Short Term Planning Year 4 Term 3 Become a Games Designer.

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1 Resources: Kodu (download from om Example of game adverts Windows Moviemaker Live download or imovie app Microphone (eg Easispeak) 1 e-safety I can talk about why I need to ask a trusted adult before downloading files and games from the Internet Programming I can use a variety of tools to create a program Objectives: Programming Use a variety of tools to create a program Know that I need to keep testing my program while I am putting it together Recognise that an algorithm will help me sequence more complex programs Recognise an error in a program and debug it Recognise that using algorithms will also help solve problems in other learning such as Maths Multimedia Use photos, video and sound to create an atmosphere when presenting to different audiences Explore new media to extend what I can achieve Create, modify and present documents for a specific purpose Give constructive feedback to my friends to help them improve their work and consider my own work in the same way Technology in our Lives Check who owns photos, text and clipart Handling Data Organise data in different ways Plan, create and search a database to answer questions Choose the best way to present data to my friends, e-safety Choose a secure password when using a website Comment positively and respectfully online Talk about why I need to ask a trusted adult before downloading files and games from the Internet Exploring arrays in Kodu Note for teacher: download Kodu from and ensure computers have necessary NET framework applications installed Kodu can also be used as an app on ipad Refer to Year 3, Term 2 New Worlds planning for more information on Kodu Explain to children that we are going to explore using Kodu, a games-making tool that can be downloaded from the Internet Briefly discuss with children what they know about downloading games and content from the Internet is it always safe to do so? What are the risks (viruses; loss of data)? How can you make sure it is safe? (check that it is from a reputable site eg Microsoft; always ask an adult) Children work in pairs or individually This activity should take 20 minutes, but children will be inclined to play with different terrains, so focus needs to be maintained Adding, deleting and changing the terrain: Demonstrate how to open a new world by loading the application and selecting New World Gold: Can I select a different type of ground for each of the 10 arrays and place a different object on each? Silver: Can I select a different type of ground for each of the 10 arrays? Bronze: Can select a different type of ground to the default and use it to create land?

2 2 Programming I know that I need to keep testing my program while I am putting it together I can recognise an error in a program and debug it Show the children how to scroll out of the world and in by using the mouse wheel Demonstrate how to add new land in Kodu by selecting the paint brush Click on the terrain to the top left of the paint brush icon to change the land Challenge children to create a world of arrays with different terrain for each table up to 12 x 12 Each piece of land creates a 10 x 10 array, so use the delete function to create the array Creating a program to move an object round a perimeter Ask children to open their worlds by launching the application and selecting Load World Making objects move (programming) 1 Go to the 12 x 12 array created in the last session Select the object on that world by clicking on the Kodu icon and then clicking on it Right-click the mouse button and change the Kodu s size to as small as it will go 2 Move it in to the corner of the square/terrain 3 Tell children that you are going to get the object to move around the perimeter of the shape Explain meaning of perimeter 4 Make sure Kodu icon is still selected and right click on the object Select Program 5 Click on the + sign next to when and select Keyboard Click on + sign now next to keyboard on the tile Select Arrows 6 Click on + sign next to Do Select Move 7 Click on + sign next to Move tile and choose forward Repeat and select slowly ` 8 Press Esc 9 Press Play (second icon in from left) and let children explore making the object move around the perimeter of the square Emphasise that they need to try to control the object enough to go around the perimeter They will find that their object travels too fast, so they need to go back and alter their program by adding two more slowly tiles to make it slow down 10 Ask children to repeat process for each of their other objects on the other arrays Helpful hints When programing the object, right click on a tile and select cut tile to delete an action you have previously programed Gold: Can I create a simple program to make an object move around a given area and correct an error in the program to make the object slow down? Silver: Can I create a simple algorithm to make an object move around a given area and recognise that the algorithm can be altered to make the object more controllable? Bronze: Can I create a simple program to make an object move around a given area?

3 Creating a more complex program Ask the children to open a new world by clicking on New World They will program objects to perform particular tasks 1 Ask the children to create a piece of land using the Ground Tool used in session 1 It doesn t matter what size 2 Ask them to insert a Rover and a coin by clicking on the Kodu icon and on the land 3 Talk through the algorithm for the program to make it move (from previous session) 4 Demonstrate to the children how to program the Rover again by right clicking on it and using the same programming as last week to make it move 3 Programming I can recognise that an algorithm will help me sequence more complex programs 5 Ask the children what the algorithm would be so that when the Rover bumps into the coin it scores a point Tell the children to try to program the algorithm Celebrate successes and then look together at successful programming eg 6 Now challenge children to make it so that as well as scoring a point when bumping into the coin, the Rover says a multiplication table as well Children experiment, then show them Gold: Can I tell you the algorithm and create a simple program to score points when the correct object is touched, and lose one when the incorrect answer is touched? Silver: Can I create a program to score a point when an object is touched and to ask a question at the same time? Bronze: Can I create a simple program to score points when an object is touched? What is the algorithm they have programmed to achieve this? 7 Ask the children to insert and program other objects, such that when they are bumped into a point is awarded (or taken off), and a times table fact is displayed (Could focus on one particular table)

4 4 Programming I can recognise that an algorithm will help me sequence more complex programs I can recognise an error in a program and debug it Creating a Maths game in Kodu Ask the children to open a new world by clicking on New World Programing objects to perform particular tasks 1 Ask the children to quickly insert a new bit of land and insert a Rover and two apples 2 Tell them that they are going to create a simple Maths game today that will help children learn times tables facts 3 Click on the Rover, go to Program and ask the children to quickly insert the program for making the Rover move (see above) 4 Talk through the algorithm for the Maths game: a Rover will ask a Maths question b Apples will have different answers c Player will find the apple with the correct answer 5 Ask them what command they will need to tell the Rover Steer towards the following programming and get it to say something like Which apple has the answer to 3 x 4? Get them to try it Hopefully they will see that when they play, it constantly asks the question Give them a few minutes to solve the problem (solution is to have him say it only once) Gold: Can I talk through the algorithm for a times table game where the incorrect answer results in the end of the game? Can I detect and correct any errors in my program? Silver: Can I talk through an algorithm for simple times table game, where the Rover asks a question and has to pick the apple with the correct answer? Can I detect and correct any errors in my program? Bronze: Can I detect an error in my program to ensure the question asked by the Rover isn t continually repeated? 6 Now ask them to program the Rover to pick up the apples Ask them to work out how and then, if necessary, show them

5 7 Now they need to program one apple to give the correct answer and one to not Give them time to explore for themselves If needs be, show them the correct programming you can even add a point for getting the correct one You could have the wrong one cause the game to be over by having it eat the Rover! 8 If time, ask the children to make the game more complex, by adding more apples and exploring what a wrong answer can do to the Rover Can the children describe the algorithm for this?

6 5-6 Programming I can use logical thinking to solve an open-ended problem by breaking it up into smaller parts Creating my own Maths game Tell the children that, now they have created simple programs to ask mathematical questions and to bump into objects to get the answer to them, you would like them to use these skills to create a more complicated game to help children to learn a particular times table What are the different things they will need to program? It could be such that the Rover goes around and collects the correct multiples from a particular table and delivers them to a particular place, or it could be similar to that already started, bumping into the correct answers, but the incorrect ones have a penalty attached Guide the children to plan the algorithm for their game Here is an example, programing the Rover to ask the objects to tell him a number in the 6 x table Correct answers score a point, incorrect lose 2 points 1 Insert a Rover, an iceberg (or another object) and a football (or another object) 2 Program the Rover as follows Gold: Can I plan an engaging game that helps teach a particular times table to other children? Silver: Can I plan a times tables game where the incorrect answer results in the end of the game? Bronze: Can I plan a simple times tables game, where the Rover asks a question and has to pick the apple with the correct answer? nb Rover says Tell me a number in the 6 times table 3 Program the iceberg to answer correctly by saying 36, for example, and the following code

7 4 Program the football to answer incorrectly by saying 46, for example, and the following code You could give the children this to start with and ask them to create the full game Depending on how well your cohort took to the initial build up activities, you may wish to spend longer developing the game into the finished form Challenge eg Help them to develop a game whereby there is a Rover, two apples and a tree The Rover asks a maths question and has to find the apple with the correct answer He picks it up and takes it back to the tree, scoring a point Program Rover

8 Apple correct answer Apple incorrect answer Tree Encourage children to take their games even further, perhaps out of school, working out how to develop a larger game that teaches all the times tables 7 e-safety I choose a secure password when I am using a website I comment positively and respectfully online Commenting kindly and respectfully online Set up a Microsoft account and discuss importance of keeping passwords secret/having a secure password and the need to collaborate and communicate with others responsibly Depending on the children, you could set up a class account in the classroom, with the help of the children to suggest a password You should change the password yourself after the session if you do this Alternatively, you could set up one yourself and log the children in when they are ready to comment on a game that they have played Ask children the name of the game that they made and create a word file of them for the children Gold: Can I suggest a secure password and make appropriate and constructive comments about others work? Silver: Can I make appropriate and constructive comments about others work? Bronze: Do I understand about the importance of keeping passwords a secret?

9 8 Multimedia I can use photos, video and sound to create an atmosphere when presenting to different audiences to open and use in the suite Ask the children to visit Kodu Game Lab (see Ask the children to click on Worlds and then to search the games made by members of the class Allow them time to play on the games Stop the children for mini plenaries to ask them which games they have been playing, what is good about the games and perhaps what could be improved Discuss constructive criticism Ask children to click on the comment box beneath the game and either log in themselves using the class account, or the teacher log them in They make a comment about each of the games they have played made by other members of the class Having reviewed at least three games, draw the lesson to a close by reading out some of the comments made about the games Ask children to show their parents their game and those made by other members of the class when they get home Exploring the persuasiveness of adverts and making my own Tell children that now that they have created their games in Kodu, they need to advertise them Explore examples of (age appropriate) game adverts use YouTube as a source eg (beware of catchy music!) Analyse persuasiveness of each of the adverts by looking at features eg images (still and moving), sound effects, voice over, taglines, soundtrack, open promises etc Discuss preferences Which persuaded you to buy / play them the most and why? Ask children to begin to create a storyboard plan on paper for an advert for their game They need to consider the still and moving images they will create, whether they will have a soundtrack or voice over etc You may want to discuss what will be possible in the series of lessons, and what software is available, as this will lead to more realistic plans Screen shots could be taken using Snipping Tool in Windows or screen capture (Home key and Power button) on ipad A video of the actual gameplay could be taken by using open source screen recording software eg Music could be created using 2Simple Music Toolkit (or any other software that allows you to create music and save as mp3 etc) Voiceovers could be created using Windows sound recorder, Easi-Speak or ipad app Gold: Can I produce a detailed plan for an advert which includes still and moving images, sound and text and features identified in other adverts? Silver: Can I plan an advert for my game that has some of the features identified in other adverts, explored as a class? Bronze: Can I produce a basic plan for my advert?

10 9 10 Multimedia I am confident to explore new media to extend what I can achieve Technology in our Lives I can tell you how to check who owns photos, text and clipart Multimedia I can create, modify and present documents for a specific purpose Who owns content on the Internet? Discuss with children who owns the game they are creating? Children may respond that they own it, because they have made it Discuss with children who owns games, videos and images on the Internet If a video is uploaded to YouTube, who owns it? (answer: once uploaded to YouTube it is the property of YouTube) If I tweet on Twitter, who owns the tweet? (answer: Twitter own all tweets shared on their service) Ask children if they have ever looked at the Terms and Conditions on websites that they use You may wish to have a screengrab of Moshi Monsters T&C available - it is clearly explained that all images on Moshi Monsters belong to the company and cannot be copied Can also be seen on Scooby Doo site scroll down to Terms of Use Discuss with children how they can check who owns the content on a website Introduce the phrase copyright free and explain that if they want to use images or music from another website on their own, they can search for copyright free images and check that the site allows them to take images for personal or commercial use Ask the children to go through their game, choosing the best still and moving images for their adverts and then saving them into a folder for when they put their advert together Use the Snipping Tool in Windows or screen capture for still images Use Bandicam or similar for moving images Click on the target to set it to record full screen Press record and it will record them playing their games etc nb it will record a video of what you are doing and it will save it to the destination folder specified on the general tab Children then design some of the wording for their adverts, such as the name of their game to be displayed at the start, or perhaps at the end This could be done in PowerPoint and saved as a JPEG, or in what you choose Encourage children to consider the impact of the text that they choose If time, children start to create a jingle, or even a soundtrack for their game using 2Simple Music toolkit and saving files as mp3s Creating an advert for my game Ask the children to open Windows Live Movie Maker (or similar video editing software) Demonstrate how to insert their video clips of gameplay footage and still images by clicking here Gold: Can I combine still and moving images, sound and text to the best effect, considering the audience, to produce an advert for my game? Silver: Can I combine still and moving images, sound and text to produce an advert for my game? Bronze: Can combine an image and a short clip of gameplay for my advert? Gold: Can I combine still and moving images, sound and text to the best effect, considering the audience, to produce an advert for my game? Silver: Can I combine still and moving images, sound and text to produce an advert

11 for my game? Bronze: Can I combine an image and a short clip of gameplay for my advert? Children spend time inserting their still and moving images and soundtrack (if they have made one) They edit the clips and add titles and ending sequences according to their plans Soundtracks and voice overs can be inserted by clicking here Ask children to watch their adverts back and make any amendments before saving 11 Multimedia I can give constructive feedback to my friends to help them improve their work and consider my own work in the same way Refining and improving my advert Work together to consider a checklist for successful adverts eg: o Is there a combination of sound and video? o Does the sound match the video? o Does it make you want to play the game? Allow children time to refine their videos to match the checklist Children share their completed game adverts with the class in a Class Commercial Break Gold: Can I give clear, constructive feedback about my friend s advert and consider ways to make it even better? Silver: Can I give positive feedback about my friend s advert? Bronze: Can I say what I like about my friend s advert?

12 session Children provide positive feedback for one another s adverts Collecting data about my game Having made and promoted their Kodu games, the children should now analyse the success of their game and that of others in the class Ask children to put together a tally chart and frequency table to collect data as to the children s favourite games You may wish to briefly show again a snippet of each game, or the adverts made by the children Children go around the class collecting children s votes for their favourite game Tally Frequency Handling Data Tables Blaster 6 12 I can organise data in different ways I can choose the best way to present data to my friends, Multiple Mayhem 3 etc Gold: Can I represent my data effectively by using the most appropriate graph available to me? Silver: Can I create an appropriate graph to represent my data? Once the children have collected their data demonstrate how to input their data into a graphing program in this case, Excel, but you could use widely available graphing apps, 2Graph or Textease Spreadsheet Bronze: Can I create a bar chart using Excel? Input the names of the games that were created by the class anywhere on the Excel sheet Type in the number of votes each one got next to its name eg Talk to the children about the purpose of using a graph to compare data quickly and easily Briefly show children the graphs available by clicking on Insert and scrolling through what is on offer Suggest that for the data collected, a bar graph could be the most appropriate, but there may be others that show what they are trying to show just as well, if not better

13 12 b Handling Data I can plan, create and search a database to answer questions Highlight the data, including the names of the games and the Number of Votes title eg Click on Insert and the select the 3D column bar chart Double click on the title and axes to edit Right click on the chart to copy Paste it into a word document, or similar, and ask the children to write a brief analysis of the data eg the most popular game was with 5 votes etc Creating a branching database Note for teacher: this is an optional session that builds on learning from Year 3, Term 3 Display a page of images of famous computer games / game characters eg Sonic / Mario Kart etc Tell the children that I am thinking of one of the computer games and ask them to ask questions, of which I can only answer Yes or No Count how many questions it takes them to reach the answer Repeat with children playing in pairs, each having a go and seeing who gets to the answer in the fewest questions Draw the children together again and ask whether there were any good questions that helped get to the answer sooner Which weren t very good questions to ask? Why? Tell the children about branching databases by displaying Textease Branch and demonstrating how to create one using the computer game characters / games explored earlier Ask again for some of the questions suggested by the children and use them to construct the database Test it out to see if it works Now show children how to add pictures of the game characters by dragging it into the box with the name of the character / game in it in the finished database eg Gold: Can I use yes/no questions effectively to divide a set of objects into sub-sets and identify an object using a sequence of yes/no questions? Silver: Can I use yes/no questions to divide a set of objects into sub-sets and identify an object using a sequence of yes/no questions? Bronze: Can I use a branching database to identify an object?