- Playing and Coding with Scratch
- Programming,Computer Science,Scratch
- Learning time
- 8 hours
- Designed time
- 8 hours
- Size of class
- In this ICT/Computer Science course, students will have to collaborate in teams in order to create a maze game with scratch. The students are in the 6th grade and they are familiar with the basic of coding with scratch (conditional statements, looping, moving, event handling, parallel execution, coordination and synchronization, sequence). They will have to imagine their game, write the scenario and rules, choose the heroes and scenes, decide the difficulty level, share it on the scratch platform, play all the games the teams have created and evaluate them with a specific rubric. All students will receive Certificates of Achievement at the end of this activity and they will have to fulfill some assessment rubrics. Estimated time: 7-9 hours. It's a project that will take place during almost all of the last semester of the 6th Grade ICT class ( teaching 1 hour/week). All materials are online and students can complete their tasks at home.
- Mode of delivery
- imagine, investigate, design, create and play maze games with scratch
problem solving -collaboration -analysis- gamification of coding
Develop skills and competences of the 21st century Students especially Digital Competence in coding literacy. Students will learn how to use and extend their coding knowledge, collaborate, communicate, investigate, apply critical thinking and problem solving methods.
Comprehension of the steps to design a good game, scenarios and rules, deeper comprehension of the scratch commands.
The students will have to apply all their prior knowledge of programming to make a maze game . They will have to combine methods , concepts and theories and find solutions in new situations consolidating and acquiring new programming skills and technics.
Analyze their ideas into scenarios. Analyze their scenarios into coding.
Combine and properly use knowledge from different areas (programming, drawings, searching the web, ) create a full scenario by analyzing all characters and the interaction between them, coding little part of their scenario and combine all part together to the final game.
Evaluation using try and error method, final check list assessment for each game, formative assessment from teacher, team assessment rubric, peer assessment using online Scratch Platform, assessment game rubric form, final badges
Affective learning outcomes
By collaborating in teams in order to create their game, students will learn to respect each other, to accept other’s idea, to appreciate different points of view, to negotiate their opinions, to accept and apply constructive criticism. Playing their own game as well as their classmates’ games will make the all coding process fun and engaging, positively empowering their mental and emotional health.
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Affective learning outcomes
DREAM/IMAGINE: Students will talk about the maze games they have used, write down the common characteristics of those games, decide which are essentials and which are optional and decide which of them they will include in their own game.
1) The students, in groups of 2-3 are asked to create a list about their favorite maze games and find out some characteristics of those games ( rules, game interactivity, characters/heroes, actions the player can use, music, score ...)
2) In plenum(class discussion ) all students exchange thoughts about the game's characteristics they have find out
The team must decide what kind of game they want to design and which of the game characteristics they would like to incorporate on it.
and write down those first ideas in a shared google doc (responsibility, substantive decisions). See document attached
Homework: they have to complete a shared google doc with the description of their game.
This Learning Designer is designed for 6th-grade students (aged 11-12). It will take place at the end of the school year, as students will be familiar with scratch's basic programming concepts (Prerequisite). All activities are taking place in the computer room (9 computers, projector, internet) during the ICT lesson.
Resources linked: 0
EXPLORE/Structuring thoughts: find maze games created with Scratch at the online Scratch WebSite, create the final list of the characteristics of a good game, write down their game scenario
Students working in teams, are encouraged to find ideas about maze games in scratch community within the Scratch platform (https://scratch.mit.edu/). They can play them and look at the code inside to seek for ideas.
The students in plenum, with the help of the teacher, are asked to create a checklist with all the must-have characteristics of a good game (goal, challenge, fun, competition,different levels of difficulty,clear rules and instructions, target an specific audience) and add this goal list to their shared google doc.
The students working in teams are asked to write down on their shared google doc the scenario of their game filling out a table with information like description of the game, characters/heros, actions of heroes, rules, scenes ... )
Homework: complete the table of their shared google doc
The checklist with all the must-have characteristics of a good game will be used as a checklist assessment in the next steps
Resources linked: 0
CREATE/PRODUCE: the coding part of their game, using the Scratch online free website
The students, in teams are fulfilling the last details of the designing of their game on their google doc document. The teacher is often asked to support them. They also have to organize themselves, choosing roles ( designer, programmer , coordinator, artist ..).During all the phase of procuce and investigate, they will have to collaborate in order to decide the final outcomes of their game.
The students, taking into account their game analysis and requirements start to create their game using the online Scratch web site. They are using their students’ accounts that the teacher has setup for each team. They have to use their imagination, their knowledge about coding with scratch, create or find sprites and backgrounds, check if the characteristics of a good game are included, collaborate, debate on each aspect of their games and make substantive decisions on it. Coding is also a trial and error process, and eventually they will have to modify their initial scenario. The Teacher’s experience and guidance is often required.
The game's requirements often need more coding command and skills from the students. Searching for similar games on the scratch community website student can improve their coding skills. The guidance and suggestions of the teacher if often needed
Homework: students can access from their home their scratch game and continue to code it.
This part, when their game is getting real and they can play and test it, is the most motivating, challenging and fun and they are seeking to investigate and learn about new coding commands and skills.
Resources linked: 0
Share/Play/Remake/Communicate/reflect/Show: the students shared their game online, play each other games, add comments and suggestions, make corrections or enhancements and most of all have a lot of fun.
The students are discovering each other games, play them online, add comments, suggestions, emotions using the Web.20 Scratch platform
After having played each other games and taking in account the comments and suggestions they got, students can enhance/correct/change their game in a positive way using this input.
The students are asked to evaluate using a survey all the games according to the characteristics that a good game should have and also evaluate their team collaboration. At the end of the activity, all students will have their own bagde. ( See all 3 attached doc)
Resources linked: 0
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