Creative Coding

Inst ruc t i on al G ui de 2024-2025

Creative Coding

Utah Career and Technical Education 2022-2023 AT-A-GLANCE

Career and Technical Education provides all students access to high-quality, rigorous career-focused programs that result in attainment of credentials with labor market value.

Data Represents Secondary Education Source of Data: Utah State Board of Education

185,256 Students enrolled in CTE courses

of CTE concentrators 97% graduate in 4 years. Native American Caucasian Asian Pacific Islander Black Hispanic Economically disadvantaged Homelessness Students with disabilities 92.8% 95.1% 96.1% 96.4% 96.9% 97.0% 97.2% 98.1% 91.7% 72.2% of students who concentrated in a CTE Pathway placed in postsecondary education, military service, or employment, within six months after graduation. (October 1-December 31, 2021-2022)

97% Graduation rate for students 99% who are CTE concentrators

Graduation rate for students who are CTE completers

graduatio Compared to Utah’s statewide n rate of

88.3%

50.1% of students concentrated in a CTE Career Pathway. A concentrator is a student who has completed specific requirements in a single CTE program of study. 18.2% of students completed a CTE Career Pathway. A completer is a student who has completed specific course requirements and earned 3.0 credits in a single CTE program of study.

CREDENTIALS OF VALUE CTE Competency Certificates earned

144,201 * TOP CERTIFICATIONS Food and Nutrition 1 Child Development Woods 1 Commercial Photo 1 Interior Design 1 Exploring Computer Science 1

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

* Utah skill certifications, business, trade association, or other industry group

Utah Career and Technical Education

Top Pathways Students completing a CTE Career Pathway are recognized by the state of Utah and their high school by receiving a CTE Secondary Pathway Completer recognition Award. CTE Career Pathways with the Highest Completer Rates Health Science Broadcasting & Digital Media Programming & Software Development Business Information Management

WORKPLACE and COLLEGE READINESS 9th–12th grade CTE concentrators who earned credit, at “C” grade or better, in (CE, or IB, or AP) OR who passed skill certification/third-party industry exams. 85.2%

Engineering Automotive

Utah Members National Members 22,386 students are members of a Career and Technical Student Organization (CTSO).

3,365

2,487

227,000

442

16,208

2,667

198,000

6,272

3,275

264,487

2,029

380,432

1,850

309,565

236,529

945,988

Students who participate in school organizations in 10th grade have higher grade point averages and are more likely to be enrolled in college at 21 years of age than other students (ctsos.org).

47,015 students participated in

124,065 CTE Concurrent Enrollment (CE) credits earned

Students have opportunities to earn CE credits i CTE courses. CE provides prepared high school students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

n

College and Career Awareness is a middle school course designed to increase awareness of college and career pathways. Students explore high school, college, and career options based on individual interests , abilities , and skills . Students investigate high-skill and/or in-demand jobs in the Utah labor market, while developing workplace skills.

Utah CTE classes are open to all qualified students without regard to race, color, national origin, sex, disability, or age.

Utah State Board of Education | 250 East 500 South | P.O. Box 144200 | Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D. State Superintendent of Public Instruction Thalea Longhurst, State Director of Career and Technical Education

Published January 2024

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Defnition

Association for Career and Technical Education (National)

ACTE

Agriculture

AG

A group of careers and industries that are related by skills or products.

Career Cluster

College and Career Awareness

CCA

College and Career Readiness

CCR

Concurrent Enrollment

CE

Career and Technical Education

CTE

A secondary student who has met all of the requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. A secondary student who has completed at least two courses, with at least one concentrator course, in a specifc CTE pathway. A Career Pathway is a sequence of courses within a student's area of interest that connects career interests and serves as an educational road map leading to a credential. Utah has developed 35 CTE Career Pathways that align with the national Career Clusters.

CTE Completer

CTE Concentrator

CTE Pathway

Career & Technical Student Organization

CTSO

CTSO for future leaders and entrepreneurs in careers in marketing, fnance, hospitality and management.

DECA

CTSO- for Future Educators

Educators Rising

CTSO- Future Business Leaders of America

FBLA

CTSO- Family, Career and Community Leaders of America

FCCLA

Family Consumer Science

FCS

CTSO- Future Farmers of America

FFA

CTSO-Future Health Professionals

HOSA

Information Technology

IT

A listserv is an automatic emailing service. As a member of a list, you will receive copies of all the mail that is sent to the group. Lists are used to share information and ideas, ask for help or clarifcation on topics, etc.

ListServ

Federal CTE funding

Perkins

CTSO- for Future Skilled Workers

SkillsUSA

Technology & Engineering

TE

CTSO- Technology Student Association

TSA

Utah State Board of Education

USBE

Utah Association for Career and Technical Education

UtahACTE

Work-Based Learning

WBL

Helpful Websites ● ACTE ● CSDCTE ● USBE- CTE ● UtahACTE

Utah CTE Career PATHWAYS Pathways to College & Career Readiness School Year 2024-2025

Career Cluster® > Career Pathway

Agriculture, Food & Natural Resources > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Natural Resource Science > Plant Science Architecture & Construction > Architectural & Interior Design > Construction & Structural Systems Arts, Audio/Visual Technology & Communications

Education & Training > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Engineering & Technology > Engineering Health Science > Health Science Hospitality & Tourism > Culinary Arts > Hospitality & Tourism Human Services > Family & Human Services > Personal Care Services Law, Public Safety, Corrections & Security > Protective Services Manufacturing > Manufacturing & Production > Welding & Machining Transportation, Distribution & Logistics > Automotive >Aviation >Diesel

> Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business, Finance & Marketing

>Business >Finance > Marketing Computer Science & Information Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of August 2023 ADA Compliant: August 2023

Year at a Glance Creative Coding

Creative Coding A/B Day 1 st Quarter

2 nd Quarter

3 rd Quarter

4 th Quarter

Strand1: Design Standard1 : Problem Solving Process

Overarching Unit

Strand1: Design Standards : 2: Algorithms 3: Development Process

Strand2 : Game Development Standards : 1: Game Concepts

Strand2 : Game Development Standards : 4: Control 5: Randomization

Strand2 : Game Development Standards : 6: Enhancements 7: Game Creation

Unit/ Standards

2: Sprites 3: Motion

Creative Coding - Semester Schedule

1 st Quarter/3 rd Quarter

2 nd Quarter/4 th Quarter

Strand1: Design Standard 1: Problem Solving Process

Overarching Unit

Strand1: Design Standards : 2: Algorithms 3: Development Process Strand2 : Game Development Standards : 1: Game Concepts

Strand2 : Game Development Standards : 4: Control

Units/ Standards

5: Randomization 6: Enhancements 7: Game Creation

2: Sprites 3: Motion

DWSBA and Testing Window: (DWSBAs are found the CSD CTE DWSBA Canvas Course) Pre Assessment: Within the frst two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ● Consider precision partnering or individualized work for PBL and simulation assignments ● Allow a student to develop potential new projects for the cluster area lesson ● Students developed lesson materials (graphic organizers, relevant articles, career brochures, etc.) ● Consider more involved projects: (for example) instead of the student making the pencil roll, allow the student to make a drawstring bag.

Overarching Unit

Basic Coding

Pacing

Key Language Use(s)

● Throughout Course

Narrate Argue Inform Explain

Standards & Language Expectations Stand 1: Design Standard 1: Problem-Solving Process Students will demonstrate knowledge of the four steps of the problem-solving process 1. Defne the Problem 2. Prepare Solution 3. Try Solution 4. Refect on Outcome Performance Skills Students will deconstruct a task as an algorithm and write it in pseudocode. Workplace Skills Communication, Problem-Solving, Teamwork, Critical Thinking End of Unit Competency ● I can explain the design problem-solving process. ● I can identify the steps of the design problem-solving process. ● I can narrate how to use the design problem-solving process to solve a problem. ● I can argue how the design problem-solving process is essential to the creation of a computer program and computer game.

Workplace Skills : These skills will be incorporated into the classroom:

● Communication ● Problem-Solving ● Teamwork ● Critical Thinking

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to explain key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify an entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions)

Scaffolding in Action Skill Building

● Coding Challenges: Present students with coding challenges or problems that require them to apply the four steps of the problem-solving process. These challenges could range from simple algorithms to small programming projects, depending on the student's skill level. ● Pair Programming: Have students work in pairs, where one student acts as the "driver" (writing the code) and the other as the "navigator" (guiding the problem-solving process). Encourage them to verbalize their thought processes, defne the problem clearly, discuss potential solutions, and refect on their outcomes. ● Debugging Exercises: Provide students with code snippets or programs that contain bugs or errors. Challenge them to identify the problem, propose potential solutions, test their fxes, and refect on the effectiveness of their approach. ● Code Tracing and Visualization: Use code tracing techniques or visualization tools to help students understand the fow of a program and how it solves a particular problem. This can aid in defning the problem and understanding the proposed solution. ● Pseudocode and Flowcharts: Encourage students to use pseudocode or fowcharts to plan their solutions before writing actual code. This practice can help them break down complex problems into smaller, more manageable steps and visualize the problem-solving process. ● Code Reviews: Conduct code review sessions where students present their problem-solving approaches and coding solutions to their peers or the instructor. This fosters discussion, critical thinking, and the ability to communicate coding decisions effectively. ● Online Coding Platforms: Utilize online coding platforms or learning environments that provide interactive coding exercises and challenges specifcally designed to reinforce the problem-solving process. Many of these platforms offer step-by-step guidance, hints, and instant feedback. ● Refective Coding Journals: Have students maintain coding journals or portfolios where they document their problem-solving process for each coding exercise or project. This encourages them to refect on their thought processes, challenges faced, and lessons learned. ● Decomposition Exercises: Teach students the technique of breaking down complex problems into smaller, more manageable subproblems. This skill is crucial in the problem-solving process and can be practiced through coding

exercises that require breaking down larger tasks into smaller, solvable components. ● Collaborative Projects: Assign group coding projects where students must collaborate and apply the problem-solving process as a team. This not only reinforces the process but also fosters communication, teamwork, and the ability to manage complex projects. ● Open-ended Projects: Assign open-ended projects that allow students to defne their own problems and design their own solutions. This encourages them to apply the problem-solving process in a more self-directed and creative manner. ● Interdisciplinary Projects: Develop projects that combine coding and design with other disciplines, such as science, engineering, arts, or social sciences. This cross-disciplinary approach can broaden students' perspectives and expose them to diverse problem-solving techniques.

Extension

Resources/ Suggested Projects and Lessons ● https://acrade.makecode.com ● https://education.minecradt.net/en-us ● https://code.org

● https://makecde.microbit.org ● https://www.robolink.com/ ● www.adafruit.com

Skills/Suggested Projects and Lessons: ● Have students use the design problem-solving process to solve a problem related to computer programming and coding.

Scaffolded Learning: ● Provide students with a basic coding vocabulary list

● Have students complete a graphic organizer using the critical vocabulary terms. ● Have students map coordinates of moving objects in a game and identify the type of function that describes the movement: linear, exponential, logarithmic Vocabulary

● Problem ● Solution ● Brainstorming ● Design Elements

● Constraints ● Evaluate ● Experimentation ● Research

Overarching UNIT

Basic Coding

PACING

RESOURCES

● Throughout the course

● https://acrade.makecode.com ● https://education.minecradt.net/en-us ● https://code.org

● https://makecde.microbit.org ● https://www.robolink.com/ ● www.adafruit.com

STANDARDS Stand 1: Design Standard 1: Problem-Solving Process Students will demonstrate knowledge of the four steps of the problem-solving process 1. Defne the Problem 2. Prepare Solution 3. Try Solution 4. Refect on Outcome CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS

Understand and be able to use the problem-solving process by following the steps: ● Defne the Problem ● Prepare Solution ● Try Solution ● Refect on Outcome

● Analytical Thinking ● Research Skills ● Critical Thinking ● Creativity ● Decision- Making ● Data Collection ● Evaluation Skills ● Refective Thinking Skills

● Vocabulary Lists ● Sentence Starters and Frames ● Visual Aids ● Guided Questions ● Collaborative Activities

LEARNING PROGRESSIONS

Introduce Key Concepts

● Activities: Basic defnitions and examples of each step (Defne the Problem, Prepare Solution, Try Solution, Refect on Outcome). ● Skills: Basic understanding of the problem-solving vocabulary and the overall process.

Guided Practice with Simple Problems

● Activities: Teacher-led examples and class discussions on simple, well-defned problems. ● Skills: Identifying problems, brainstorming basic solutions, and refecting on outcomes.

Applying Steps Independently

● Activities: Individual or small group work on solving simple problems using all four steps. ● Skills: Independently defning problems, preparing solutions, trying solutions, and refecting on outcomes with guidance.

Incorporate Collaborative Problem Solving

● Activities: Group projects that require collaborative problem-solving and peer feedback. ● Skills: Teamwork, communication, and collaborative decision-making.

VOCABULARY ● Problem ● Solution

● Constraints ● Evaluate ● Experimentation ● Research

● Brainstorming ● Design Elements

END OF UNIT COMPETENCIES ● I can explain the design problem-solving process. ● I can identify the steps of the design problem-solving process.

● I can narrate how to use the design problem-solving process to solve a problem. ● I can argue how the design problem-solving process is essential to the creation of a computer program and computer game. Workplace Skills : These skills will be incorporated into the classroom:

● Communication ● Problem-Solving ● Teamwork ● Critical Thinking DIFFERENTIATION IN ACTION

● Coding Challenges ● Pair Programming ● Debugging Exercises ● Code Tracing and Visualization

Skill Building

● Pseudocode and Flowcharts ● Code Reviews ● Online Coding Platforms ● Refective Coding Journals ● Decomposition Exercises ● Collaborative Projects ● Open-Ended Projects ● Interdisciplinary Projects

Extension

Unit 1

Game Development Basics

Pacing

Key Language Usage

● One-Quarter (A/B Schedule) ● Half Quarter (Semester Schedule)

Narrate Argue Inform Explain

Stands and Standards & Language Expectations Strand2 : Game Development Standard 1 : Game Concepts

Students will explore genres of computer games ● Action, adventure, role-playing (RPG), simulation, strategy, hybrid Students will demonstrate knowledge of player perspectives ● First Person, Third Person, Top-Down, 2D, 3D The student will demonstrate knowledge of the elements of a computer game ● characters, storyline, strategy, danger, rewards Students will regularly include #comments to explain, organize, instruct, and ascribe. Standard2 : Sprites Students will defne a sprite and identify the types of sprites used in a game. ● Character, background, text ● Static, animated ● player/hero, enemy, obstacles, projectiles, food, rewards Students will create unique variables for each sprite Students will apply gaming coordinate system knowledge to intentionally position sprites. Students will demonstrate knowledge of sprite properties by controlling them with arguments in the code. (i.e. size, color, position) End of Unit Competency ● I can narrate different genres of computer games. ● I can explain frst-person, third-person, top-down, 2D, and 3d player perspectives. ● I can explain key elements of a computer game, including characters, storyline, strategy, danger, and rewards. ● I can narrate a computer game’s instructions, organization, and attributes using #comments. ● I can explain what a sprite is and the different types that are used in a game. ● I can inform others how to create unique variables for each sprite within a game. ● I can argue how applying a gaming coordinate system to intentionally position sprites is useful for game development. ● I can explain sprite properties by controlling arguments in the code.

Language Functions & Features: ■ Generalized nouns to introduce a topic and entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Scaffolding in Action Skill Building ● Game Analysis: Provide students with a variety of computer games across different genres (action, adventure, RPG, simulation, strategy, hybrid) and have them analyze the game elements, player

perspectives, sprites, and coding principles used. They can deconstruct the games and identify the characters, storylines, strategies, dangers, and rewards. ● Game Design Documents: Have students create game design documents for their own game ideas. These documents should outline the game concept, genre, player perspective, characters, storyline, strategies, and other key elements. Encourage them to include detailed descriptions of the sprites (characters, backgrounds, enemies, obstacles, etc.) and their properties. ● Sprite Creation and Animation: Introduce students to game development tools or graphic design software that allow them to create and animate their own sprites. They can practice designing characters, backgrounds, and other game elements, experimenting with different art styles and techniques. ● Coding Challenges: Provide students with coding challenges or exercises that focus on sprite manipulation and game mechanics. These challenges can involve tasks such as moving sprites, changing sprite properties (size, color, position), collision detection, and implementing game logic based on sprite interactions. ● Game Engine Workshops: Conduct workshops or tutorials on popular game engines or frameworks (e.g., Unity, Unreal Engine, Godot, GameMaker Studio). These tools often have visual programming interfaces and allow students to create games by dragging and dropping sprites, setting properties, and writing code to control game behavior. ● Game Modding or Remixing: Encourage students to explore modding or remixing existing games. They can analyze the game's code, modify sprites, and create custom levels or gameplay experiences by applying their knowledge of game concepts and sprite manipulation. ● Game Jams: Organize game jams or hackathons where students work individually or in teams to create a complete game within a limited timeframe. These events foster creativity, collaboration, and the ability to apply game development concepts and skills under time constraints.

● Peer Review and Playtesting: Incorporate peer review sessions where students present their game designs, sprites, and code to their classmates. Encourage playtesting and constructive feedback, which can help improve game mechanics, sprite interactions, and overall gameplay experience. ● Guest Speakers or Field Trips: Invite game developers, artists, or industry professionals to share their experiences, techniques, and best practices in game development, sprite creation, and coding. ● Online Resources and Tutorials: Provide students with access to online resources, tutorials, and documentation related to game development, sprite creation, and coding. These can include video tutorials, coding examples, and interactive learning platforms.

Extension

Resources/ Suggested Lesson(s) ● https://acrade.makecode.com ● https://education.minecradt.net/en-us ● https://code.org

● https://makecde.microbit.org ● https://www.robolink.com/ ● www.adafruit.com

Skills/Suggested Projects and Lessons: ● Have students play and then label components of a board or video game. ● Have students write code for a computer program that incorporates all of the following components: ○ Code that includes random numbers in a range ○ Code that uses colors using RGB values ○ Code that selects items in a list. ■ By index ■ By name/content ■ Randomly Scaffolded Learning: ● Provide students with a basic coding vocabulary list. ● Have students complete a graphic organizer using key vocabulary terms. Have students map the coordinates of moving objects in a game and identify the type of function that describes the movement. ● Students are then asked to peer review each other’s created recording/game to: ○ Match function names to actions seen in the recording/gameplay ○ Determine which parameters can be added to functions to enhance functionality. Vocabulary ● Genres of Computer Games - action, adventure, role-playing, simulation, strategy, hybrid

● Player Perspectives - frst person, third person, top-down, 2D, 3D ● Game Elements - characters, storyline, strategy, danger, rewards

UNIT 1

Game Development Basics

PACING

RESOURCES

● One-Quarter (A/B Schedule) ● Half Quarter (Semester Schedule

● https://acrade.makecode.com ● https://education.minecradt.net/en-us ● https://code.org

● https://makecde.microbit.org ● https://www.robolink.com/ ● www.adafruit.com

STANDARDS Strand2 : Game Development

Standard 1 : Game Concepts

Students will explore genres of computer games ● Action, adventure, role-playing (RPG), simulation, strategy, hybrid Students will demonstrate knowledge of player perspectives ● First Person, Third Person, Top-Down, 2D, 3D The student will demonstrate knowledge of the elements of a computer game ● characters, storyline, strategy, danger, rewards Students regularly include #comments to explain, organize, instruct, and ascribe. Standard2 : Sprites Students will defne a sprite and identify the types of sprites used in a game. ● Character, background, text ● Static, animated ● player/hero, enemy, obstacles, projectiles, food, rewards Students will create unique variables for each sprite Students will apply gaming coordinate system knowledge to position sprites intentionally. Students will demonstrate knowledge of sprite properties by controlling them with arguments in the code. (i.e. size, color, position) CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS

● Vocabulary Lists ● Visual Aides ● Genre Comparision Tables ● Genre Description Templates ● Interactive Demos

1. Exploring Genres of Computer Games 2. Knowledge of player perspectives 3. Elements of a Computer Game

1. Analytical Skills 2. Research Skills

3. Critical Thinking Skills 4. Perspective Analysis

5. Visualization 6. Application

● Perspective Diagrams

4. Use of #Commands in code 5. Defnition and Types of Sprites 6. Categories of Sprites in a Game 7. Creating Unique Variables for Sprites 8. Applying Game Coordinate System 9. Controlling Sprite Properties with Code

7. Organization Skills 8. Classifcation Skills 9. Coding Skills 10. Mathematical Skills

LEARNING PROGRESSIONS

Beginner Level:

● Introduce different game genres through examples and gameplay videos ● Explore player perspectives by analyzing games from various viewpoints ● Deconstruct simple games to identify core elements like characters, story, challenges ● Learn about sprites - their purpose, types (static vs animated), and roles (hero, enemies, etc.) ● Basic coding to create and position static sprites on the screen

Intermediate Level:

● Categorize games based on genres, perspectives, and gameplay elements ● Design original game concepts incorporating specifc genres/perspectives ● Code animated character sprites with motion, collision detection, etc. ● Utilize variables to store and update sprite properties like size, color, score ● Implement basic gameplay with player input, obstacles, scoring, and resetting

Advanced Level:

● Develop complete games with intricate storylines, levels, power-ups ● Create sprite-based cutscenes and integrate multimedia elements ● Code advanced mechanics like physics, particle effects, AI behaviors ● Explore advanced coordinate systems and manage multiple sprite layers ● Utilize game engines/frameworks to construct more sophisticated games ● Collaborate on complex, team-based game development projects

Potential Progression Pathways:

● Start with drag-and-drop visual programming introducing core concepts ● Transition to text-based coding focusing on sprites and game loops ● Dive deeper into specifc coding languages like C++, C#, Python, Java ● Explore different game engines like Unity, Unreal, GameMaker Studio

● Specialize in areas like 3D modeling, mobile games, VR/AR games

VOCABULARY ● Genres of Computer Games - action, adventure, role-playing, simulation, strategy, hybrid

● Player Perspectives - frst person, third person, top-down, 2D, 3D ● Game Elements - characters, storyline, strategy, danger, rewards

END OF UNIT COMPETENCIES ● I can narrate different genres of computer games.

● I can explain frst-person, third-person, top-down, 2D, and 3d player perspectives. ● I can explain key elements of a computer game, including characters, storyline, strategy, danger, and rewards. ● I can narrate a computer game’s instructions, organization, and attributes using #comments. ● I can explain what a sprite is and the different types used in a game. ● I can inform others how to create unique variables for each sprite within a game. ● I can argue how applying a gaming coordinate system to intentionally position sprites is useful for game development. ● I can explain sprite properties by controlling arguments in the code. Workplace Skills : These skills will be incorporated into the classroom:

● Communication ● Problem-Solving ● Teamwork ● Critical Thinking DIFFERENTIATION IN ACTION

● Game Analysis ● Game Design Documents ● Sprite Creation and Animation ● Coding Challenges ● Game Engine Workshops ● Game Modding or Remixing ● Game James ● Peer Review and Playtesting ● Guest Speakers or Field Trips ● Online Resources and Tutorials

Skill Building

Extension

Unit 2

Game Design

Pacing

Key Language Usage

● One-Quarter (A/B Schedule) ● Half Quarter (Semester Schedule)

Narrate Inform Explain

Stand and Standards & Language Expectations Strand 1 : Design Standard2 : Algorithms

Students deconstruct a task into an algorithm (simple steps). Students write an algorithm as pseudocode. Students demonstrate knowledge of the development process ● Planning ● Designing ● Build ● Test ● Publish

Standard3 : Development Process

End of Unit Competency ● I can explain how to deconstruct a task into an algorithm. ● I can narrate how to write an algorithm as pseudocode. ● I can inform others how to plan, design, build, test, and publish a computer game. Performance Skill : Students will deconstruct a task as an algorithm and write it in pseudocode.

Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to defne key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) Scaffolding in Action Skill Building Standard 2: Algorithms

● Unplugged Activities: Use unplugged activities, such as physical games or role-playing scenarios, to teach students the concept of

breaking down tasks into simple steps (algorithms). For example, they can create algorithms for everyday activities like making a sandwich or getting ready for school. ● Visual Representations: Encourage students to use visual representations like fowcharts, Scratch blocks, or pseudocode to create algorithms for simple problems or tasks. This can help them break down complex tasks into smaller, more manageable steps. ● Code Tracing and Debugging: Provide students with existing code snippets or programs and have them trace the execution of the algorithm, identify any errors or ineffciencies, and propose improvements to the algorithm. ● Algorithm Design Challenges: Present students with problem statements or scenarios and challenge them to design algorithms to solve those problems. Encourage them to practice writing pseudocode or using visual representations before translating their algorithms into code. ● Project-Based Learning: Assign students small-scale projects that require them to go through the entire development process, from planning and designing to building, testing, and publishing. Guide them through each stage, emphasizing the importance of following the development cycle. ● Case Studies: Analyze real-world software development projects or products, and have students identify the different stages of the development process involved. Discuss the challenges, decision-making processes, and best practices at each stage. ● Prototyping and Iterative Design: Encourage students to create low-fdelity prototypes (e.g., wireframes, paper prototypes, or mock-ups) during the design stage and iterate based on feedback from peers or instructors. This reinforces the importance of testing and refning their designs before moving to the building phase. ● Testing Methodologies: Introduce students to various testing methodologies, such as unit testing, integration testing, and user acceptance testing. Guide them through creating test cases, executing tests, and interpreting test results to identify and address issues in their projects. ● Version Control and Collaboration: Teach students how to use version control systems like Git or SVN to manage their project fles, track changes, and collaborate with team members. This reinforces the importance of maintaining an organized and documented development process. ● Documentation and Presentations: Have students create documentation (e.g., user manuals, design documents, or README fles) and present their projects to their peers or instructors. This practice helps them communicate their development process, design decisions, and the fnal product effectively.

Standard 3: Development Process

● Guest Speakers or Field Trips : Invite professionals from the software development or design industry to share their experiences, methodologies, and best practices related to the

Extension

development process. Alternatively, arrange feld trips to software development companies or design studios to observe the development process in action.

Resources/ Suggested Lesson(s) ● Code.org Game Lab ● Scratch Explore ● StoryBoard Canva

Skills/ Suggested Projects and Lessons: ● Have students play and deconstruct the code of already created computer games on Code.org. ● Then have students create an innovative version of a game they found. ○ Identify innovation ○ Plan how to implement innovation via pseudocode ○ Code Innovation ○ Incorporate innovation ○ Demonstrate ○ Write about process Scaffolded Learning: ● Have students make a storyboard for a computer game that has already been created using essential vocabulary. ● Have students create a new version of an already developed computer game with a minimum of three enhancements or changes. This can be done using a storyboard or in an actual game creation program. Vocabulary ● Script ● Library ● Data ● Software ● Algorithm ● X,Y Coordinates ● Sprite ● Pseudocode

UNIT2

Game Design

PACING

RESOURCES

● One-Quarter (A/B Schedule) ● Half Quarter (Semester Schedule

● Code.org Game Lab ● Scratch Explore ● StoryBoard Canva

STANDARDS Strand 1 : Design

Standard2 : Algorithms

Students deconstruct a task into an algorithm (simple steps). Students write an algorithm as pseudocode. Students demonstrate knowledge of the development process ● Planning ● Designing ● Build ● Test ● Publish

Standard3 : Development Process

CONCEPTS (Nouns)

SKILLS (Verbs)

LANGUAGE SUPPORTS

● Vocabulary Lists ● Visual Aides ● Genre Comparision Tables ● Genre Description Templates ● Interactive Demos ● Perspective Diagrams

1. Algorithms as step-by-step instructions or procedures to solve problems 2. Decomposing complex problems into smaller steps/sub-problems 3. Sequence and order of steps is important 4. Representing algorithms using pseudocode - an informal, human-readable notation

1. Analytical thinking 2. Procedural Thinking 3. Abstract Thinking 4. Communication 5. Planning and organizational skills 6. Requirement analysis and goal-setting 7. Design and modeling skills (diagramming, prototyping) 8. Implementation/codi ng skills 9. Testing and debugging skills 10. Attention to detail 11. Iterative refnement abilities

LEARNING PROGRESSIONS

Beginner Level:

● Introduction to algorithms through analogies and real-world examples ● Practice breaking down simple tasks into step-by-step instructions ● Introduce sequences, loops, and conditionals through unplugged activities ● Translate instructions into pseudocode, focusing on structure and syntax ● Explore the basic development stages through a simple project

Intermediate Level:

● Decompose moderately complex problems into algorithms ● Write pseudocode with iterations, decisions, and variables ● Translate pseudocode algorithms into actual code ● Follow the full development process for basic programs/apps ● Collaborative projects requiring planning, design, implementation

Advanced Level:

● Deconstruct advanced, open-ended challenges into optimal algorithms ● Represent algorithms using fowcharts, diagrams, and formal notation ● Implement effcient algorithms adhering to best coding practices ● Manage full product development lifecycles as an individual or team ● Design documents, prototypes, test plans, deployment procedures

Potential Progression Pathways:

● Start with unplugged activities and simple computational patterns ● Progress to visual programming and basic coding environments ● Advanced to text-based programming languages and development tools ● Explore specialized algorithm design techniques like recursion ● Dive deeper into areas like mobile app, web, game development

VOCABULARY

● Script ● Library ● Data ● Software ● Algorithm ● X,Y Coordinates ● Sprite ● Pseudocode

END OF UNIT COMPETENCIES ● I can explain how to deconstruct a task into an algorithm. ● I can narrate how to write an algorithm as pseudocode. ● I can inform others how to plan, design, build, test, and publish a computer game. Performance Skill : Students will deconstruct a task as an algorithm and write it in pseudocode.

Workplace Skills : These skills will be incorporated into the classroom:

● Communication ● Problem-Solving ● Teamwork ● Critical Thinking DIFFERENTIATION IN ACTION

● Unplugging Activities ● Visual Representations

Skill Building

● Cod Tracing and Debugging ● Algorithm Design Challenges ● Project Based Learning ● Case Studies ● Prototyping and Iterative Design ● Test Methodologies ● Version Control and Collaboration ● Documentations and Presentations

● Guest Speakers and Field Trips

Extension

Unit 3

Enhance Your Game

Pacing

Key Language Usage

● One-Quarter (A/B Schedule) ● Half Quarter (Semester Schedule)

Narrate Argue Inform Explain

Stands and Standards Strand2 : Game Development Standard4 : Control

Students will code events to allow the user to interact with a game. (i.e. mouse click, keystroke). Students will code conditionals to create collision events (i.e. score, lives) Students will incorporate user input in a game (i.e. guessing a number, choosing an adventure, mad libs) Standard5 : Randomization Students will write code to randomize behaviors in a game. (i.e. sprite images, position, color, and size. Students will control randomization with ranges in code. Standard6 : Enhancements Students will create and call functions to customize a game. Students will write code to enhance the user experience ● Creative openers/endings ● Backgrounds (static/scrolling) ● Timer ● sound/music Concepts Language Functions & Features: ■ Verbs to defne career pathways or attributes (eg. have, be, belong to, consist of) ■ Expanded noun groups to explain key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as in saying verbs and direct quotes ■ Technical word choices to defne and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, manner ( descriptions) ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

Differentiation in Action Skill Building

Standard 4: Control

● Interactive Game Demos: Create interactive game demos or prototypes that allow students to experiment with different types of user input (mouse clicks, keystrokes, touch events) and observe how they affect game behavior. Encourage them to modify the code and explore the effects of their changes. ● Game Engine Tutorials: Provide tutorials or workshops on game engines like Unity, Unreal Engine, or Godot, focusing on how to handle user input, implement collision detection, and manage game states (scores, lives, etc.) through code. ● Coding Challenges: Design coding challenges that require students to implement specifc game mechanics, such as controlling a character's movement, detecting collisions with obstacles or enemies, or updating scores based on user actions. ● Game Modding: Encourage students to explore game modding, where they modify the code of existing games to change the gameplay mechanics, controls, or user interactions. ● Random Number Generation Exercises: Introduce students to random number generation concepts and provide exercises that require them to generate random values within specifed ranges. These exercises can be applied to randomizing sprite properties (position, size, color) or game events. ● Dice Rolling Simulations: Have students create virtual dice-rolling simulations or other randomized games to reinforce their understanding of randomization and probability in coding. ● Procedural Generation: Explore procedural generation techniques, where students write code to generate randomized game levels, environments, or obstacles based on algorithms or rule sets. ● Game Scenario Simulations: Create coding exercises that simulate real-world game scenarios, such as randomizing enemy spawns, power-up locations, or in-game events, to challenge students' ability to incorporate randomization in game design. ● Game Customization Projects: Assign projects where students must create customizable game features, such as creative openers/endings, background scrolling, timers, or sound effects. Encourage them to write modular code and create reusable functions for these enhancements. ● Game Engine Asset Integration: Teach students how to integrate and manipulate various assets (sprites, audio, fonts, etc.) within game engines, allowing them to enhance the visual and auditory experience of their games. ● Game Jam or Hackathon Events: Organize game jams or hackathons where students work in teams to create complete

Standard 5: Randomization

Standard 6: Enhancements

games with various enhancements within a limited timeframe. These events foster creativity, collaboration, and the ability to rapidly implement game enhancements. ● Code Review and Feedback: Conduct code review sessions where students present their game enhancement code to their peers or instructors. Encourage constructive feedback on code readability, effciency, and the overall user experience. ● Game Development Tutorials: Provide students with access to online tutorials, documentation, or video resources focused on implementing specifc game enhancements, such as background scrolling, timers, or audio integration.

● Game Development Competitions and Showcases: Encourage students to participate in game development competitions,

Extension

hackathons, or showcases. These events can provide opportunities for students to showcase their skills, receive feedback from industry professionals, and gain exposure to emerging trends and technologies in game development.

Resources/Suggested Lesson(s) ● Raspberry Pi- Intro to Computer Science in Python

Skills/Suggested Projects and Lessons: ● Students can successfully write code for a computer game that includes desirable and appropriate game enhancements. ● Students will use logic to handle multiple conditions by either combining via

logical operators or nesting conditions ○ conditionOne AND conditionTWO ○ conditionOne OR conditionTwo

Scaffolded Learning: ● Have students recreate a common computer/board game and add the following enhancements:

○ A creative opening ○ Background music ○ X and Y positioning for animation s ● Have students read “If You Give a Mouse a Cookie” and make a game using the logic of something in the classroom. ● Consider having students create a classroom rules/behavior structure as a decision tree. ● Have students write a computer program for “Red Rover” using loops ● Have students work in pairs to write a written program that would program each other to do specifc events in a loop based on if/else logic.

Vocabulary

● Events ● Sprite Animation

● Functions ● Conditionals ● Parameters

● Library Functions ● Custom Functions ● Sprite Sheets ● Control Structure ● Loops ● If- Statements ● Boolean

UNIT3

Enhance Your Game

PACING

RESOURCES

● Raspberry Pi- Intro to Computer Science in Python

● One-Quarter (A/B Schedule) ● Half Quarter (Semester Schedule STANDARDS Strand2 : Game Development Standard4 : Control

Students will code events to allow the user to interact with a game. (i.e. mouse click, keystroke).

Students will code conditionals to create collision events (i.e. score, lives) Students will incorporate user input in a game (i.e. guessing a number, choosing an adventure, mad libs) Standard5 : Randomization Students will write code to randomize behaviors in a game. (i.e. sprite images, position, color, and size. Students will control randomization with ranges in code. Standard6 : Enhancements Students will create and call functions to customize a game. Students will write code to enhance the user experience ● Creative openers/endings ● Backgrounds (static/scrolling) ● Timer ● sound/music CONCEPTS (Nouns) SKILLS (Verbs) LANGUAGE SUPPORTS

● Vocabulary Lists ● Visual Aides ● Genre Comparision Tables ● Genre Description Templates ● Interactive Demos ● Perspective Diagrams

1. Utilize coding events to demonstrate different controls in a game. 2. Use randomization to enhance a game. 3. Create functions to customize a game.

1. User Interaction 2. Conditionals for Collisions 3. User Input 4. Randomizing Behaviors 5. Controlling Randomization 6. Adding Enhancement Functions 7. Adding User Experience Enhancements

LEARNING PROGRESSIONS

1. User Interaction:

● Learn basic event handling for mouse clicks. ● Implement simple actions in response to keystrokes. ● Create interactive elements like buttons and controls. ● Write code for more complex interactions combining multiple events.

2. Conditionals for Collisions:

● Understand and use basic if statements. ● Detect simple collisions and trigger basic responses (e.g., displaying a message). ● Implement conditional logic to update scores and lives based on collisions. ● Use nested conditionals to handle multiple collision outcomes. 3. User Input: ● Write basic code to accept and process user input (e.g., simple text input). ● Create simple interactive stories with user choices. ● Develop input handling for more complex scenarios (e.g., number guessing games). ● Incorporate multiple forms of user input into game logic. 4. Randomizing Behaviors: ● Write basic code to randomize simple game elements (e.g., sprite positions). ● Use built-in random functions to introduce variability. ● Randomize multiple properties simultaneously (e.g., sprite images and colors). ● Implement random events that affect gameplay in meaningful ways. 5. Controlling Randomization: ● Learn to set basic ranges for random values (e.g., position within a certain area). ● Understand the impact of ranges on game balance.

● Control randomization with more precise ranges and conditions. ● Balance the frequency and impact of random events in gameplay. ● Write simple functions to perform repetitive tasks. ● Learn the basics of function calls and parameters. ● Create more complex functions with multiple parameters. ● Use functions to organize and modularize game code. ● Add simple background music and sound effects. ● Create static backgrounds for game scenes. ● Implement scrolling backgrounds for dynamic environments. ● Develop creative openers and endings to enhance storytelling. ● Incorporate timers to manage time-based challenges.

6. Functions:

7. User Experience Enhancements:

VOCABULARY

● Events ● Sprite Animation ● Functions ● Conditionals ● Parameters ● Library Functions

● Custom Functions ● Sprite Sheets ● Control Structure ● Loops ● If- Statements ● Boolean END OF UNIT COMPETENCIES

● I can explain how to add controls to allow a user to interact with a game. ● I can narrate how to write code to randomize behaviors in a game. ● I can identify a variety of enhancements in a computer game. DIFFERENTIATION IN ACTION

Skill Building

Control:

● Interactive Game Demos ● Game Engine Tutorials ● Coding Challenges ● Game Modding

Randomization ● Random Number Generation Exercises

● Dice Rolling Simulations ● Procedural Generation ● Game Scenario Simulations ● Game Customization Projects ● Game Engine Asset Integration ● Game Jam or Hackathon Events ● Code Review and Feedback ● Game Development Tutorials

Enhancements

● Game Development Competitions and Showcases

Extension