explain the game and its mechanics.
Evaluate the fairness and fun of the game through playtesting and feedback.
Collaborate with peers to design and refine the game.
Reflect on the design process and the personal skills learned through the project

Entry Events

Events that will be used to introduce the project to students

The Visiting Game Designer

A famous game designer visits the class to share their journey and challenges in creating successful games. They present incomplete game designs and ask students for initial ideas, sparking interest in game development and the personal skills needed to collaborate and problem-solve effectively. This event encourages students to think about what makes a game engaging and how personal skills play a role in that.

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Portfolio Activities

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

Activity 1

Personal Skills Flashcard Fun

Students create flashcards illustrating personal skills. Each flashcard will have the skill's name, a drawing representing it, and a simple sentence using 'I can' or 'I have to'.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose 5-7 personal skills from a provided list (e.g., patience, kindness, teamwork).

2. Draw a picture representing each personal skill on a flashcard.

3. Write a sentence on each card using 'I can' or 'I have to' to describe how you use that skill.

Final Product

What students will submit as the final product of the activityA set of illustrated flashcards with personal skills, names, and sentences.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on introducing personal skills vocabulary and creating simple sentences.

Activity 2

Game Scenario & Presentation Script

Students design 3-5 game scenarios that require players to use personal skills. They then write a script that explains a presentation of their game, the game scenarios, and how it promotes the use of personal skills while teaching the other students about the rules for their game.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm game scenarios where players need to use personal skills (e.g., resolving conflicts, helping others).

2. Determine a point system and rules for each game scenario.

3. Write the script

4. Present the presentation to the other students

Final Product

What students will submit as the final product of the activityA presentation script that details game scenarios, how the game teaches personal skills, and its rules

Alignment

How this activity aligns with the learning objectives & standardsIntegrates math concepts to balance game mechanics and apply personal skills in real game situations. Writing a presentation script about the game

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Personal Skills Game Design Rubric

Category 1

Flashcard Creation

Assesses the creation of flashcards, focusing on vocabulary, sentence structure, and illustrations.

Criterion 1

Vocabulary Application

Accuracy and relevance of personal skills vocabulary used in the flashcards.

Beginning

1 Points

Uses personal skills vocabulary incorrectly or irrelevantly; sentences are unclear or do not relate to the skill.

Developing

2 Points

Uses basic personal skills vocabulary; sentences are somewhat relevant but lack detail or clarity.

Proficient

3 Points

Uses appropriate personal skills vocabulary effectively; sentences are clear, relevant, and demonstrate understanding.

Exemplary

4 Points

Uses a wide range of personal skills vocabulary accurately and creatively; sentences are insightful, well-crafted, and clearly demonstrate a deep understanding of each skill.

Criterion 2

Sentence Structure

Correctness and variety in using 'I can' and 'I have to' sentence structures.

Beginning

1 Points

Incorrect or absent use of 'I can' and 'I have to' structures; sentences are grammatically incorrect or incomplete.

Developing

2 Points

Uses 'I can' and 'I have to' structures with frequent errors; sentences are simple and lack variety.

Proficient

3 Points

Uses 'I can' and 'I have to' structures correctly in most sentences; demonstrates a basic understanding of their usage.

Exemplary

4 Points

Uses 'I can' and 'I have to' structures accurately and creatively in diverse sentences; demonstrates a thorough understanding of their nuanced meanings and applications.

Criterion 3

Visual Representation

Quality and relevance of illustrations representing each personal skill.

Beginning

1 Points

Illustrations are missing, unclear, or do not relate to the personal skill.

Developing

2 Points

Illustrations are basic and loosely connected to the personal skill; lack detail or effort.

Proficient

3 Points

Illustrations clearly represent the personal skill; demonstrate effort and understanding.

Exemplary

4 Points

Illustrations are creative, detailed, and thoughtfully represent the personal skill; enhance understanding and engagement.

Category 2

Game Design & Presentation

Assesses the design of game scenarios and the quality of the presentation script, with an emphasis on integrating math concepts.

Criterion 1

Scenario Design

Relevance and creativity of game scenarios designed to promote personal skills.

Beginning

1 Points

Game scenarios are irrelevant, illogical, or do not promote personal skills.

Developing

2 Points

Game scenarios are somewhat relevant but lack creativity and clear connections to personal skills.

Proficient

3 Points

Game scenarios are relevant, logical, and promote the use of personal skills effectively.

Exemplary

4 Points

Game scenarios are highly creative, engaging, and thoughtfully designed to promote deep understanding and application of personal skills.

Criterion 2

Presentation Script Quality

Clarity, accuracy, and completeness of the game presentation script.

Beginning

1 Points

The presentation script is unclear, incomplete, and lacks essential information about the game, scenarios, and rules.

Developing

2 Points

The presentation script is somewhat clear but contains inaccuracies or omissions; difficult to understand the game mechanics.

Proficient

3 Points

The presentation script is clear, accurate, and complete, providing a good understanding of the game, scenarios, and rules.

Exemplary

4 Points

The presentation script is exceptionally clear, engaging, and detailed, offering a comprehensive and insightful understanding of the game, its mechanics, and its impact on promoting personal skills.

Criterion 3

Mathematical Integration

Integration of math concepts for balancing game mechanics and point systems.

Beginning

1 Points

No attempt to integrate math concepts or balance game mechanics.

Developing

2 Points

Attempts to integrate math concepts are weak, inaccurate, or do not effectively balance the game.

Proficient

3 Points

Math concepts are appropriately integrated to create a balanced and fair game.

Exemplary

4 Points

Math concepts are creatively and effectively integrated to enhance game balance and fairness; demonstrates a sophisticated understanding of mathematical principles.

Reflection Prompts

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

Question 1

How did you and your team decide which personal skills to include in your game, and what made you choose those specific skills?

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Question 2

How did you use 'I can' and 'I have to' statements in your game to reflect the personal skills you were teaching? Provide specific examples from your game scenarios.

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Question 3

In what ways did you use math to make your game balanced and fair? Describe at least one instance where you had to adjust the points or rules to achieve this.

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Question 4

What was the most challenging part of designing your board game, and how did you overcome that challenge using personal skills (e.g., patience, teamwork, problem-solving)?

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Question 5

How well do you think your game helps players understand and practice social and emotional skills? What feedback did you receive during playtesting that supports this?

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Question 6

To what extent do you think your game reflects the essence of teaching personal skills, and what would you do differently if you had to do this project again?

Scale

Required