Make it easier:

• Give each player two starting cards from the plane crash
• Play in teams of 2 (pairing learners of different abilities) and have players work together to make decisions
• When setting up the game, review the cards as you place them in the night deck and select easier options
• Remove the madness effect from the game

Make it harder:

• Add a timer for turns
• When setting up the game, review the cards as you place them in the night deck and select more challenging options
• Give each player only 3 hearts instead of 6

Target executive functioning:

• (time management, planning) Tell the players that they will have 3 minutes for everyone to complete their turns before night arrives. Ask them to develop a plan for how to allocate time equitably amongst the group members
• (working memory) Each player gets 10 seconds to look at their foraged cards and the group supplies. Then, all cards are hidden from view and they must choose and play without looking
• (flexibility, planning) Ask group members to develop a plan for different possible scenarios that they might encounter each night

Target visual-spatial skills:

• Hide the cards in the room when players are foraging (almost like an Easter egg hunt)

Target motor skills:

• Have players physically complete the foraging by doing exercises, using a scooter, going down a slide, or running through an obstacle course; the number of repetitions can be tied to the number of health points they spend (1-3)
• For bilateral coordination and fine motor skills, have players physically build the crafted items – give them simple craft supplies such as paper, glue, popsicle sticks, and markers

Target social-emotional skills:

• Use narrative storytelling and allow the players to contribute to the creation of the island world. Ask them to name their character, make up a story about their life, or to act out their forest excursion, etc.
• Place all of the unused plane crash cards in the center to be shared as a group. Have players discuss how best to use them and decide as a group

Target sensory processing:

• (smell) Bring in various items which correspond with the cards (mushrooms, fruits, canned fish, etc.) and have players close their eyes to identify them by smell when foraging
• (tactile) Instead of simply drawing cards, bury the cards in different types of dry goods (rice, beans, etc.)
• (tactile) Have players physically build the crafted items instead of using the provided cards or wooden token – give them simple craft supplies such as paper, glue, popsicle sticks, and markers
• (taste) Ravine includes a lot of references to food! Select a different food item for the cards – such as gummy worms for the “grub” card, vegetables / fruits for other cards, etc. This can be a fun way to explore new foods and enjoy familiar ones.
• (hearing) Play sounds such as wolves howling, raccoons chittering, crickets chirping, or rain and ask players to identify what they are hearing (bonus – ask them to identify an emotion that they feel when they hear the sound!)

Target math skills:

• There is a reasonable amount of counting, adding, and subtracting built into the game. Increase the difficulty by developing a story problem or scenario (example: How many trips to the forest would you need to take in order to feed ____ people if each time you return you bring back ___, ___, and  ____.

Target English / language arts skills:

• Have players read aloud and identify different parts of speech within a given scenario – award a bonus forage card if needed to incentivize this for more unsure or anxious readers

Target science / natural world learning & skills:

• Select some of the items which players forage for (ex: plum, pine nuts, grub). Have players research these different things using books or the internet. Then, ask them to share with the others what they learned about their item.
• Select different islands around the world and assign one or several to be researched by the players either individually or collectively

Target art skills:

• As described above (under motor skills & sensory processing), have players physically build the crafted items using simple art supplies. If desired, the tasks can be tied to other educational learning targets and the materials can be diversified to include a wider variety of mediums (clay, paint, etc.)