Students will launch the project by capturing first-hand recess observations, listening to Miriam Lawson’s perspective, and organizing early evidence about participation, belonging, and barriers at DCS.

Students will gather and organize recess evidence, interview Miriam Lawson and peers, check assumptions against real user input, and build a shared empathy artifact that identifies barriers, supports, and opportunities for more inclusive recess at DCS.

Students will turn recess research into a clear design direction, generate several inclusive game ideas, compare options against user needs, and choose one game concept to carry into prototyping with documented reasons.

Students will turn their selected recess game into testable teaching tools, gather structured peer feedback, revise both the video plan and poster design through multiple iterations, and complete a rubric-based checkpoint that confirms their solution is ready for the final showcase phase.

Students will showcase their completed recess game videos and laminated posters to peers and invited adults, explain how their design choices connect to user needs and research evidence, use a feedback checklist with open-ended comments to review classmates’ work, and complete a final rubric-based evaluation of their team solution.