Students will create and program their own table top game.
Questions to investigate
• How can conditions be set to create a simple table game?
• Ensure SPIKE Prime hubs are charged, especially if connecting through Bluetooth.
(Group Discussion, 15 minutes)
Engage students in a conversation about tabletop games.
If you completed the Score! Lesson, then discuss how this game worked as a tabletop game. Otherwise, consider showing images or videos to students of examples of tabletop games. Ask students to think about the positives of having a game like this. They should think about when they would use it and what would be fun.
Brainstorm different ideas of tabletop games or games that could be made into a tabletop game.
As a group, brainstorm several ideas for creating a tabletop game. Consider what makes it a tabletop game and what would be fun to play.
Ask students to then work in their smaller groups to create a short survey to ask other students what they would like in a tabletop game. Students can share examples they are thinking about using and ask for other ideas. Students should include 3 questions about what would be fun, challenging, and ideas of themes. Students want to ensure the user interest in their game and also age-appropriateness of the idea.
Allow students time to create and complete their survey.
(Small Groups, 45 minutes)
Students will design, build, and program a game to use as a tabletop game.
Design and Choose the Right Idea
Students should consider the input from their surveys and start to design their game.
Students will design, build, and program a game. The constraints for the game are:
- It must use the light matrix
- It must use at least one motor
- It must use at least one sensor
- It must include a timer feature
Students should create a sketch of their building idea and a flowchart of their programming idea.
Test and Iterate
Allow time for students to test and analyze their idea as they go, making improvements where needed. Students should test and evaluate their designs against the design criteria set and their flowcharts as they started making their solutions.
Ensure students use sketches and photos of their models to record their design journey during the creation stage of the lesson.
Allow students to receive feedback on their designs as time allows. This can be from other groups or the teacher.
(Whole Group, 15 minutes)
Students should share their design and explain how it works. Conduct an initial sharing session with students.
Ask students questions like:
• How did you program your model to create a game? Ask students to share their program comments to explain.
• What decisions did you have to make while creating your design?
• What type of conditional statement did you choose?
• What were areas that you had to debug or troubleshoot?
• What was difficult about this challenge?
(Small Groups, 25 minutes)
Allow students additional time to complete their program after the initial sharing -session.
Students should finalize their design and program. Encourage students to incorporate any new ideas they got from the sharing session.
Leave the models together if you are completing the lesson on feedback next.
(Group Exercise, 15 minutes)
Discuss the program with students. Ask students questions like:
• What was difficult about this challenge?
• What was your approach to solving this challenge?
• What type of loops did you include and why?
Have students answer the following in their journals:
• What did you learn today about creating my own design based on our ideas?
• What characteristics of a good teammate did I display today?
• Ask students to rate themselves on a scale of 1-3, on their time management today.
• Ask student to rate themselves on a scale of 1-3, on their materials (parts) management today.
Soporte para el profesor
• Write code that includes conditions that must be met in a game format
• Create a game that requires a series of events requiring a robot to respond
• SPIKE Prime sets ready for student use
• Devices with the SPIKE App installed.
• Student journals
2-CS-02 Design projects that combine hardware and software components to collect and exchange data.
2-AP-10 Use flowcharts and/or pseudocode to address complex problems as algorithms
2-AP-13 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
2-AP-16 Incorporate existing code, media, and libraries into original programs, and give attribution.
2-AP-17 Systematically test and refine programs using a range of test cases.
2-AP-19 Document programs in order to make them easier to follow, test, and debug.
2-IC-22 Collaborate with many contributors through strategies such as crowdsourcing or surveys when creating a computational artifact.