เรียน Python ผ่านเกมส์ Ozarie

Lesson
4Capstone Project

What did we learn last time?

-What are loops?
-What are the goals of our
capstone project?
-What have you completed so
far in your capstone?
-What’s going on in the story of
Ozaria?

Today’s Journey

Warm-Up: What makes a good game?
Finish your Capstone Project
Get peer feedback on your project
Present your project

Game Design

What makes a good game?

Different parts of a game determine whether people will enjoy playing it

Audience

-Consider who you’re designing the game for
-Is the audience young kids, adults, or your peers?
-Is your game for casual players or intense players?

Clear Instructions

-Provide clear rules & a clear goal

Challenging

-What makes your game challenging?
-What makes a game too easy or too hard?
-What makes you want to play again?

Storytelling

-Choosing art and a design that tells a story

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Concept Check: Game Design

How do you test and revise your game so that it’s more fun to play?

Testing & Feedback

-How do you ask for constructive
feedback?
-How do you give constructive
feedback?

Revision Options

-Use items to tell a story
-Add items to make the level more
challenging

Independent Practice

Independent Practice

Finish your Capstone Project

Finish repairing the Monolith and start your Capstone Project

Get & Give Feedback

Get constructive feedback from at least one classmate

Revise your Capstone Project

Use the feedback you received to improve your game

Need Help?

Always try it once & try using the troubleshooting guide first. If you
still need help after that, then reach out to a classmate or the
teacher.

Presentation

Presentation Checklist

● Introduce your game and its different features
(items, boss movement, etc)

● Describe how you created the items on the
game map

● Describe how you used sequences and loops in
your project.

● Explain what you updated based on peer
feedback.

● Describe what you would do differently if you
had more time to work on your project.

Lesson 5
Explorations

Impacts of Computing:
How Technology Solves &
Creates Problems

Impacts of Computing

How was coding once used in Ozaria?

How do we think it was forgotten?

Is coding and technology used the same way
in the real world?

Explore

1. Break off into your assigned groups.
2. Please visit 1-2 of these sites:

History of Computing TImeline, Computer History
Timeline, Computers Changed History, Rise of
Smartphones, Evolution of Gaming
1. Review different computing advancements.
2. Choose one to focus on.
3. Think about problems this advancement solved.
4. Think about any issues that may have been
caused by this advancement.

Share

Let’s fill out this chart together!

Group 1 2 3 45

Advancement

Problem(s)
Solved?

Problem(s)
Introduced?

Discuss

Let’s think about what we have learned!

Resources

Standards Alignment &
Additional Resources

CSTA Standards Alignment

Computing Systems

-1B-CS-03: Determine potential solutions to solve simple hardware and software problems using common
troubleshooting strategies.
-2-CS-03: Systematically identify and fix problems with computing devices and their components

Algorithms & Programming

-1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem.
-1A-AP-11: Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
-1B-AP-11: Decompose (break down) problems into smaller, manageable subproblems to facilitate the program
development process.
-1B-AP-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new
or add more advanced features.
-1B-AP-13: Use an iterative process to plan the development of a program by including others' perspectives and
considering user preferences.
-1B-AP-15: Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
-2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of
programs.

Impacts of Computing

-1B-IC-18: Discuss computing technologies that have changed the world, and express how those technologies influence,
and are influenced by, cultural practices.

Common Core State Standards

Reading: Informational Text

-CCSS.ELA-LITERACY.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide
a summary of the text distinct from personal opinions or judgments.
-CCSS.ELA-LITERACY.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
-CCSS.ELA-LITERACY.RI.6.10/CCSS.ELA-LITERACY.RI.7.10/: By the end of the year, read and comprehend literary nonfiction
in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
-CCSS.ELA-LITERACY.RI.7.2/CCSS.ELA-LITERACY.RI.8.2: Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective summary of the text.
-CCSS.ELA-LITERACY.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
-CCSS.ELA-LITERACY.RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 6-8 text complexity band independently and proficiently.

Writing

-CCSS.ELA-LITERACY.W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in
a single sitting.
-CCSS.ELA-LITERACY.W.6.7: Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.

Common Core State Standards

Writing (continued)

-CCSS.ELA-LITERACY.W.6.10/CCSS.ELA-LITERACY.W.7.10/CCSS.ELA-LITERACY.W.8.10: Write routinely over extended time
frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range
of discipline-specific tasks, purposes, and audiences.
-CCSS.ELA-LITERACY.W.7.4/CCSS.ELA-LITERACY.W.8.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
-CCSS.ELA-LITERACY.W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
-CCSS.ELA-LITERACY.W.7.7: Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
-CCSS.ELA-LITERACY.W.8.6: Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with others.
-CCSS.ELA-LITERACY.W.7.8/CCSS.ELA-LITERACY.W.8.8: Gather relevant information from multiple print and digital
sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Speaking & Listening

-CCSS.ELA-LITERACY.SL.6.1/CCSS.ELA-LITERACY.SL.7.1/CCSS.ELA-LITERACY.SL.8.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6-8 topics, texts, and
issues, building on others' ideas and expressing their own clearly.

Common Core State Standards

Speaking & Listening (continued)

-CCSS.ELA-LITERACY.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions,
facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
-CCSS.ELA-LITERACY.SL.6.6/CCSS.ELA-LITERACY.SL.7.6/CCSS.ELA-LITERACY.SL.8.6: Adapt speech to a variety of
contexts and tasks, demonstrating command of formal English when indicated or appropriate.
-CCSS.ELA-LITERACY.SL.7.4/CCSS.ELA-LITERACY.SL.8.4/: Present claims and findings, emphasizing salient points in a
focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation.

Resource Links

Teacher Materials
-Capstone Rubric - Teacher
-Chapter 1 Solution Guide - Python
-Chapter 1 Solution Guide - JavaScript

Student Materials
-Check-in Journal Template
-Capstone Rubric - Student
-Troubleshooting Guide
-Lesson 1 Extension Activity
-Impacts of Computing Research Links

● History of Computing TImeline (Computer History Museum)
● Computer History Timeline (Soft Schools)
● Computers Changed History (Book Your Data)
● Rise of Smartphones (Science Museum)
● Evolution of Gaming (Tech Crunch Article)