Game Design

Learning Resource Type

Classroom Resource

Subject Area

Digital Literacy and Computer Science

Grade(s)

4, 5, 6, 7, 8

Overview

In Game Design, students learn basic video game coding concepts by making different types of games, including racing, platform, launching, and more! 

Game Design is a complete theme designed to be completed over eight, 45-75 minute, sessions. For each activity, students will watch a series of videos and create one coding project with opportunities to personalize their work using “Add-Ons”, which are mini-coding challenges that build on top of the core project.

Be sure to review the Materials tab for the lesson plan, starter guide, and more.

Users will need a Google account to use this resource. 

Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

UP:DLCS18.4.R6

Vocabulary

  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)

Knowledge

Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.

Skills

Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.

Understanding

Students understand that:
  • everyone can be an author, producer, director, etc.
    • using digital tools.
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.2

Formulate a list of sub-problems to consider while addressing a larger problem.

UP:DLCS18.4.2

Vocabulary

  • formulate
  • sub-problems

Knowledge

Students know:
  • a list of sub-problems need to be considered in order to address a larger problem.
  • strategies to develop a list of sub-problems.

Skills

Students are able to:
  • formulate a list of sub-problems to consider while addressing a larger problem.

Understanding

Students understand that:
  • a list of sub-problems need to be considered to address a larger problem.
Digital Literacy and Computer Science (2018) Grade(s): 4

DLCS18.4.4

Detect and debug logical errors in various basic algorithms.

UP:DLCS18.4.4

Vocabulary

  • detect
  • debug
  • logical
  • errors
  • algorithms

Knowledge

Students know:
  • strategies to detect logical errors in various basic algorithms.
  • strategies to debug or repair logical errors in various basic algorithms.

Skills

Students are able to:
  • detect and debug logical errors in various basic algorithms.

Understanding

Students understand:
  • how to detect and debug logical errors in various basic algorithms.
  • strategies to detect and debug logical errors in various basic algorithms.
    •
    Digital Literacy and Computer Science (2018) Grade(s): 4

    DLCS18.4.7

    Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

    UP:DLCS18.4.7

    Vocabulary

    • program
    • block-based visual programming environment
    • arithmetic operators
    • conditionals
    • repetition

    Knowledge

    Students know:
    • the definitions for arithmetic operators, conditionals, and repetition as they relate to programming.
    • strategies for collaborating with peers.

    Skills

    Students are able to:
    • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
    • implement strategies to collaborate with others.

    Understanding

    Students understand that:
    • operators in programming make many options available, reducing the length of an alorithm, pseudocode, or program.
    Digital Literacy and Computer Science (2018) Grade(s): 4

    DLCS18.4.21

    Develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

    UP:DLCS18.4.21

    Vocabulary

    • develop
    • test
    • refine
    • prototypes
    • cyclical design process

    Knowledge

    Students know:
    • strategies to brainstorm and develop prototypes as part of a cyclical design process to solve a simple problem.
    • strategies to test prototypes as part of a cyclical design process to solve a simple problem.
    • strategies to refine prototypes as part of a cyclical design process to solve a simple problem.

    Skills

    Students are able to:
    • develop, test, and refine prototypes as part of a cyclical design process to solve a simple problem.

    Understanding

    Students understand that:
    • some problems can be solved by developing prototypes.
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.R6

    Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

    UP:DLCS18.5.R6

    Vocabulary

    • multimedia
    • artifacts
    • Children's Online Privacy Protection Act (COPPA)

    Knowledge

    Students know:
    • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.

    Skills

    Students are able to:
    • design and create authentic artifacts using approved digital tools that meet COPPA standards.
    • review an authentic artifact to revise with new or additional information.

    Understanding

    Students understand that:
    • everyone can be an author, producer, director, etc.
      • using digital tools.
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.2

    Create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

    UP:DLCS18.5.2

    Vocabulary

    • algorithm
    • debug
    • detect
    • logical errors

    Knowledge

    Students know:
    • an algorithm is a logical set of steps to solve a problem.
    • detecting and debugging logical errors within an algorithm will ensure the algorithm serves to solve a problem successfully.

    Skills

    Students are able to:
    • create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.

    Understanding

    Students understand that:
    • debugging an algorithm is searching for logical errors within the algorithm.
    • an algorithm is a set of steps to solve a problem.
    • how to create an algorithm to solve a problem while detecting and debugging logical errors within the algorithm.
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.6

    Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

    UP:DLCS18.5.6

    Vocabulary

    • program
    • block-based visual programming
    • environment
    • arithmetic operators
    • conditionals
    • repetition

    Knowledge

    Students know:
    • how to create a working program in a block-based visual programming environment.
    • reasons for using arithmetic operators, conditionals, and repetition in programs.

    Skills

    Students are able to:
    • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.

    Understanding

    Students understand that:
    • arithmetic operators, conditionals, and repetition in programs make more operations possible and can reduce the complexity or length of code.
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.8

    Demonstrate that programs require known starting values that may need to be updated appropriately during the execution of programs.

    UP:DLCS18.5.8

    Vocabulary

    • starting value
    • execution of programs
    • initial value
    • updating variables

    Knowledge

    Students know:
    • that for a program to run properly, the starting value may need to be set when the program begins.

    Skills

    Students are able to:
    • explain a scenario in which starting value is important to a program.

    Understanding

    Students understand that:
    • programs require known starting values that may need to be updated appropriately during the execution of programs.
    Digital Literacy and Computer Science (2018) Grade(s): 5

    DLCS18.5.28

    Develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

    UP:DLCS18.5.28

    Vocabulary

    • develop
    • test
    • refine
    • prototypes
    • cyclical design process

    Knowledge

    Students know:
    • how to use the design process to solve a complex problem.
    • strategies for creating a prototype as part of a cyclical design to solve a problem.
    • strategies for testing and refining prototypes as part of a cyclical design process to solve a complex problem.
    • characteristics of a cyclical design process.

    Skills

    Students are able to:
    • develop, test, and refine prototypes as part of a cyclical design process to solve a complex problem.

    Understanding

    Students understand that:
    • developing, testing, and refining are necessary steps in creating an effective prototype.
    Digital Literacy and Computer Science (2018) Grade(s): 6

    DLCS18.6.R6

    Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

    UP:DLCS18.6.R6

    Knowledge

    Students know:
    • feedback is important in a design process.

    Skills

    Students are able to:
    • create a multimedia artifact.
    • critique the work of others.
    • revise their work based on feedback received.

    Understanding

    Students understand that:
    • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
    Digital Literacy and Computer Science (2018) Grade(s): 6

    DLCS18.6.8

    Create a program that initializes a variable.

    UP:DLCS18.6.8

    Vocabulary

    • initialize

    Knowledge

    Students know:
    • that updating a variable during a program changes the initial value set, so variables need to be initialized (set to the original value) at the start or end of a task or program.

    Skills

    Students are able to:
    • set variables back to their original values upon start
    • up or completion of a task or program.

    Understanding

    Students understand that:
    • variables need to be initialized for programs to work properly more than once.
    Digital Literacy and Computer Science (2018) Grade(s): 7

    DLCS18.7.R6

    Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

    UP:DLCS18.7.R6

    Knowledge

    Students know:
    • feedback is important in a design process.

    Skills

    Students are able to:
    • create a multimedia artifact.
    • critique the work of others.
    • revise their work based on feedback received.

    Understanding

    Students understand that:
    • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
    Digital Literacy and Computer Science (2018) Grade(s): 7

    DLCS18.7.7

    Create a program that updates the value of a variable in the program.

    UP:DLCS18.7.7

    Vocabulary

    • program
    • value

    Knowledge

    Students know:
    • how to update variables throughout their programs.

    Skills

    Students are able to:
    • write complex programs where variables can be changed while a program is running.

    Understanding

    Students understand that:
    • variables can be changed while a program runs.
    • changes to variables could trigger other events within a program.
    Digital Literacy and Computer Science (2018) Grade(s): 7

    DLCS18.7.8

    Formulate a narrative for each step of a process and its intended result, given pseudocode or code.

    UP:DLCS18.7.8

    Vocabulary

    • narrative
    • pseudocode

    Knowledge

    Students know:
    • that a narrative is a spoken or written account of events.

    Skills

    Students are able to:
    • identify the intended process in a given code or pseudocode.
    • convert given code or pseudocode to a narrative of expected behavior.

    Understanding

    Students understand that:
    • every line of code has an intended behavior.
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.R6

    Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

    UP:DLCS18.8.R6

    Knowledge

    Students know:
    • feedback is important in a design process.

    Skills

    Students are able to:
    • create a multimedia artifact.
    • critique the work of others.
    • revise their work based on feedback received.

    Understanding

    Students understand that:
    • much like the writing process, design of a multimedia artifact nets the best results when creators have the opportunity to be given feedback and revise as needed.
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.1

    Design a function using a programming language that demonstrates abstraction.

    UP:DLCS18.8.1

    Vocabulary

    • function
    • abstraction

    Knowledge

    Students know:
    • that a function can be called into a programming while abstracting out the details contained within the function.

    Skills

    Students are able to:
    • create a function that can be called into a programming while leaving out the details contained within the function.

    Understanding

    Students understand that:
    • abstraction is a way of hiding the details of a complex function and being able to quickly make use of the complexity that has been hidden abstraction by calling in the function.
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.3

    Create an algorithm using a programming language that includes the use of sequencing, selections, or iterations.

    UP:DLCS18.8.3

    Vocabulary

    • algorithm
    • sequence
    • selection
    • iteration

    Knowledge

    Students know:
    • how to use a programming language to create algorithms that make use of sequencing, selections, or iterations.

    Skills

    Students are able to:
    • create programs to make use of sequencing, selections, or iterations.

    Understanding

    Students understand that:
    • each programming language has a unique way of making use of sequencing, selections, and iterations in algorithms.
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.7

    Create a program that includes selection, iteration, or abstraction, and initializes, and updates, at least two variables.

    UP:DLCS18.8.7

    Vocabulary

    • selection
    • iteration
    • abstraction
    • initialize
    • variables

    Knowledge

    Students know:
    • how to write a program that includes selection, iteration, abstraction, initialization, and updates variables.

    Skills

    Students are able to:
    • write a program that includes foundational programming concepts
    • selection, iteration, abstraction, initialization, and updating variables.

    Understanding

    Students understand that:
    • they have the ability to create and design programs they may have never considered themselves able to do so.
    Digital Literacy and Computer Science (2018) Grade(s): 8

    DLCS18.8.29

    Create an artifact to solve a problem using ideation and iteration in the problem-solving process.

    UP:DLCS18.8.29

    Vocabulary

    • ideation
    • iteration
    • problem-solving process

    Knowledge

    Students know:
    • that problem solving is a process to find the best solution.
    • that through ideation and iteration, the final product or artifact may be a more polished or appropriate solution.

    Skills

    Students are able to:
    • gather initial data about a topic.
    • informally propose a solution.
    • gather feedback on informal proposal.
    • design a solution to a chosen problem.

    Understanding

    Students understand that:
    • problem-solving is a process.
    • products or artifacts may undergo many revisions after data is reviewed and feedback is received.

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    Google CS First

    License Type

    Custom
    https://csfirst.withgoogle.com/c/cs-first/en/game-design/overview.html

    Custom License Type (URL)

    https://www.google.com/intl/en/policies/terms/

    Approved Date

    ALSDE LOGO

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