A Unit Plan on Coding / Creating a Culturally Responsive Video Game

Description

Origin

Yukon

Subject: Computer Education

Also: Literacy and Literature, Art, History, Indigenous Language, Social Studies, Indigenous Ways of Knowing & Being, Math, English Language Arts

Learning Level/Grade:
5

Also: 4, 6

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.

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live? Read More

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.

Teachers' Guide

Background/Foundational Information

Lesson Plan

Title	Type
Coding: A Unit Plan / Creating A Culturally Responsive Video Game	File

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:

Where can I find additional information?

Title	Type
Three audio files - conversations about teaching SCRATCH	File
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 SCRATCH	File
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 SCRATCH	File
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 SCRATCH	Link
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, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

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.
On-the-land/outdoor learning experiences
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.
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
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.
Participatory and experiential learning activities
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.

Lesson Plan Length

Estimated Length (hh:mm): 20:00
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Unit Plan Title:	Coding
Meets curriculum expectations or outcomes for: British Columbia Yukon	Yes

Lesson Plan Topics

Questions?

Please contact NCCIE for more information.