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Joanne Villis, profile picture
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Y7 Game Design Technologies Program

1. Students design and program an online game using Scratch, explaining the algorithms and acquiring different types of data. 2. They explore coding concepts and create their own game over multiple levels that increases in complexity. 3. Data storage and uploading projects to an online Scratch account is covered, with assessments on game design documentation, programming, and file management.

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Year 7 Digital Technologies Unit of Work: -, 2016 Topic CODING, GAMING AND ROBOTICS Length: Term 2 and ½ Term 3 Yearleveldescription Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities. By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world. In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints. They further develop abstractions by identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation, such as using pivot tables, graphs and clearly defined mark-up or rules. They progress from designing the user interface to considering user experience factors such as user expertise, accessibility and usability requirements. They broaden their programming experiences to include general-purpose programming languages, and incorporate subprograms into their solutions. They predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such systems. Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts, for example acknowledging cultural practices and meeting legal obligations. Achievementstandard By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes. Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements. Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the prescribed technologies contexts. They develop criteria for success, including innovation and sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online. ContentDescriptors Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025) Design the user experience of a digital system, generating, evaluating and communicating alternative designs Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors(ACTDIP029) Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030) General Capabiliti es Literacy Navigate, read and view learning area texts Interpret and analyse learning area texts Understand learning area vocabulary Compose spoken, written, visual and multimodal learning area texts Numeracy Visualise 2D shapes and 3D objects Interpret maps and diagrams Recognise and use patterns and relationships ICT capability Define and plan information searches Locate, generate and access data and information Select and evaluate data and information Generate ideas, plans and processes Generate solutions to challenges and learning area tasks Critical and creative thinking Identify and clarify information and ideas Organise and process information Consider alternatives Seek solutions and put ideas into action Apply logic and reasoning
CrossCurricular Priorities o Aboriginal & Torres Strait Islander histories & cultures o Asia & Australia’s engagementwith Asia Report outcomes 1. Designs and programs an online game 2. Explains gaming algorithms using programming language 3. Acquires, stores and identifies differenttypes ofdata Week Learning & teaching strategies and Assessment 1-10 Introduction to coding TASK: Students watch the videos below. URL’s are provided below, however, teachers can access them through SharePoint https://portal.sac.sa.edu.au/sites/studentlearn/Year5/SitePages/Introduction%20to%20coding.aspx Videos: https://www.youtube.com/watch?v=THOEQ5soVpY https://www.youtube.com/watch?v=tfZTg-n_-7g https://www.youtube.com/watch?v=CvSOaYi89B4 Words and concepts about coding: Algorithm https://www.youtube.com/watch?v=FHsuEh1kJ18 Loops https://www.youtube.com/watch?v=JoKTqHCni0M https://www.youtube.com/watch?v=mgooqyWMTxk Debugging https://www.youtube.com/watch?v=g9lQgtcHGRg https://www.youtube.com/watch?v=ILgKunIAdqM TASK: Students choose a course from one of the levels below, depending on their level of coding. Students spend 1-2 lessons getting familiar with coding. Beginner: https://studio.code.org/s/course1 Intermediate: https://studio.code.org/s/course2 Advanced 1: https://studio.code.org/s/course3 Advanced 2: https://studio.code.org/s/course4 GAME DESIGN TASK: Give student their SCRATCH GAME Assessment Rubric/task so they are aware of their long term goal (ie to design and make a game using Scratch).Discuss criteria but don’t let them start yet. TASK: As a class, discuss what makes a good game. Useful website: http://www.bbc.co.uk/guides/zw96tfr#zpxbgk7 TASK: Students then go to https://scratch.mit.edu/explore/projects/games/ and explore Scratch game designs. Students play games and look inside games and read code. Students are encouraged to take notes on the following features of games: - features that make an effective game (ie storyline, goal, rewards, gameplay and environment) - Identify features of games which hold the viewers’ attention (ie identifying which colour combinations or framing elements keep different audiences engaged with on-screen activity) TASK: Scratch Game Review Students choose two games to review, a good game and a not so good game. Students complete Scratch Game Review Assessment Chart Scratch introduction Introduce students to Scratch. Work through, step by step as a class how to make a maze game. Useful video link tutorial: https://www.youtube.com/watch?v=jFnTQ34dZcY
Useful resource: Maze code explained word doc. Work though, step by step as a class how to make a pong game. Useful video link tutorials: https://www.youtube.com/watch?v=9TYA3XTpYGM https://www.youtube.com/watch?list=PL2E6EED8E1A69F2A5&v=DwVPy0iAJ2M Useful resources: Stick code and pong game code explained word documents. Word though, step by step as a class how to make a space invaders game Useful video link tutorial: https://www.youtube.com/watch?v=8RIJqEqZ_zU ASSESSMENT 2: Scratch Game Design (Report outcome 2) Using the good fame which the student chose, they look inside the game and screen capture scripts for sprites and backgrounds using the insert screen shot function in Microsoft word. Then, using arrows and text boxes students identify parts of the code (ie explain the function of the bricks). Students then think of one way to improve or change the game, and write the code using Scratch. SCRATCH ASSIGNMENT: Game design  Copy right: As a class read through the terms and conditions of Scratch https://scratch.mit.edu/help/faq/#about-scratch  Students will need to create a folder on their h-drive called Scratch. Inside this file they need to create 2 other folders, one for images and the other for audio.  When working with Scratch students need to save their projects within Scratch. The file extension is .sb  Students can insert their own images and audio into their Scratch games as long as they fall under Creative Commons. Show students the websites below which can be used to locate images: https://pixabay.com/ http://photopin.com/ http://pics.tech4learning.com/  Using the sites below, students can download sounds to use for their Scratch game. Most downloads are in .mp3 format. http://soundbible.com/ http://www.purple-planet.com/ http://www.bensound.com/royalty-free-music/2 Scratch audio formats are usually WAV or AIFF. If students download an audio file from one of the sites they can change the file extension by doing the following. 1. Download the audio file you'd like to use and save it. 2. Open Audacity (you can install this from the SAC application catalogue). 3. Click, file, import audio 4. Once audio has imported, select file, export audio 5. From the file type drop down menu select AIFF or WAV then save 6. You audio is ready to import into your Scratch project. 7. Open Scratch project. 8. Select your sprite or background (which ever you want the sound on) 9. Select sound, import and find your audio file. This will import it into your Scratch project.  Go through the assessment rubric with students. Make sure they are clear of what is expected.  Students should brainstorm ideas, theme for their game before they begin designing their game.  Students will need to create a free Scratch account. Before doing this, class teachers will need to send home a permission letter.  Once parental permission has been received class teachers will need to assist students setting up their account. They need to:  Create a unique online Scratch name. Their name choice needs to be recognizable by other class members (ie Natmoose for Natalia, CatD11 for Cartia D etc).  Students can then create online or offline and upload. They need to be shown how to do this.  Class teachers will need to create a free class Scratch account. This will enable students to upload and share their Scratch projects collaboratively as a group. Limit student uploads to 3 uploads each. They can always delete a game if they’d like to add another. Example of 5JV Scratch class studio: https://scratch.mit.edu/studios/1986772/
ASSESSMENT 3: Scratch Game Design (Report outcome 1) AIM: Design a game using scratch with multiple levels. TASK 1 : Create a flow chart explaining how your Scratch game will work CRITERIA HIGH MEDIUM DEVELOPING Theme Flow chart clearly outlines the goal/purpose of the game Flow chart outlines the goal/purpose of the game with Flow chart does not outline the goal/purpose of the game Gameplay Flowchart clearly outlines results of user input (if a player does something) and game output (there is a result) Flowchart outlines results of user input (if a player does something) and game output (there is a result) Flowchart does not outline results of user input (if a player does something) and game output (there is a result) Gameplay Flowchart clearly shows multiple levels with a progression of game complexity Flowchart shows multiple levels with a some progression of game complexity Flowchart does not have multiple levels and or no progression of game complexity Task 2: Explain the features of your game which will make it effective and hold the viewers’ attention CRITERIA EXPLANATION Storyline/goal Theme Gameplay Framing Colour
TASK 3: Program your game using Scratch and share online. CATEGORY HIGH MEDIUM DEVELOPING Sprites At least one hand drawn sprite. At least one sprite has been edited with drawing tool. No edited sprites. Backdrops At least 3 backdrop changes. At least 2 backdrop changes. No backdrop changes. Game The game is an original game design. The game is a remix of a referenced existing game. The remix is not referenced. Game Game is challenging. Levels get progressively harder. Game is challenging but not impossible. Game is easy or impossible. Levels At least 3 levels which get progressively harder. At least 2 levels. 1 level. Score Keeps score. Goals are reached, objects are collected and/or avoided for points. There is a variable for scoring which works some of the time. There is no variable for scoring. User friendliness There are clear written instructions for the user. Game is fun to play. There are instructions for the user. The game is playable. There are no written instructions. The game is unplayable. Programming mechanics Code is ordered neatly and the program resets itself every time. Most code is ordered neatly and the program resets itself most of the time. There is no apparent order with the code and or the program doesn’t reset itself. ASSESSMENT 3: Scratch Game Design (Report outcome 3) CRITERIA HIGH MEDIUM DEVELOPING Folders and storage Created folders for Scratch and sorted all audio and images appropriately Created folders for Scratch and sorted most audio and images appropriately Did not create folders for Scratch or sort audio and images appropriately Uploading and downloading Independently uploaded .sb files to Scratch online With support uploaded .sb files to Scratch online Did not upload .sb files to Scratch online and or
and downloaded image/audio files and downloaded image/audio files downloaded image/audio files File formats Independently converted .mp3 files to .AIFF files and embedded in .sb files With support converted .mp3 files to .AIFF files and embedded in .sb files Did not convert .mp3 files to .AIFF files and embedded in .sb files Hour of Code: Students visit this site https://www.khanacademy.org/computing/hour-of-code/hour-of-code-for-teachers/a/using-hour-of-code-in-your-classroom and choose and complete a one hour online coding course.