Wildcat Workshop @ Chester Arthur School
Grade 8
GAME ON!
Essential Questions
What roles do games play in our society?
Why is conservation of natural resources and wildlife important?
How can I use design thinking to create something that is useful and meaningful to others?
What does it mean to be a good digital citizen?
Key Projects
Board, card, and/or outdoor games inspired by nature that can be used by visitors and rangers at the John Heinz National Wildlife Refuge
Digital games in code.org inspired by nature that can be used by visitors and rangers at the John Heinz National Wildlife Refuge
Week of 14 April & 9 May
We began exploring how to define properties of sprites in Game Lab using JavaScript and dot notation.
We also visited the Heinz National Wildlife Refuge to learn about the biodiversity that exists there. We observed wildlife on a nature walk (identifying birds and turtles using field guides). We also conducted a study of water samples to look for living things and identify them using a key.
Weeks of 14 & 21 March
We practiced what we knew about drawing shapes and using variables to create a checkerboard animation. We had to use x and y coordinates to create the board and place the checker. Then, we needed to create, use, and update a variable for the y-position of the checker to make it move down the board.
Week of 7 March
We used a Kahn Academy module to explore how variables can be used to create animations in JavaScript. For instance, if we declare a variable x, call it in our program as the x-position of some shape or group of shapes, and then incrementally change its value (x = x + 1;), we can make it appear to be moving if we continually draw the shape and change its position. We also discussed why you might want to make something change its position in a game without being controlled by the player (e.g., pedestrians moving in the background, attackers moving toward the player).
Week of 28 February
We continuing using Game Lab in code.org to learn JavaScript. This week, we began exploring how and why we might incorporate random numbers into our game code. We also watched a video about the history of video games and the contributions of Jerry Lawson, an African American engineer who led the development of the first cartridges for a gaming system.
Weeks of 24 January; 7, 14, & 21 February
We began learning about how to draw shapes on a coordinate plane. We used Game Lab in code.org, which allowed us to use both blocks and text to write our code and learn JavaScript.
We also began exploring how and why we might incorporate variables into our game code.
Week of 17 January
We earned a Digital Citizen Badges for being Screen Time Managers. This means we reflected on how we feel when we use digital devices. We focused on social media in particular and how it can sometimes make us feel as if we are missing out on exciting things that other people are doing. We also reflected on how to better balance our screen time.
Week of 10 January
We watched a video about the origin of the word algorithm. We discussed how an algorithm is a set of step-by-step rules for solving a problem or completing a process.
Then, we practiced writing detailed and specific algorithms for building Lego structures.
You could only use words and numbers, not diagrams.
We tried to use as few words and numbers as possible.
Pretty quickly, most of us realized that we could tell someone to repeat certain steps. (This is called a loop in computer science.)
We shared our algorithms with peers, who tried to build the structure using our instructions. Some of us improved our written instructions after getting feedback from a peer.
Week of 3 January
We earned a Digital Citizen Badge for being a Conscientious Digital Sharer. This means we reflected on the ways that we passively and actively add information to our digital footprint. Next, we discussed how information in our digital footprint may be used by others who have access to it. We also discussed some of the negative consequences of sharing too much personal and private information online.
Weeks of 13 & 20 December
We continued working on our board game designs.
To help stretch our thinking, we watched a video about invasive fish that inhabit the Heinz National Wildlife Refuge: Asian carp and snakehead fish. Volunteers often participate in roundup activities where they catch and remove the invasive fish. We brainstormed some game ideas based on this activity.
We also played with a littleBits catapult kit and brainstormed ways to incorporate the device into a game.
Finally, we returned to our initial designs and kept building.
Week of 6 December
We practiced sequencing and problem-solving using a coding site called Tynker.
For Computer Science Education Week (December 6-10), we also contributed to a secret pixel message. Each student placed five Post-its based on horizontal and vertical coordinates. All digital images are made up of pixels. And some programming languages, like Javascript, use horizontal and vertical coordinates to place objects on a digital page.
Weeks of 18 & 25 October; 8 & 15 November
We switched from thinking about the technical components of games to learning a little about insects to begin brainstorming game ideas. The games we build this year should be inspired by nature in some way. We learned about:
Structural and behavioral adaptations of insects by (1) looking at examples of horned beetles and bees and (2) applying what we learned to look for adaptations in a video about more insects; and
African American scientist, Charles Henry Turner, who studied insect behavior using mazes and color blocks to learn about ants and bees.
To begin ideating game possibilities, we used plastic bugs and a variety of game pieces (e.g., timers, dice, spinners, cards). We had brainstormed game ideas in prior classes using materials. The addition of insects was the new layer!
Week of 11 October
Throughout this school year, we're building games inspired by nature. Some of our board games may have electric components, such as circuits and switches connected to LEDs, buzzers, and/or motors. So, we practiced building circuits with an online simulation. Then, we switched to physical components to practice building circuits.
Weeks of 20 + 28 September
We explored Tinkercad, which allows us to build 3D objects that we can print with a 3D printer. We may decide to 3D print game pieces for the games we build. So, it is useful for us to know how to use this software. After completing a tutorial, we began creating a game piece that represents us in some way.
Our 3D printer in action
Week of 13 September
We continued our exploration of what makes a game a game by analyzing some board games. We wrote down notes about their conceptual features (like, what are the rules and how many players?) and their physical features (like, what pieces do they have?) Our goal was to begin getting some inpiration for the games we will build.
We had a virtual visit with a ranger from the US Fish and Wildlife Service. She works at the John Heinz National Wildlife Refuge. The refuge is the first urban refuge and is located near the Philadelphia International Airport. She asked us if we would learn more about conservation so that we could build games for the youth who participate in their summer camp at the refuge. We took a virtual tour of part of the refuge and wrote down some notes about what we saw. Our goal was to begin getting some inpiration for the games we will build.
Week of 30 August
We began the year reflecting on our favorite games (video, board, card, outdoor, etc.). Next, we brainstormed what features games should have. Then, we practiced ideating using game pieces to develop new games.
Our goal this year will be to design games—physical and digital!
Example of ideating with checkers