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Games That Can Have Social Impact - Jane Ji

Passion should be what drives the creativity behind our games. When you deal with subject matter that rarely would become a theme for a game expected to be a commercial success, you need passion and perseverance to make games that have social impact. Our genuine concern about biodiversity and ecosystems inspired us to create innovative game mechanisms that fit well with the nature of the content we would need to create iBiome, a game series that teaches kids about environmental science. Worried about the future of our children, two concerned moms decided to fight back with educational games that they believe will engage kids in environmental stewardship. With none partnership and less than $2000 of marketing budget to start with, we went through a path that has led us to where we are today: awards, iTunes store features and two games in the series. Find out how far we are from success after four abandoned prototypes, countless failure to sell to k-12 schools and struggle to raise funds.

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Games That Can Have Social Impact - Jane Ji

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  1. Design Games with Social Impact Springbay Studio Ltd. Committed to making great educational games to help people appreciate and understand the beauty of the natural world that surrounds them.

  2. Connected with the environmental cause

  3. How can we make it?

  4. A game about ecosystems

  5. What gameplay is appropriate for ecosystems? Sand-box, simulation and park management Puzzle and logical thinking

  6. Initial version - a god game

  7. Make the food web itself fun to play

  8. Make Biology rules the game

  9. Initial launch “iBiome-Wetland is a beautifully designed and well-researched game that engages students quickly.” - Mike Farley Gr.7 Teacher University of Toronto Schools

  10. One year later https://www.youtube.com/watch?time_continue=30&v=z5otrY8j270

  11. Unique virtual experiments on ecosystems ”See what happens when you add extra of one species to your biome. Students will see right away how species depend on one another and how easy it is for an ecosystem to get off-balance. “- American Association of School Librarians Best Apps for Teaching and Learning 2015

  12. Featured by the iTunes Store worldwide five times https://youtu.be/_im63C4Hklw

  13. Oceanic ecosystems Explore the natural balance of ocean habitats. Build diverse and intricate ecosystems Celebrate the rich diversity of sea life. Study the human impact on our oceans

  14. Oceans and Us! Introduction of the ecological interaction between us and the oceans.

  15. How can everyone help? Build and see how different everyday items such as cars and water bottles, create challenges for sea life. Learn our responsibility as environmental stewards through stories.

  16. Common Core Standards Reading Science/Technical Source: Common Sense Education BrainPop https://www.commonsense.org/education/app/ibiome-wetland https://www.brainpop.com/games/ibiomewetlandschooledition/ Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CCSS.ELA-Literacy.RST.6-8.9 CCSS.ELA-Literacy.RI.5.5 CCSS.ELA-Literacy.RST.6-8.2 CCSS.ELA-Literacy.RI.3.3 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS.ELA-Literacy.RI.3.7 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. CCSS.ELA-Literacy.RST.6-8.4 CCSS.ELA-Literacy.RI.5.2 CCSS.ELA-Literacy.RI.4.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. CCSS.ELA-Literacy.RI.5.3 CCSS.ELA-Literacy.RST.6-8.8 CCSS.ELA-Literacy.RI.4.7 CCSS.ELA-Literacy.RI.5.4 Example: CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

  17. Next Generation Science Standards Ecosystems: Interactions, Energy, and Dynamics Source: Common Sense Education https://www.commonsense.org/education/app/ibiome-wetland Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. MS-LS2-1 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. MS-LS2-3 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-4 Example: MS-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

  18. Handy lesson plans • Using chart to ask kids to identify the ecological roles for the species in the game Env Pro Con Prey Pred Env Pro Con Prey Pred Soil Sun Water Algae Cabomba Water Lily Snail Pickerelweed Wasp Hoverfly Willow Viceroy Butterfly Mosquito Dragonfly Blue-winged Teal Red-winged Blackbird • Ask students to draw a diagram of the entire food web for any habitat • Use Post Game Analysis to drive further thinking

  19. Easy access via Online and Tablets • Download the apps with the Apple’s Volume Purchase Plan to save 50% • Install the app on your school iPads/ iPad mini • Start engaging your students with a fun learning game. • Select the right subscription to fit for your class, school and district. • Contact us to finish your subscription • Share your login info with your students • Start engaging your students with a fun learning game. iPad iBiome-Wetland School Edition https://itunes.apple.com/ca/app/ibiome-wetland-school- edition/id1069411327 Online iBiome-Ocean https://itunes.apple.com/us/app/ibiome- ocean/id1207917622?mt=8 http://www.schools.springbaystudio.com/

  20. Children validated our mission “We are polluting the ocean more than we think." "I learned that everything is impacted by us and that we need to be careful with what we throw out and recycle.” Key findings from a students survey report - Students learned how ecosystems are impacted by changes in species’ population. - Students learned how modern technologies can contribute to environmental damage and also how they can use these technologies in an environmentally sustainable way. - Students liked building virtual biodomes, and receiving rewards for their work and were motivated to keep playing. https://schools.springbaystudio.com/Student_feedback_summary.docx

  21. Follow us: @SpringbayStudio Like us: https://www.facebook.com/SpringbayStudio Visit us: https://schools.springbaystudio.com #SeaStudent

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