Board Game Caf PBL

Date: 17/05/2016

Driving Question
How can games be designed to provide all players with
an equal opportunity to win?
Create a board game
Create a board game that provides an equal opportunity for anyone to win,
regardless of previous knowledge.
The game needs to be based around probability (chance). This can be done by
using things like dice or spinners.
The game should be fun and captivate your players.
Instructions need to be laid out sequentially and be written in language for your
audience
Your audience will be anyone from age 6-99

What we are looking for

Math
You should have a board game that is designed with math in mind

You should be able to explain the different math used in your board game, and
how it applies to the equal opportunity to win philosophy

Language Arts
Students will have to create instructions for their games, maybe even do some
kind of reflection journal afterwards?
You will be required to create an appealing environment for your board game to
be played in. It should be welcoming and enhance the game playing experience.

Health
Your instructions will be designed with elements discussing what fairplay is and
how it is applicable to your game.
You should know the various multiple intelligences and the various ways people
learn; kinesthetic, visual, interpersonal, intrapersonal, naturalistic, linguistic
musical and logical
Demonstrate teamwork and effective collaboration while working on your
project.

Science
Following the scientific process, document your journey through discovering the
answer to the driving question.

Showcase
The showcase of your board game will be a caf style environment where
students from grades 1-6 will be invited to come and play your games with their
parents/relatives.
The caf will have beverages and snacks sold.
The caf will have servers and cashiers from grades 7 & 8
The caf will have survey cards that guests will fill out before they leave so
that students can make graphs to interpret the data from the caf

Curriculum Coverage
Math
Grade 7:
Collect, display and analyze data to solve problems.
1. Demonstrate an understanding of central tendency and range by:
determining the measures of central tendency (mean,
median, mode) and range
determining the most appropriate measures of central
tendency to report findings.
2. Determine the effect on the mean, median and mode when an
outlier is included in a data set.
3. Construct, label and interpret circle graphs to solve problems.

Use experimental or theoretical probabilities to represent and solve

problems involving uncertainty.
4. Express probabilities as ratios, fractions and percents.
5. Identify the sample space (where the combined sample space
has 36 or fewer elements) for a probability experiment involving
two independent events.
6. Conduct a probability experiment to compare the theoretical
probability (determined using a tree diagram, table or other graphic
organizer) and experimental probability of two independent events.
Grade 8:

4
Collect, display and analyze data to solve problems.
1. Critique ways in which data is presented in circle graphs, line
graphs, bar graphs and pictographs.
Use experimental or theoretical probabilities to represent and solve
problems involving uncertainty.
2. Solve problems involving the probability of independent events.
Drawing and constructing 3-D nets and objects.

Language Arts
Students will have to create instructions for their games, maybe even do some kind of
reflection journal afterwards?
Interactive board game experiences. Meet three of the multiple intelligences: Visual,
Kinesthetic, Auditory.
Outcomes:
1.2 - Clarify and extend
2.1 - Use Prior Knowledge
2.3 - Understand Forms, Elements and Techniques
5.1 - Respect Others and Strengthen Community
5.2 - Work within a group

Health
Outcomes: Multiple Intelligences
L7.1
developimprovedorganizationalandstudystrategies/skillsbyanalyzingthedifferent
waysindividualslearne.g.,determinelearningstyles,personallearningstyle

Science