Career Exploration Module DAY FIVE

Transcription

1 Career Exploration Module DAY FIVE Lesson Title Playing the Game Cluster Pathways All Pathways Essential Question What careers are within the AAVTC clusters? TEKS Career Portals: 1.A, 1.B, 2.A, 2.B, 2.C, 2.D, 2.E, 3.A, 3.B, 4.F, 4.G, 4.H, 5.A, 5.B, 5.C, 5.D, 5.E, 5.F, 5.G, 5.H, 8.B Prior Student Learning Students should have already been presented the Career Module Introduction Estimated time 45 minutes Objectives - Identify and explore a career opportunity within the Arts, AV Technology, and Communications Cluster Video Game Designers Materials/Equipment/Handouts Needed - Computers with Internet access - Assignment: Playing the Game - Rubric (if needed) - Paper (Extension activity) - Pencils (Extension activity) References: 1. Habgood, J. (2007). The Game Maker's Apprentice: Game Development for Beginners (1 st ed.). New York City, NY: Apress. 2. Harbour, J. S. (2014). Video Game Programming for Kids (2 nd ed.). Boston, MA: Cengage Learning PTR. Introduction/Engage - Ask students if they have ever enjoyed playing video games; solicit responses about which particular games are their favorites and why - Explain that today, students will learn about another AAVTC career: Video Game Designers Activities - Assignment: Playing the Game - Extension activity: Taking It to the Next Level - Review vocabulary terms and definitions relevant to today s lesson, such as programming - Distribute and review corresponding rubric (if needed) Lesson Closure - Debrief by discussing students experiences in creating their own basic video games. How did the experience match their expectations about what it might be like to design a video game? Or not? - Review the ten AAVTC careers introduced so far and have students place each one within the correct pathway (AV Technology, Visual Arts, Performing Arts, Journalism and Broadcasting, Printing Technology) Copyright Texas Education Agency, All rights reserved Day 5 of 10 Page 1

2 Assessment - Verbal responses to questions - Participation during lesson - Assess student participation during activity by using the Playing the Game Rubric Extension - Taking It to the Next Level Activity: Instruct students to write a short paragraph explaining specifically how they would improve the basic game they created. (For example: more obstacles or more difficult obstacles for the game character, more treasures or goodies to gather, more possible pathways to travel, etc.) Accommodations for Learning Differences - Accommodations Manual - Guidelines and Procedures for Adapting Instructional Materials - Sample Curriculum Customizations for Learning Differences - Lesson Plan/Curriculum Modification Checklist - Instructor Format for Curriculum Customization for Learning Differences Copyright Texas Education Agency, All rights reserved Day 5 of 10 Page 2

3 Playing the Game Materials needed: - Computers with Internet access - Basic video game design websites (there are several free ones available). Example: or - Playing the Game Rubric (if desired) - If possible, have a variety of books about video game design available (See references below) References: 1. Habgood, J. (2007). The Game Maker's Apprentice: Game Development for Beginners (1 st ed.). New York City, NY: Apress. 2. Harbour, J. S. (2014). Video Game Programming for Kids (2 nd ed.). Boston, MA: Cengage Learning PTR. TEKS: (c)(1)(A) (c)(2)(A)(B)(E) Approximate time: 45 minutes Directions: 1. After discussing their favorite video games, ask students if they ve ever wondered exactly how those games were made. Tell the students that the popular, marketable video games they are familiar with actually took millions of dollars and hundreds of people to create! Explain that the primary work of a Video Game Designer is to devise missions, challenges, and puzzles for game players to navigate, as well as to ensure the game is a good experience for each player (not too easy but not too difficult, etc.). 2. Tell the students that they are going to get to design a basic video game in class using free (online) game creating software. (Of course, their games will be more simple and not as grand as what they re used to playing on their systems at home, but it will also give them an appreciation for the work that goes into making each one.) 3. Instruct students to go to: or another free online gamemaking site (there are several to choose from). 4. Have students click on Step-by-Step Beginner Tutorial. This will guide them step-bystep as they create a simple video game scenario, where enemies are moving toward the player, who will be able to shoot them and cause an explosion. (There are other free video game making websites available online with a variety of other objective or puzzles as well.) Copyright Texas Education Agency, All rights reserved Day 5 of 10 Page 3

4 5. Allow enough time for the students to share their game with the class and explain briefly how they created it. Try to also allow time for students to try to play each other s games. 6. If desired, use the attached rubric to assess students completed video games. Copyright Texas Education Agency, All rights reserved Day 5 of 10 Page 4

5 Name: Date: Playing the Game Rubric CATEGORY Time management Uses time well throughout the activity to make sure things get done on time Usually uses time well throughout the project, but may have some offtask behaviors that they have to redirect Team members tend to procrastinate, or become off-task, but the team still manages to complete the activity Team does not complete the activity on time due to procrastination or off-task behavior Focus on the task Consistently stays focused on the task and what needs to be done; very self-directed Focuses on the task and what needs to be done most of the time; little redirection needed. Focuses on the task and what needs to be done some of the time; often needs to be redirected Rarely focuses on the task and what needs to be done; allows others do the work Completion Completed an excellent video game design independently Completed a good video game design Completed a simple video game design with assistance Was not able to create a simple video game design Total Points: Copyright Texas Education Agency, All rights reserved Day 5 of 10 Page 5