Teaching Options

From Scalable Game Design wiki
Jump to navigation Jump to search

In Year 1, we focused on motivation. The Frogger module was used to motivate kids to learn more about Game Design. Year 2 is about teaching more STEM skills.

Teaching the Frogger module is still an option to count as one of the two implementation cycle you need to do (specified by the Teacher Agreement you signed). In fact, new tech teachers are encouraged to use Frogger as the first of their two required implementation cycles.

Please review the following teaching options and decide which teaching module(s) fit best with your class, your students, and your school’s and district’s requirements. Once you do that, please let us know what you intend to implement and when you are likely to implement it. This will help us be better prepared to support you when you are teaching the units.

The following are suggested options for Year 2 implementation modules. If you have any other ideas, please send them to us to approve and add them to the list.


In Technology / Computer Education classes:

Technology teachers are asked to commit to implement a minimum of two units.

  • Frogger module: new tech teachers are required to teach this at least as one of the two implementations
  • Advanced games module: A series of increasingly complex games. Some suggested combinations are:
    • Frogger – Pac-Man – Sims
    • Sokoban – Space Invaders – Pac-Man
    • Frogger – Space Invaders – Pac-Man
    • Frogger – Space Invaders – Sims
    • Frogger – Sokoban – Sims
  • Games to computational science applications module: A series of design activities starting with a game with computational thinking patterns that can transfer to computational science – e.g. start with the sims or pacman (collaborative diffusion) then transitioning to computational science applications related to collaborative diffusion: virus spreading, ants foraging, etc.
  • Computational Science applications module: A series of design activities building computational science models based on some real world phenomena: e.g. ecosystems, insect, animal or human behavior, probabilities, population growth – linear vs. exponential, etc.


In Content (Science or Math) classes

Math or Science content teachers are asked to commit to implement a minimum of one Short Module and one Long Module

  • Short module (pre-CSAP/other testing) 1-2 days
    • For science, use existing simulations (e.g. Virus/Contagion, Ants Foraging, Ecosystem, Mud Slide, Heat diffusion, Forest Fires) and mod simple aspects (e.g. virus spreading parameters); use plotting and analyze data.
    • For math, highlight and explore the mathematics in one of the above units (such as the diffusion equation, hill climbing algorithm) or explore exponential vs. linear growth (Rumors simulation), probabilities & fairness (simulating wind in Forest Fire simulation; Rock/Paper/Scissors simulation), ratios (Fish 1 simulation), or statistical sampling (Fish 2 simulation)
  • Long module (post-CSAP/other testing) 3-4 days: Use existing simulations and add new components (agents) to it or change it in substantial ways that require coding.
    • For example for Virus: introduce doctors, immunity, etc. For Ecosystems, add new species.
    • Use data analysis tools, such as Excel (when you export the simulation data) for integration with math content such as graphing linear and non-linear relationships, line of best fit, statistical predictions based on a simulation, etc.