Circulate and assist as they work, calling attention to the Hints button in the top right corner of each level as needed. Therefore, for many of the methods they will be using, they will use game instead of hero.Īllow students to move through these levels at their own pace. Explain that instead of programming the hero to work through the levels of a game, they will be designing those levels themselves. Recall for students that they used commands like hero.moveRight() in the Introduction to Computer Science levels. Tell students they will be playing levels 1 - 5 ("Over the Garden Wall" - "Gemtacular") today. The goals, mechanics, and spawnables in the games were different and therefore changed the player's experience completely. What was different about the games that we looked at? Also, each game had a way that the player interacted with it and some objects that the player had to manipulate in some way. What did the games that we looked at have in common?Įach game had a clear goal that the player had to complete in order to advance to the next stage. Then, use one or more of the following discussion questions to prompt reflection on the activity: Have students discuss and justify their answers if there were disagreements. DiscussĪs a full class, check whether most of the groups had the same thoughts on their sticky notes. Students should post their sticky notes at the front of the class. Have students in groups write down on sticky notes their consensus about the goals, mechanics, and spawnables in the game. Project the game and play in front of the class while students watch.Īllow students time to discuss in their groups what they think the goals, mechanics, and spawnables are in the game. Interactĭivide the class into groups of 3-4 students.įind a simple online game on an education website (could be anything from a simple 2048-like game to a more complex adventure game). They'll start today by learning how to spawn objects. Tell students they'll have the opportunity in this unit to design a game with all these components. (You can find definitions in the Key Terms section on page 1.) For each term, have students share out examples from their favorite games. Opening Activity (10 minutes): Game Breakdown Explainĭefine the terms goal, mechanic, and spawnable for students. CSTA 1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development.CSTA 1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem.Define basic vocabulary: spawnable, mechanic, and goal.Use suitable methods for spawning objects and defining game goals.Use arguments to input information into a method.Use proper sequencing when writing code.Python Syntax Guide or JavaScript Syntax Guide.Students will learn about basic game mechanics and designing levels with clear goals. These levels provide students with the tools they need to add spawnable objects to their game and goals to the levels they design. Levels "Over the Garden Wall" (1) - "Gemtacular" (5) Summary ( example: The x-position of the gem that is being spawned.) Property - A characteristic of an object. ( example: scenery, characters, and gems) Spawnable - An object in a game that a student can add to their game using the spawn command. Mechanic - The rules that govern how a player interacts with a game and how the game interacts with a player ( example: In platform games, the player presses a button that makes the hero jump.) Goal - A task that a player must perform to win (or progress in) a game ( example: The player must collect all the gems before progressing to the next level.) Player - The person who plays the game and controls the game piece ( example: In Tetris, the person who presses a button to drop the blocks into place.) Lessons Moduleġ-5 ("Over the Garden Wall" -"Gemtacular")ġ2-16 ("Forest Incursion" - "Time to Live") This guide is written with Python-language classrooms in mind, but can easily be adapted for JavaScript. This will culminate in a final project in which each student designs and creates their own unique game and collects peer feedback for improvement. Students will learn the specific commands needed to make a game while navigating through the game development levels. This course is designed to introduce students to game design and development through classroom discussions and hands-on programming. Time: 4 x 55 minute (minimum) sessions Overview Prerequisite: Introduction to Computer Science Last updated: Lesson Plans Game Development 1
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