Creative Coding

Inst ruc t i on al G ui de 2025-2026

Creative Coding

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 first 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.

STRANDS AND STANDARDS CREATIVE CODING

Learning that works for Utah CTE®

Course Description Creative Coding through Games is a first-semester course for introduction to programming for the early secondary grades. The course is designed to attract and reach a broad and diverse range of students, including those who may have never considered programming. Students learn how to code by working in a real software development environment to design and program games. Learning to code by creating real products, students discover how to make amazing things and have an impact on their world.

Intended Grade Level

6-8 0.5

Units of Credit

Core Code

35.02.00.00.003

Concurrent Enrollment Core Code N/A Prerequisite N/A Skill Certification Test Number N/A Test Weight N/A License Area of Concentration

CTE and/or Secondary Education 6-12

Required Endorsement(s) Endorsement 1

No Endorsement Required

N/A N/A

Endorsement 2 Endorsement 3

ADA Compliant: September 2023

Creative Coding

STRAND 1 Design Standard 1 Problem Solving Process Students will demonstrate knowledge of the four steps of the problem-solving process.

1. Define Problem 2. Prepare Solution 3. Try Solution 4. Reflect on Outcome

Standard 2 Algorithms Students deconstruct a task into an algorithm (simple steps). Students write an algorithm as pseudocode. Standard 3 Development Process Students demonstrate knowledge of the development process. 1. Plan 2. Design 3. Build 4. Test 5. Publish Performance Skills Students will deconstruct a task as an algorithm and write it in pseudocode. STRAND 2 Game Development Standard 1 Game Concepts Student 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 Students will demonstrate knowledge of the elements of a computer game. • characters, storyline, strategy, danger, rewards Students will regularly include #comments for the purpose of explaining, organizing, instructing, and ascribing.

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REVISED: August 2022

Creative Coding

Standard 2 Sprites Students will define 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) Standard 3 Motion Students will use loops to code iterations in a game. (i.e. spinning, shrinking, growing, positioning) Students will write code to control a sprite’s velocity, acceleration or gravity. Students will create a sprite animation and use it in a game. (i.e. frame by frame, looping) Standard 4 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, madlibs) Standard 5 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. Standard 6 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 Standard 7 Game Creation Students will participate independently or collaboratively in the development of a computer game that incorporates a development process and applies concepts learned throughout the course. Performance Skills Students will develop and code a game.

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REVISED: August 2022

Creative Coding

Possible Resources: https://arcade.makecode.com https://education.minecraft.net/en-us https://code.org/ https://makecode.microbit.org/ https://www.robolink.com/

www.adafruit.com Workplace Skills These skills will be incorporated into the classroom:

• Communication • Problem Solving • Teamwork • Critical Thinking

Skill Certification Test Points by Strand As this is a course for 6th and 8th grade students, a state skills certification is not required.

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REVISED: August 2022

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.​ Define the Problem 2.​ Prepare Solution 3.​ Try Solution 4.​ Reflect on the 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 that the design problem-solving process is essential to the creation of a computer program and a 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 define 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 using verbs and direct quotes ■ Technical word choices to define and classify an entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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, define the problem clearly, discuss potential solutions, and reflect 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 fixes, and reflect on the effectiveness of their approach. ●​ Code Tracing and Visualization: Use code tracing techniques or visualization tools to help students understand the flow of a program and how it solves a particular problem. This can aid in defining the problem and understanding the proposed solution. ●​ Pseudocode and Flowcharts: Encourage students to use pseudocode or flowcharts 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 specifically designed to reinforce the problem-solving process. Many of these platforms offer step-by-step guidance, hints, and instant feedback. ●​ Reflective 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 reflect 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 define 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

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 Strand 2 : 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. Standard 2 : Sprites Students will define 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) End of Unit Competency ●​ I can narrate different genres of computer games. ●​ I can explain first-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 that 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 define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and 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 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 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 - first person, third person, top-down, 2D, 3D ●​ Game Elements - characters, storyline, strategy, danger, rewards

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 Standard 2 : 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

Standard 3 : 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: ■ Verbs to define career pathways or attributes (eg, have, be, belong to, consist of) ■ Expanded noun groups to define key concepts, add details, or classify information ■ Reporting devices to acknowledge outside sources and integrate information into the report as using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions) Scaffolding in Action Skill Building Standard 2: Algorithms ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

●​ 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 flowcharts, 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 inefficiencies, 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-fidelity 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 refining 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 files, 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 files) and present their projects to their peers or instructors. This practice helps them communicate their development process, design decisions, and the final 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 field 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 the 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

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 Strand 2 : Game Development Standard 4 : 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) Standard 5 : 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. Standard 6 : 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 End of Unit Competency

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.

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

■ Verbs to define 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions)

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 specific 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 specified 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.

Standard 5: Randomization

Standard 6: Enhancements

●​ 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 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, efficiency, and the overall user experience. ●​ Game Development Tutorials: Provide students with access to online tutorials, documentation, or video resources focused on implementing specific 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 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 specific events in a loop based on if/else logic. logical operators or nesting conditions ○​ conditionOne AND conditionTWO ○​ conditionOne OR conditionTwo

Vocabulary

●​ Events ●​ Sprite Animation ●​ Functions ●​ Conditionals ●​ Parameters ●​ Library Functions ●​ Custom Functions ●​ Sprite Sheets ●​ Control Structure ●​ Loops ●​ If- Statements ●​ Boolean

Unit 4

Game Creation

Pacing

Key Language Usage

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

Inform Explain

Stands and Standards & Language Expectations Strand 2 : Game Development Standard 7 : Game Creation

Students will participate independently or collaboratively in the development of a computer game that incorporates a development process and applies concepts learned throughout the course.

End of Unit Competency ●​ I can explain the differences between an app and a game. ●​ I can explain how to create, load, and arrange pages and elements in an app.

●​ I can identify data in an app that is using a parameter. ●​ I can explain how to use a table in the context of an app. Performance Skill : Students will develop and code a game. Language Functions & Features: ■ Generalized nouns to introduce a topic and/or entity ■ Opening statements to identify the type of information

■ Verbs to define 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 using verbs and direct quotes ■ Technical word choices to define and classify the entity ■ Adjectives and adverbs to answer questions about quantity, size, shape, and manner ( descriptions)

Differentiation in Action Skill Building

●​ Game Design Document Development: Have students create detailed game design documents that outline the game concept, genre, mechanics, visual style, and development plan. This exercise reinforces the importance of thorough planning and helps students organize their ideas before beginning the development process.

●​ Iterative Prototyping: Encourage an iterative approach to game development by having students create low-fidelity prototypes early in the process. These prototypes can be paper-based, digital mockups, or simple coding exercises that test core gameplay mechanics. Students can then refine and improve their prototypes based on feedback and playtesting. ●​ Agile Development Methodologies: Introduce students to agile development methodologies, such as Scrum or Kanban, which emphasize iterative development, collaboration, and frequent feedback cycles. Students can practice these methodologies by working in teams and managing their game development projects using agile principles. ●​ Version Control and Collaboration Tools: Teach students how to use version control systems like Git and collaboration platforms like GitHub or GitLab. These tools are essential for managing code changes, collaborating with team members, and tracking project progress. ●​ Game Engine Workshops: Conduct workshops or tutorials on popular game engines like Unity, Unreal Engine, or Godot. Guide students through the process of setting up projects, importing assets, writing scripts, and building executable games within these engines. ●​ Peer Review and Playtesting: Encourage students to participate in peer review sessions and playtesting events throughout the game development process. This allows them to receive feedback, identify areas for improvement, and ensure their games are engaging and functional. ●​ Game Jams or Hackathons : Organize game jams or hackathons where students work independently or in teams to create a complete game within a limited timeframe. These events foster creativity, time management skills, and the ability to apply game development concepts under pressure. ●​ Documentation and Project Presentations: Require students to create comprehensive documentation for their games, including design documents, code documentation, and user manuals. Additionally, have them present their projects to their peers or instructors, reinforcing their ability to communicate their ideas and development processes effectively. ●​ Post-Mortem Analysis: After completing their games, have students conduct post-mortem analyses to reflect on their development processes, successes, challenges, and lessons learned. This exercise encourages critical thinking, self-evaluation, and the identification of areas for improvement in future projects.

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: ●​ Students can successfully write code to create a usable computer game. Scaffolded Learning: ●​ Have students create a usable computer-programmed game that solves a problem ●​ Have students create a game that teaches a math or science concept ●​ Consider having students peer review each other’s apps for the following components: ○​ The game is easy to use ○​ The game solves a problem ○​ Game code includes a minimum of five previously learned coding components ○​ Enhancements

Vocabulary

●​ Game Flow ●​ Table ●​ Feedback ●​ Attributes of a Function ●​ Interactions

Best Practices in CTE

Practice

What Teacher Does

What Students Do

Combat Misconceptions Teachers will use prior knowledge to identify any misunderstandings before introducing new material.

Students will contrast their initial understanding of a subject with their updated knowledge and will be able to articulate or write about how their comprehension of the topic evolved. Students will be encouraged to ask questions of each other about what is being presented and the conclusions they draw from their models or projects. Students will develop, assess, and improve models, which may encompass diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Students will engage in investigations ranging from structured activities led by the teacher to inquiries driven by student curiosity, covering levels of exploration from teacher-led structured inquiry to student-directed open inquiry. Students will be advised to strategically analyze and interpret raw data to derive its meaning and relevance, enabling its use as evidence when forming conclusions. Students will construct solutions to the presented problems and present their findings to both the teacher and fellow students.

Define Problems and Ask Questions

Teachers will engage students by presenting content in different ways and inviting them to brainstorm hypotheses and propose new questions. Teachers will furnish and directly instruct students on certain models while also enabling students to devise their own models. By offering targeted feedback, teachers will assist students in refining their models. Teachers will offer students hands-on opportunities to tackle problems, either under the guidance of the teacher or in open-ended scenarios where students can explore and test their own ideas. Teachers will instruct students directly on organizing data specific to the content and on justifying conclusions drawn from that data. Teachers will create opportunities for students to express problems, work on solving them, and formulate solutions.

Develop Models

Plan and Carry Out Investigations

Analyze and Interpret Data

Problem-Solving

Use Authentic Assessment

Teachers should utilize formative and summative assessments, such as performance evaluations, exit tickets, and project reflection notebooks, to make student thinking visible.

Students will employ academic language and draw on class experiences to articulate their understanding of the current content, while also having chances for self-assessment through provided rubrics and objectives on a daily or weekly basis. Students actively engage in the lesson through writing, speaking, asking questions, or reading activities, and they will also have opportunities to interact with both the teacher and their classmates.

OTR’s

Teachers will ensure active engagement of all students in the learning process, maintaining a pace of instruction that encourages frequent student responses and calling on a diverse range of students to contribute throughout the lesson. Teachers will deliver information at different difficulty levels and regularly utilize gathered data to pinpoint students' needs, forming small groups to address specific areas of focus. Teachers offer continuous, well-timed corrections and feedback grounded in observations and attentive listening, providing students with opportunities to incorporate this feedback into their ongoing learning. cognitive skills, compelling them to draw conclusions based on their findings. Teachers will assign students tasks that demand reasoning, planning, and creating connections within and beyond the content area, such as projects centered on research, developing findings, formulating Teachers will assign students activities that require higher

Scaffolded Instruction & Grouping

Students are given roles and materials suitable for their experience level, often participating in peer feedback and discussions.

Instructional Agility & Feedback

Students actively participate and respond effectively to continuous corrections initiated by the teacher, showcasing proficient engagement in both individual and group activities.

DOK3

Students will demonstrate their ability to explain their actions and justify their reasoning based on their findings from an activity. Students will engage in tasks that involve developing and evaluating projects related to the content area using information gathered from various sources.

DOK4

hypotheses, testing theories, presenting conclusions, and defending positions.

Career and Technical Education

Canyons School District

2023-2024 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.

Wasatch Front South Region

9,704

97.2%

of CTE concentrators graduate in 4 years.

Students enrolled in CTE courses

100%

Black

Graduation rate for students who are CTE concentrators Graduation rate for students who are CTE completers 97.2% 97.8%

93.4% 96.0% 96.3% 97.1% 97.3% 98.1% 100% 100%

Pacific Islander Native American

Asian

Homelessness

Caucasian

Compared to the Canyons School District graduation rate of

Hispanic

87.5%

Students with Disabilities Economically Disadvantaged

38.3 %

71.3% 62.4% 2.7% 84.2%

*

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, 2021-2023)

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.

Postsecondary Education Employment Military Service

23.5 %

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.

* Reported by a follow-up survey from students.

EARNED CREDENTIALS OF VALUE

9,351 *

PORTABLE. STACKABLE. TRANSFERABLE. DRIVEN BY EMPLOYERS.

TOP CERTIFICATIONS Child Development Commercial Photography 1 Digital Business Applications Early Childhood Education 1 Food and Nutrition Medical Assistant: Anatomy and Physiology

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

Canyons School District

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

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. 87.5%

Health Science Programming and Software Development Diesel Construction and Structural Systems Broadcasting and Digital Media Personal Care Services Engineering

Welding and Machining Business Administration

1,567

students are members of a Career and Technical Student Organization (CTSO).

Utah Members

National Members

Canyons School District Members

240,000 0

2,452

258,138

25,000

198,866

1,027,273

291,458

413,298

309,365

110

2,738

533

2,742

17,762

3,679

2,348

2,277

501

19

190

512

235

0

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).

students participated in 2,215

8,571

CTE Concurrent Enrollment (CE) credits earned Students have opportunities to earn CE credits in CTE courses. CE provides prepared high school

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.

students with a challenging and rigorous college-level experience. Students in the program receive both college and high school credit.

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

Canyons School District | 9361 South 300 East | Sandy, UT 84070 Rick Robins, Ed.D., Superintendent Janet Goble, CTE Director

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

Published February 2025

CTE Knowledge Corner

CTE Key Vocabulary

Word/ Abbreviation

Definition

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 specific 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, finance, 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 clarification 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 2025-2026 _________________________________________________________________________________

Career Cluster® > Career Pathway

Education > Pre-K: Early Childhood Education > K-12: Teaching as a Profession Energy & Natural Resources > Natural Resource Science Financial Services >Finance Health Science & Human Services > Family & Human Services > Health Science > Personal Care Services Hospitality, Events & Tourism > Culinary Arts > Hospitality & Tourism Marketing > Marketing Public Service & Safety > Protective Services Supply Chain & Transportation > Automotive >Aviation >Diesel

Advanced Manufacturing & Engineering > Engineering > Manufacturing & Production > Welding & Machining Agriculture > Agricultural Mechanics Systems > Agricultural Production Systems > Animal & Veterinary Science > Food Science, Dietetics & Nutrition > Plant Science Arts, Entertainment & Design > Broadcasting & Digital Media > Fashion Apparel & Textiles > Graphic Design & Communication Business Management & Entrepreneurship >Business Construction > Architectural & Interior Design > Construction & Structural Systems Digital Technology > Cybersecurity > Information Technology Systems > Programming & Software Development > Web Development

32 CTE Career Pathways

As of October 2

024

Disciplinary literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines (Shanahan & Shanahan, 2012). Each discipline (e.g., science, math, history, art, technology, etc.) has a specialized vocabulary and components that DISCIPLINARY LITERACY Specific reading, writing, and communicating within a discipline.

are unique to that discipline. Secondary students need to be taught what is unique about each discipline and the “nuanced differences in producing knowledge via written language across multiple disciplines” (Moje, 2007, p. 9). Content literacy strategies typically include ways to approach text in any discipline; these strategies help with comprehension but are not sufficient for an in-depth understanding of a particular discipline. Content literacy strategies include predicting what the text might be about before reading, paraphrasing during reading, and summarizing after reading.

However, in addition to these strategies, students must learn and use specific strategies to comprehend complex text in the disciplines. For example, when reading historical documents, students need to contextualize information (When was it written? Who was the audience? What was going on in society at that time?); source the document (Who wrote it? For what purpose?); and corroborate conclusions (Do other documents written during that time have the same perspective and come to the same conclusions?).

English Language Arts

Mathematics

Social Studies

Science

• Story elements: who, what when, where, why • Literal vs. implied meaning • Themes Text structures • Genres: i.e., poetry, essay, fiction

• Search for the “truth” and for errors • Importance of each word and symbol • Interpretation of information presented in unusual ways • Mathematical modeling & problem solving

• Author’s perspective and bias; sourcing • Time period: contextualization • Corroboration of multiple perspectives and documents • Rhetorical constructions

• Facts based on evidence • Graphs, charts, formulas • Corroboration and transformation • Concepts such as data analysis, hypothesis,

observations, investigations

Literacy in the disciplines is crucial for several reasons. A secondary students’ ability to read complex texts is strongly predictive of their performance in college math and science courses (Alliance for Excellent Education, 2011). Yet students are reading less in high school than they did fifty years ago. The Common Core State Standards (CCSS) (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) emphasize close reading of complex text in the disciplines to build a foundation for college and career readiness.

Adapted from Shanahan, shanahanonliteracy.com