Gamestar Mechanic 17-18 (Introduction To Video Game Creation)

VIDEO GAME DESIGN INVESTIGATION PROJECT 

STEM CHALLENGE: Make-Learning Games Link

Explanation Video (VIMEO) Link: https://vimeo.com/59319035

Today you will spend some time working on GAMESTAR MECHANIC! This is an introductory program to teach the basics of creating video games. Please use the link below to join our class:

Gamestar Mechanic CCSTECH 17-18 Sign-Up Link

Once you have joined, spend time in class today working through the QUEST and initial levels. You can work on this from any place you have an internet connection. Once you see how basic game design works, by completing the story-line and levels, you will then be able to put this together with the basic coding we work on later this year. Take your time and work through this at your own pace.

Enjoy today's fun day, and be ready to work on creating web sites next week. Relax and Enjoy this reward for your hard work over the last few weeks!

- Mr. S 

STEP BY STEP INSTRUCTIONS

1. CLICK THE LINK ABOVE
2. Look For "I Do Not Have An Account"
3. Click "I AM AUTHORIZED TO JOIN THIS CLASS"
4. TYPE In A USERNAME (Your Choice But Appropriate)
5. TYPE In A PASSWORD and CONFIRM IT (Same Password Twice)
6. ENTER Birthday
7. ENTER First Name and Last Name
8. CHECK BOX "I Have Read And Agree To Terms"
9. CLICK REGISTER
10. CLICK ON ONE PICTURE FOR EACH GROUP, REMEMBER YOUR CHOICES
11. CLICK THE SAME PICTURES AGAIN TO VERIFY YOUR CHOICES (You Will Use These If You Forget Your Password)
12. CLICK "QUEST" And Complete Each Level To Get More Items To Use In A Game You Will Design
13. GOOD LUCK!  HAVE FUN!

ACADEMIC/LEARNING OBJECTIVE

Scholars use a link provided on the class website to begin learning about how video games are created.  Each scholar will work on their own to work through the storyline and levels of the game-making process.  Scholars will be required to use Peer Mentoring to help each other through difficult levels prior to instructor intervention.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!

Scholars will create individual accounts on Gamestar Mechanic using the link provided on the class website.  Scholars will work independently on each level of the storyline to begin creating a video game.

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2014

PETE&C Code.org Overview Presentation & Links

The Pennsylvania Educational Technology Expo and Conference (PETE&C) is a statewide event that provides quality programs focused on technology in the educational field.

(Definition Provided by https://elearningindustry.com/elearning-events/pete-c-2016)

Apparently I am the "Jason Kelce" of Ed Tech Fun in PA!
"Hungry Dogs Run Faster" (Love This Quote)

Yesterday I had the privilege of being invited to present at PETE&C.  My Sunday Session, from 1:00pm to 4:00pm allowed attendees to participate in a hands-on, interactive workshop to present an overview of the Code.org Curriculum.  We discussed how is was created, the main reasons it exists, and showed examples (especially unplugged activities) for each of the different levels in the Course Catalog found on the website.  Special emphasis was placed on the K5 Fundamentals and CS Discoveries programs.  Connections with the Hour of Code were also presented.  Links to the presentation slides, and to the conference itself are listed below.  For more information about Code.org, PETE&C, or any other Educational Technology topic, please contact me right away.  If I do not know the answers, I can help you find someone that does!

Code.org Overview (PETE&C) Slide Deck (Click Here) 

K5 Fundamentals Training Companion Website (Philly)

PETE&C 2018 Information Website (Happening Right NOW!)

Eagles Parade Scribner Highlights Short Version

Check Out Our Video LIVE From The Parade at 22nd/Parkway in Sunny Philadelphia!

FLY EAGLES FLY!

BELIEVE!

"Hungry Dogs Run The Fastest!"

SPENT: A NEXTGEN Personal Finance Simulation Project (Middle School) CCS

The Inquiry below is intended to help introduce students to the decisions people have to make everyday when they are living paycheck to paycheck. The Supplemental Resources are provided only to support the Inquiry, but the Inquiry is a comprehensive lesson on its own. 

In this Inquiry, students will use a simulator to roleplay an adult trying to make ends meet when they don’t have a surplus of finances. In the process, students will learn about how their decisions impact the people around them and their ability to pay for the necessities each month as well as the pressures and decisions that many people face in this situation. Through this Inquiry, they will learn to use wise spending and saving habits, empathize with those dealing with the living wage, and assess the options people have when they are having financial difficulties.

Make Sure You Click On The ROLEPLAY Inquiry Simulation Link Below, Click FILE and MAKE A COPY, and SHARE it with Mr. Scribner (hscribner@ccs.us) for credit!

Inquiry Simulation:  ROLEPLAY: Spent Middle School Edition

Learning Objectives:

• Students will experience the circumstances of budgeting on the living wage.
• Students will reflect on the impact of the decisions they made in order to learn from them for the future.
• Students will explore the difficulties of living paycheck to paycheck and learn from the options they face as well as mistakes they make.
• Students SHOULD Play the Game a SECOND Time after recording their answers to more fully understand some of the alternate choices in the simulation.

ACTIVITY:

Complete The Google Document Worksheet As You Complete The Online Simulation. Please Answer All Questions In COMPLETE SENTENCES! Try to use the R.A.C.E Response Method (Repeat the question, Answer the question, Cite your evidence/examples, Explain your evidence/examples) Make sure you SHARE the Google Document with Mr. Scribner (hscribner@ccs.us) for credit.

Standards:

Alignment to Anchor Standards for Reading: CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it. CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words..

Alignment to Jump$tart Spending and Saving Standards: 1b: Analyze how spending and saving behavior can affect overall well-being. 1c: Discuss the components of a personal spending plan, including income, planned saving, and expenses.   Alignment to Jump$tart Risk Management and Insurance Standards: 1b: Predict the consequences of accepting risk with insufficient or no insurance. 1c: Illustrate how to use insurance to share the risk of financial loss.

Supplemental Resources:

*Note: These supplemental resources are a work in progress and will be finalized soon!

Video: Just In Case
This video from Cha-Ching is a fun way for students to explore why they should think about having an emergency fund or getting insurance in case issues they can’t plan for arise!
Suggested Follow Up Questions: 1) What are some examples of reasons you might need an emergency fund or insurance from the video? 2) Why do you think people say “plan for the worst” based on what you learned from the video?

Interactive: PlayInsure
This game allows students to learn about Auto Insurance and Homeowner's Insurance by letting them roleplay as an insured party  that encounters many different scenarios. This allows students to see the different plan options, why insurance costs a certain amount, and when it is useful. Since the game is created by the Texas Department of Insurance, it focuses on that state, but it is a great learning tool for students regardless of location.

• Teacher Tip: Both the Auto Insurance and Homeowner’s Insurance games are very long (30 days) so they are quite repetitive. You might want to tell the students to play for something like 10-15 days!

Video: Payday Loan Advertisement
This Payday loan advertisement tries to sell people payday loans. In the process, it outlines why payday loans exist and why someone living paycheck to paycheck might feel the need to use one. Students might not understand what the big issue with payday loans is given the tone of the video, so discussion afterwards will help them understand.
Suggested Follow Up Questions: 1) How are payday loans different from borrowing money for something like college or a house? 2) Why might someone be searching for a loan like this? 3) What are the 2 qualifications needed to get a payday loan? Why do you think the companies don’t require more info from the borrower? 4) What do you think are the downsides of taking out a payday loan?

Comprehension Questions: Spent Kahoot
This kahoot is a fun way to assess students on their understanding of the terms and concepts they learned in this lesson.

This project taken directly from https://www.ngpf.org/courses/middle-school/

NGPF 2018 PAYBACK Challenge

Featured in the New York Times, our paying-for-college game PAYBACK has been played by over 150,000 students in just 3 months since launch! Teachers are saying, “It was an amazing game. All of my students were so highly engaged that it was time to go to lunch and none of them wanted to leave," AND "They loved that the game made them confront the money challenges of college but also helped them build the skills to survive and thrive.”  Students can win cash awards and other prizes.  There is the possibility of representing your state as a National Award Winner!

Here is how to play (Yes, This is a class assignment as well):

Teachers Register Intent

• Click this link and complete this short (1minute) form to reserve your spot. With our inaugural PAYBACK Challenge, we are limiting this contest to the first 2,500 educators who express an interest in nominating a student essay. Be sure to sign up TODAY.

Educator Awards:

• Educator Awards - The educators who nominated the Honorable Mention and National Grand Prize Winners will each receive $200 for classroom projects.
• Nominator Awards - ALL educators who nominate a student will be be entered into a drawing. 20 names will be drawn with each receiving $100 for classroom projects.

Check out our blog post for additional details and guidelines for the PAYBACK Challenge.

Take the NGPF Payback Challenge

Students Play PAYBACK

• In Class Option: A single game-play takes 15-20 minutes, but you may also use a full 50-minute period by playing the game twice
  • Teachers: You can also use this corresponding classroom activity to support your students as they play the game.
• At Home Option: Your students can play the game at home, too.

Students Write Short Essay (GOOGLE DOCUMENT)

• Use this Essay Template to collect 250 word essays that respond to this writing prompt: 
  "How could you use the online game, PAYBACK, to have a conversation with your parent/guardian about paying for college?"
• CRITERIA: Essays will be evaluated by NGPF staff based on the following:
  
  
  • Indicates an understanding of key concepts learned by playing the game PAYBACK.
  • Addresses concerns their parents/guardians may have about this sensitive topic.
  • Takes a creative approach to engaging parents/guardians in a conversation about college.

MAKE SURE YOU USE THE R.A.C.E.S METHOD TO ANSWER THE WRITING PROMPT:

R-Repeat The Question, A-Answer The Question, C-Cite Your Evidence/Examples,

E-Explain Your Evidence/Examples, S-Summarize Your Thought (Wrap-Up)

SHARE Your Essay With Mr. Scribner (hscribner@ccs.us) For Credit!

Oh, and about the money...over $150,000 in cash prizes are available and EACH state will be represented on the podium!

Student Awards:

• National Grand Prize Winners - 10 at $5,000 each
• Honorable Mention Awards: 150 at $500 each
• A minimum of 2 student essays from each of the 50 states + District of Columbia

Contest Deadline: March 23rd at Midnight!  (Assignment Deadline:  End of MP3)

Later This Marking Period We Will Complete Other NGPF Assignments/Lessons!

ACADEMIC/LEARNING OBJECTIVE

Scholars will use the online simulation "PAYBACK" to begin learning about the basics of how the choices they make for higher education can affect them financially.  This simulation, and associated standards for this assignment, will help them meet PA CEW Academic Standards, and also help students hone their skills for writing and information retention after participating in the simulation.  Students should reflect on this simulation, and use it as a prompt for conversation at home about the real costs associated with higher education, careers, and their future choices.

SCHOLARS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

Scholars will follow all directions log into their Google Account and then begin working on the NexGen Personal Finance Simulator (PAYBACK).  Scholars will spend 15-20 minutes completing the simulation.  When complete, scholars will download a copy of their final worksheet.  This image will be uploaded to their "CEW Evidence 515" folder in their Google Drive and SHARED, for credit, 

with Mr. Scribner (hscribner@ccs.us).  Scholars will then create a GOOGLE DOCUMENT titled 

"(LastName) PAYBACK P? S2" and write a 250-word essay using the prompt listed above.  

Scholars may use the EXAMPLE for reference, but must write this essay in their own words.

The essay must be SHARED with Mr. Scribner (hscribner@ccs.us) for credit as well.