1 – 11 Play

In this session, you get to play…and learn how to create your own interactive game.

Goals

· Students can develop greater fluency with computational concepts (conditionals, operators, data) and practices (experimenting and iterating, testing and debugging, reusing and remixing, abstracting and modularizing) by working on a self-directed game project!

Objectives

· Students will reverse engineer game projects to learn game mechanics in Scratch

Getting Started

· What are some game elements that make gaming fun? Why does score matter? Does a timed game make it more exciting?

Vocabulary

· Parallelism – making things happen at the same time

Instruction

1 Play! Go to the Maze, Pong, and Scrolling games and play them http://scratch.mit.edu/studios/487504

2 Then, click the see inside buttons to learn how they were programmed – you will need to know to build your own game in the next session

3 Answer the Wrap-up Questions in your design journal

Feeling stuck? Try this…

· Ask your friends what conditionals, operators, and data points they found to get a started

Want to do more?

· Play as many games as you want and try out other kids’ games (after you have answered the Wrap-up Questions)

Wrap-up Questions

· Identify the use of conditionals, operators, and data in the maze, pong and scrolling games (refer to your notes to remember what these terms mean)

Game Conditionals Operators Data

Maze

Pong

Scrolling

Measurement

· Students engaged in deconstructing several types of games in Scratch

· Students began to question and solve how games are designed and created in Scratch