Mrs. Salter’s Arcade: Hands-On Cross Curricular Fun

            Mrs. Salter’s Arcade is the culminating activity of my simple machines unit. The unit is both hands-on and cross curricular as is the final project. I introduce the project idea during the first lesson in the unit by showing the Caine’s Arcade 1 video. This allows students know what they will be working towards throughout the unit. I watched the video during my practicum and it felt a little daunting.

Three years ago during the pandemic, I dove in and tried it. The kids loved it and my room was very messy for about two weeks. This final project is cross curricular! Possible science topics include: processes of science, simple machines, forces, transforming energy, and environmentalism. The other subjects I have linked this project to include: math, literacy, ADST, art, and the Core Competencies of the BC Curriculum.  

This is year three of Mrs. Salter’s Arcade and I have younger siblings who are very excited that it is their turn. I am so glad I was brave and embraced 2.5 weeks of mess.

This would make a fantastic first two weeks back in January activity. You could show your class the first video the day before winter break and tell them that you will be making an arcade when they get back…so start saving good cardboard! This could also link to reducing waste over the break. This post will help you get some ideas so that you can be successful when you try making your own arcade.

This is a video of a few of the completed games from my 2020 Mrs. Salter’s Arcade.

Curricular Links (BC Curriculum)

This project can be ridiculously cross curricular. Take a look at a few of the BC Curriculum links.

Introduce the Project

There are a few great options:

1.     Watch the Caine’s Arcade video 1 & 2. Discuss/brainstorm ideas **This is what I do**

2.     Read a book like Not a Box or What to do with a Box to get ideas going

3.     Read the Most Magnificent Thing by Ashley Spires. Talk about what she made and what the students will be making. I use this as a mini lesson after a few work blocks to talk about resilience

Timeframe

•  2 weeks of intense activity (four longer building blocks and a few mini lessons = almost every single day) 

•  ½ week for presenting/the arcade

Logistics/Plan for the Mess

• Bring an extra table into your room to store games

• Bring big bins from home in to store recycled materials

• Give each group a bin to collect their game specific small materials 

• Collect materials for a few days before hand (give students warning a week or so in advance to start collecting materials at home) 

• Use drop cloths for painting 

• Build in 20-30 minutes for cleaning for each major building block 

Possible Mini Lessons 

1. Cardboard connection (see blog post) **I did this last week** 

2.  Paper Prototype **I did this last year**

3. Planning speech **I do this every time**

4. Math analysis of the game **I really should do this—it would be fun**

5. Resilience and prototyping with reference to The Most Magnificent Thing I do this every time

6. Create a commercial **This sounds like something my kids would love to do if I had more time this year…I might try it next year**

Work Blocks

Provide 3-5 work blocks that are 1-2 hours each. The students will get so much done. These 1-2 hours include the 20-30 minutes for cleaning. Trust me, you will need it. I also build in time for a quick reflection/observation about the building block in the Mrs. Salter’s Arcade Package. 

During the work block

• It mays look like chaos

• It may sound like a buzz

• You may need to pause and demonstrate how to use equipment properly

• Set up 2-3 glue gun stations and ration the glue sticks 

• Walk around and have fun helping kids/listening to them problem solve

• The learning and joy will be evident 

• Take photos and little videos of the work in progress. These are especially powerful if you have a digital portfolio. 

Presentation/Play

A day or two before the arcade, I have each group present their game. They talk about:

1. The simple machines used to make the game

2. The simple machines within the game

3. The biggest way their game changes from planning to final product

4. How the game is played

5. What they like most about their game

 After each group presents, we set up the arcade and the students have a chance to play each other’s games. This is a great dry run, and some groups figure out their game is hard and needs a slight tweak for the actual arcade. The students give each other feedback and it is a fun lesson. 

 Arcade Day

 I set up the day with 20-minute blocks. 15 minutes for each class with a five-minute break for water, sitting, and running to the washroom. I also don’t start until 20-minutes after the start of the day and usually reserve the last 20-minutes for parents. 

 If it is earlier in the year and the weather cooperates, I will set up half of the games outside. This year, because it is December, it will be in classroom. Hand sanitizer, masks, and safety all around. 

This is a very long day for the kids, so the breaks are important. By the middle of the day this year, I had my kids switch games to have more fun. This meant they were not stuck at their game the entire day saying the same thing. They also really appreciate the five minute breaks to run a lap of the school or have a quiet moment. The kids asked me at the end of the day if this was what working was like because it took lots of energy. It was a valuable lesson for every child.

Assessment 

 The assessment for Mrs. Salter’s Arcade is linked to my entire unit. I look at the processes of science as well as the content area knowledge. The students also complete a self-reflection. You can download a digital copy of my assessment HERE.

Final Thoughts 

 This project is fast, intense, and cross curricular. The students learn so much about working with each other and working with recycled materials. They love building their games and love even more sharing them with the school community. The day of play is pure joy. I see this project bring so many students out of their shell.

I don’t know why it took me so long to do it—I think I was scared of not being able to support my kids or being able to help them be successful. This was an unwarranted fear. Kids are amazing. Each year I do this project, I accumulate more tips and ideas…and each year I am blown away by my kids. 

This year for the first time, I have a wack-a-mole. The students in the wack-a-mole group have built a frame they hide under to pop the characters up. Seriously. I could not be more amused if I tried. 

Try things that scare you. Get messy. You will not regret it—and your kids will have fun!