Standard 7: Students engage collaboratively in authentic inquiry during ongoing units of study.
Concept 1: Students are provided opportunities to work collaboratively during project and inquiry-based units of study
Concept 2: Learning experiences provide opportunities for students to engage in authentic inquiry that requires problem identification, investigation and analysis.
One of the core concepts that shapes our curriculum is project-based learning. We always try to assess students knowledge by some sort of project like an app, game, or other artifact. One of the first assignments students receive involves creating a made up company which will serve as their team for the year. This project lays the groundwork for how they will collaborate for the semester.
App Development
Starting in 2017, our Computer Science department introduced App Design into our curriculum. Game Design was attracting a lot of males, but we wanted to reach a diverse audience. Early on, students would follow step by step instructions to complete a task. As it has evolved, we try to teach students about a prototype, but then we encourage them think creatively to adapt the prototype to solve a problem from their School, Community, or Self.
Here are some examples:
At the end of the year, the students will work on an Innovative App. This app requires students to interview teachers or other people to research possible problems. Once they have a problem and solution to work to create an app. If the students are interested in publishing their work, we will submit the app to Google Play to be published. The projects have resulted in a wide assortment of apps. The table below truly demonstrates how students were able to take a common prototype and turn it into something that solves a problem they are interested in. Over the years the apps have taken on the personality and interests of the students developing them with hundreds of unique apps. Here are some examples of apps made by students based on their interests:
The link below leads to a table to describes more example apps that have been published to the Google Play Store. The table lists whether the students selected the School, Self, or Community category. Also, if the problem was school related, it lists the cross-curricular topic that was addressed.
Here are some examples:
At the end of the year, the students will work on an Innovative App. This app requires students to interview teachers or other people to research possible problems. Once they have a problem and solution to work to create an app. If the students are interested in publishing their work, we will submit the app to Google Play to be published. The projects have resulted in a wide assortment of apps. The table below truly demonstrates how students were able to take a common prototype and turn it into something that solves a problem they are interested in. Over the years the apps have taken on the personality and interests of the students developing them with hundreds of unique apps. Here are some examples of apps made by students based on their interests:
- Member of the Rifle Team: App that Calculates the Score for a Match
- Member of the Football Team: App that calculates the amount of weight based on the number of plates on the bar
- Chemistry Student: App that teaches elements of the periodic table with flash cards
- Spanish Student: App that teaches Spanish colors, days of the week with flash cards
- French Student: App that teaches French colors, months of the year with flash cards
- Social Studies Student: App that quizzes you on the states and capitals
- Physical Science Student: App that converts temperatures from Fahrenheit to Celsius.
The link below leads to a table to describes more example apps that have been published to the Google Play Store. The table lists whether the students selected the School, Self, or Community category. Also, if the problem was school related, it lists the cross-curricular topic that was addressed.
Game Development
The Game Design lessons teach students about programming concepts within the game construct. Each game has a starter file that allows students to get a "jump-start" on some of the more routine setup tasks. Next, students will learn programming concepts related to the lesson. Then as a group, students will embellish and modify the game to make it their game.
As an example of the level of creativity that is inspired, the list below shows example games made from the same Balloon Game prototype.
Each game starts with a programming concept in mind that students will be learning. Each student will create the initial steps in the game design process. That enables students to be able to understand how the game works. Once the initial game is created, students work together to embellish the game. Embellishing the game is changing the appearance of the game by modifying the look of sprites or the background. Next, students will modify the game. This is where the students will develop new algorithms to actually change how the game is played or how it interacts with the player. This process allows a path for students to take what they learn and apply it by creating new and interesting game play techniques.
Below are some example game lessons:
As an example of the level of creativity that is inspired, the list below shows example games made from the same Balloon Game prototype.
- Duck Hunt Clone: Students created a version of the classic duck hunt game.
- Zombie Hunt: Students created an original game that required players to keep zombies from reaching your camp
- Shooting Range: Students created an original game that resembled a shooting range with clay pidgeons
Each game starts with a programming concept in mind that students will be learning. Each student will create the initial steps in the game design process. That enables students to be able to understand how the game works. Once the initial game is created, students work together to embellish the game. Embellishing the game is changing the appearance of the game by modifying the look of sprites or the background. Next, students will modify the game. This is where the students will develop new algorithms to actually change how the game is played or how it interacts with the player. This process allows a path for students to take what they learn and apply it by creating new and interesting game play techniques.
Below are some example game lessons:
Unit Projects
Even when we aren't working on apps and games, we like to have students learning by completing a project with an open ending. Each of these examples will assess a specific skill, however, it also allows an amount of freedom to let students choose their path. Most of our projects provide a guide of what to include, but the topic and how you get there is largely determined by the student.