Caine's arcade technology lesson ideas for teachers

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Caine's arcade in an amazing true story of a little boys' desire to invent. Caine inspired me to write these lessons in order to seek Caine's creativity in their own teaching.

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Caine's arcade technology lesson ideas for teachers

  1. 1. Caine’s Arcade Y6 Technology Unit By Joanne Villis Inspired by Caine Created for Y6 Teacher Renee Lambi Shared with the word in August2014
  2. 2. AUSTRLIAN TECHNOLOGIES CURRICULUM • Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) • Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026) • Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027) • Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
  3. 3. Lesson 1: Childhood toys and games Let students know that the topic for discussion will be childhood toys. Ask students to think about the toys they liked to play with when they were little? Maybe, they could think of the younger students at school playing with toys? They could think about toys that their little brother or sister like to play with? Place students into groups and ask one group member to be the scribe. As a group create a list of childhood toys. Come back together as a class and share each group’s list. Are there any similarities? Is there a common theme?
  4. 4. Lesson 1 continued… Next, ask students to form their groups again but this time the focus of discussion is games you invented. What games did you invent as a child? What games did you like to play? The focus of this discussion should be on games which don’t require manufactured toys/appliances. Come back together as a class and share each group’s discussion. Some students may be willing to share their invented games with the whole class. Is there a common theme?
  5. 5. Lesson 2: Caine’s Arcade Tell students they are going to watch a short film about a boy named Caine, who invented his own arcade. As students watch the film, ask them to focus on Caine’s inventions. When the film has finished, create a class list of Caine’s inventions. Then, create a second list of the materials that Caine used. I would watch the film a second time with students, pausing it and discussing some of Caine’s inventions. I would also add new information to the class list. https://www.youtube.com/watch?v=faIFNkdq96U
  6. 6. Cross Curriculum Ideas and Multiple Intelligences I haven’t included these as actual lesson numbers as they are not directly related to the technology content descriptors: Ask students to consider the following question: What lessons can be learned from Caine’s arcade? Visual/Spatial: Choose a lesson from the film and represent it visually using an illustration, photography, op art etc.
  7. 7. Cross Curriculum Ideas and Multiple Intelligences Auditory/Musical: Write a rhyme/song about Caine. Use an app called Garage Band to record and enhance your rhyme/song. Verbal/Linguistic: In pairs, create a list of question you would like to ask Caine. Then write the responses you think Caine would give. Or, write a readers theatre script about Caine’s arcade.
  8. 8. Cross Curriculum Ideas and Multiple Intelligences Physical/Kinesthetic: Create a role play of Caine creating his arcade or people playing in his arcade. Logical/Mathematical: Invent a realistic yet more profitable way of managing Caine’s arcade. Would you charge an entry fee? Would you charge a price per game? How will you manage prizes? How will you source prizes? How much will they cost? Then calculate your costs and profits for a day at Caine’s arcade. Interpersonal and Intrapersonal learners may opt to join in or complete individually and of the suggested ideas.
  9. 9. Lesson 3 & 4: Investigating materials Tell students that they are going to be given the opportunity to make their own arcade game in pairs. Each pairs’ arcade game will then be put together to create a class arcade. However, there are a few processing we need to complete as a class before forming pairs. The first process is to investigate recyclable materials and basic joining materials. Present students with a range of materials (boxes, card, toilet rolls, plastic bottles, pipe cleaners, junk art, plastic bags, paper, masking tape, glue, sticky tape etc) and ask them to consider how they might conduct an investigation to test the properties of the materials? What might they like to find out?
  10. 10. Lesson 3 & 4: Investigating materials continued… I am a big fan of the ‘sticky note approach’. Ask students to write one question on a ‘sticky note’ that they would like to investigate. Students then place their sticky notes in a central location so that students can read and share their investigative question. Then ask students to choose one question to investigate.
  11. 11. Lesson 3 & 4: Investigating materials continued… This style of posing investigative questions links with the year 6 Science content descriptor: With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232) Invite students to plan their investigation. They will need to include an aim, prediction, list of materials, method and some way of recording data. Allow students time to conduct their investigation and share with the class. This process will hopefully provide students with important information about the properties of the materials and joining techniques.
  12. 12. Lesson 5 & 6: Research Allow students to research Caine’s arcade online. There are many online examples of student’s inventions. Also encourage students to research arcade games. For example, students may like to research different types of arcade games, how they are constructed and how a player wins. Ask students to record their knowledge using note taking. I would then ask students to form small groups and share their knowledge. Another way to share student knowledge is to ‘hand over your whiteboard to students’. I saw this idea on Pinterest and it really works!
  13. 13. Lesson 5 & 6: Research continued… All you need to do is to write a topic in the middle of your whiteboard and invite students to share their knowledge. There is one rule though. Students must read what others have written before writing as you can not rewrite a comment or piece of information which is already on the board. To the right is an example of what my class wrote when the topic was climate/weather.
  14. 14. Lesson 7 & 8: Design During this phase students are invited to work individually or with a partner. Inform students that they are required to create an arcade game using junk art. During this process they need to document: - A diagram of their arcade game - A list of the materials needed - A description of joining methods - A description of how their arcade game will be played
  15. 15. Lesson 7 & 8: Making During this stage students are encouraged to follow their deign. However, if they make changes along the way this is all right as long as they document their changes in design. If you have mobile devices I would utilise the camera function and allow students to take images of their making process. If you have an iPad, use Explain Everything to allow students to annotate their making process.
  16. 16. Lesson 9 & 10: Playing and Feedback Allow students to play each other’s games. You may like to create your own student evaluation rubric in order for students to provide feedback to each other. I personally feel that too often we ask our students to evaluate their design product by writing a reflection or evaluation essay. Why not ask peers to do their evaluation by ticking a box in a rubric?
  17. 17. MODIFIED Y3 Teaching Ideas I used the video of Caine’s Arcade with my Year 3 class. They were so inspired by the video that they watched it over and over again. As a class we decided that we would like to design, make and play our own arcade games. We were learning money in Math at the time so I linked this unit to math. Y3 Content Descriptor for Money and Financial Mathematics: Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
  18. 18. IMAGES of Y3 Arcade Games
  19. 19. IMAGES of Mr May’s Y2 Class playing our Arcade Games
  20. 20. IMAGES of Mr May’s Y2 Class playing our Arcade Games
  21. 21. IMAGES of our Math recording
  22. 22. IMAGES of our Math recording
  23. 23. Copyright I give permission for the following: Adaptations and sharing of this resources is for educational purpose only. I do not give permission for commercial use of this work. When sharing or adapting this work I ask that you give credit to the original creator, Joanne Villis at http://intertecheducation.edublogs.org/ .These ideas may be used for non-commercial purposes only. The discussion questions in relation to Caine’s Arcade were modified from the work of Kieran Donaghy’s blog Film English. Contact details: http://intertecheducation.edublogs.org/ jvillis@inter-tech.com.au http://www.pinterest.com/joannevillis/

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