Beginners (6-7 years old): (focus: basic valuing nature + simple emotional safety):
Skill goal: Recognize habitat needs + understand “shared water” at a basic level.
During play (micro-cues only, no discussion):
- Use only 2 prompts consistently:
- Mud → “Mud helps because ___.”
- Washing/Rain → “Need or waste?” (one word)
- Token actions are automatic:
- Washing/Rain → remove 1 Water Drop
- Mud/Barn/Rod + 1 short stewardship sentence → add 1 Care Leaf
Expected evidence (simple, observable):
- Each student gives one habitat reason at least once.
- Each student uses one emotion word once in debrief (happy/annoyed/proud).
Advanced learners (8-9 years old): (focus: responsibility + common good + cause–effect thinking):
Skill goal: Connect choices to consequences and begin “common good” thinking.
During play (same micro-cues + 1 team check moment):
- Keep the same prompts as Beginners.
- Add one short “shared impact” check when Water Drops get low (once per game):
- “Team check: how can we play strongly with less water use?”
Expected evidence:
- Students can say one cause–effect sentence in debrief:
- “When we washed a lot, the water drops went down.”
- Students suggest one water-saving action at school/home.
Experts (9–10 years old): (focus: values-in-action + nuance + ethical reasoning):
Skill goal: Handle complexity: protection vs control, necessary vs waste, trade-offs.
During play (still brief, still not disruptive):
- Add two higher-level micro-cues when the relevant card appears:
- Shut Door → “Protection or control?” (one word)
- Lightning Rod → “We prepare so ___.”
- Introduce a values dilemma only in debrief, not during play:
- “You wanted to win fast, but it cost many Water Drops. What would you choose next time and why?”
Expected evidence:
- Students can justify one decision with a value-based reason:
- “I think washing is ‘need’ here because…”
- Students can name one real-life “stewardship” action beyond water:
- waste reduction, caring for plants, protecting animals, keeping shared spaces clean)