I was inspired by the games "Ramp Shot" and "Spike Ball" to have the kids design their own games. Click the youtube videos below if you want to check them out. Ramp Shot is said to be "The Next Big Thing in Outdoor Games!" So many people are creating new games like corn hole, kin ball, spikeball, swatball and Kan Jam and making big bucks. I wanted to open the same doors for our students. I also wanted our students to be able to think about how they can be physically active without having proper equipment to play an already existing game. You can turn almost anything into a game or a sport! Standard 3: Resource Management. Lastly, I wanted to create the opportunity for students to be able to collaboratively create, design, evaluate, adapt and modify physical activities.
Here was our Game Design unit schedule:
Day 1: The students were allowed to choose their groups of 5-6 students. First, they chose their role in the group and recorded it in their packets as seen below. They started brainstorming and sharing their ideas. The secretary recorded them on their brainstorming page. Then they looked at the resources available and started to play with their ideas. Some students took on leadership roles while others went with the flow, however, given the assigned group member roles every member was an active participant. Some groups had so many ideas that it was hard for them to choose just one game idea.
Day 2: On this day the materials managers got out their equipment while the rest of the group viewed their packet of roles and brainstormed ideas from day 1. They started to play their games and analyze them to decide what changes they needed to make in order to create more of a flow to their activity. For example, they realized what a player needed to do to get back in their game. They realized they needed more pins than just 1 as a way to earn points. They realized if they used a pin in the goal they can provide an opportunity for players
to score 3 or 2 points. They added consequences for rules broken and unsafe actions. Their goal on day 2 was to adapt and modify their games as needed.
Day 3: The secretaries wrote their final copy directions and presentation pages out while the group members collaboratively told them what to write. The presentation page had the students relate their games to all 3 Physical Education Standards. They practiced their presentations.
Day 4: They presented their game/sport ideas with flying colors. Some groups called up volunteers while others demonstrated with their group members.
You can see photos of them and of their packets below:
Day 1: The students were allowed to choose their groups of 5-6 students. First, they chose their role in the group and recorded it in their packets as seen below. They started brainstorming and sharing their ideas. The secretary recorded them on their brainstorming page. Then they looked at the resources available and started to play with their ideas. Some students took on leadership roles while others went with the flow, however, given the assigned group member roles every member was an active participant. Some groups had so many ideas that it was hard for them to choose just one game idea.
Day 2: On this day the materials managers got out their equipment while the rest of the group viewed their packet of roles and brainstormed ideas from day 1. They started to play their games and analyze them to decide what changes they needed to make in order to create more of a flow to their activity. For example, they realized what a player needed to do to get back in their game. They realized they needed more pins than just 1 as a way to earn points. They realized if they used a pin in the goal they can provide an opportunity for players
to score 3 or 2 points. They added consequences for rules broken and unsafe actions. Their goal on day 2 was to adapt and modify their games as needed.
Day 3: The secretaries wrote their final copy directions and presentation pages out while the group members collaboratively told them what to write. The presentation page had the students relate their games to all 3 Physical Education Standards. They practiced their presentations.
Day 4: They presented their game/sport ideas with flying colors. Some groups called up volunteers while others demonstrated with their group members.
You can see photos of them and of their packets below:
Collaborate and assign roles:
Creating and Brainstorming their ideas:
Evaluate, Modify and Adapt:
They wrote their final copy directions page and their presentation page which relates their game ideas to the 3 Physical Education Standards.
Below the girls are meeting standard 2: Safe and Healthy Environment both in their designing of the activity as well as implementing it into their activity! FABULOUS!
Presentations: