Scheme of Work Overview



Teacher’s GuideSpace BubblesProgramming Scheme of WorkLearning to Program with GameMaker Studio 2Scheme of Work OverviewSpace Bubbles is a practical programming scheme of work designed to introduce students to the basics of programming. It is to be used in conjunction with the software GameMaker Studio 2. It is designed for ages 11 to 14 as a means of teaching students the fundamentals of how to code through game design, although it can be used with higher and lower aged students if, or as a means of providing art & design students in tertiary education with a grounding in the coding skills required for 2D Game Art projects. The project introduces students to the 3 constructs of programming (sequencing, selection statements and iteration), variables and the programming concept of inheritance using parent and child objects. This scheme of work contains:8 one-hour lessons with associated PowerPoint presentations3 homework sheetsA student workbookA starting student GameMaker project6 video tutorials6 written tutorial worksheetsCompleted GameMaker projects to accompany each of the tutorialsA selection of GameMaker functionality help sheets 11 Extension tasks and a completed GameMaker project with the tasks in6 Challenge tasks and a completed GameMaker project with the tasks inA compiled demo game of Space BubblesA compiled version of the game with the Extension tasks completedA compiled version of the game with Challenge tasks completedAn assessment systemA Teacher’s GuideScheme of Work Delivery AdviceSpace Bubbles is a project-based scheme of work where students work on one project over the course of 8 lessons.Over those lessons, students are taught how to program by recreating their own version of the game “Space Bubbles”. What is Space Bubbles?Space Bubbles is a top-down space adventure. The player has to pop as many space bubbles as they can on their journey to the warp gate, that will take them home. They will face off against a variety of different bubbles with different behaviours and dodge floating asteroids.A playable demo of the game is provided to show students what could be achieved. The demo game contains additional features that go beyond the SoW challenges as a way of inspirsing students to continue enhancing their game beyond the scope of original the SoW. How do Students Learn?Students learn through a combination of:Teacher presentations, explanations and demonstrationsWritten tasksHomework tasksPractical Programming tasksTeacher PresentationsEach lesson comes with a PowerPoint presentation that the teacher uses to guide the learners through the lesson. There is a detailed guide on how to deliver each lesson later in this guide.Written Tasks (Written Workbook)There is a pre-prepared workbook that comes with this scheme of work. This should be printed out as an A4 booklet and given to each student at the start of the project. Students will use this booklet to record key terms and key information during the lessons.It also contains all of the assessment grids that the students use to self and peer assess their games during the project. The final assessment grid is for the teacher to use in the last lesson to perform the final grading of the student's work. Homework tasksThere are three homework worksheets that students are issued in lessons 1, 3 and 5. These are to be printed out and completed by the students and then returned to be peer marked at the start of the next lesson. Practical Programming TasksStudents work through three categories of task during the project. They must complete them in the order listed below.1. TutorialsFirstly, all students work through a series of tutorials to build-up a core version of the game. During these tutorials, they will learn how to use the GameMaker software and how to program within it.The scheme of work comes with both video and written versions of the tutorials.It is highly recommended that the students complete the tutorials by following the video tutorials, as they contain more detail and students can benefit from the instructor’s demonstrations and the additional information that comes from the voice over.If it is not possible for students to use the video tutorials, then they can use the written tutorials in their place.Using the Video Tutorials CorrectlyStudents will need a set of headphones each for the video tutorials so that they can listen to the instructor’s voiceover. When using the video tutorial, students should work alongside them. They do this by watching the tutorial in short snippets and then pausing it and repeating the actions as they go. They should not attempt to watch the entire tutorial and then try to complete all the tasks from memory.2. Extension tasksAfter completing the tutorials, students demonstrate their learning by extending their own game through a series of Extension tasks.These Extension tasks can be completed in any order. 3. Challenge tasksStudents build upon their learning by completing the Challenge tasks. These tasks ask students to add further features to their game using the knowledge gained through the tutorial and Extension tasks.Assessment System GuidanceStudents are assessed on the final functionality they program into their game. Teachers assess the game using the assessment grid that is provided in the student workbook. The assessment criteria are divided into four grading categories:Developing Knowledge (lowest grading)Core KnowledgeWorking KnowledgeDeepening Knowledge (highest grading)To assess the work, teachers tick-off the criteria on the grid that has been programmed in the student’s game. The teacher can assign a grade to the student’s work, based on the highest category they have fulfilled. A student must achieve the required number of ticks within a category to achieve its grading. Lesson Delivery GuidanceBelow is guidance on how to deliver each of the lessons, however you are free to adapt these to suit your teaching style and preferences, and the resources and nature of the individual school. Timings for tasks are all approximate.Lesson 1 – IntroductionWelcome and Introduction (5mins)Slides 1 to 5Welcome students to the class, then use the slides to;Ask students to record their homework for the lesson and give out the homework sheet 1 to each student. Give out the topic student workbook, one per student, ask them to fill in their details on the front coverExplain the objectives of the lesson to the studentsIntroduce the students to the new topic of workProgramming Key Concepts and Knowledge (10mins)Slides 6 to 11In this section, you are introducing students to the concept of computational thinking and the key programming terms used within the topics. You use whole-class questions and answers to gather knowledge about how much they know about each of the key terms already before explaining the terms and concepts to them.You should instruct students to record their notes about the key terms in the student booklet that they have been given, as you discuss each of the terms with them.GameMaker Key Concepts and Knowledge (15mins)Slides 12 to 20In this section, you are introducing students to GameMaker Studio 2 and the key terms used associated with GameMaker as well as allowing them to play the demo game. Use whole-class questions and answers to gather knowledge about how much they know about GameMaker. There is a video you can play to show them the types of games that have been made with the software. Then introduce students to the Space Bubbles game and allow them to play the demo game for a short time. You will need to have loaded the demo game folder on to a location where students can access it.Introduce the GameMaker key terms, ask them if they are able to breakdown the game into its components using the new key terms. There are animations on the slides that can be used to reveal the answers as you go. You should instruct students to record their notes about the key terms in the student booklet that they have been given as you discuss the terms with them.Programming Using GameMaker (30mins)Slides 21 to 23In this section, you introduce the task structure that the students will be working through and then show them how to get started with GameMaker. They will need to know how to load the software, how to load the starting project that they need and where to access the tutorial tasks. It is recommended that the students use the video tutorial to learn, however you can use the written tutorials if this is not possible. There is more guidance on the tutorials above.Lesson 2 – Principles of ProgrammingWelcome and Mark Homework (10mins)Slides 1 to 2Welcome students to the classMarking HomeworkAsk students to take out their completed homework and to swap it with a peer so that it can be peer marked. Go through the answers by displaying them on the board with the students, allowing them to mark each other’s work. Recapping and Retrieving Knowledge (10mins)Slides 3 to 13In this section, you are asking students to retrieve knowledge from the previous lesson and recapping it with them. This is done through whole-class questions and answers. You can use the slides to guide this process. The slides have animations on them that reveal information as you go. Encourage students to use the notes previously written to help answer the questions.There is a video to be played on slide 7.Introducing the 3 Constructs of Programming (10mins)Slides 14 to 20You will now introduce the new concept of the 3 Constructs of Programming to them. Advise the students that you will be looking at each in more detail in later lessons. For now, they need to be aware of what they are (Sequencing, Selection Statements & Iteration) and be aware of what they look like when they are being used in GameMaker. Again, use the slides to guide your explanations. Programming Using GameMaker (30mins)Slide 21Students now continue with their programming by picking up where they left-off in the previous lesson. They will need to load their GameMaker project from the last lesson and continue with the tutorials. Lesson 3 – SequencingWelcome and Introduction (5mins)Slides 1 to 2Welcome students to the classAsk students to record their homework for the lesson and give out the homework sheet 2 to each student. Recapping and Retrieving Knowledge (10mins)Slides 3 to 6In this section, you are asking students to retrieve knowledge from the previous lesson and recap it with them. This is done through whole-class questions and answers. You can use the slides to guide this process. The slides have animations on them that reveal information as you go. Encourage students to use the notes previously written to help answer the questions.Introducing Sequencing (10mins)Slides 7 to 15You will now look at the programming Construct 1 – Sequencing in more detail. Use the slides to guide your explanations. It is important that students recognise the importance of being able to put instructions in the order required to complete tasks correctly. Use the slides to ask students about what happens if instructions are not ordered correctly and why it is important to order instructions. There is a whole-class activity on slide 13 where the students attempt to rearrange the instructions into the correct order.Finally, talk students through how the sequencing of instructions works in GameMaker using slides 14 and 15.Programming Using GameMaker (30mins)Slide 16Students now continue with their programming by picking-up where they left-off in the previous lesson. They will need to load their GameMaker project from the last lesson and continue with the tutorials. Lesson 4 – Selection StatementsWelcome and Mark Homework (10mins)Slides 1 to 2Welcome students to the classMarking HomeworkAsk students to take out their completed homework and to swap it with a peer so that it can be peer marked. Go through the answers by displaying them on the board with the students, allowing them to mark each other’s work. Recapping and Retrieving Knowledge (10mins)Slides 3 to 7In this section, you are asking students to retrieve knowledge from the previous lesson and recap it with them. This is done through whole-class questions and answers. You can use the slides to guide this process. The slides have animations on them that reveal information as you go. Encourage students to use the notes previously written to help answer the questions.Introducing Selection Statements (10mins)Slides 8 to 12Introduce the lesson objectives for the lessonYou will now look at the programming construct 2 – Selection Statements in more detail. Use the slides to guide your explanations. Students need to recognise that selection statements return a true or false response based on the criteria that are set for them. This is then used to run different sets of instructions which allow the program to react differently to different inputs and game states. Programming Using GameMaker (30mins)Slide 13Students now continue with their programming by picking-up where they left-off in the previous lesson. They will need to load their GameMaker project from the last lesson and continue with the tutorials. When students have completed the tutorials they should move-on to completing the Extension tasks. They can complete the Extension tasks in any order. Lesson 5 – Self AssessmentWelcome and Introduction (5mins)Slides 1 to 2Welcome students to the classAsk students to record their homework for the lesson and give out the homework sheet 3 to each student. Recapping and Retrieving Knowledge (10mins)Slides 3 to 6In this section, you are asking students to retrieve knowledge from the previous lesson and recap it with them. This is done through whole-class questions and answers. You can use the slides to guide this process. The slides have animations on them that reveal information as you go. Encourage students to use the notes previously written to help answer the questions.Self-Review (15mins)Slides 7 to 11Students will now self-assess their progress using the attainment sheet in their student workbook. Students use the same sheet as the teacher to assess their work so they can understand how the teacher will assess their game.You will need to explain the structure and format of the assessment sheet so they understand how to use it. It is good to check their understanding by asking students about the features they would need to successfully implement to achieve the different attainment grades. To complete the task, students should load-up the game and then use a pen to tick-off the different functionality they have already got working. At the bottom of the sheet, they should then give themselves an attainment grade and record whether they are on-target or not. They can then set themselves a goal for the lesson that will provide focus. Programming using GameMaker (30mins)Slide 16Students now continue with their programming by picking-up where they left-off in the previous lesson. They will need to load their GameMaker project from the last lesson and continue with the tutorials. When students have completed the tutorials, they should move onto completing the Extension tasks. They can complete the Extension tasks in any order. Lesson 6 – IterationWelcome and Mark Homework (10mins)Slides 1 to 2Welcome students to the classMarking HomeworkAsk students to take out their completed homework and to swap it with a peer so that it can be peer marked. Go through the answers by displaying them on the board with the students, allowing them to mark each other’s work. Recapping and Retrieving Knowledge (10mins)Slides 3 to 5In this section, you are asking students to retrieve knowledge from the previous lesson and recap it with them. This is done through whole-class questions and answers. You can use the slides to guide this process. The slides have animations on them that reveal information as you go. Encourage students to use the notes previously written to help answer the questions.Introducing Selection Statements (10mins)Slides 6 to 10Introduce the lesson objectives for the lessonYou will now look at the programming construct 2 – Iteration in more detail. Use the slides to guide your explanations. Students need to recognise that Iteration structures allow the code to repeat itself without having to write the instructions repeatedly. Programming Using GameMaker (30mins)Slide 11Students now continue with their programming by picking-up where they left-off in the previous lesson. They will need to load their GameMaker project from the last lesson and continue with the tutorials. When students have completed the tutorials, they should move onto completing the Extension tasks. They can complete the Extension tasks in any order. Once the Extension tasks have been completed, they should move onto the Challenge tasks. Lesson 7 – Peer ReviewWelcome and Recapping and Retrieving Knowledge (10mins)Slides 1 to 5Welcome students to the classIn this section, you are asking students to retrieve knowledge from the previous lesson and recap it with them. This is done through whole-class questions and answers. You can use the slides to guide this process. The slides have animations on them that reveal information as you go. Encourage students to use the notes previously written to help answer the questions.Peer-Review (20mins)Slides 7 to 11Students will now peer-assess each other’s progress using the peer review attainment sheet in their student workbook. Students use the same sheet as the teacher to assess their work so they can understand how the teacher will assess their game.Firstly, you will explain what peer assessment is and then ask them to feedback about what they think effective feedback is? Then introduce the concept of good feedback, being “Be Kind, Be Helpful, Be Specific”Use the “Good or Bad feedback” slide to see if they can distinguish between good and bad pieces of feedback. Use the slide animations to reveal the information. To complete the task students should load-up the game and then open their student booklet to the correct page and leave it in front of their game. They should then swap places with a partner and review each other’s games by playing the game and then ticking off the functionality that has been completed. They then award an attainment grade and write in some good, effective feedback to help guide the student’s progress when they return. Programming Using GameMaker (30mins)Slides 12 to 13Students now continue with their programming by picking-up where they left-off in the previous lesson. They will need to load their GameMaker project from the previous lesson and continue with the tutorials. When students have completed the tutorials, they should move onto completing the Extension tasks. They can complete the Extension tasks in any order. Once the Extension tasks have been completed, they should move onto the Challenge tasks. Lesson 8 – Teacher AssessmentThe Final Assessment (60mins)Slides 1 to 5Welcome students to the classExplain to the students that this is the last lesson in the topic and that you will be moving around the room to assess their games using the teacher assessment grid. They are to continue working on their games while this happens. They can still add to their game after it has been assessed and the teacher will be able to reassess their grade. If students have completed their game, then they can work with other students in the room to help them progress further. TutorialsCreating the Room (6m 37s)Creating the Player Object (13m 53s)Creating the Gamma Ray Object (8m 33s)Creating the Bubble Object (10m 42s)Adding Collisions & the Level Controller (12m 20s)Adding in the Warp Gate (17mins)Total: 70mins (approx.)ExtensionsPlayer Wrapping Around RoomAdd More BubblesAdd Random Direction BubblesAdd Target BubblesAdd Chase BubblesAdd Seeker BubblesAdd Side BubblesAdd Side Bubbles TypesPacing The GameChallengesAdding a pop effectAdding a scoring systemAdding Player LivesAdding Bubble HealthAdding Asteroids Making Asteroids Destructible ................
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