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Goal

Middle and high school gifted students will strengthen their mathematical reasoning, problem-solving, communication, and ability to use evidence through a service-learning project that creates reusable, movement-based math games for second-grade learners at two elementary schools. Students will survey elementary teachers, students, and administrators to identify challenging mathematics concepts, analyze the responses, and select a priority Florida Grade 2 B.E.S.T. benchmark for each game. Depending on the identified needs, games may address addition and subtraction, place value and number sense, odd/even numbers and early multiplication, or repeated addition and equal groups.

Students will research math benchmarks that could be practiced through movement and play, develop tabletop game prototypes, test mathematical accuracy and usability, and use feedback to refine their designs before producing two portable court-game kits. To demonstrate achievement, each design team will explain the mathematics underlying its game, justify design decisions with survey and testing data, document at least one evidence-based revision, and produce clear instructions and a brief assessment aligned to the selected benchmark. Middle and high school students’ growth will be measured by comparing initial and final performance on a common rubric assessing mathematical reasoning, problem-solving, evidence-based decision-making, and communication, supported by individual reflections and explanations.  

 

Category

Robots - LEGO or other 

 

What will be done with my students

Forty-two middle and high school students will participate in a service-learning project to research, design, test, and deliver reusable math games for second-grade students at two elementary schools. Middle and high school students will work on the project during regularly scheduled 45–50-minute lessons. They will have 3 coordinated campus visits to each elementary school. Participating elementary teachers will help identify priority math needs, coordinate second-grade participation, and provide feedback. Administrators will support scheduling and appropriate use of campus spaces.

Middle and high school students will work in design teams with rotating responsibilities for research, mathematical accuracy, materials, testing, documentation, and teaching.

The project will follow this timeline:
Project Activities & Timeline (2026-2027 School Year)

September – October: Launch legacy theme.
Students will distinguish differences between one-day service activities and service learning. Students will reflect on what makes a legacy worth leaving. Students will create time capsule legacy notebooks to document their questions, creativity, and growth throughout the year-long project.

November – December: Research and community needs assessment.
Students will investigate how movement and game design can support learning and prepare surveys and interview questions. During Visit 1 at each elementary school, they will interview teachers, second-grade students, and administrators and observe potential playing spaces. Teams will analyze the responses to select challenging Grade 2 B.E.S.T. benchmarks and develop design criteria. Each school’s needs will guide the game’s mathematical focus.

January: Game design and tabletop prototypes.
Teams will study their selected benchmarks, anticipate common misconceptions, and develop rules that require players to use mathematical reasoning. Foam boards, reusable board bases, manipulatives, measuring tools, cardstock, and dry-erase materials will support inexpensive prototypes that students can revise repeatedly. Teams will conduct classroom playtests and record mathematical errors, confusing directions, accessibility concerns, and proposed improvements in their legacy notebooks.

February: Elementary testing and evidence-based revision.
Students will review materials, costs, setup requirements, and storage needs. During Visit 2 at each elementary school, teams will introduce their tabletop prototypes to second graders, observe gameplay, collect feedback, and use brief benchmark-aligned questions to check understanding. They will analyze the results and revise rules, representations, and instructions before finalizing the portable designs.

March: Portable kit production and full-size testing.
Students will translate their tabletop designs into portable court games using reusable spots and number markers, cones, hoops, beanbags, stencils, and temporary chalk layouts. Teams will test spacing, mathematical accuracy, setup time, and usability. A thermal laminator, pouches, and printer ink will support durable directions, challenge cards, diagrams, and assessment materials.

April – May: Teaching, delivery, and impact evaluation.
Students will rehearse demonstrations and mathematical questioning, then complete Visit 3 at each elementary school to teach the finished games and deliver one complete portable kit per school. Each kit will include labeled materials, laminated directions, setup diagrams, activity variations, and brief learning checks. Binders, sheet protectors, zipper pouches, and lidded bins will keep materials organized for repeated use. Student designers will collect learning evidence and teacher feedback during the final experience.

The project’s distinctive feature is that students will design for an identified community need and test their ideas with the actual learners who will use the finished products. Their legacy will be two practical instructional kits that elementary teachers can continue using after the student designers leave.

The grant will directly impact 42 middle and high school students and one lead teacher, with additional impact on second-grade students and participating teachers at two elementary schools. 

 

Benefits to my Students

Benefits:

Mathematical reasoning and creativity: Students will apply mathematics and design thinking to create original games that address younger learners’ identified needs.

Critical thinking and problem solving: Students will analyze stakeholder input and playtest data, identify design challenges, and justify revisions with evidence.

Leadership and communication: Students will serve as game designers and mentors, explaining mathematical concepts and teaching younger students how to play.

Durable life skills: Collaboration, adaptability, perseverance, and project management will be practiced as students develop, test, and improve their games.

Community engagement: Students will create a lasting service contribution by delivering reusable math-game kits to two elementary schools.

Evaluation:

Growth in proficiency: Teacher rubrics will compare initial and final student performance in mathematical reasoning, problem solving, evidence-based decision-making, and communication.

Prototype improvement: Teams will compare initial and revised games for mathematical accuracy, clarity of directions, usability, and responsiveness to feedback. Each team will document at least one evidence-based revision.

Reflection and participation: Testing records and legacy-notebook reflections will document individual contributions, responses to challenges, and learning throughout the project.

Elementary learning: Brief checks of the selected math skill before and after gameplay, observations, and elementary teacher feedback will help evaluate younger students’ understanding and identify needed improvements.

Lasting impact: Students will complete tabletop prototypes and deliver two organized, reusable portable court-game kits, one for each elementary school, with instructions and materials for continued use.  

 

Budget Narrative

Tabletop Prototype Design and Testing Materials: $250 (Foam boards, reusable board bases, manipulatives, measuring tools, cardstock, markers, and paper for designing, testing, and revising student-created math games)

Portable Game Kit Materials: $350 (Outdoor spots and number markers, cones, beanbags, hoops, stencils, and sidewalk chalk for two reusable elementary-school game kits)

Printing and Protecting Portable Game Kit Instructions and Diagrams: $250 (Thermal laminator, laminating pouches, and black and color ink for durable instructions, setup diagrams, game cards, and assessment materials)

Organizing and Storing Portable Game Kit Materials: $100 (Binders, sheet protectors, zipper pouches, labels, and two lidded storage bins to keep each school’s materials organized and ready for continued use)

Shipping and Handling: $50 (Estimated delivery costs for project supplies)

Total Request: $1,000 

 

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