Project Based Learning Activity: Design A Video Game
This project integrates elements of coding, ELA, math, STEAM, and design into a student-centered PBL that combines imagination, creativity, and problem solving skills as they design a video game.
There are 18 activities (1 page for almost each activity) for students to complete. Each page involves a problem or idea they must solve, recreate, or answer. Pages can vary from writing tasks, coding, real-world application, design, problem solving, and much more.
9, 10 Title Page/Introduction
Students learn that they’ll be designing and developing their own video game.
Students brainstorm what they know about video games. Not just titles or games, but how they work and different types.
12 Gaming Systems
Students write what they know about different types of game systems.
13 Story Development
Students generate story ideas for the game based on their preferences.
14 Story Arc
Students create a simple overview of the story within the game.
15 Story Development: Treatment
Students create/write a one page treatment of their video game.
16, 17 Story Development: Characters
Students must create characters that will be in the game.
-2 pages for main characters and extras.
18, 19 Story Development: Character History
Students create back stories for each character that they create.
-2 pages for main characters and extras.
20 Story Development: Settings
Students decide upon the setting for their video game and levels.
21 Story Development
Color Scheme Students create a color scheme for each level they created.
22, 23 Logo, Slogans, and Covers
Students create the game logo, title, and other visual design elements important to selling a game.
Students create screenshots from their game using some of the visual designs they created on previous pages.
25 Game Type: Platform
Students learn the type of game they will need to create.
26 Game Type: Platform Practice
Students draw and design a couple of practice courses, testing their design and creativity.
27-29 Building the game
Students are given three pages of directions and examples for creating levels. Each level students create will actually be done twice. The bottom level focuses on CODING and the TOP level is the finished version.
30 Things to Think About
Students learn some guidelines to help them in their level creation.
31, 32 Master List
Students create a master list of elements to use in their game design.
33 Coding The Level
Students create a level using the coding system.
34 Top Level
Students create the top level (game playing level) using the coding level from the previous page.
35, 36 Coding and Top Level, Large Squares
These pages are the same as above but include larger squares for students to draw in. These pages are differentiated for ages and also skill level for designing.
37-45 Game Levels: Code & Top, 1-4
Included are additional pages for allowing students to create four levels (each identified 1-4) There are also blank pages for students to create more.
46-48 Blank Set of Code and Top Level
A blank set of CODE and TOP levels. No numbers included.
49-54 Building the Game Projectibles
This includes examples of the Coding and Top levels of the game. There are six pages of examples.
55-58 Alternate Final Version
Include are mobile device with the graph paper inside them (both large and small squares). Students may choose to create the final version of their game on their mobile devices, which could then be cut-out and placed together to create a final game. It also includes a blank one for a title screen, credit page, or anything else they decide.
59-65 Modified Spelling version
On pages 10, 23, 34, 36 I have created duplicates pages and added them to the bottom. Most of these were for international spelling differences, changing “color” to “colour.”
As students work through each page, they will make their own decisions and choose the outcomes based on information they learn. By the end, all students will have completed the project, but each version will be based on the creator’s imagination, creativity, and knowledge base.
All pages can be geared towards multiple grade levels, although for some younger students the teacher may need to give more explicit instructions.
Students may choose to use multiple resources to complete each page. They might even choose to work with a partner, but you get final say on that.
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