Game Design
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Teacher Page
Lots of kids think about becoming game designers!
Have you ever wondered how computer programmers create games and animations?
Learn about Scratch to help you get started.

 

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What kind of problem-solving and reasoning skills need to be developed to become a programmer or game designer?
Computer programmers write the step-by-step instructions that direct computers to process information.
  • These instructions, or programs, tell the computer what to do in a series of logical steps.
  • The computer can only do what the program tells it to do.
  • People used to think that computer programming was a tedious job that could only be done by those with advanced technical skills and training.
  • Traditionally, programming languages such as Java and C++ are very difficult to learn.
  • Often these languages have not been taught in traditional K-12 schools.
What is Scratch?
  • a graphical programming environment
  • developed by the Lifelong Kindergarten research group at MIT Media Lab (http://scratch.mit.edu)
  • a language that uses simple building-block programming design
  • drag-and-drop graphical blocks that snap together to give directions that make sense to the computer
  • graphical interface makes it easy to experiment with objects to see how the programming works.
Students often transition to traditional text-based languages after getting introduced to programming with Scratch.  View a collection of video tutorials introducing Scratch  (see more tutorials and resources below).

Designing a game


Designing a quality game requires a person to use both sides of their brain! They need to be very creative, imaginative, and have artistic talent.  In  addition, they have to be very logical, problem solve and be patient!
Think about any of the games you play. What is unique about the game? What makes it fun and hold your interest? What did the designer do to make it special and fun?
Learn more about how your brain works and play some brain games at Luminosity.

Activity


Create a Scratch project that demonstrates a process or cycle (water cycle, food chain, scientific process, writing process, supply and demand, governmental process).  for example, think about a "how to" resource you can create. Resources below will help you get started.


Tutorials: Intro to Scratch

Getting Started

1.  See Directions on Scratch site
2.  Take a Scratch tour to see what other students have done with this tool. 
3.  Watch the video introduction (above) to learn more about how to use Scratch. -
4.  Download, install, and launch Scratch software on your computer.  
5.  Then look through the "Getting Started" and "Reference Guide" (PDFs below).
6.  Locate the Scratch cards online for some quick tips. 
7.  When you're finally ready to dig in, start through the step-by-step lessons/exercise handouts below for Scratch programming (created by Mr. Christopher Michaud at NeboMusic.net.

You'll be "scratching" in no time!
scratchgettingstartedv14.pdf
File Size: 1932 kb
File Type: pdf
Download File
scratchreferenceguide.pdf
File Size: 3123 kb
File Type: pdf
Download File
scratchlesson1-exercise1.pdf
File Size: 1099 kb
File Type: pdf
Download File
scratchlesson1-exercise2.pdf
File Size: 387 kb
File Type: pdf
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scratchlesson1-exercise3.pdf
File Size: 645 kb
File Type: pdf
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line_follow_robot_step-by-step.pdf
File Size: 881 kb
File Type: pdf
Download File

Some Examples: Below are some examples of Scratch projects created for Math, ELA, Science, and Social Studies. You can see more examples of Scratch activities in the Scratch gallery online and at the Scratch Programming Course linked below.

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South America
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Haiku
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Counting Fruit
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Problem-solving
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Learn Braille
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Collab Camp
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Food Chain
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Interactive Water Cycle

Intro to Programming with Scratch Course


If you are having fun with Scratch or feel you need a more complete introduction, this is an open and free web site created by Renee Jorae and Chris Shaltry. They have created a ton of great challenges and have a student Website gallery where you can see what other students have created from their classses in St. Johns in Michigan.
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Connections

NET-S: CI a, b, c ; CC a, b, d; CT a, b;  TC a, b, d
METS: 3-5.CT.1 & 3,  6-8.CI.2 & 3,  9-12.CI.3,  9-12.CC.3,  9-12.CT.1
Sue Summerford, REMC 19 West, Lenawee ISD