G. Yakman STEAM Education Spring 2010
History The Game STEAM Lesson Brief
Kimberly Downing - Glen Beitmen
Dates: August 15-16, 2014 Town/State: Naples, FL
Theme that this lesson would tie to: Teaching History through Computer Science
Specific Topic Concept within that theme: Computational Logic, Variables
Thank you for your work! This was a very strong plan; I have included only some minor suggestions. I sincerely apologize for the misplacement of this plan and the time it took to get back to you. Overall, this was excellent and I appreciate your revisions. As my suggestions do not require further review, this lesson is now approved for your certification. Well done! - MS
PROJECT IDEA + brief notes & supplies/ Order of Logical Sequence
Summary of Essential Concepts: - Students will be asked to create a game that teaches others about significant figures in history. Students will research (LA, & S, T & E)historical figures from a specific time that is appropriate for to align with SS topics at their grade level.(SS). Students will choose a person significant figure to research and take notes (LA) on their accomplishments, struggle, and contributions. Students will draw (A) their historical figure as a character as well as a back ground based on where and when their historical figure lived. Students will create a story board with written descriptions (A, LA) of their game and how it is played (FA, S, T, E & M). Students will play different games such as basketball, dodge ball, and four square while analyzing the game play, rules and what make each game fun and different. (PE) Students will pitch their game ideas and drawing to the class for peer review (A).Students will create their game using scratch (1st – 5th) or Game Salad (6th- HS) (S, T, E& M) Games must include scoring, Time and/or lives, (M, T) and background music (Music).Music can be recorded or created ion programs like garage band or FL Studio.(T, Music)The game must also teach the player about their chosen historical figure.
Basic Plan:
Engagement: Students will play a game that has already been created to demonstrate the goal and the process.
Students will work in teams of two or three. Students will learn Scratch/Game Salad in Science/Technology class while researching their times in history and historical figures in Social Studies. Younger Students might focus on social rolls such as postal delivery people or firefighters. Students will use their research to draw in Art their characters and backgrounds based on their research, these images will be photographed or scanned to be used in their games. In gym class students will play a variety games while observing the rules and logic behind each game. In Math students will learn concepts to add game variables and movement based on grade level. 1st through 3rd will focus on addition of score and subtraction of “Lives” and 4th and up will work with variables and plotting points using the X and Y coordinates on the screen. During Music/ Art Students will watch videos on Foley Artand will recordsound effects and background music with the whole class either with instruments, voices, random materials, or software such as Garage Band.
Skill level (Grade Range):1-8
1st – 2nd will use books read by the teacher or videos for research for their characters
Timing of Lesson:
5 classes – 45 mins. each. Min. for each subject.
Basic Supplies:
Paper
Pencil
Markers
Colored Pencils
Computers
PE:
equipmentfor variety of different games
Kick Ball
Basket Ball
4 square
Music:
Audio Recorder
Instruments
Random objects
IT Resources:
Internet
Login for Scratch
Game Salad On each computer
Digital Camera/Scanner
Look up:
Historical Figures during a specified time in history
Tutorials on game Salad
https://www.youtube.com/user/GameSalad?annotation_id=annotation_3740352209&feature=iv&src_vid=9j-9iosWDME
Scratch
https://www.youtube.com/watch?v=pkhjX792yVI
Other Resources:
- Play many video games
- https://www.khanacademy.org/computing/computer-programming
- www.code.org
Misc: (Extensions & Variations)
Examples of Similar projects of students making games to teach history / PE –
· Essential Concepts – Game Structure, rules and logic.
· Goals / Objectives – To gain a better understanding of the development of games and why and how they are structured in order to apply this to the development of new games.
· Standards - PE.4.C.2.2 Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk.
· Careers – Historian, Researcher, Game Designer, programmer, Sports Super Stars Referee, NFL Commissioner, sports engineer (safety equipment)
· Project – students will choose a game to play
o Before the game is played the rules are discussed with special attention paid to If/Then Statements
o After each game students will discuss what make the game fun/challenging while looking variables in the game that change the game play (kick ball the option to bunt of kick, the number of places to kick the ball)
· Assessment – Can students define the cause and effect relationships that are a part of game play? Can they define the rules and the purpose of those rules? Can they define variables in the game?
Science –
· Essential Concepts – Cause (independent) and Effect (dependent) Variables, Observation, Experimenting (testing)
· Goals / Objectives – To identify variables and their effects. To learn that computer scientists conduct experiment in logic and programing. To identify patterns and predict outcomes.
· Standards - SC.4.N.1.3 Explain that science does not always follow a rigidly defined method ("the scientific method") but that science does involve the use of observations and empirical evidence.
· Careers – Programmers, Game Designers, Computer Scientists
· Project – Students create games using computer programs such as Scratch and Game Salad.
o students form groups of two or three
o give the students time to learn about each program (scratch or game salad)
o Start of focus on each teams individual games and what functions they will need to create to fit their design
o Import all assets created into the game including art work, sound effects and backgrounds music
· Assessment – Can students get the character to move? Can students predict what will happen in the game based on the operations and functions they have added? Can students discuss the cause and effect relationships between button press and character movement? Can students explain the relationships between the x (left and right) and y (up and down)?
SS –
· Essential Concepts – Learn about historical figures, their significance and their struggle
· Goals / Objectives –To find a historical figure that we find so intriguing or inspiring that we would want others to learn about them. To learn that people of significance often struggle to get where they were.
· Standards -SS.4.A.1.1 Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
· Careers–historian, sociologist, archeologist, researcher, archivist
· Project –Students will choose a person in history to research.
o Students in teams of 2 or 3 (the same teams as in Science) will agree on a person to research
o Students will be looking specifically for what made that person significant, what was something they struggles with, and how they or their actions influence our world today and in the future
o Students will use the conflicts in their historical figures life as a basis for their game.
· Assessment–Can Students describe the significance of the individual their have chosen? Can they describe how their historical figure influence where we are today and how their influence will affect the future? Can students identify conflicts and how their historical figure was effected by them and/or started or resolved them?
Art –
· Essential Concepts – Character Design, Drawing Basic, Background/landscape Art
· Goals / Objectives – To create assets for an educational game based on a historical figure
· Standards - VA.4.C.2.3 Develop and support ideas from various resources to create unique artworks.
· Careers–graphic artist, illustrator, character designer, animator, portrait artist,
· Project – Create a character and setting using standard drawing materials based on research
o Students create a list of assets needed in the game they are creating
o The assets will include a main character and setting
o It might include; costumes, props, other characters, foreground and background elements
o Using standard art materials and digital media such as markers, colored pencils, paper, scissors students will create their assets
· Assessment–Are the assets created to the best of their ability? Did the students collaborate and share responsibility? Did the teams consider all aspects of their game and create what was needed? Did the students work to improve their designs and develop their assets?
Technology & Engineering –
· Essential Concepts – The Iterative Process, Game Technologies, Scanners, Cameras, Computers, Programs
· Goals / Objectives – To develop a workflow for getting your games ideas into a format that can be used in making an educational game and making the game.
· Standards–3-5-ETS1: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
· Careers–Hardware engineer, photographer, Systems engineers, game Developer, Computer Engineer, programmer
· Project – Students will use a number of different hardware devices to get their designs and assets into the computer to be used in their games.
o Teams of students will discuss what needs to get done in order to get their assets into the computer.
o They will discuss work flow, create a flow chart, develop a folder structure on the computer for different asset like; sounds, music, and art work.
o Students will develop a production process based on their flow chart for getting everything they need where they need it
o Students may use cameras and scanners
o They could also edit their work in Scratch, paint, or other graphic design programs
o While some team members or working on the art others might enter game rules in a text editor, or continue to work in the game development programs.
o Develop a playable game
Assessment – Were teams able to develop a process and file structure that was clear and efficient? Did the process work and did they identify better solutions? Was there a clear division of responsibility? Did each students focus and do the work? Were the students able to identify which type of hardware (camera/ scanner) was best for their original work? Did the students identify or ignore issue with the original art work? Were they willing to make changes to make a better project? Were they able to plan and implement the programming? Was the game functional?
Math –
· Essential Concepts –Addition, subtraction, Greater then less then, Variable, Computational thinking, grids, plotting points, negative numbers,
· Goals / Objectives – To identify that math is the language used by programmers to communicate with computers, and understanding math leads freedom and creative programming design.
· Standards: MAFS.4.NBT.2.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
· Careers – Software Engineer, Data Base designer, Mathematician
· Project –To get characters on the screen to accomplish different goals using math operations
o Students will be given challenges (such as get your character to grab the apple) and can only solve the challenges using math
o The challenges will range depending on grade level
· Assessment – Can the students get their character to complete a challenge? How many challenges can each student complete in a class period? Can the students find more than one way to complete the challenge?
LA–
· Essential Concepts –writing instructions, flow charts, presenting the game
· Goals / Objectives – Students will be able to do research, write instructions, create a story board and present their games. great!
· Standards - LAFS.4.RI.2.5Describe the overall structure (e.g., chronology, comparison, cause/effect)
· Careers– Historian, Writers, Journalists, Archivist
· Project –Choose a significant historical figure, research their significance and accomplishments, create a storyboard based on research that would allow you to make a game that highlights their contributions. In the game, your “player” will win or lose, depending on their actions while also learning about your chosen historical figure. Students will present their final game.
· Assessment – Can the student do proper research? Can students cite 3 references? Can students create a storyboard? Can the student present their game? Were students able to describe the overall significance and timeline of event of their historical figure through their game?
Music –
· Essential Concepts –Foley Art, Mood, tempo,
· Goals / Objectives – To define, develop, and record sounds and music need for your video game
· Standards - MU.4.F.1.1 Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.
· Careers–Sound Designer, Senior Sound Designer, Audio Programmer, Foley Artist
· Project –Teams will create a list of sound effects and music need for their game
o Team must include a background music loop, and two sound effects
o Team might include; intro and outro music, win/ lose music, mood music for intense and less intense game sequences
o Team might include; sound effects for walking, jumping, good event (points scored), bad event (hit by something), collection things sound, individual actions
o Teams could even record voice tracks
· Assessment–Can the students define sound assets needed for their game? Did they attempt to match a mood or feeling for the player? Did they make a sound loop that works? Does the sound effects match the action? Did they show understanding of the process of developing and recording? Did they research and use music that matched their time period?
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