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Game On!

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    Game On! Game On! Document Transcript

    • Kurwongbah’s Integrated Unit Planner Unit Title: Game ON! Teachers: Geanine Richardson and Chris Mahon Year Levels: 4/5 Unit Overview: Within this unit students explore the impact of toys and games in contemporary society. Students design and make a game for their peer, responding to market research, packaging the game and designing a single-page advertisement. Throughout the term, students participate in hands-on experiments with the science of toys, exploring force, energy, gravity and fiction and their effect on the movement of a variety of toys. Essential Learnings: KLA Ways of working Knowledge and understanding Technolog identify and analyse the purpose Technology as a human endeavour y and context for design ideas Technology influences and impacts in people, generate design ideas that match their communities and environments in local requirements and global contexts: communicate the details of their Different ideas for designs and products are designs using 2D or 3D visual developed to meet needs and wants of people, representations their communities and environments e.g. playgrounds are designed for children; community select resources, techniques and swimming pools are designed to cater for specific tools to make products needs and all age groups; community centres are designed to accommodate a range of activities. Aspects of appropriateness influence product design and production decisions e.g. team uniforms are designed to have specific functions and to look good; cultural protocols are followed when an Aboriginal person uses traditional designs on a product. Science communicate scientific ideas, data Energy and change and findings, using scientific Actions of forces, and forms and uses of terminology and formats energy, are evident in the everyday world. appropriate to context and purpose The greater the force on an object, the greater the change in shape or motion e.g. pressing harder on a plasticine ball makes it flatter; the harder a ball is thrown the further it travels. Forces may act at a distance or may need to be in contact with an object to affect it e.g. magnetic and gravitational forces attract objects from a distance; hitting a ball requires contact with a bat. Energy can be transferred from one object to another
    • The Arts select and develop ideas for arts Media works, considering different Media involves selecting media languages and audiences and different purposes, technologies to create representations and using arts elements and languages construct meaning, considering different audiences and different purposes. Still and moving images, sounds and words are selected to construct media texts e.g. using a soundtrack to accompany a visual sequence to create a particular mood. Media techniques and practices, including layout, storyboard and manipulation of images, sounds and words, are used to create media texts e.g. changing the order of frames in a traditional or non-traditional comic strip to create different versions of a narrative. English identify the relationship between Writing and designing audience, purpose and text type Writing and designing involve using language elements to construct literary and non-literary texts for audiences in personal and community contexts. Writers and designers can adopt different roles, and make language choices appropriate to the audience e.g. writing an advertisement using subject- specific vocabulary. Language elements Interpreting and constructing texts involve making choices about grammar, punctuation, vocabulary, audio and visual elements in print- based, electronic and face-to-face modes (speaking and listening, reading and viewing, writing and designing) in personal and community contexts. A sentence can be either simple, compound or complex e.g. a simple sentence contains one clause; a compound sentence contains two or more clauses joined by a conjunction; a complex sentence combines an independent clause with a dependent clause. Vocabulary is chosen to express ideas and information in a commonsense or technical way e.g. “creeks running into a river” compared with “the tributaries of a river” — demonstrates how vocabulary can be subject specific. Non-literary text type: Reflective journal writing, persuasive text, advertisement
    • Assessment Overview: Assessment Tasks KLAs Ways of gathering evidence Energy, Force and Motion in Simple Machines in Toys Science Criteria Sheet (Journal) • Recorded, interpreted and reflected on a variety of experiments in their reflective journals Checklist • Used correct terminology to describe the effects of force, (culminating energy, gravity and friction in simple machines as components activity) of toys • Labeled illustrations of toys to show what forces were operating Written on them at various stages of the experiments assessment. • Compared the results of experiments to determine the operation of various toys and to offer explanations as to why some toys perform better than others • Applied their knowledge of energy, motion, force, etc. to achieve a desired result within a practical demonstration • Completed a mini quiz to demonstrate their conceptual understanding of the above science concepts • Making a Game The Arts- Assessment Media criteria sheet • Demonstrated an understanding about the role of games to ICTs entertain and challenge the user • Created a simple maze game using Game Maker- incorporating sprites, objects, rooms, backgrounds, scripting and scoring • Designed a suitable game that responded to the requirements of the game’s audience • Reflected on the success of the game in terms of the original design Designing a Game CD Cover Technolog Assessment y criteria sheet • Investigated a range of game CD covers to evaluate elements of an effective design • Designed and produced a game CD considering text, graphics and a well-balanced composition • Composed a persuasive paragraph on the back of the cover to advertise the positive features of the game • Evaluated the success of the CD game cover Advertising a game English Assessment The Arts- criteria sheet • Created an effective, uncluttered one-page magazine Media advertisement for the Game Maker maze game • Included a catchy heading, appealing graphic, and information • Used persuasive language • Applied appropriate language conventions: o Correct grammar, spelling and punctuation Oral Presentation English Anecdotal records • Shared their game, CD cover and magazine advertisement with fellow students
    • Attributes of the life long learner: Knowledgeable person with deep Explore the notion of games and game play, the changing understanding nature of games and the effect of technology on games Complex thinker Participate in a range of Thinking Skills Contract Activities Creative person Develop a game using Game Maker, package and advertise the game, considering the intended audience Active investigator Explore energy and change in simple machines in toys through engaging hands on investigations Effective communicator Express ideas about a range of ideas and games and game play Effectively share game, case and advertisement with the class Participant in an interdependant Respond to the requirements of a buddy to design an world appropriate game Reflective and self-directed learner Design, make and evaluate an original game Keep to set timelines and due-dates Productive Pedagogies: INTELLECTUAL QUALITY CONNECTEDNESS • Higher-order thinking • Knowledge integration • Deep knowledge • Background knowledge • Deep understanding • Connectedness to the world • Substantive conversation • Problem-based curriculum • Knowledge as problematic • Metalanguage SUPPORTIVE SCHOOL ENVIRONMENT RECOGNITION & VALUING OF DIFFERENCE • Student direction • Cultural knowledge • Social support • Inclusivity • Academic engagement • Narrative • Explicit quality performance criteria • Group identity • Self-regulation • Active citizenship
    • Teaching and learning opportunities: Students need to know Students need to do • What are games What is a GAME? • What are rules • Develop a class definition for game- what • What is play makes a game a game- features and • How do games help us learn components • What is the purpose of games • How do rules help games to be played Science can contribute to people’s work and leisure • What toys and games are popular today • Brainstorm the types of toys and games that • How have toys and games changed; trends, are popular today materials, etc. • Discuss how have toys and games changed • What are the innovations in media and over time technology • Discuss how are games promoted and • How have innovations impacted and games discussed today- by children, parents, and game play community and media • What are the perception f games by parents, • Debate a number of provocative questions: children, media, etc. o Are computer games making us fat? o Are computer games replacing friends? o Are computer games making us smarter? o Are new games and technologies preparing us for the future? o Do computers provide physical health benefits? (Wii, dance mats, etc) • Play a variety of games- Xbox, Wii, PC Science Investigations: • What are simple machines • Participate in a number of hands-on scientific • What are scientific investigations investigations to explore and develop an • What are forces understanding of the concepts of Force, • What are effects of forces Energy, gravity and friction: • What is energy o Kinetic Energy- toy cars, Jack-in-a- • What is friction Box, wind up toys, battery operated, • What is motion toy gliders, spinning tops • What is data o Gravity, energy and motion- Bouncing • What are inferences balls (fair testing), • What is gravity o Elastic (stored) energy, measuring energy- making a Flic Flac o Friction, stored energy- ramps, cars, different surfaces o Forces, energy and motion- See Saws o Force- Paper Planes (Benoiuli) • What is a cloze • Complete a cloze activity- reflective writing • What is reflective journal writing- generic • Observe modeled reflective journal writing structure and textual features, language • Deconstruct reflective journal writing- generic elements structure, textual features: grammar, paragraphing • Keep a reflective journal- recount the investigation, draw conclusions about what they have observed and learnt using subject-
    • specific terminology • What is data • Collect data to describe the effects of forces • What is an inference • Make inferences • What are the effects of energy and forces on • Test inferences motion • Describe the effects of energy and forces on motion • What is a maze game- features, objectives, Designing a simple computer game: outcomes • View a simple maze game (whole class) to • What is a PMI- Plus, Minus, Interesting observe how it works, complete a PMI- • What is Game Maker appearance, options, controls, ease of use, • What are the features of Game Maker- entertainment value sprites, objects, rooms, backgrounds, • View and discuss Game Maker and its scripting, etc. components (avatars)- whole class • Play simple maze games- complete PMI (computer lab) • Devise a set of simple interview questions- to collect data on a peer’s favoured options and preferences for game design • Interview a peer to collect information to inform their game design • Complete a planning sheet considering design elements of their computer game • Make a simple maze game including components from planning sheet and interview Packaging a game: • What is a game CD cover • Examine a range of computer game CD • What information is included on a cover: title, Covers- discuss colour, font, graphics, graphic (or screen shot), system composition/ layout, phrasing, technical requirements, persuasive paragraph that information, blurb- evaluate using a simple highlights the strengths and benefits of the checklist game o would you buy this game? • What is a design o did the description persuade you to buy the game? o were the colours effective? o what was the most appealing aspect? o was the layout uncluttered? o did they make effective use of the graphics? • Create a whole-class mock-up cover for a simple maze game • Design a CD cover for their game on a planning template • Compose persuasive text for the back of the CD case o read a variety of blurbs o discuss the generic and textual features of persuasive texts o participate in a joint-construction of the persuasive text for a simple game • Make the game cover
    • • What is a magazine advertisement Designing an advertisement: • What are the features of a one-page • Read and examine a variety of single-page advertisement game advertisements in gaming magazines (e.g. Xbox 360) • Discuss and evaluate- layout- positioning of key elements, colour, font, text, graphics, effectiveness- does it “sell the product” (persuasiveness) – checklist • Use a planning template to design their one- page magazine advertisement for their game • Produce a one-page magazine advertisment Suggested Home Task options (own choice): • Devise questions for grandparents and parents about games they have played in the past • Carry out interview with parents and grandparents • Report on the results of the interview • Find out about a game or toy from another country- research origins, descriptions and other information on that game • Select their favourite movie and construct a board game based around that movie • Program Modifications Scaffolding Learning for Enrichment for all students Differentiation for G&T Learning Support • Buddy helper- “Techno • PMI • Write short articles or kids” reviews for the newsletter • Modified texts • Are You Game? Thinking • Peer support and extra Contract Activities (URL scaffolding during game included in resource list below) making with Game Maker • Longer time frame for completing game making steps.
    • Literacy demands: • Persuasive text- game packaging, advertisement • Reflective journal writing • Reading rotations- reading video game texts; response tasks to Xbox games (Bloom’s Taxonomy) • Writing activities- responding to Xbox games- a sample of writing tasks can be found at: http://www.kurwongbss.eq.edu.au/curriculum/gil/Viva%20Pinata%20writing%20ideas.doc (these activities can be adapted for any game) Numeracy demands: • Chance and data • Problem Solving • Spatial relations Supporting Resources: Print Resources: • Xbox gaming console; variety of Xbox games • Nintendo Wii gaming console; variety of Wii games • Science Primary Investigations Book 4- Units 1,2 and 3; Book 5- Unit 1; Book 7- Unit 1 Digital Resources: Sample Maze Games available at: http://www.kurwongbss.eq.edu.au/curriculum/gil/gamemaker/our_games/Kurwongbah%20Gamers/index.htm Are You Game? Contract Activities available at: http://www.kurwongbss.eq.edu.au/thinking/Contracts/game.doc Game Maker Tutorials and information on the Internet: Games in Learning (Learning Place) http://www.learningplace.com.au/deliver/content.asp? pid=35421 Getting Started with Game Maker Handout as well as instructions for creating a maze game in Game Maker are downloadable from this page. Tutorial: Creating maze games (Copyright 2003-2004, Mark Overmars) http://www.ice.ci.ritsumei.ac.jp/~ruck/CLASSES/SOUSEI1/Maze.pdf An excellent tutorial that can be printed for children to follow when making a maze game Yo-Yo Games- Tutorials http://www.yoyogames.com/make/tutorials (has tutorials for a variety of games using Game Maker. Includes a tutorial for making a simple maze game. Game Maker (Wikipedia) http://en.wikipedia.org/wiki/Game_Maker This article on Wikipedia gives a good introduction and overview of Game Maker 7. GameMaker http://www.yoyogames.com/make
    • Game Design and Advertising Assessment Tasks A B C D E Computer Game Design/ Creating Discussed and analyed a variety of computer games Created a simple maze game using Game Maker- incorporating sprites, objects, rooms, backgrounds, scripting and scoring Designed a suitable game that responded to the requirements of the game’s audience Reflected on the success of the game in meeting the design requirements and meeting the needs of the intended audience Computer Game Cover Investigated a range of game CD covers to evaluate elements of an effective design Designed and produced a game CD considering text, graphics and a well- balanced composition
    • Composed a persuasive paragraph on the back of the cover to advertise the positive features of the game Evaluated the success of the CD game cover Magazine Advertisement Created an effective, uncluttered one-page magazine advertisement for the Game Maker maze game Included a catchy heading, appealing graphic, and information Used persuasive language Applied appropriate language conventions: Correct grammar, spelling and punctuation
    • Computer Game Analysis Name: _______________________________________________ Date:___/___/___ Game Title:______________________________________________ Short Summary of the Game: Goal:_________________________________________________________ Number of Players: 1 2 3 4 5+ Avatars/ Sprites: Type:_______________________ Number:___ Type of game: ____________________________________________ Are there levels and if so, how many? Yes / No Number:_____ What Options were offered?________________________________________________ What controls were involved?_______________________________________________ Was it easy or hard to operate? Yes / No Did the game look colourful and exciting? Yes / No Were the levels easy or too hard? Easy / Hard Was it an exciting game to play? Yes / No Give it a rating from 1-10: 1 2 3 4 5 6 7 8 9 10 Is there anything you would change?__________________________________________ ________________________________________________________________________ Draw one or more of your favourite avatars.
    • Designing Your Game Maker Maze Game Use this template to plan rooms for your game- think about where you will place your objects, what your maze walls will look like, how your points will add up and subtract. Use the lines to write down some of your ideas about this maze game: Name of your game: ________________________ _________________________________________ Theme: __________________________________ _________________________________________ Colours to be used: _________________________ _________________________________________ Types of sprites to be used: __________________ _________________________________________ _________________________________________ Ideas about background: _____________________ _________________________________________ _________________________________________ Ideas about scoring: ________________________ _________________________________________ _________________________________________ Other ideas: ______________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________
    • Designing and making a game with Game Maker: Sequence of lessons Week One: 1. Ask students about the games that they play at home- name and main objective. 2. Discuss games as “stories”- main character or characters who have a problem or a quest and work towards an ending. 3. Show a simple maze game, eg. Toy Maze (url here) and discuss the “story” behind the game. 4. Discuss sprites (characters) within the story, talk about the game objectives and try out the controls to see how the game is played. 5. Analyse the game by completing the Computer Game Analysis sheet. Week Two: Exploring Game Maker and adding sprites 1. Open Game Maker from the Start Menu. 2. Give students 10 minutes to explore Game Maker on their own- encourage them to click on buttons and explore folders. 3. Share their discoveries with the whole class. 4. Open a new game. 5. Students save their game (File- Save as)- students give their game file a name (use lowercase and no spaces in the name e.g. toymaze)
    • 6. Students add sprites to their game. There are 3 ways students can add a sprite in three ways- 1. Add- sprite; 2. Right mouse click on Sprites folder in left menu and select Add sprite; 3. Click on the red pacman style button at the top of the screen 7. Students browse through sprites by clicking on the Load Sprite button and select sprites to suit their game design. 8. Students name each sprite: you, bad, good, bouncy, wall, finish; or similar. Week Three: Adding a background and objects Week Four: Adding rooms
    • Examples of persuasive words used by advertisers: important great thrilling brilliant adventurous sizzling magical incredible fantastic amazing mysterious suspenseful adorable awesome beautiful exciting cool fabulous useful interesting wonderful magnificent extraordinary astonishing action-packed fast-paced
    • Running Record: History of Entertainment and Technology 1940 – 1949 RADIO AND NEWSPAPERS FOR CHILDREN During the 1940s children could listen to musical, comedy or adventure serials, such as Superman, on the radio. Newspapers also had special sections for children which included competitions, colouring pages, comics, puzzles and short stories. Children could send in their own poems or stories to be published in the newspaper. TOYS AND PLAY Toys and games for children in the 1940s included hopscotch, jacks or knucklebones and skipping. The invention of dolls that had eyes that could open and close were popular with girls while boys like to play with guns and rifles like the men who had gone to war. 1950 – 1959 SCHOOL OF THE AIR In 1951 School of the Air began. This allowed children who lived in the country to have lessons with a teacher by radio. TELEVISION In 1956 television began in Australia. It soon became the most popular form of entertainment in Australia. Some of the programs shown were quiz programs, movies, musical programs and sporting events. TOYS The latest in toys in the 1950s were hoola hoops and yo-yos. Children still went to the cinema, where 3D movies were sometimes shown, where viewers wore special glasses to watch the movie. Transistor radios were popular with children and teenagers to listen to rock’n’roll music. VIDEO GAMES The first video game was created overseas.
    • Name: Date: Error S/C Error S/C 1940 – 1949 RADIO AND NEWSPAPERS FOR CHILDREN During the 1940s children could listen to musical, comedy or adventure serials, such as Superman, on the radio. Newspapers also had special sections for children which included competitions, colouring pages, comics, puzzles and short stories. Children could send in their own poems or stories to be published in the newspaper. TOYS AND PLAY Toys and games for children in the 1940s included hopscotch, jacks or knucklebones and skipping. The invention of dolls that had eyes that could open and close were popular with girls while boys like to play with guns and rifles like the men who had gone to war. 1950 – 1959 SCHOOL OF THE AIR In 1951 School of the Air began. This allowed children who lived in the country to have lessons with a teacher by radio. TELEVISION In 1956 television began in Australia. It soon became the most popular form of entertainment in Australia. Some of the programs shown were quiz programs, movies, musical programs and sporting events. TOYS The latest in toys in the 1950s were hoola hoops and yo-yos. Children still went to the cinema, where 3D movies were sometimes shown, where viewers wore special glasses to watch the movie. Transistor radios were popular with children and teenagers to listen to rock’n’roll music. VIDEO GAMES The first video game was created overseas.
    • Name: Date: Error S/C Error S/C 1950 – 1959 TELEVISION Television was first introduced into Australia in 1956. the first program – four hours of entertainment – was broadcast from Sydney on 16 September 1956. Television soon became the most popular form of entertainment in the country, showing quiz programs, movies, musical programs and sporting events. THE OLYMPIC GAMES The Olympic Games were held in Melbourne in 1956. athletes from 67 nations competed in the Games, the first time they had been held in the southern hemisphere. People who could not attend the Games were able to watch them at home on television. Those without television watched the Games on televisions in shop windows. POPULAR TOYS During the 1950s, children played with the latest craze toys, such as hoola hoops and yo-yos. They spent summer holidays at their local swimming pools, at playgrounds and going to the pictures on Saturday afternoons. At the cinema, ‘3 Dimension’ or ‘3D’ was a new way of watching a movie. People wore special glasses that made things on the screen appear to come out towards the viewer. On transistor radios and electric record players, children and teenagers listened to rock’n’roll music. DID YOU KNOW The Queen’s visit in 1954 was the first time that a king or queen had ever visited Australia. Cities and towns were decorated and people flew flags and put up pictures of the Queen in their windows. Thousands of people lined the streets trying to get a glimpse of the Queen.
    • Game Skills Use Game name: Player: Do you see skills in these areas used? If so please list. APPEARANCE SKILLS EMOTIONAL SKILLS Mark on the continua the amount you see the skills used. EVERYDAY LIFE SKILLS Make friends Rarely Sometimes Usually Socialise Rarely Sometimes Usually Communicate Rarely Sometimes Usually ACTIVE MINDS Think Rarely Sometimes Usually Imagine Rarely Sometimes Usually Minus Rarely Sometimes Usually Times Rarely Sometimes Usually Plus Rarely Sometimes Usually Do maths Rarely Sometimes Usually Divide Rarely Sometimes Usually Read Rarely Sometimes Usually Use brain Rarely Sometimes Usually Do science Rarely Sometimes Usually Spell Rarely Sometimes Usually TECHNICAL SKILLS Play PS2 Rarely Sometimes Usually Play computer games Rarely Sometimes Usually Play X-Box Rarely Sometimes Usually Play the eye toy
    • Rarely Sometimes Usually Turn on PS2 Rarely Sometimes Usually Use web cam Rarely Sometimes Usually Play game boy Rarely Sometimes Usually Computer skills Rarely Sometimes Usually Watch TV Rarely Sometimes Usually ACTIVE BODIES Exercise Rarely Sometimes Usually Play basketball Rarely Sometimes Usually Play soccer Rarely Sometimes Usually Do karate Rarely Sometimes Usually Play netball Rarely Sometimes Usually Do gymnastics Rarely Sometimes Usually Dance Rarely Sometimes Usually Walk Rarely Sometimes Usually Bowl Rarely Sometimes Usually COMMUNICATE Send SMS Rarely Sometimes Usually Listen Rarely Sometimes Usually Talk Rarely Sometimes Usually Sing Rarely Sometimes Usually Yell Rarely Sometimes Usually
    • Game On- Brainstorming WHAT WE WILL BE DOING WHAT RESOURCES WE WILL NEED * Discuss who plays games and what it means to us * Predict how parents may respond to a games survey * Survey groups to find their opinions on games in classrooms * Analyse survey results * Share our understandings of games and game playing * Develop a shared language to discuss, play and study the games * Identify the skills that we need in REAL LIFE for the FUTURE. * Identify skills developed through games that may help in REAL LIFE. * Play a variety of games * Study games to find the skills that are used when playing games * Discuss “What makes a game educational”? * Observe others playing games to record instances of particular skills being used * Write short articles for the Newsletter * Invite a reporter from the local newspaper to visit and write about the Xbox project * Identify the key decision makers in the school community * In teams, present a video argument to various groups, to try to change perceptions
    • Analysing Game Advertisements Ad:________________ Where from? __________ The ad made me want to buy this game: yes no Why/ Why not? ______________________________ ____________________________________________ Were the colours effective? yes no Why/ Why not? _______________________________ ____________________________________________ What was the most appealing aspect? ____________ ____________________________________________ Was the layout uncluttered? yes no Did the designer make effective use of the graphics? What powerful or persuasive words were used?
    • Analysing Computer Game Covers What do you think the game will be about? __________________________________________ Why? _____________________________________ Is it easy to identify the major characters in the game? __________________________________________ Why? ________________________________________ Is it easy to identify the events which will occur? ______________________________________________ Why? _________________________________________ Will it appeal to the intended audience? ______________________________________________ Why? _________________________________________ What other information is shown on the cover? ______________________________________________ Why? __________________________________________________ __________________________________________
    • Newspaper Titles – What’s your point of view? In your group you will need to: Read the newspaper headline Decide on your answers to the guiding questions and why Talk about your views with the rest of your group and say what you think Come up with a group view to share with the class Guiding Questions: 1.Does this headline support the use of video games with children? 2.Who do you think would agree with this headline? 3.Who do you think would disagree with this headline? 4.Why do you think the author wrote this headline? 5.What is your opinion of the headline?
    • Our Point of View Glue your newspaper headline here. Does this headline support the use of video games with children? Who do you think would agree with this headline? Who do you think would disagree with this headline? Why do you think the author wrote this headline? What is your opinion of the headline?
    • Newspaper Headlines: Video games lead to youth violence Game makers target children Girls left out of game play Kids watch games and kill Video games stunt kids social skills Violent play leads to more violent play Children need fantasy games Japanese region bans violent games X-Box open all hours Online gamer killed for selling cyber sword
    • XBOX Robots Repair for Adventure! Save Robot-kind from being turned into scrap metal! Play as Rodney Copperbottom and join his outrageous mechanical pals, the Rusties, as they try to foil Ratchet’s evil plan! All the humorous characters and non-stop action of Robots the Movie come to life in this immersive game. --------------------------------------------------------------------------------- XBOX The Incredibles SUPER STRENGTH. SUPER SPEED. INVISIBILITY. ELASTICITY. These are your powers. Bombs. Bullets. Robots. Lasers. Your enemy controls them all. The only way to survive being the Incredibles is to be truly incredible. --------------------------------------------------------------------------------- XBOX Finding Nemo GRAB SHELL DUDES! Guide Marlin, Dory and Nemo through the ultimate underwater adventure. Meet all of the great characters from the Disney/Pixar movie. Finding Nemo, as you live all the excitement of the film’s storyline. The search for Nemo is on, and it’s up to you to find him. Dive in! Surf the current with Crush. Survive a forest of jellyfish. Join the tank Gang. Blurbs taken from Finding Nemo, The Incredibles and Robots- XBOX Microsoft, Walt Disney Pictures Pixar covers.
    • Computer Games-Which One Would You Buy? 1. Literacy Quest Literacy Quest is an action-packed, and highly interactive 3D adventure game, teaching and testing children aged 8-14 years essential literacy skills in a fun entertaining way. The Quest begins as you are assigned to infiltrate one of Earth’s interplanetary outpost overrun by the ‘Slymoids’. Learn and utilise essential literacy techniques to unlock security panels, decode scrambled words and letters along the way. Engage robots, androids and the dreaded ‘Slymoids’ as you attempt to complete your final objective of securing Earth’s outpost. ------------------------------------------------------------------------------------------------------------------------- 2. Project Gotham Racing 2 Project Gotham Racing is back with even more speed and style. Get behind the wheel of the 660-horsepower Enzo Ferrari, BMW Z4 3.0i, Porche Carrera GT, and other sweet rides to race and earn Kudos. Whether you climb the ranks in the Kudos World Series single-player game or take on the world on Xbox Live, you’ve got the most thrilling racing game of the year. Text taken from back covers of computer games: Gotham Racing 2, Microsoft Xbox Game and Kid’s Literacy Quest PC Game distributed by Nodtronics.
    • Computer Games-Which One Would You Buy? 1. Literacy Quest Literacy Quest is an action-packed, and highly interactive 3D adventure game, teaching and testing children aged 8-14 years essential literacy skills in a fun entertaining way. The Quest begins as you are assigned to infiltrate one of Earth’s interplanetary outpost overrun by the ‘Slymoids’. Learn and utilise essential literacy techniques to unlock security panels, decode scrambled words and letters along the way. Engage robots, androids and the dreaded ‘Slymoids’ as you attempt to complete your final objective of securing Earth’s outpost. 2. Project Gotham Racing 2 Project Gotham Racing is back with even more speed and style. Get behind the wheel of the 660-horsepower Enzo Ferrari, BMW Z4 3.0i, Porche Carrera GT, and other sweet rides to race and earn Kudos. Whether you climb the ranks in the Kudos World Series single-player game or take on the world on Xbox Live, you’ve got the most thrilling racing game of the year.
    • Text taken from back covers of computer games: Gotham Racing 2, Microsoft Xbox Game and Kid’s Literacy Quest PC Game distributed by Nodtronics.
    • Newspaper Cloze Activity The ____________Game in the World! Newsflash! Today the latest and the _____________________computer game to be released onto our market, hit the shelves at 1:00am. ____________customers turned up to the ____________opening sale. The game consists of a number of __________________mythical creatures which the player needs to ____________navigate through a variety of ______________________levels. Each ________________mythical character comes from its own___________ World of _____________and___________________. Once you enter each characters ___________________world you start a ________________journey to try to save the _________________Overlord’s _______________Kingdom. Along the way you have to fight the ______________Ogres using a number of ____________________weapons and _______________powers. To operate this ___________________game you need to use the __________ controls on the keyboard which makes playing the game totally___________. In general I would give the game a rating of ____because of its ___________ to ________________ everyone who plays it!
    • X Box – Character Roles Evaluating Some characters are good and some characters are villains or bad. Draw a picture of a good character and a bad character from your game. Try to colour exactly how it is in the game. Baddie Goodie What do you think the creator of the character has used to make the character seem ‘good’? Are they a certain colour? What do they do? Are they a certain size? Do they have special powers? Write what you think makes a character a ‘goodie’. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Think about the same questions and write what you think makes a character a ‘baddie’.
    • ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
    • Xbox – Alphabetical Order Knowledge (1) Select 16 words from your choice of Xbox game. Write them into the table, and then put them into alphabetical order. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. (2) Use a yellow highlighter to highlight any words in the above list which are Nouns (naming words). (3) Use a pink highlighter to highlight any words which are Verbs (action or doing words). (4) Write any other words below. Use a dictionary to help you find out what they are and write it in brackets after each word. For example quickly (adverb) incredible (adjective) ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________
    • Xbox – Your Choice? Analysing What Makes a Good Game? Pick your favourite Xbox game and list the qualities which make it a fantastic game. For example it may have to have a great story to follow, or easy controls to operate, or really cool characters. You decide. The game_________________________is a fantastic game because: ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ What are 3 things you dislike in an X Box game? ___________________________________________ _________________________________________________________________ _________________________________________________________________
    • Xbox - Postcard Understanding You were playing the game and suddenly you have been caught in a time vortex and have been sucked in to the game. You get to spend 1 day there. Design and create a postcard. Start with the front cover and then write a message on the back to tell your parents what happened and what it was like to be in the game. You can be one of the characters or yourself. _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ___________________ _________________________________ ___________________ _________________________________ ___________________ _________________________________ _________________________________ _________________________________
    • Xbox – Design a New Character Creating You have been selected to design a new character for the next level of your favourite Xbox game.  You need to draw the design. Label the parts.  Describe its/his/her abilities and its goal in the game. Is it/he/she a ‘goodie’ or a ‘baddie’?  Can you gain or loose points when you come in contact with it or is it the main character?  Describe the colours you have chosen for it and why? Think of all the questions above and write a description. It might be useful to cross out the questions above once you have included them in your description below. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
    • X Box – Character Mission 2 Applying You have been hired by the company that produces Xbox games to come up with a new mission for the main character of your game. The best way to pitch your proposal to the company is to write your character’s mission as a short adventure story. Think about the problem to be solved and how to solve it. Think about the theme of your game. Write your story below. Keep it to the point and be sure to use some fantastic describing words to help set the scene. Use the boxes below to plan your story. The Characters The Problem The Solution The Setting ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
    • Sprites for Gamemaker 6: Sprites for Gamemaker 6: Game Title: Game _________________________ Title:_________________________ You You Good Good Bad Bad Bouncy Bouncy Finish Finish Wall Wall