Computer Programming Through Game Design and Creation By Victoria Gold Grade 9

1. Computer Programming Through Game Design and CreationBy Victoria GoldGrade 9

2. Generative Topics • 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

3. Understanding GoalsComputer Programming through Game Creation is a semester long, 9th Grade course that is broken into 8 units. • 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. • 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. • Unit 4: Drilling Down - The goal is for students to be begin putting concepts into practice and begin their computer programming apprenticeship. • 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 • 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.

4. Performances of Understanding • 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.

5. Assessments Student assessment will be based on the Rubrics defined for each Performances of Understanding and Ongoing Assessments • 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.

6. Putting it All Together

7. Reflections • 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