The Arizona STEM Acceleration Project
Operation Remix: Game on!
Operation Remix: Game On!
A 4th-6th grade STEM lesson
Hope Loveland
July 14, 2023
Notes for teachers
This lesson was designed for a 4th grade gifted enrichment class to create their own version of the Operation game, that buzzes and lights up, using the Engineering Design Process.
Students work in pairs.
This could be a two week plan and parts of the plan could be skipped or taken further. (For example, if 3D printing is not an option, use clay or cardboard. And, if coding is a priority, add coding with a Micro:Bit.)
This lesson has five parts:
This lesson incorporates the following technology resources: Google drive, Google slides, Google forms, Google Canvas, YouTube, Tinkercad, and Kahoot.
There is an Operation Remix Game Student Notebook I add to our LMS for students to access for reference and flipped lessons. This also allows students to move at their own pace and go back as needed.
If you would like to use the Operation Remix Game Student Notebook, Student Engineering Design Process Guide, Task Check Off Sheet, class Google share slides, and/or safety quizzes, make your own copy and share that with your students.
Scissor Safety Quiz,Battery Safety Quiz,Circuit Safety Quiz, Wire Cutter Safety Quiz, Heat Gun Safety Quiz
I made a queue in Google forms for 3D printing. When students have their designs ready, they use a QR code to put their .stl in a queue.
After students have completed the Tinkercad tutorials, here is a link to a Kahoot for review/formative assessment.
List of Materials
Standards
Engineering Design Process
ISTE Innovative Designer Standards p.4
1.4. Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Students:
1.4.a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
1.4.c. develop, test and refine prototypes as part of a cyclical design process.
1.4.d. exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
Standards
Making a model using circuits
Grades 3-5 AZ Core Ideas of Science p.11
Phenomena: P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.
4.P4U1.2
Energy can also be transferred from place to place by electric currents.
4.P4U1.2
Develop and use a model that explains how energy is moved from place to place through electric currents.
Standards
3D Printing
ISTE Innovative Designer Standards p.4
1.4. Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Students:
1.4.b. select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Objectives:
I Can:
Agenda
Day 1:
Introduce the challenge.
Show the “How to Play” video.
Introduce the Student EDP Guide and model how to use.
Put students into groups of 2.
Have students access the Operation Remix Student Notebook and open a Student EDP Guide (one per group).
Have students share the Student EDP Guide with their partner in Google.
Have students start working on their ideas in the Student EDP Guide.
Day 2:
Have students continue working on their design idea.
Model and have students create steps and goals, in the Student EDP Guide, jobs and timeline for at least 4 goals. (This models project planning, monitoring time, and responsibility within the group.)
Also use the Operation Remix Student Notebook slide 3 to show students the project criteria.
Give students a printed copy of the task check off sheet. Sign off on each item as they complete it.
Agenda
Days 3-9 (seven days)
Students have created their own project plan to learn how to use Tinkercad, make their 3D prints, make their game cards and instructions, make their circuit, and make their game boards. (Remind students they can do parts of this at home, especially watching the videos and taking the safety quizzes.)
Have students update their Student EDP Guide daily.
Check students’ Task Check Off Sheet daily for completed tasks. Only allow students to use the tools once they have completed the safety quizzes with a score of 100%.
Start students’ 3D prints as the prints come into the queue.
On day 4 or 5, play the Tinkercad Intro Kahoot for a formative assessment/review.
Day 10
Have students make a video and share their game on the class Google share slides.
Invite a younger grade level to play their games, if possible.
Challenge
Hasbro toy company wants creative minds to design their next Operation game.
Remix a new game design and create the working prototype.
Hands-on Activity Instructions
Assessment
Students completed, functioning board game shared in our shared class Google slides. Other students in class can watch other students’ videos and even provide feedback.
Students complete all of the tasks from the Task Checkoff Sheet.
Students complete the Student EDP Guide for their group.
Differentiation
Students can choose the level of difficulty they would like to try. For example, creating one design in Tinkercad instead of one design.
Students have access to the Operation Remix Student Notebook to go back and review How To videos and expectations.
Remediation
Extension/Enrichment
Students can choose the level of difficulty they would like to try. For example, creating different designs in Tinkercad instead of one design.
Students could also take their game a step further by using a Micro:Bit and coding their game.