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By Stuart Snowdon, Head of Geography at New College Worcester

Blog published 9th March 2017 | Category: Supporting VI Students

Carbon Credit Game

At the end of some topics I ask the students to come up with ideas for a board game that will show their understanding of the topic. This is a different way for them to show their understanding rather than doing a test. The lesson before, the students come up with some ideas for the game and these ideas are pooled before agreeing on a final design.

The idea of this particular game was to move around the island by throwing a dice, moving squares and gaining and losing carbon credits. Everyone started with 100 carbon credits and then depending upon the square they land on they lose or gain credits.

Some of the squares have letters on them: T for transport, B for buildings, E for energy and W for weather. Each of these letters had six options and a second roll of the dice will decide what happens. So, for example, in transport if the student rolls the dice and lands on 'car' they lose 15 credits but if it lands on 'walk' they gain 20 credits.

The players move their counters around the board like this and when they get back to 'Go' they receive an extra 100 credits.

There is also a snakes and ladders element to the game so if the counter lands on a particular square and a question is answered correctly they move up the ladder, get it wrong they stay where they are. On the snake if they get it wrong they go down the snake, get it right they stay where they are.

The winner is the one with the most credits at the end.

Carbon Credit Game and Students

The board is made using swell paper so it is suitable for students with a visual impairment and the tactile dice is thrown inside a box lid so it is easy to keep track of. The students are able to move their own piece around the board so they are involved, and also as they designed the game they feel a certain ownership of it.

By coming up with the ideas they show their understanding of the environment and the problems it might encounter. Also by coming up with the six things in each of the sections they show they understand which things add carbon to the atmosphere and which don’t.

And we have a fun lesson!

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