Computer and Information Technology II
Mid-Assessment (January)
Time Frame: 2 class periods
This assessment will
explore digital learning games available in a variety of content areas.
Use a graphic organizer to record information that will help in the
design of a new game.This assessment will use Scratch, which is a programming language that makes it easy to create interactive stories, animations, games, music, and art.
In this assessment, you
will create a game. As part of the procedure, you must use the design
process to break the steps down into parts in order to accomplish the
overall game. Once you have completed your game, you will need to post
it to the class website for others to view and play, to offer feedback.
Analyze each others work to look for limitations and capabilities in
each game and identify how could this Scratch game
be used in education for other subject areas. Then complete a digital
overview of the positive and negative impacts in the design.
Once the game is
developed and published, research methods of copyrighting your program.
Also, research copyright laws to determine the legal resources for
infringement. Write a closing summary about the steps you have to go
through to copyright a program and submit this to your blog.
Resources:
In this
lesson, I will show you how to make sprites move to certain locations on
the Stage. The Scratch Stage uses X-Y Coordinate System that looks as
follow:
Assignment 1 (Stage): 12.5 Points
To demonstrate how to let sprites move by themselves, we
will create a basic scene and three sprites with very simple scripts. A
scene, like a movie scene, sets the tone of the story and provides a
platform for the characters in the story.
Step 1: Create a Simple Scene
First, double click to select Stage.
Click “Costumes” tab and there is a default background called “background1”. Click “Edit”.
Use Line Tool, Box Tool, and Circle Tool to create
outline of two houses and a plate. Then use Fill Tool to fill in colors.
When done, hit “OK”.
Assignment 2 (Adding Simple Movement Scripts to Sprites): 12.5 Points
Adding Simple Movement Scripts to Sprites
If you have not already, create three sprites: Mr. Meow
(use the Scratch Cat), Donut Man, and Donut. Now let’s add scripts so
that all sprites will show up in the right places when the animation
starts (when the Start Flag is clicked).
Move three sprites as shown at the right. Donut Man to the green house, Mr. Meow to the red house, and Donut to the plate.
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The x-axis and y-axis values are updated accordingly when
moved. When a sprite is moved, the Motion blocks (“go to x=? y=?” block
and “glide ? secs to x: ? y: ?” block) in the Tool Box are updated as
well.
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To build Mr. Meow’s scripts, select Mr. Meow from the
Sprites Area, then click “Scripts” tab. From the Tool Box, click the
“Control” button and drag “when Start Flag clicked” block to drop it in
Scripts work area.
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Then click “Motion” button in Tool Box Selection and drag
“glide 1 secs to x:-183 y:-110” to the Stage. Then attach it under the
“when Start Flag clicked” block.
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Then click “Looks” button in Tool Box Selection, and drag
“switch to costume1” to the Stage. Then attach it under the “glide 1
secs to x:-183 y:-110”.
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Assignment 3 (Repeat Movement Script): 12.5 Points
Do the same for Donut Man and Donut
In the same way, create similar scripts for the Donut Man and the Donut.
Below is what result scripts should look like. Note that
your x-axis and y-axis values will very likely be different than mine,
and it’s OK.
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Assignment 4 (Debugging): 12.5 Points
TEST: Move sprites around in the Stage and clicking the Start to see all of the sprites gliding back to their positions.
This assessment will be graded using the following rubric:
| Requirements | Possible Points | Earned Points | |
|---|---|---|---|
| 1 | Game | ||
| Assignment 1 (Stage): | 20 | ||
| Assignment 2 (Adding Simple Movement Scriptsto Sprites): | 20 | ||
| Assignment 3 (Repeat Movement Script) | 20 | ||
| Assignment 4 (Debugging): | 20 | ||
| 2 | Includes copyright research | 4 | |
| 3 | Evidence that game can be used in education | 4 | |
| 4 | Includes positive and negative impacts in design | 4 | |
| 5 | Evidence of design process | 4 | |
| 6 | Submits to blog | 4 | |
| Total | 100 | ||
NJCCCS:
8.1.12.B.1 Design and pilot a digital learning game to demonstrate knowledge and skillsrelated to one or more content areas or a real world situation. (Explore digital learning games; create a game that can be used in education for other subject areas)
8.1.12.E.2 Predict
the impact on society of unethical use of digital tools, based on
research and working with peers and experts in the field. (Research copyright laws to determine the legal recourse for infringement.)
8.1.12.F.2 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address educational, career, personal, and social needs. (Analyze
each other’s work to look for limitations and capabilities in each
game; howcan this game be used in education for other subject areas.)
8.2.12.C.3 Evaluate
the positive and negative impacts in a design by providing a
digitaloverview of a chosen product and suggest potential modifications
to address the negativeimpacts. (Complete a digital overview of the positive and negative impacts in the design)
8.2.12.E.1 Use the design process to devise a technological product or system. (Use thedesign process to break the steps down into parts in order to accomplish the overall game)
8.2.12. G.1 Analyze the interactions among various technologies and collaborate to create a product. (Information and communications technologies; blog)
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