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Game Development II Curriculum 5.0 Credits

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Game Development II Curriculum 5.0 Credits Department of College and Career Readiness Game Development II Curriculum 5.0 Credits Unit Three 1 | Page Game Development II Course Description This course provides an extension to the concepts covered in Game Development I, and will introduce students to 3D video game design, theory, development, and programming. Emphasis is placed on understanding and analyzing industry roles, 3D game genres, 3D game play, 3D art design, playability, storytelling, rule dynamics in a 3D world and what makes quality game. The course includes an introduction to 3D modeling, 3D Animation, coding in Python, 3D physics and creating a 3D game. Topics include geometric transformation, 3D object models, understanding what makes up a mesh, texturing, lighting, animation, creating physics, and creating interactivity in a 3D world. 2 | Page Game Development II Pacing Guide Unit Topic Suggested Timing Unit 1 Game Development I Review, with a Focus on 2D vs. 3D approx. 7 weeks Unit 2 Coding with Python approx. 9 weeks Unit 3 Concept and Preproduction Stages of Creating a 3D Game approx. 10 weeks Unit 4 Production, Postproduction, and Distribution Stages of Creating a 3D Game approx. 10 weeks 3 | Page Educational Technology Standards 8.1.12.A.2, 8.1.12.A.3, 8.1.12.B.2, 8.1.12.D.1, 8.1.12.D.1, 8.1.12.F.1 Ø Technology Operations and Concepts § Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue. Example from unit: students will use the game salad online community to work with other game designers from around the word. § Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review. Example from unit: In this unit students will work from and edit a professional game design document. Ø Creativity and Innovation § Apply previous content knowledge by creating and piloting a digital learning game or tutorial. Example from unit: as students move on to the production stage of video game creation they will be using many tutorials from online to help in the completion of their game. Ø Digital Citizenship § Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work. Example from unit: students are allowed to use graphics and audio from free online sources but must follow all copy write laws. Ø Critical Thinking, Problem Solving, Decision Making § Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs. Example from unit: Students must be aware of the limitations of technology to make sure their game runs smoothly on any system. 4 | Page Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. Example from unit: In this unit students will be assuming many job roles and responsibilities as they work on their game. CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. Example from unit: Game creation requires both technical and academic skills as they will be taking an abstract idea from their imagination and making it a real word application. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Example from unit: Students will run in to many problems during game creation and will nedd to communicate the problems with the teacher and online forums as they search fro solutions. 5 | Page Career Ready Practices CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Example from unit: Students will spend most of this unit finding creative and original ways to solve problems with their game’s functionality. CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. Example from unit: Students will need to search online forums, sites, and learning communities for help and content for games. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Example from unit: Students will need to fix bugs and glitches in their video game. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. Example from unit: Students will use computers and block coding to make a video game. 6 | Page Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs Time/General Processing Comprehension Recall • Extra time for assigned • Extra Response time • Precise step-by-step • Teacher-made checklist tasks directions • Have students verbalize • Use visual graphic • Adjust length of assignment steps • Short manageable tasks organizers • Timeline with due dates for • Repeat, clarify or reword • Brief and concrete • Reference resources to reports and projects directions directions promote independence • Communication system • Mini-breaks between tasks • Provide immediate • Visual and verbal reminders between home and school feedback • Provide a warning for • Graphic organizers • Provide lecture transitions • Small group instruction notes/assignments, and tutorials outline • Video lessons online • Emphasize multi-sensory learning Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization • Computer/whiteboard • Adjusted rubrics for projects • Consistent daily structured • Individual daily planner routine • Video lesson • Study guides • Display a written agenda • Simple and clear classroom • Spell-checker • Shortened tests rules • Note-taking assistance • Text speech software • Read directions aloud • Frequent feedback • Color code materials 7 | Page Differentiated Instruction Strategies to Accommodate Students Based on Content-Specific Needs • Extra time for assigned tasks • Adjust length of assignment • Timeline with due dates for reports and projects •
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