Purpose
Students investigate how recess at DCS can become more inclusive, active, and enjoyable by observing playground experiences, identifying barriers to participation, and learning from Miriam Lawson’s firsthand insights. They study classic games and movement patterns, then apply clear communication, collaboration, and creative problem solving to teach peers how to join in successfully. Through team-made instructional videos and laminated posters, students create practical resources that improve real recess experiences for younger and older students. The work builds belonging, leadership, and reflection as students gather feedback, revise their products, and share them with the school community and at the Fall Exhibition.
Learning goals
Students will investigate the recess experience at DCS, analyze patterns in what helps or prevents participation, and use Miriam Lawson’s observations alongside their own to identify meaningful opportunities for improvement. They will learn and compare classic playground games, then write clear step-by-step directions, create simple visuals, and produce 3–5 minute instructional videos that teach peers how to join and play. Students will apply movement skills as they adapt spacing, sequencing, performance choices, and production elements for playground and classroom audiences, refining their work through peer feedback, self-reflection, and a shared rubric. They will strengthen collaboration, communication, critical thinking, and self-direction as they make team decisions, revise products, and share work that supports belonging and engagement during recess.
Products
Students will create observation notes and themed charts from the recess kickoff, question notes and takeaways from interviewing Miriam Lawson, and short practice demos as they test classic playground games. In teams, they will draft and revise game directions, video plans, and poster mockups, then produce a 3–5 minute instructional video and a laminated game poster with clear steps, visuals, and setup guidance for younger peers. During critique, students will use a feedback checklist with open-ended comments and a shared rubric to improve both products. Final products will be shared with teachers for classroom viewing, installed on the playground fence, and displayed with videos at the Fall Exhibition.
Launch
Begin right after lunch recess with a Recess Reveal where students capture quick wins, challenges, and who seems included or left out, then sort their observations into themes on a class chart. Invite Miriam Lawson to join for a short Q&A so students can compare their own observations with her experience and record surprising or useful insights on sticky notes. Close by having teams try 2–3 classic playground games in a fast rotation and discuss which games were easiest to join, teach, and enjoy. End with the driving question and a brief team brainstorm about how videos and playground posters could help more DCS students participate.
Exhibition
Invite DCS teachers to show the 3–5 minute game instruction videos in their classrooms so students across grade levels can learn and try the featured games before recess. Install the laminated game posters on the playground fence near recess areas, creating a student-designed “Playground Classics” hub that classmates can use in real time. At the Fall Exhibition, display copies of the posters and set up chromebooks with the videos playing, with student teams present to explain how they studied recess needs, revised their work using peer feedback and a rubric, and chose games to help more students join in. If possible, include a short live demonstration of one or two games so visitors can quickly learn the rules and join the play experience.
