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					                                               Integrated Unit Planning:                                  Are You GAME?
FOCUS QUESTION: What are the benefits of games?
YEARS: 4/5                                 LEVEL: 3                                                        TEACHERS: Katrina Long and Paul Walker
                                                              CURRICULUM ORGANISERS
                  DIVERSITY & CHANGE                                 CONSTRUCTIVE CITIZENSHIP                          SUSTAINABLE COMMUNITIES & ENVIRONMENTS
As life-long learners students:                      As life-long learners students are:                          As life-long learners students:
         Recognize and value diverse groups                  Active, informed and reflective citizens               Recognize impact of environmental change
         Develop identities                                  Designers of future life pathways                      Advocate and take action for preferred future
         Accept change                                       Use ethical codes of behaviour                         Value, care for & shape sustainable communities
         Design own futures                                  Contribute to peace and world harmony
                                                         SELECTED LEARNING OUTCOMES
ARTS:                                                                                  HPE:
ME 3.1 Students combine and manipulate media languages and technologies to             PA 3.2 Students observe rules and demonstrate an awareness of others in play and
construct intended meanings.                                                           simple games.
ME 3.2 Students present media texts to a specified audience using presentation         EPD 3.4 Students demonstrate communication, cooperation and decision-making
techniques associated with particular media forms.                                     skills to collaborate in social, team or group situations.
ME 3.3 Students examine and compare the particular languages used to construct
various representations across media forms and genres for specific purposes.
SCIENCE:                                                                               SOSE:
EC 3.1 Students collect data and make and test inferences to describe the effects      TCC 3.1 Students use evidence about innovations in media and technology to
of forces on the motion and shape of objects.                                          investigate how these have changed society.
EC 3.2 Students identify forms of energy and describe the effects and
characteristics of those different forms.
TECHNOLOGY:                                                                            ICTs
TP3.1 Students examine knowledge, ideas and data from a range of sources and           Learning Objects from The Le@rning Federation
establish the relevance of this information when meeting design challenges.            Microsoft PowerPoint- making an interactive board game
TP3.2 Students collaboratively generate design ideas and communicate these             Free Ware
using presentations, models and technical terms.                                       CD Roms
TP3.3 Students cooperatively develop and follow production procedures to make
products that reflect their design ideas.
TP3.4 Students test and judge how effectively their own or others‟ processes and
products meet the design challenge
KEY CONCEPTS AND LEARNINGS: Toys and games, game playing, game making, game reviews, game study, design, design process.

PURPOSE/ CONTEXT: Are YOU game? In this unit students explore the world of toys and games looking to the past, focusing n the present
and speculating about the future to think about how toys and games have changed. Students design and make a game for a junior buddy,
responding to market research, packaging the game and testing its success. Throughout the term students participate in hands-on
experiments with the science of toys, exploring force, energy, gravity and fiction and their effect on the movement of a variety of toys.

EXCURSIONS/VISITORS                                  COMMUNITY INVOLVEMENT:                                       SCHOOL INVOLVEMENT:
                                                                                        PRODUCTIVE PEDAGOGIES

       INTELLECTUAL QUALITY                               CONNECTEDNESS                             SUPPORTIVE SCHOOL ENVIRONMENT                            RECOGNITION & VALUING OF DIFFERENCE

   Higher-order thinking                        Knowledge integration                           Student direction                                       Cultural knowledge
   Deep knowledge                               Background knowledge                            Social support                                          Inclusivity
   Deep understanding                           Connectedness to the world                      Academic engagement                                     Narrative
   Substantive conversation                     Problem-based curriculum                        Explicit quality performance criteria                   Group identity
   Knowledge as problematic                                                                      Self-regulation                                         Active citizenship
   Metalanguage
          STUDENTS NEED TO KNOW:                                                                                       STUDENTS NEED TO DO:

   What are forces                                     Experiment with a variety of different toys to explore and develop an understanding of the concepts of Force, Energy, gravity and friction
   What are effects of forces                                o     Kinetic Energy- toy cars, Jack-in-a-Box, wind up toys, battery operated, toy gliders, spinning tops
   What is energy                                            o     Gravity, energy and motion- Bouncing balls (fair testing),
   What is friction                                          o     Elastic (stored) energy, measuring energy- making a Flic Flac
   What is motion                                            o     Friction, stored energy- ramps, cars, different surfaces
   What is data                                              o     Forces, energy and motion- See Saws
   What are inferences                                       o     Force- Paper Planes (Benoiuli)
   What is gravity                                     Collect data to describe the effects of forces
                                                        Make inferences
                                                        Test inferences
                                                        Describe the effects of forces on motion
   What are rules                                      Play a variety of simple games
   What are simple games                               Discuss games and rules that they are familiar with
   What is play                                        Observe rules
   How games help us learn                             Demonstrate games and rules
   What is the purpose of games                        Write and present an evaluation of a chosen game
   How rules help games to be played                 Home Tasks:
                                                        Devise questions for grandparents and parents about games they have played in the past
   Games evolved through history                       Carry out interview with parents and grandparents
   Different cultures influence games                  Report on the results of the interview
   There are a variety of different games with         Find out about a game or toy from another country- research origins, descriptions and other information on that game
    different structures                                Select their favourite movie and construct a board game based around that movie
   Gender may influence participation in games
                                                          List materials and equipment needed to play a variety of games
   What are the innovations in media and                 Collect pictures of people playing and participating in games
    trechnology                                           Participate in information sessions with representatives from local sporting groups and clubs- discuss rules, safety, skills and team play
                                                          Record games played in the playground- investigate gender differences in choice of games played
   How have innovations impacted and games and           Brainstorm appropriate games to be played in different locations- ocean liner, airplane, family car, space shuttle, shallow swimming pool, snow area,
    game play                                              island
                                                          Follow instruction to construct an interactive board game using Microsoft PowerPoint
                                                          Look at a variety of game packaging and analyse the components
                                                          Redesign packaging for games
                                                          Create a computer game character
                                                          Play a variety of physical, board, computer- PC, console games
                                                          Identify suitable areas around the school for particular games to be played
                                                          Discuss improvisation of materials
                                                          Predict the games that may be played in the future
                                                                                         PROGRAM MODIFICATIONS

SCAFFOLDING LEARNING:                                             ENRICHMENT:                                                                       DIFFERENTIATION:
Learning Support                                                  Contract Activities- Thinkers Keys                                                   Expert game maker from classroom to demonstrate
                                                                                                                                                        Game Maker
                                                                                                                                                       Expert reviewer to share game reviews
                                                                                                                                                       Talented group to play and review a variety of games for
                                                                                                                                                        a Class Magazine
                                       ASSESSMENT & EVIDENCE GATHERING OVERVIEW

                                                                  Pre-testing
KWL




                              Assessment Tasks                                        Related KLAs   How and when judgments
                                                                                                     will be made:
Energy, Force and Motion in Toys Reflective Journals                                 Science         Criteria sheet
   Recorded, interpreted and reflected on a variety of experiments in their         English
     reflective journals
   Used correct terminology to describe the effects of force, energy, gravity and
     friction in toys
   Labeled illustrations of toys to show what forces were operating on them at
     various stages of the experiments
   Compared the results of experiments to determine the operation of various
     toys and to offer explanations as to why some toys perform better than others

All About My Game- Oral Presentation                                                 HPE             Criteria sheet
     Explained the rules and purpose of the game                                    English
     Demonstrated an element of the game                                            SOSE
     Outlined the benefits of the game in order to persuade their peer to try the
      game

Making a Game
                                                                                     Technology      Criteria sheet
   Designed a game for a younger audience from a completed questionnaire
                                                                                     The Arts
   Followed their design to plan and create a simple game
                                                                                     HPE
   Designed appropriate packaging or related materials for their game
   Demonstrated their game to the intended players
   Wrote simple objectives and instructions for their game
   Tested and judged the success of their game by gathering opinions and
     identifying any constraints or challenges of their game
                                                            LITERACY DEMANDS

      Procedural text

      Game reviews

      Generic structure, format and features of games

      Packaging




                                                           NUMERACY DEMANDS


      Probability- dice, chance
      Scale
      Problem Solving
      Puzzles
      Shape




RESOURCES:
Science Primary Investigations Book 4- Units 1,2 and 3; Book 5- Unit 1; Book 7- Unit 1
Xbox, variety of Xbox games
GameMaker http://www.gamemaker.nl/ (game making software)
Klik N Play http://www.clickteam.com/English/klilk&play.htm (game making software)
Sample PowerPoint Interactive Board Game
OUT OF THE BOX- Brainstorming
WHAT WE WILL BE DOING                                                         WHAT RESOURCES WE WILL NEED
* Discuss who plays games and what it means to us
* Predict how parents may respond to a games survey
* Survey groups to find their opinions on games in classrooms
* Analyse survey results
* Share our understandings of games and game playing
* Develop a shared language to discuss, play and study the games
* Identify the skills that we need in REAL LIFE.
* Identify skills developed through games that may help in REAL LIFE.
* Play a variety of games
* Study games to find the skills that are used when playing games
* Discuss “What makes a game educational”?
* Observe others playing games to record instances of particular skills being used
* Write short articles for the Newsletter
* Invite a reporter from the local newspaper to visit and write about the Xbox project
* Identify the key decision makers in the school community
* In teams, present a video argument to various groups, to try to change perceptions
                  Analysing Television Advertisements
        Ad:_________________________                 Time: ____________

I thought the ad was bad good

  What is the talking like?
               loud        soft   calm   excitable fast        slow

  Was there movement?
            Lots                    some                   hardly any

  Was there music or a jingle?   music jingle              none

  Could you see the person talking?           yes             no

  Were any symbols used?                yes          no

  Did you notice anything else? ____________________________________
            Analysing Computer Game Covers
What do you think the game will be about? ___________________________________

Why? ________________________________________________________________

Is it easy to identify the major characters in the game? __________________________

Why? ________________________________________________________________

Is it easy to identify the events which will occur? _______________________________

Why? ________________________________________________________________

Will it appeal to the intended audience? _____________________________________

Why? ________________________________________________________________

What other information is shown on the cover? ________________________________

Why? ________________________________________________________________
            Newspaper Titles – What’s your point of view?
In your group you will need to:
 Read the newspaper headline
 Decide on your answers to the guiding questions and why
 Talk about your views with the rest of your group and say what you think
 Come up with a group view to share with the class



Guiding Questions:
 1. Does this headline support the use of video games with children?

 2. Who do you think would agree with this headline?

 3. Who do you think would disagree with this headline?

 4. Why do you think the author wrote this headline?

 5. What is your opinion of the headline?
                                           Our Point of View

                         Glue your newspaper headline here.


1. Does this headline support the use of video games with children?




2. Who do you think would agree with this headline?




3. Who do you think would disagree with this headline?



4. Why do you think the author wrote this headline?




5. What is your opinion of the headline?
Newspaper Headlines:
Video games lead to youth violence
Game makers target children
Girls left out of game play
Kids watch games and kill
Video games stunt kids social skills
Violent play leads to more violent play
Children need fantasy games
Japanese region bans violent games
X-Box open all hours
Online gamer killed for selling cyber sword
                                    Running Record:
               History of Entertainment and Technology
                                         1940 – 1949
RADIO AND NEWSPAPERS FOR CHILDREN
During the 1940s children could listen to musical, comedy or adventure serials, such as Superman,
on the radio. Newspapers also had special sections for children which included competitions,
colouring pages, comics, puzzles and short stories. Children could send in their own poems or
stories to be published in the newspaper.

TOYS AND PLAY
Toys and games for children in the 1940s included hopscotch, jacks or knucklebones and skipping.
The invention of dolls that had eyes that could open and close were popular with girls while boys
like to play with guns and rifles like the men who had gone to war.



                                         1950 – 1959
SCHOOL OF THE AIR
In 1951 School of the Air began. This allowed children who lived in the country to have lessons
with a teacher by radio.

TELEVISION
In 1956 television began in Australia. It soon became the most popular form of entertainment in
Australia. Some of the programs shown were quiz programs, movies, musical programs and
sporting events.

TOYS
The latest in toys in the 1950s were hoola hoops and yo-yos. Children still went to the cinema,
where 3D movies were sometimes shown, where viewers wore special glasses to watch the movie.
Transistor radios were popular with children and teenagers to listen to rock‟n‟roll music.

VIDEO GAMES
The first video game was created overseas.
Name:                                                          Date:
                                                               Error   S/C   Error   S/C
                        1940 – 1949
RADIO AND NEWSPAPERS FOR CHILDREN
During the 1940s children could listen to musical, comedy
or adventure serials, such as Superman, on the radio.
Newspapers also had special sections for children which
included competitions, colouring pages, comics, puzzles
and short stories. Children could send in their own poems
or stories to be published in the newspaper.
TOYS AND PLAY
Toys and games for children in the 1940s included
hopscotch, jacks or knucklebones and skipping. The
invention of dolls that had eyes that could open and close
were popular with girls while boys like to play with guns
and rifles like the men who had gone to war.
                        1950 – 1959
SCHOOL OF THE AIR
In 1951 School of the Air began. This allowed children
who lived in the country to have lessons with a teacher by
radio.
TELEVISION
In 1956 television began in Australia. It soon became the
most popular form of entertainment in Australia. Some of
the programs shown were quiz programs, movies, musical
programs and sporting events.
TOYS
The latest in toys in the 1950s were hoola hoops and yo-
yos. Children still went to the cinema, where 3D movies
were sometimes shown, where viewers wore special
glasses to watch the movie. Transistor radios were
popular with children and teenagers to listen to rock‟n‟roll
music.
VIDEO GAMES
The first video game was created overseas.
Name:                                                         Date:
                                                              Error   S/C   Error   S/C
                       1950 – 1959
TELEVISION
Television was first introduced into Australia in 1956. the
first program – four hours of entertainment – was
broadcast from Sydney on 16 September 1956.
Television soon became the most popular form of
entertainment in the country, showing quiz programs,
movies, musical programs and sporting events.
THE OLYMPIC GAMES
The Olympic Games were held in Melbourne in 1956.
athletes from 67 nations competed in the Games, the first
time they had been held in the southern hemisphere.
People who could not attend the Games were able to
watch them at home on television. Those without
television watched the Games on televisions in shop
windows.
POPULAR TOYS
During the 1950s, children played with the latest craze
toys, such as hoola hoops and yo-yos. They spent
summer holidays at their local swimming pools, at
playgrounds and going to the pictures on Saturday
afternoons. At the cinema, „3 Dimension‟ or „3D‟ was a
new way of watching a movie. People wore special
glasses that made things on the screen appear to come
out towards the viewer. On transistor radios and electric
record players, children and teenagers listened to
rock‟n‟roll music.
DID YOU KNOW
The Queen‟s visit in 1954 was the first time that a king or
queen had ever visited Australia. Cities and towns were
decorated and people flew flags and put up pictures of the
Queen in their windows. Thousands of people lined the
streets trying to get a glimpse of the Queen.
                                     Game Skills Use
Game name:                                             Player:
Do you see skills in these areas used? If so please list.
APPEARANCE SKILLS
EMOTIONAL SKILLS

Mark on the continua the amount you see the skills used.
                                        EVERYDAY LIFE SKILLS
Make friends
                    Rarely                             Sometimes   Usually
Socialise
                    Rarely                             Sometimes   Usually
Communicate
                    Rarely                             Sometimes   Usually
                                              ACTIVE MINDS
Think
                    Rarely                             Sometimes   Usually
Imagine
                    Rarely                             Sometimes   Usually
Minus
                    Rarely                             Sometimes   Usually
Times
                    Rarely                             Sometimes   Usually
Plus
                    Rarely                             Sometimes   Usually
Do maths
                    Rarely                             Sometimes   Usually
Divide
                    Rarely                             Sometimes   Usually
Read
                    Rarely                             Sometimes   Usually
Use brain
                    Rarely                             Sometimes   Usually
Do science
                    Rarely                             Sometimes   Usually
Spell
                    Rarely                             Sometimes   Usually
                                           TECHNICAL SKILLS
Play PS2
                    Rarely                             Sometimes   Usually
Play computer games
                  Rarely                               Sometimes   Usually
Play X-Box
                    Rarely                             Sometimes   Usually
Play the eye toy
                   Rarely          Sometimes   Usually
Turn on PS2
                   Rarely          Sometimes   Usually
Use web cam
                   Rarely          Sometimes   Usually
Play game boy
                   Rarely          Sometimes   Usually
Computer skills
                   Rarely          Sometimes   Usually
Watch TV
                   Rarely          Sometimes   Usually
                            ACTIVE BODIES
Exercise
                   Rarely          Sometimes   Usually
Play basketball
                   Rarely          Sometimes   Usually
Play soccer
                   Rarely          Sometimes   Usually
Do karate
                   Rarely          Sometimes   Usually
Play netball
                   Rarely          Sometimes   Usually
Do gymnastics
                   Rarely          Sometimes   Usually
Dance
                   Rarely          Sometimes   Usually
Walk
                   Rarely          Sometimes   Usually
Bowl
                   Rarely          Sometimes   Usually
                            COMMUNICATE

Send SMS
                   Rarely          Sometimes   Usually
Listen
                   Rarely          Sometimes   Usually
Talk
                   Rarely          Sometimes   Usually
Sing
                   Rarely          Sometimes   Usually
Yell
                   Rarely          Sometimes   Usually

				
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