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Ocean Limbo

Ocean Limbo

2-4 players • 25 min • 5 & up

Focus: Physics

Regular price $36.00
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Young ones are introduced to basic spatial reasoning and physics as they determine how sea shapes twist and turn down their individual ocean slides.

Skills: Physics, Spatial Reasoning, Planning

Game Includes

  • 4 Ocean Boards
  • 4 Base Support Pieces
  • 4 Set of Undersea Shapes (15 Shapes per Set)
  • 1 Score Pad
  • 1 Rules Booklet

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How to Play

Choose an undersea shape for all players to slide down their ocean board, and then slide all of your undersea shapes as close to the bottom of the ocean floor as possible. The player with the lowest total score after 3 rounds is the winner.

Educational Standards

Head Start*

Language
Listening & Speaking
Shows progress in understanding and following simple and multiple-step directions.
Understands an increasingly complex and varied vocabulary.
For non-English-speaking children, progresses in listening to and understanding English.
Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions and for other varied purposes.
Math:
Geometry & Spatial Sense
Builds an increasing understanding of directionality, order and positions of objects, and words such as up, down, over, under, top, bottom, inside, outside, in front and behind.
Patterns & Measurement
Shows progress in using standard and non-standard measures for length and area of objects.
Science
Scientific Skills & Methods
Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships.
Begins to participate in simple investigations to test observations, discuss and draw conclusions and form generalizations.
Begins to describe and discuss predictions, explanations and generalizations based on past experiences.
Reasoning & Problem Solving
Develops increasing ability to find more than one solution to a question, task or problem.
Grows in recognizing and solving problems through active exploration, including trial and error, and interactions and discussions with peers and adults.

Core Standard*: Math

Math
Geometry
Reason with shapes and their attributes. Grade Levels 1st, 2nd

Skills

Explore

What Does Child Do To Use Skill In The Game?
Children explore the spaces available, the Undersea Shapes that may fit those spaces, and which direction is the best.

How Parents Can Assist Learning
Adults can bring the child's attention to the different attributes of each piece. For example, the child may notice the size, but not the orientation. Helping children notice all the important attributes is a key to problem solving skills, especially in Ocean Limbo.

Learning Implications and Educator Support
Ocean Limbo is a great way for children to explore the scientific properties of motion, gravity and force. To encourage scientific curiosity and experiential learning, allow children to explore how the game works by placing and dropping Undersea Shapes randomly to see what happens.
It also involves spatial reasoning and cause and effect analysis. Educators can bring the child's attention to the different attributes of each piece. For example, the child may notice the size, but not the orientation. Helping children notice all the important attributes is a key to problem solving skills, especially in Ocean Limbo.

Determine

What Does Child Do To Use Skill In The Game?
On each turn, players decide where to place the Undersea Shape in a way they hope will drop to a desired location. Additionally, players determine the height of their puzzle pieces and their resulting score.

How Parents Can Assist Learning
To help children analyze options and consequences prior to making placing a tile, parents can ask children to explain their thinking while they are planning their approach. Asking questions such as, "If you place the seahorse here, where do you think it will land?", helps children think about inter-relationship among parts.
Help children compare the numbers at the top to see which player has the higher number. On Rounds 2 and 3 children determine their score after adding or subtracting the appropriate number earned.


Learning Implications and Educator Support
To help children analyze options and consequences prior to making placing a tile, educators can ask children to explain their thinking while they are planning their approach. Asking questions such as, "If you place the seahorse here, where do you think it will land?", helps children think about inter-relationship among parts.
How does one thing I do result in something I do not expect? Many fine motor games, including construction and puzzle solving require this type of study. Educators can encourage children to think about various aspects: placement of Undersea Shape, orientation of the Undersea Shape, and the location of previously played Undersea Shapes.


Compare

What Does Child Do To Use Skill In The Game?
Children compare the shapes of the pieces to the shapes of the spaces. They also compare scores for higher and lower numbers.

How Parents Can Assist Learning
Parents can help children to pay attention to the attributes of the pieces and the spaces. You can say, "Look at the nose on the dolphin. Where could that go?" Or, "There is a bubble up here. You need a tall piece."

Learning Implications and Educator Support
Children are comparing the outcomes related to the motion and ultimate location of Undersea Shapes for each turn. This supports learning the scientific principles regarding motion, gravity and force. Ask children to compare turns that were successful and turns that were not. What happened with each?
In order to help children score the lowest, educators help children to pay attention to the attributes of the pieces and the spaces. You can say, "Look at the nose on the dolphin. Where could that go?" Or, "There is a bubble up here. You need a tall piece."


Predict

What Does Child Do To Use Skill In The Game?
Children mentally predict where the pieces will fall.

How Parents Can Assist Learning
Children will utilize mental modeling skills as they try to image where a Undersea Shape will land after s/he lets go of it. Children learn that the trajectory of a falling object may not be as predicted. Parents can encourage children to think about why a certain piece did not fall straight down as placed.

Learning Implications and Educator Support
Predicting in Ocean Limbo involves skills like analysis, observation and recall, as well as an understanding of science principles like force and motion. Educators can prompt children to practice predicting by asking questions like "what do you think will happen if I play this Dolphin like this?"
Additionally, children will utilize mental modeling and spatial reasoning skills as they try to image where a Undersea Shape will land after s/he lets go of it. Children learn that the trajectory of a falling object may not be as predicted. Educators can encourage children to think about why a certain piece did not fall straight down as placed.


Plan

What Does Child Do To Use Skill In The Game?
Children plan where they want pieces to fall and position the pieces so they will fall in a predicted trajectory, although they do not have complete control over the ultimate outcome.

How Parents Can Assist Learning
Parents can help children analyze the spaces as the bottom of the game and select Undersea Shapes that are the right size or shape. For example, this is a skinny space, what could fit in here?

Learning Implications and Educator Support
Educators can help children to visualize different options for orienting and playing Undersea Shapes for maximum points. Help children manage impulsivity and plan more thoughtfully by asking them to "Wait. Look. Think." Using such cues can give children a model for future play.

Experiment

What Does Child Do To Use Skill In The Game?
Children experiment with speed and height of drop, and position of the piece.

How Parents Can Assist Learning
Parents can encourage children to analyze results and not just keep dropping Undersea Shapes without a plan. Children can be encouraged to play independently so they can experiment with how the pieces fall if held in different ways.

Learning Implications and Educator Support
Ocean Limbo is a great way for children to explore the scientific properties of motion, gravity and force. They will also be learning about cause and effect as they drop Undersea Shapes and observe what happens. To encourage scientific curiosity and experiential learning, allow children to explore how the game works by placing and dropping Undersea Shapes randomly to see what happens.
Educators can also encourage children to analyze results and not just keep dropping without a plan. Discuss the results of a drop, helping the child discover what worked well and did not turn out as expected.


Practice

What Does Child Do To Use Skill In The Game?
Children practice orientation, location, and speed of drop for accuracy of predicted landing.

How Parents Can Assist Learning
No special parent support required.

Learning Implications and Educator Support
Beyond practicing simple addition and subtraction, this game helps with children practice spatial reasoning and application of motion and force.

Solve

What Does Child Do To Use Skill In The Game?
Children add and subtract to find their scores.

How Parents Can Assist Learning
Parents can support math problem solving by using the number line on the slant board. For example, as the end of the game discuss the results, "How high do your animals go? . . . 14. Now how many bubbles did you cover? . . . 1. That's 2 more points. Can you count 2 more from 14?"

Learning Implications and Educator Support
Educators can support math problem solving by using the number line on the slant board. For example, as the end of the game discuss the results, "How high do your animals go? . . . 14. Now how many bubbles did you cover? . . . 1. That's 2 more points. Can you count 2 more from 14?"

Review

What Does Child Do To Use Skill In The Game?
Players may review if encouraged. See How Parents Can Assist Learning.

How Parents Can Assist Learning
During game play, when a child makes a particularly good move, stop and review what s/he did that made the move successful. In this way, children learn how others think and plan and may learn from each other. The parent can also review the goal of the game and how the child can choose a Undersea Shape (or play one that was chosen by another player) in a way that will help achieve the goal.

Learning Implications and Educator Support
During game play, when a child makes a particularly good move, stop and review what s/he did that made the move successful. In this way, children learn how others think and plan and may learn from each other. The parent can also review the goal of the game and how the child can choose a Undersea Shape (or play one that was chosen by another player) in a way that will help achieve the goal.

Demonstrate

What Does Child Do To Use Skill In The Game?
Players may demonstrate if encouraged. See How Parents Can Assist Learning.

How Parents Can Assist Learning
A great way to support children is to say, "Show me how you did that! You were great!" Children love to show off their skills. Demonstrating or verbalizing what they did makes children evaluate, which helps them remember what worked.

Learning Implications and Educator Support
Educators can encourage children to talk about their winning approaches, techniques and strategies. Telling others what you did helps reinforce the learning, and sharing knowledge builds social connections.
Learning to be a leader involves learning how to support others. Educators can encourage children to share what they are learning with others. For example, the child might say "I'll pick a Dolphin instead of a Seahorse because the Dolphin shape will be a better fit for the space I have open on my board."



*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Special Needs

Cognitive

Suggestions for How to Modify Play Experience
Assist the child with cognitive delays by helping them to focus on different aspects of the game. For instance, once a couple of pieces are dropped, help the child examine the space, look at the remaining pieces, and determine what piece might fit if it fell in a specific spot. For example, "Here is a skinny space on this side. What piece has a skinny part?" Remind the child that they want the pieces to fit into a small space so the top of the pile hits a low number.
Let the child with cognitive delays see how few pieces they need to drop down the middle to get to the top of the board. Count how many pieces it took. This demonstrates how the piled pieces add up to a bigger number. Use this game to illustrate that the goal is to NOT make a big number. Drop pieces randomly to show that they can make a lower number by spreading out the pieces and trying to fit them into a small space.
When playing the game, let children have two tries if they want. Children with cognitive delays will learn about space more quickly by comparing their own efforts. After dropping a piece down the slide and seeing where it lands, players get to decide if they want to leave the piece where it landed or try again. The second try does not get a "Do Over."

Communication

Suggestions for How to Modify Play Experience
Have children say the names of the animals as they drop them. This will give them practice with new vocabulary.
Turn the slant board on its side so that it creates a visual shield. One player selects a piece and hides it behind their screen. The player to the left then asks a question about the animal. The lead player answers yes/no questions without giving the name of the animal. For example, "Does it have blue on it?" " No."
Each player asks another question until someone takes a guess. If the player is right, they get a point. If wrong, they lose a point. Then it the next player's turn to pick an animal or plant tile and questioning begins again.
Turn the slant board on its side so that it creates a visual shield. A player selects six pieces and lines them up behind the shield so the other players cannot see. This player ("Player 1") then describes the pieces one at a time, without naming the item. "This is a gray animal. It has a short nose." The other players select the pieces as they are described and line them up behind their screens. They are trying to match the six pieces described by Player 1. They cannot ask questions. When all six pieces have been described, all players lift their screens to see if they have the correct pieces in the right order.

Sensorimotor

Suggestions for How to Modify Play Experience
No special modifications needed.

Social Emotional/Behavioral

Suggestions for How to Modify Play Experience
Work in pairs as a team. Together decide which piece to drop and where to drop it. Take turns with the drop. This involves discussion, comparison of point of view, negotiation, and turn-taking. For example, if players disagree about which piece to play, they might decide to take turns deciding which to drop.
One player places the animals on his/her slanted board any way desired. Depending on the children's ability level, modify the number of pieces placed on the board from 5-15. This player then give directions to the other players about where and how to place their pieces. For example, "Put the dolphin on the bottom right corner with his nose pointing upward." Players can ask questions to clarify. "Is the nose pointing straight up?" When all the selected pieces are placed, players compare their board to that of the player who was giving directions. The player whose board most closely resembles that of the player giving directions wins. The winning player then creates the puzzle, etc.
Play the game as in the directions, but add an additional aspect. Each player drops a piece in turn instead of all at once. The player to the left then gets to decide if that turn stands or if the player needs to have a DO OVER and drop the same piece again! This will make for fun, as children will negotiate whether they want to have their friend let them "keep" their drop or let them DO it OVER.

Vision

Suggestions for How to Modify Play Experience
Low vision children may need some assistance with which piece to use and where to drop it, but they should be able to play the game.
Hold up the piece that is to be dropped so all can see it.

Hearing

Suggestions for How to Modify Play Experience
This game should be fine for hearing impaired children as long as they understand the directions. Directions can be illustrated through demonstration.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Autism

Ocean Limbo is a good for children who like spatial reasoning activities. The game involves having children select ocean creature pieces to slide down their board with different spatial goals for each round. Although each player has a strategy for how to drop their piece so it lands in a desired spot, the actual landing spot is unpredictable. This aspect of the game may be somewhat frustrating for children with autism who like predictability. The game, however, offers an opportunity to help children learn to tolerate the unexpected. The game may appeal to children who have a particular interest in animals or ocean creatures.

Autism Strengths & Interests

Short Summary of Strengths & Interests

  • Is interested in sea life.
  • Enjoys fine motor activities like playing with blocks or puzzles.
  • Is good at prediction and spatial problem solving.

Is good at matching visual items

This game is not appropriate

Has a good memory for sensory details, including visual, touch, taste and smell

Is This Game Appropriate? Yes

Description
Children who have good memory for touch and other physical experiences can use that skill in Ocean Limbo. The more children play Ocean Limbo, the more they learn about how to position and release the Undersea Shapes in order to get them to descend to the desired location. The game may appeal to children who have a particular interest in animals or ocean creatures.

Has a good memory for words, phrases and dialouge

Is This Game Appropriate? Yes

Description
Children who are good at memorizing words will be able to expand on that skill playing Ocean Limbo. On their turn, the child can call out the name of the ocean creature they are playing. Also, Ocean Limbo is a fun way for those children to learn new vocabulary and definitions by utilizing the included Sea Life Facts sheet. The game may appeal to children who have a particular interest in animals or ocean creatures.

Has a good memory for pictures, numbers and patterns

This game is not appropriate

Likes to put things in order or a sequence

This game is not appropriate

Learns through visualizing or "replaying" actions in their mind

Is This Game Appropriate? Yes

Description
The more children play Ocean Limbo, the more they learn about how to position and release the Undersea Shapes in order to get them to descend to the desired location. They also learn about the unpredictability inherent in the game since you never know exactly where the shapes will land. This allows them to visualize where to place an Undersea Shape in order to have the best chance for the shape to descend to the desired spot. Thus, children who are good at this type of visualizing will be able to use and sharpen their skills playing Ocean Limbo.

Likes activities with rules, such as math and phonics

This game is not appropriate

Is very concrete and literal

Is This Game Appropriate? Yes

Description
Ocean Limbo is primarily a physics game, which makes it very concrete and literal for children who prefer such activities. Like building and other physical toys, there are very clear cause and effect outcomes based on what children do with the Undersea Shape on their turn. However, the results are not always predictable.

Learns in small "chunks" (for example, phone numbers are 3 chunks of number xxx-xxx-xxxx that are combined together)

This game is not appropriate

Is good at nonverbal reasoning and logic

Is This Game Appropriate? Yes

Description
Some children are very good at reasoning and logic, although they may not like to verbalize or demonstrate the steps. Ocean Limbo fits well for children with this strength. On their turn, children select ocean creature pieces to slide down their board with different spatial goals for each round. Although each player has a strategy for how to drop their piece so it lands in a desired spot, the actual landing spot is unpredictable. Ultimately, playing Ocean Limbo allows children to use their reasoning based on motion, friction and other physics concepts to create a winning move.

Likes spatial problem solving

Is This Game Appropriate? Yes

Description
Ocean Limbo is a good game for children who like spatial reasoning activities. The game involves having children select ocean creature pieces to slide down their board with different spatial goals for each round. Although each player has a strategy for how to drop their piece so it lands in a desired spot, the actual landing spot is unpredictable. The unpredictability of the game may be somewhat frustrating for children with autism who like predictability. The game, however, offers an opportunity to help children learn to tolerate the unexpected. The game may appeal to children who have a particular interest in animals or ocean creatures.

Can read well with good vocabulary, though may not fully comprehend content

This game is not appropriate

Likes to use and has good fine motor skill

Is This Game Appropriate? Yes

Description
A good game for some children who like fine motor activities like playing with cards, blocks and shape sorters. When playing Ocean Limbo, children select ocean creature shapes to slide down their board with different spatial goals for each round. This requires good dexterity to position the shape in the desired location, and then release it gently.

Likes established routines or set ways of doing things

This game is not appropriate

Likes manipulating, constructing or building things

Is This Game Appropriate? Yes

Description
A good game for some children who like fine motor activities like playing with cards, blocks and shape sorters. When playing Ocean Limbo, children select ocean creature shapes to slide down their board with different spatial goals for each round. This requires good dexterity to position the shape in the desired location, and then release it gently

Likes to use and has good musical abilities

This game is not appropriate

Likes to use and has good drawing skills

This game is not appropriate


Autism Special Considerations

Appears to ignore other's communication and/or has difficulty giving eye contact to a communication partner

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Sit at an angle to the child, so direct eye contact is not needed.

Look at the game instead of each other.

Use unusual or exaggerated inflection to begin a communication about the game. This attracts the child's attention.

Has difficulty understanding complex verbal directions

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Combine short verbal instructions with visual and physical examples of each step.

Check for comprehension by asking the child to show you what to do next. "What do we do now?"

Uses vocabulary inaccurately or demonstrates echolalia (repeating another's speech)

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Provide the correct word if children mislabel a piece.

Respond to immediate echolalia (repeating what was just said) by rephrasing the child's response into a correct format, so the child can hear and repeat that phrase. For example, assume you are playing with a child named Andy and you say, "Your turn," and Andy repeats, "Your turn." You can say, "It's Andy's turn. You say, my turn." This allows the child to hear and repeat the correct response. Eventually, the child will pick up the pattern of response.

Delayed echolalia (repetition of previously heard comments) may have a hidden meaning or association. Look for connection in the phrase used to the current situation. For example, the child says, "After these messages we'll be right back!" Think what the repeated phrase is associated with for the child. Try to interpret what is meant and rephrase it for the child. For example, you might respond by saying, "It sounds like you want a break for a few minutes. Is that what you mean? You can tell me, 'I need a break.'"

Gets stuck repeating a verbal topic or physical actions and/or has difficulty attending to others' actions or topic.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Extend the child's sounds into words or words into phrases to provide a model. For example, if the child says, "dol," you say, "Dolphin." That's right."

Provide at least 10 seconds wait time for the child to process or produce responses. It may take longer to formulate a thought or response for children with special needs.

Has difficulty producing speech/communication

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Extend the child's sounds into words or words into phrases to provide a model. For example, if the child says, "dol," you say, "Dolphin." That's right." Provide at least 10 seconds wait time for the child to process or produce responses. It may take longer to formulate a thought or response for children with special needs.

Has difficulty sequencing multi-step actions and/or doing complex abstract tasks

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Children do not need complex directions. They just need to have simple spatial understanding

Demonstrates difficulty initiating and maintaining social interactions

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Role play social situations and reinforce appropriate words and actions. For example, role play commenting on another player's turn. For instance, "That was a good drop!"

Use video feedback of positive social behaviors. Video of actual play enables children to see what they or others did. Appropriate actions and interactions can then be discussed.

Acts out or demonstrates avoidance behaviors when frustrated, overwhelmed, or needs more sensory input.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? No

Strategies for Developing Compensatory Skills:
Reduce extraneous noise or allow the child to wear head phones or ear plugs if loud sounds cause anxiety.

A weighted vest worn during the game may provide additional pressure input and thus reduce fidgeting due to sensory needs. Pressure can be calming when used for no more than 20 minutes at a time.

Practice a phrase to ask for help and role play situations in the game where it is needed.

Provide techniques for self-calming, such as holding a special toy.

Allow time for movement. For example, a child who needs to move frequently can be given an opportunity to 'celebrate' their turn by running around the table or jumping up and down 10 times.

Has short attention span for non-preferred activities

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Provide a break when needed.

Frequently remind the child of the goal of the game. "You want to drop the pieces so they take up the least amount of space."

Incorporate a motivating activity as part of the play. For example, each player gets to manipulate a fun 'fidget' toy, such as a stress ball or squeeze toy.

Needs sameness or consistent routines and/or has difficulty with transitions from one activity to another

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Play games at the same time every day, so the child anticipates the game routine.

Change the location of the game, so the child may play in different rooms, at the table, or on the floor. This will build tolerance for variation.

Prepare the child ahead time for the introduction of a new game. Talk about aspects that will be motivating for the child, and let them explore the parts of the game before setting out the whole game.

Provide a structure for placement of game pieces that can be the same each time the game is played. For example, have a specific location for where the board goes, the pieces, etc. Provide choices for how the child can be involved in set up or clean up. For example, you might ask, "Do you want to set up the board or the pieces?" Involve the child verbally and with actions for the transition to the game table or at the end of game play. For example, you might say, "Let's look at the pictures on the game box and guess what it is about."

Use an object cue. Let the child hold an object from the game or activity you want to introduce prior to the transition. For example, if you were intending to play Ocean Limbo, you would hand the child a piece from the game and say, "Look here is an octopus. What game does it go with?"

Has difficulty understanding others' feelings, intentions, and the reasons for others' actions.

Is This Game Appropriate for Child with Characteristic? Yes

Can Child with Characteristic Play Game w/o Modification? Yes

Strategies for Developing Compensatory Skills:
Model and point out what others are feeling and comment on their facial expressions or words.

Discuss what causes feelings in others. For example, "You are happy because completed made a good drop. But, look at Joe's face. He is not happy because his fish landed high."

Ask child to explain their own feelings and intentions.

Ask child to explain why other players did specific actions in the game.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Extended Play

Extra Ways to Play the Game
This activity involves following spatial directions. One player places the animals on their slanted board any way desired. This player then give directions to the other players about where and how to place their pieces. Players can ask questions to clarify. When all the selected pieces are placed, players compare their board to that of the player who was giving directons. The player whose board most closely resembles that of the player giving directions wins. The next player then creates the puzzle, etc.
With young children, start by using only 5 pieces. Add more as the children get more skilled at the game.


Materials Needed
No additional materials are needed.

Developmental Benefits
This game requires children to describe location and direction in relation to the animals and plant and their parts. It teaches children to be precise and clear about their directions. Children also gain practice in how to ask questions for clarification.

Extra Ways to Play the Game
Turn the slant board on its side so that it creates a visual shield. A player selects six pieces and lines them up behind the shield so the other players cannot see. This player ("Player 1") then describes the pieces one at a time, without naming the item. "This is a gray animal. It has a short nose." The other players select the pieces as they are described and line them up behind their screens. They are trying to match the six pieces described by Player 1. They cannot ask questions. When all six pieces have been described, all players lift their screens to see if they have the correct pieces in the right order.

Materials Needed
No additional materials are needed.

Developmental Benefits
This game is a great way for children to learn to use language to describe what they are seeing. If children end up with the wrong animals discuss what led them to pick the animal they did. What else could the lead player have said to make the description more clear?

Extra Ways to Play the Game
Turn the slant board on its side so that it creates a visual shield. One player selects a piece and hides it behind their screen. The player to the left then asks a question about the animal. The lead player answers Yes/no questions without giving the name of the animal. (For example, "Does it have blue on it?" " No.") Each player asks another question until someone takes a guess. If the player is right, they get a point. If wrong, they lose a point. Then it the next player's turn to pick an animal or plant tile and questioning begins again.

Materials Needed
No additional materials are needed.

Developmental Benefits
This is similar to the above game, except the lead player can only answer questions with a "yes" or "no." Other players must ask questions and only guess the animal when they have enough clues to think they know what the animal is.

Extra Ways to Play the Game
All players use all 15 pieces on their slant boards. Each tries to fit all of the pieces together in such a way that all are used, but in the smallest amount of space possible. The person whose arrangement reaches the lowest number is the winner. Repeat. Encourage players to try to place their pieces so they are at a lower number the next time. For an added element, for each round limit it to one minute

Materials Needed
No additional materials are needed, unless you are using a timer to add an extra challenge.

Developmental Benefits
This game requires players to plan carefully. They need to study their pieces and experiment with which pieces can go in the spaces they create. Children need to consider size,shape, and orientation.

*Data compiled from CCSSI ELA Standards, WA Science Standards, and Washington Social Studies Standards

Collapsible content

How to Play Video & Transcript

Hi! I'm Senior Playologist Brian Kolodziejski, here to teach you today about a great educational family game from Simplyfun called Ocean Limbo.

In this unique game, 2-4 players aged 5 and up, try to stay as far below 'sea level' as possible. The lower you stay, the better your score!

Ocean Limbo includes 4 slanted ocean boards and a set of 15 undersea shapes for each player. There's also a pad and pencil to track scores.

This game introduces elementary physics concepts - how motion, size and shape impact objects as they fall and collide. It reinforces spatial visualization - arranging pieces mentally, and predicting how they will fit together. It also demonstrates cause and effect, and how actions might chain together and interact.

Here’s how to play. Each player receives one of the Ocean boards and a complete set of the 15 different shapes.

See the included fact sheet for interesting fun facts about all the sea life shown on these game pieces. For example...

The last player to swim in the ocean goes first. He or she selects one of the shapes and announces aloud which one they picked. Each other player should pick up this same piece.

Place the piece on the slide board above the pink line. It can be turned in whatever direction you want. Think about how the piece will land when you let go and it slides toward the bottom of the ocean.

Other players all drop the same shape. When everyone has finished, turns continue clockwise, with the next player choosing the new shape everyone will play.

Continue until all pieces are dropped. Write down each player's score, based on the highest line their pieces cross. Remember the lowest score wins this game!

In the first round of play, scores are based only on how low you go. In round two, you want to also cover up as many bubbles as you can. Each covered bubble takes 2 off your score.

In the final round, not only are you trying to stay low, but you must also leave bubbles uncovered! Each bubble that is visible deducts from your final score.

The lowest overall total wins the game!

This game is a really fun way to introduce physics concepts to kids at an early age, and provide a relatable experience when the topic is introduced in school. Someday, they may look back and remember they learned it first playing Ocean Limbo!