Description
This is an introductory unit on coding for students. Students will gain knowledge on how to create a culturally responsive arcade/video game using coding. They will increase their understanding in project building through technology. This unit will involve community and/or Elder connections.
Through several lessons, students will:
- learn about the quality, aspects, and criteria for what makes an egnaging arcade or video game;
- learn about ‘technological colonialism’ and how technology advancements have impacted First Nations Peoples;
- learn how arcade and video games can be culturally responsive to help preserve First Nation stories, traditions, and language;
- interview Elders and Knowledge Keepers to gather information on their People’s stories and historical traditions; explore books and websites for additional information;
- develop a story board for their unique video game;
- learn how to use SCRATCH, a computer program for writing video game code;
- create their video game and de-bug it;
- showcase their video game to the class where students play each others’ video games.
Acknowledgement Protocol
Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates.
This unit plan was created by Mary McMillan in collaboration with Liard McMillan in Liard First Nation, Watson Lake, Yukon.
Learning Outcomes
Upon successful completion of this lesson plan, students will be able to:
1. Gather information to create a video game design.
2. Learn how to use SCRATCH, develop their video game, test it, and refine the coding until satisfied.
3. Demonstrate their product and describe the process.
4. Reflect on their design thinking and processes as well as their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative workspace.
Teacher's Guide
Background / Foundational Information
This unit will take approximately six to eight weeks to complete. Some lessons may take more than one class to conclude.
Prior Knowledge
Before commencing this unit, it would be beneficial for students to know and understand the following:
➢ Basic computer knowledge; for example, how to use a mouse to open and close programs.
➢ Basic knowledge of video games.
➢ Basic understanding of storyline traits.
➢ Basic understanding of the writing process; pre-writing, editing, and sharing.
➢ How to be respectful to Elders that are invited to class.
First Peoples Principles of Learning
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
- Learning involves recognizing the consequences of one’s actions.
- Learning involves patience and time.
- Learning requires exploration of one’s identity.
- Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.
Involving Elders or Knowledge Keepers
This unit will use community Elder connections. As such, please make sure to follow the Elder checklist when inviting an Elder or Knowledge Keeper to class (available in Appendix B of the attached lesson plan). Culture and language are important objectives for First Nation, Inuit, and Métis. Therefore, First Nation words in Northern Tutchone, using the Pelly Crossing and Fort Selkirk dialect, will be introduced. These words can be adapted to local areas.
Unit Plan Contents - Learning Activities
- Learning Activity 1 Video Game Introduction
- Learning Activity 2 Gaming History
- Learning Activity 3 Culturally Responsive Game
- Learning Activity 4 Story Board
- Learning Activity 5 SCRATCH Introduction
- Learning Activity 6 Learning to Code
- Learning Activity 7 Incorporating Story Board
- Learning Activity 8 Special Commands
- Learning Activity 9 De-Bugging
- Learning Activity 10 Presentation
Lesson Plan
The documents that make up this lesson plan. Open Info for a summary of what each one covers.
Assessment
This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed.
Appendix A in the attached lesson plan includes a rubric teachers can use when assessing each student's process and progress toward developing their video/arcade game. Students will establish an appropriate goal for their project and identify necessary steps to meet that goal. Students will be assessed on many different criteria related to First Nations stories and language, including: the use of First Nation characters and language in their game; the inclusion of First Nation game features like background, music, script; how well the program runs; the use of elements within the program; ideas generated. The students will also be assessed on working with Elders, being a good listener, and working collaboratively with other students.
Where can I find additional information?
- Three audio files - conversations about teaching SCRATCHM4A · 1.9 MB
Info
These three recordings are conversations with a teacher who has taught creating video games with SCRATCH. He shares some insights with teachers about how one can approach teaching this unit. Audio File 1 - some ideas, including using YouTube videos with SCRATCH tutorials; how students will go at their own pace; etc. (4:09 minutes) Audio File 2 - some ideas about questions students can research on their own about: a) what makes a good video game; b) how can a video game be designed that is both educational and entertaining and that shares a traditional story with a younger generation; etc. (55 seconds) Audio File 3 - he describes how one can draw a character on paper and how that drawing can then be transfered into the video game using SCRATCH. (1:38 minutes)
- Three audio files - conversations about teaching SCRATCHM4A · 1.5 MB
Info
These three recordings are conversations with a teacher who has taught creating video games with SCRATCH. He shares some insights with teachers about how one can approach teaching this unit. Audio File 1 - some ideas, including using YouTube videos with SCRATCH tutorials; how students will go at their own pace; etc. (4:09 minutes) Audio File 2 - some ideas about questions students can research on their own about: a) what makes a good video game; b) how can a video game be designed that is both educational and entertaining and that shares a traditional story with a younger generation; etc. (55 seconds) Audio File 3 - he describes how one can draw a character on paper and how that drawing can then be transfered into the video game using SCRATCH. (1:38 minutes)
- Three audio files - conversations about teaching SCRATCHM4A · 786 KB
Info
These three recordings are conversations with a teacher who has taught creating video games with SCRATCH. He shares some insights with teachers about how one can approach teaching this unit. Audio File 1 - some ideas, including using YouTube videos with SCRATCH tutorials; how students will go at their own pace; etc. (4:09 minutes) Audio File 2 - some ideas about questions students can research on their own about: a) what makes a good video game; b) how can a video game be designed that is both educational and entertaining and that shares a traditional story with a younger generation; etc. (55 seconds) Audio File 3 - he describes how one can draw a character on paper and how that drawing can then be transfered into the video game using SCRATCH. (1:38 minutes)
- YouTube video tutorials - Using SCRATCHLink
Info
There are many YouTube tutorials about using SCRATCH. Here is a link.
Holism and All Our Relations
This lesson plan has been developed with an Indigenous lens that is holistic in nature, and addresses the following:
Relationship with the land
Students will create their video game around a local First Nations story. They will need to consider the relationship between people and the land to accurately portray the story and natural environment during the creation of their game.
Language and Culture
Vocabulary words in the local language are introduced throughout, and can be integrated into the creation of the story board and final game.
Intergenerational learning with Elders / Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? Yes Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Students need to use the principle of care when communicating with Elders, teachers, and other students. They will also need to use care during the storytelling and coding process. Truthfulness and trust are very important for intergenerational learning and for student participation in the storytelling process. Students will learn to show respect towards Elders, stories, teachers, fellow students, and themselves through the collaborative process of working and learning together. Integrity is important during the coding process in order to respect and do justice to the stories and Indigneous ways that the students learned at the beginning of the unit.
Relationship with family, ancestors
Students will learn stories and the importance of family and support systems. Students may learn from Elders, knowledge keepers, and other relatives during the process of creating their game.
Connections with everyday life
Students will connect with Indigenous stories, and learn about what everyday life was like in the past and how it has changed over time. They will also learn storytelling and coding skills, which will help them to use technology and communicate in everyday life.
Healthy relationship with self and identity
Students will reflect on the importance of the land and of stories throughout the process of creating their game. Learning from traditional teachings creates a sense of place and a sense of identity for students. Through the creative process of writing and coding for their game, the students will cultivate self-expression and confidence in their own problem solving skills.
Personal reflection time (connecting with thoughts and feelings)
At the end of most lessons, students have an "exit ticket" where they will think about the activities that they are working on. During times when Elders and/or knowledge holders are in class, students will have time to ask questions and debrief with sharing circles. The will also be able to reflect on what local knowledge and stories mean to them as they navigate the creation of their game.