Computer Programming
Through Game Design and
Creation
By Victoria Gold
Grade 9
Generative Topics
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Why Computer Programming?
New literacy standards are emerging that will
include Computer Programming. The question is
will the next generation of students become just
consumers of computer products or will they be
both creators and consumers of technology. to
Students will learn how to take control of the
world’s most influential machine.
Why Write a Game?
Why not a game? For many students gaming
has become a way of life. Let’s take advantage
of this and use a game to help students delve
deeper into the world of computing. There is
also pedagogical evidence that there is lots
education can learn from good game
construction.
A New Paradigm.
What’s next? Let’s nurture the next generation of
innovators and ask them to think deeply about
how they see the future of technology.
Massachusetts Curriculum Frameworks for
Science and Technology/Engineering and
Recommended Instructional Technology Standards
Understanding Goals
Computer Programming through Game Creation is a semester
long, 9th Grade course that is broken into 8 units.
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Unit 2: Hardware and Software and Inputs and Outputs
The goal is to start students off on their journey through the
Engineering Design Process as defined by Science and
Technology/Engineering Curriculum Framework, Strand 4, item 1.1.
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Unit 3: How it Works
The goal of this unit is for students of get enough of the basic computer
programming to begin the real work of designing a game.
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Unit 4: Drilling Down The goal is for students to be begin putting concepts into practice and
begin their computer programming apprenticeship.
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Unit 6: How the Industry Works
The goal is for students to see their work from a real-world perspective
thus adding meaning and realism to their work
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Unit 8: Into The Future
The goal is for students to get the opportunity to stretch their present
level of understanding and try their hand at predicting the future of
technology.
Performances of
Understanding
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Flow of Control (Introductory) – In groups students will map
a path of a popular game.
Pseudo Code Solutions (guided) – Students are asked to
solve standard computer science algorithms in pseudo-code.
Flow Chart Your Game (guided) – Students will produce a
flow chart to demonstrate the details of their game design.
Use Case Scenarios (guided) - In pairs students will present
5 Use Case Scenarios for their partner’s game. The partner
must in turn address these scenarios in their design.
Final Project (culminating) – Students are asked to make a
presentation that describes and reflects on the process of
creating and building their game. Students will provide design
and user specifications for their classmates to review and to
use.
Assessments
Student assessment will be based on the Rubrics
defined for each Performances of Understanding
and Ongoing Assessments
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The Game Document’s Ongoing Assessment is both peer
and teacher based. Students are asked to distribute their
documents amongst one another. The peer evaluation is
based on whether a student can recreate the game design
based on the Design Specification and can a student play a
game based on the User Documentation.
The Class Mural’s Assessment is informal. It will be based
on effort vs. quality of a student’s artistic talents.
Putting it All Together
Reflections
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The process works. The
CCDT's structure guides you
into an iterative process of
curriculum development
which results in a deeply
thought out product.
The Collaborative capabilities
are to be applauded. I was
fortunate to be in a group that
was comfortable working
collaboratively.
I was surprised by how
passionate I am about
teaching Computer
Programming