Time for a break

About every 30 minutes, take 5–10 minutes away from screens. Look into the distance out of a window, or try animal guessing, copying movements, a paper maze, chess or Jungle. Do not switch to a phone or video during the break. An adult keeps track of the time; children can take a break sooner if they need one. Include breaks in the total lesson time, shortening computer tasks or presentations accordingly. For a session of about two hours, plan breaks around minutes 30, 60 and 90.

Draw a maze, have a friend playtest it, then make changes

Little Maze Designer

How to design a maze that is challenging but still encourages friends to keep playing?

Suitable for beginners. Group students based on their actual reading and operating skills; K1–3 means different things in different schools, so we use age as the reference here. Default setup: 90 minutes, pairs, one computer per pair. The Little Designer acts as the creative lead and peer helper; the adult acts as the classroom supporter.

Student Task Card →

Outcomes for this section:Each pair delivers a playable collection level, a paper design sketch, a real playtest record, and one reasoned revision. The 10 levels are an example library, not a required classroom challenge; playtest Level 1 for only 3–5 minutes before starting creation.

Pre-class Preparation and Roles

Adult Pre-class Preparation

Start the local service on each device, open Level 1 and the Level Workbench; test movement, turning, collecting, pressing E to climb ladders, walking on top of walls, and exporting; check the volume.
Print one task card per pair, prepare grid paper, pencils, and four colored pens; project one facilitator computer.
Review the original sketch with the Little Designer: Where is the entrance? What do the horizontal lines mean? Is the upper route connected? Record observations first, then adjust the map.
Agree on a signal for help during playtesting; if mouse control is difficult, use arrow keys. If needed, use a finger on paper to trace the path.
Use only collection levels in the first round. Monster levels are for those who want to try them later; do not use combat performance as a learning assessment.

Three Roles of the Peer Helper

Share inspiration:Show your sketch and say, “I want my friend to…”
Demonstrate one action:Move a light crystal in the editor, playtest it, and say whether the effect changed.
Ask one question:While circulating, ask, “Where do you want your friend to think?” Listen before giving advice.

The adult handles equipment, time, reading instructions, and unexpected issues. The peer helper does not need to solve all computer problems alone, nor complete the work for classmates.

90-Minute Lesson Flow

Time	What the children are doing	Peer Helper / Adult Actions	Visible Evidence
0–8 min	Look at the hand-drawn map, find the start and exit; use bodies to act out “move forward two steps, turn right.”	Peer helper shares 1 minute of inspiration; adult checks the entrance: left/right direction, mouse clicks, and states what the computer will do following the instructions.	Can say or demonstrate one forward and turn instruction.
8–16 min	Take turns playtesting Level 1, about 3 minutes each; share one curiosity and one confusion.	Peer helper demonstrates moving, turning, and collecting. Adult times the activity and reminds them that finishing is not required; if lost, use signs or fireflies.	“I don’t know which way to go at this corner.”
16–24 min	Observe the same path; place a light crystal in front first, then after the corner, and predict how the player will move.	Peer helper demonstrates one cycle: “suggest idea → change one grid → playtest → decide to keep.”	Can connect their design to player behavior.
24–36 min	Draw your own level on the task card: 1 start point, 1 ladder against a wall, 1 exit door on top of a wall, 1–3 light crystals, and at least 1 turn.	A partner traces the path with their finger. The adult asks, "Can you collect all the treasures? After climbing the ladder, can you walk along the top of the wall to the door?" Offer support for dictation if needed.	Paper sketch and one rule for completing the level.
36–41 points	Take a break away from the screen and demonstrate the route to each other with your body.	The adult processing equipment is stuck and the little teacher is taking a rest.	Relaxation and refocusing.
41–58 points	Use the workbench to modify the template or redraw the road, place the target, and enter 3D after verification; exchange the mouse halfway.	Each group has a "Road Builder" and a "Rules Inspector", and the guard changes after 8 minutes. Adults read verification prompts and do not choose routes for children.	Reachable first version level, export V1.
58–68 points	Swap trials with another group, with no explanation from the author for the first 60 seconds; maximum 3 minutes per trial.	The teacher asked, "What did you see?" The adult assisted in recording the pause position, the number of times for help, and whether the target was understood.	A piece of feedback containing specific location and actions.
68–80 points	Only change one factor, please play again with the same friend; export V2 and fill in the reason for the modification.	The adult reminds the same starting point and tasks; the teacher asks "What's different now?"	V1 / V2, one difference, one retest result.
80–90 points	Each group has 1 minute to present one modification and one thing they still want to change.	The little teacher hosted the exhibition. Adult help save JSON with paper card, receive an exit note.	"I found out...so I changed it...and tried again..."

When there are more than 6 groups, it will be changed to a two-wheeled walking exhibition. If you only have 60 minutes: start working with a template, compress the paper draft and demonstration; keep two trials and one modification in between.

The little teacher can just follow the instructions

Opening · About 60 seconds

"This is a map I drew. I want to know what it would be like to stand in it and see only what's in front of you? Today you can also be a maze designer. Let's walk a few steps first and then make your own maze. You can decide how the path turns and where the treasure is hidden. Finally, ask a friend to try it and see if he walks the way you want."

Trial and modification · Three sentences

"Give the mouse to your friend first and let's watch it for a minute."
"Which way did you think you could go?"
"Let's change one thing and let him try it again to see if it helps."

Encountered computer problems: "Let's write down the problem and ask Teacher Da for help. Let me take a look at your paper design first."

Same task, three depths

Readiness	Work requirements	Adult brace	Student explanation
Starting · Mostly 6 years old	Modify the template, 1 turn, 1–2 light crystals; can walk from the starting point to the exit.	Demonstrate left and right with real objects; the adult reads the buttons and rules, and the child decides where to click.	Describe the steps: "Collect the light crystals first, then climb the ladder, and walk along the top of the wall to the door."
Advanced · Most 7 years old	Design 1 fork, 2–3 light crystals; leave a hint.	Use your finger on the paper to verify each goal without directly pointing out the correct route.	"I put the light crystal here to let him find another way."
Expand · Most students	Compare the same task at V1/V2, change a factor and record the number of calls for help.	Please note that the second trial may also be faster due to familiarity with the map. Don’t draw conclusions just by looking at the seconds.	Support choices with specific behaviors; follow-up keys or patrol rule cards can be designed.

These are support levels, not fixed capability labels. Children who are willing to draw but unwilling to type can use paintbrushes and dictation; children who can read quickly should also make small works first.

How to gradually increase the challenge in the ten levels

The first level retains the hand-drawn style and requires collecting 3 light crystals. Levels 2–3 introduce forks and keys; Level 4 features patrols, detours, or repelling enemies; from Level 5, ambient light is turned off, requiring players to find a fire source to get tinder and then light torches one by one; Levels 6–8 combine collection, keys, and specific repel counts; Levels 9–10 expand the exploration scope and the number of conditions. For detailed conditions, seeCourse home page level table。

The pass is "all satisfied":You need enough collected items, keys, and defeated enemies. Finally, climb the ladder and walk along the top of the wall to the exit door. Standing in front of the ladder does not complete the level; the door appears only after you climb onto the wall.
Moderately unknown:Walls and roads are visible in front of you, but not after turning the corner; there is no global map. Road signs help me remember, and fireflies only remind me of a few nearby steps.
Failure is understandable:When you encounter a monster, you will drop a heart and return to the entrance. The collected items will be retained. There is no countdown. You can try again after three hearts are exhausted.
Retry makes sense:The layout of the same level is fixed, and children can use their previous experience. Different levels use different maps and rules.
Two sections of route:Place the editor's L ladder on the road against the wall, and the D exit door on a connected wall tile. The door cannot be placed only at the ladder's landing spot; the player must walk a distance along the top of the wall. You can climb up to observe even if you haven't collected all items, then press E to descend the ladder. Guardrails and collision limits on the wall top prevent falling.
Classroom design boundaries:The child's editor first completes the collection level; subsequent keys and NPC rules are expanded by adults in the level data.

The current difficulty is based on the design assumption: the first level may not take the shortest time due to the long corridor in the original map. After the actual trial teaching, record the turning stuck points, active help-seeking and giving up points, and then adjust the position of the light crystal, the length of the branch or the number of targets in each level.

Evaluate the work and do not give points for "playing fast"

Observation dimensions	Need support	Do it independently	Can be explained with evidence
The rules are clear	Requires adult help in stating the target.	Tell me what to collect and how to pass the level.	Friends can start taking action after listening to it.
Reachable paths	There are also targets blocked by walls.	Go through all objectives and exits yourself.	can point out a fork in the road.
Observe companions	During the trial, I kept telling my friends how to get there.	Quietly observe and record a stuck point.	Distinguish between “I thought” and “what my friend actually did.”
Modified based on evidence	Just change the color or add random stuff.	Make one change based on feedback and test again.	Use the actions before and after to explain the reasons for retaining or withdrawing the modification.

Exit note: ① One of my rules is... ② My friend stopped at... ③ I changed it... ④ I want to try it next time... You are allowed to draw pictures, identify people, or record a local dictation, which will be written by an adult.

Common stuck points and guidance

Situation	Teacher’s next sentence	Next step
The child blocked all the roads	"First walk from S to L, and then walk along the dark wall grid to D. Is it okay?"	Find a breakpoint on the paper, open only one grid, and then run the verification.
Companions always tell the route directly	"First look at where your friends want to go. This is also a clue to the design."	Give the author a writing pen and don’t explain the first minute.
The child just wants to add more monsters	"Do you want your friend to be nervous, or do you want him to learn to wait?"	First draw a patrol rule card; this lesson retains playable collection levels as an extended design.
Difficulty operating or not adaptable to 3D	"You show the way and let your partner operate; we will change later."	Use the arrow keys instead of the mouse, and walk the route on the paper away from the screen; continuous 3D experience is not required.
Did not complete the first level	"Let's play here first, it's our turn to draw our own maze."	Enter the editor on time; do not require completing the level as a prerequisite for creation.

Where PBL and AI fit into this lesson

The real subjects are fellow testers; the driving question is how to balance challenge and understandability. Children have the right to choose maps and rules. After peer feedback and revision, the work is explained in the classroom exhibition. This is a condensed introduction to project-based learning; more in-depth exploration can be continued in 2–3 subsequent lessons.

AI can be demonstrated by an adult on a screen-casting computer: first listen to the child's intention, ask the AI to repeat it, then bring the suggestion back to the actual game for testing, and finally the child decides to keep it. You can complete the class without an AI account, and the editor runs entirely locally.

Optional prompt words entered by the adult: "I want to make a collection maze for my classmates and friends who are participating for the first time. My friend just stopped at the corner of __. I just want to change __. Please repeat my goal first and propose a verifiable change without adding new gameplay. We will try it out and decide whether to adopt it."

Suggestions for follow-up lessons: The second lesson is dedicated to testing two prompts; the third lesson introduces keys or NPC rules, predicting them on paper first, and then assisting adults to implement them. Companion trials and one modification are still retained each time.

Project Design Reference PBLWorks: Gold Standard PBL Project Design Elements. This class process and age-specific scaffolding are independently designed by AHALab.

Traceable learning objectives

Main Bloom level: Creation (make a level); Support level: Evaluation (select modifications using trial play evidence). The source subject names are retained in the table below. The Chinese activities are designed to be transferred to this course and do not mean that all the requirements of the corresponding source subjects are completed.

Project time/age	Marble theme	Preparation topic	Evidence / Activities / Bloom
Tell the rules · First-time participants Source planning entry stage	`mt__p5n8z5soJ` Step-by-Step Instructions	Hard Preparation `mt_XbGfVhfiUz` Computers in Everyday Life	Explain the sequence: "Collect first, then climb the ladder, and finally walk along the top of the wall to the door." Predict what would happen if one step were missed. Use entrance demonstrations and rule cards to move from understanding to application.
Draw a route · First-time participants Source planning entry stage	`mt_TdV9YGJEoY` Position, direction, and movement	Hard Preparation `mt_qeZYF6HZ4o` Positional Language；`mt_Y9XKzLrUAZ` Turns & Directions	Use forward and left/right turns to describe and implement walking a section of the road; paper drawings correspond to digital drawings. The starting level demonstrates left and right; the expansion level says quarter turn. Apply → Create.
Compare version · First-time participants Source planning entry stage	`mt_nNYo5A-7Bl` Comparing Design Solutions	Hard Preparation `mt_hi8cVycbwn` Modelling with Sketches；`mt_ZFwPZaDJ0_` Recording Data	Use sketches to express the model, record stuck points and the number of requests for help; compare V1 / V2 and explain a modification. The method of transferring scientific design and comparison within the classroom does not claim to have mastered all the content of the original subject. Evaluate → Create.

Insufficient scaffolding: Body turning exercises → Pointing to the sketch to illustrate → Adults model writing a behavioral note. There is no elimination threshold for age tags. Only cite the topics and maps, and do not copy the text of the upstream course standards.

Marble Skill Taxonomy (v1) · © Generative Spark, Inc. (Marble) · withmarble.com · licensed under ODbL 1.0 (database) and CC BY-SA 4.0 (content).