Culminating Summative Board Game Assignment

Culminating Summative Board Game Assignment

CGC 1D

Culminating Summative Board Game Assignment

Learning Goals:

  1. I will demonstrate an understanding of the challenges associated with achieving resource sustainability, and explain the implications of meeting or not meeting those challenges for future resource use in Canada
  2. I will demonstrate an ability to collect, organize, and synthesize information from a variety of sources (e.g., atlases, photographs, hypermedia) to identify the characteristics of Canada’s geography
  3. I will select and use appropriate methods and technology to communicate the results of geographic inquiries, and present a variety of viewpoints on issues affecting Canadians
  4. I will use geographic terms correctly in written and oral communication
  5. I will develop and use appropriate questions to define a topic, problem, or issue, and use these questions to focus a geographic inquiry

Task:

You will create an interesting, creative, factually accurate, and most importantly, FUN board game. The style of the game is up to you. Think of your favorite games and use them as inspiration to create your own unique product. You MUST also include a detailed set of instructions and rules for your game. What is the objective of the game? – TO TEACH THE PLAYERS ABOUT CANADIAN GEOGRAPHY!

Instructions:

  1. You will work in pairs. You and your partner will be evaluated on your productivity during work periods.
  2. Your group will construct a board game that is based on the units we have covered so far in the class.

They are:

  • Canada and mapping
  • Physical Geography
  • Human Geography
  • Cultural Connections
  • Sustainability
  • Environmental Geography
  • Canadian Economic Connections
  1. The style of game is up to you, but you MUST have at least 10 questions for each unit. These questions must take the form of either multiple choice or fill in the blank. True or False questions will not be permitted. Remember, you want your game players to learn about each unit! You must also provide answers.
  2. You must decide on your method of numerical advancement (i.e. will you use a dice, spinner or some other method to move pieces around the board). Include all pieces required. (Be Creative!)
  3. DO NOT submit a copied game – do not submit “geopoly” or “snakes and geography”, etc. If you do, expect a mark reflective of an already created game!
  4. Your game board must be clearly and neatly marked. It must also be free of spelling and grammatical errors.
  5. I strongly suggest that you include images on your board game as well.(GEOGRAPHY BASED)

Objective:

  • Your game MUST teach the players aboutCanadian and World Geography. This is the goal of your game.

Work Period 1

  • Identification of the topic .
  • Creation of an action plan. This will include a rough draft of your board as well as a title.

Work Period 2 - 6

  • Question research and generation
  • Board game design.

Work Period 7&8

  • Play the games!!

Assessment:

  • You will be assessed on your final project (see rubric)

CGC1P Game Board Summative Rubric

Name(s): ______

Criteria / Level 1 / Level 2 / Level 3 / Level 4
Knowledge/Understanding:
  • Knowledge of content is evident in the make-up of the game. Students cover information from all units.
/ Limited knowledge of facts, terms, concepts and/or theories from the different areas / Some knowledge of facts, terms, concepts and/or theories from the different areas / Considerable knowledge of facts, terms, concepts and/or theories from the different areas / High degree of knowledge of facts, terms, concepts and/or theories from the different areas
Thinking/Inquiry:
Use of critical/creative thinking processes:
  • Game is easily understandable yet effectively challenges the class
  • Operating instructions are clear and effective - the game runs smoothly
/ Used critical/creative thinking processes to a limited degree. / Used critical/creative thinking processes to some degree. / Used critical/creative thinking processes to a considerable degree. / Used critical/creative thinking processes to a high degree.
  • Was the game a copy of an existing format?
/ Game was a copy of an existing format; very few changes have been made. / Game borrowed ideas from an existing game; several original ideas have been incorporated. / Game was mostly original; there was clear evidence of creative thinking. / Game was highly original; creative thinking skills have been used at a very high level.
Communication:
  • Game is visually appealing and clearly laid out
  • Use of conventions, vocabulary and terminology in written forms (game board, game pieces and instructions) are free from obvious errors
/ Labels and written information have been communicated with limited clarity. / Labels and written information have been communicated with some clarity. / Labels and written information have been communicated with considerable clarity. / Labels and written information have been communicated with a high degree of clarity.
Application:
  • Transfer of knowledge and skills to new contexts (student creates a unique and enjoyable game that effectively combines course content with game play).
/ Transfer of knowledge and skills are applied with limited effectiveness. / Transfer of knowledge and skills are applied with some effectiveness. / Transfer of knowledge and skills are applied with considerable effectiveness. / Transfer of knowledge and skills are applied with a high degree of effectiveness.

Success Criteria (check off as you complete each one)

  • I have a creative title and layout to the game that is not a copy of another game. _____
  • I have 4 questions from each of the 7 units we have studied (at least 28 total). _____
  • I have instructions for the game. ______
  • I have game pieces for the board game. ______
  • The board game is neat, has images and is creative. _____
  • I have worked well during the given work periods. _____
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