I also need some ideas about what the board spaces could possibly do, and what effects the cards can have maybe put trivia questions in some of them? Card stacks should include both answer and chance cards for each system. Spill Your Guts- The pressure's on as student surgeons try to assemble all the patient's organs—without spilling its guts! The white spots are the spots where players will move from system to system. This is an educational game designed to teach children basic and not so basic human anatomy. Can you name the organs of the digestive system? When they use a lifeline card, they put it back in the box. These will assist you when searching for information on the digestive system and the organs included in it. A couple of thoughts come to mind: -- If you have a board representing the digestive tract, one way to introduce evolution is to change the board, somehow.
The added challenge of moving between systems gives the players a chance to think strategically. No scoring, just a reach-the-end-and-win game. This game is targeted towards classroom use and to supplement and reinforce existing life science curriculum. At , you can visit each organ of the body to discover how it contributes to the digestion of food. The content was also designed to help students meet the California State Science Standards. The oxygen and carbon dioxide are exchanged by diffusion.
If the player lands on one, they must draw the card from that system. If they land on a question spot, they must answer that question. Steal a token from another player if you answer correctly. How do we show the systems are interrelated? Flash, Java, Shockwave, QuickTime or other interactive plug-ins may be required. So the release of digestive fluids would count as one. The California State Standards require fifth grade students to understand the functions of the body and how it works. Study the process of digestion through the interactive and then play one of two games or take a quiz.
It is important to include facts such as the amount of time the food is contained in each organ and how it processed as well. Although designed to be played in the classroom, it can also be used in the home setting. Remember, during the game, all the other groups will try to answer the questions, so the facts should be information that has been covered in class. The group then must agree on a single answer. I'm thinking of something like a column of Lego pieces of different colors. The idea is to form as long a line of their playing pieces as possible.
The tokens are the color of the system. Lifeline Cards - Each player receives 2 lifeline cards per system, 2 for each corresponding color. We believed this would show how they are all connected. The learners are all from middle to lower middle class. Click on one of the case studies at the top of the screen, and have each team work together to determine combinations to try.
The idea of the game is for the players to cover various hexagons on the playing board with their playing pieces. However, with the pictures still too small we decided to add in the game spaces on the sides of the board, these would be the spaces players would keep their game piece in and the spaces would be labeled chance or question cards. Can be used after a lesson on roles of the various organs of the digestive system. We had a lot of fact based questions, but needed to figure out a way to apply the facts that they were learning in class. For my biology project, my partner and I have to a game about the digestive system that: Is competitive Is fun hopefully Shows evolution of the digestive system like from less advanced ones to the more advanced Show feedback control And has action optional My idea is to have a generic path game with the board as the digestive system, the game pieces can be foods, and there can be cards that help or inhibit them as they move along, while teaching facts about the digestive system at the same time. In addition, instead of placing the cards in a separate quadrant we decided to put the cards with the system that they are associated with.
You can set a target value for each kind of nutrient food element. However, after the quick sketch above we found the board would be too cluttered and the systems would be difficult to see clearly. From the beginning we knew we wanted the players to move through each system so we explored our options for different vantage points. Your game should be suitable for at least four players. Food is then collected in the colon and exits through the anus. For example, one chance card has a respiratory scenario. The website will be updated and maintained by the team to supplement this board game.
We landed on this final design after playing the prototype first amongst ourselves then after our test with a group of four fifth grade students. Note: The game cards made by students will not fit in the spaces allotted on the game board, but that won't affect play. It shouldn't be a game totally dependent on luck, but I'm not quite sure how to make it so. At this point we began discussing the objectives of our game. The undigested pieces are discarded at the end of the digestive system. Pass this card to another player who will skip their turn. Compare the definitions to those that students generated.
Remind students to save their original questions and answers as well. Life line cards can be used at any time chosen by the player. Due to random selection of playing pieces at the start, students may not have all organs and will have repeats of some organs. To play the game: Students play cooperatively in their groups. I'm not quite sure how to put the evolution, feedback control, and action parts in.
They answer the fact cards and chance cards by themselves. The reason we changed to this design is because locating pictures large enough for players to move within a system proved quite difficult. For instance, if you get this answer correct you may steal a token from any player or if you answer incorrectly please give the player to your right the opportunity to answer. You may want students to conduct further research about one of the problems raised in the case studies, and make additional real-world connections. They like to stay in front of their competition. What happens to the piece of food when it reaches your stomach? I'm thinking maybe I can compare the human digestive tract with other organisms, such as the bird's gizzard and other animals' multiple stomachs. Thanks IdunsApple wrote: I'm not quite sure how to put the evolution, feedback control, and action parts in.