| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Computer science |
| What topic | Game Making |
| What length (min) | 70 |
| What age group | Year or Grade 7 |
| Class size | 20 |
| What curriculum | Australian |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 12 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Game Making
Year 7
Computer Science
70 minutes
20 students
This lesson aligns with the Australian Curriculum - Digital Technologies, covering subject content such as:
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Game Making | 10 | Brief overview of game design concepts (characters, gameplay, story). Engage students with examples of popular games. |
| 2 | Group Formation | 5 | Divide the class into groups of 4 or 5 and assign roles (e.g., designer, programmer, storyteller). |
| 3 | Distribution of Cards | 5 | Hand out printable cards for note-taking. Explain that cards will be filled during the lesson. |
| 4 | Research Phase | 15 | Groups conduct research on game design ideas. Use computers to explore existing games and brainstorm their own concepts. |
| 5 | Game Design Brainstorming | 15 | Each group brainstorms and drafts a simple game concept on paper. Encourage creativity and collaboration among students. |
| 6 | Prototype Development | 15 | Utilize software to begin creating their game prototype based on earlier brainstormed concepts. |
| 7 | Card Review & Collection | 5 | Collect printed cards from students for quick review. Optionally perform random checks to ensure participation. |
| 8 | Conclusion & Reflection | 5 | Groups present their ideas in a brief discussion format. Reflect on the day's learning and teamwork. |
Students are to finish their game prototypes at home and write a reflection on what they learned during the group work and design process. The homework submissions will be collected in the next class without presentation.
"Good morning, everyone! Today, we are going to dive into the exciting world of game making. Let's start with a brief overview of some fundamental concepts in game design. Can anyone tell me what they think makes a game engaging?
[Pause for student responses]
"Great ideas! Typically, the key components include characters, gameplay, and story. Games like 'Fortnite' and 'Minecraft' are excellent examples of how these elements come together. During today's lesson, we will explore how to create our very own simple game prototypes! Ready to get started?"
"Now, let's get into some groups. I'm going to divide you into groups of 4 or 5. Each group will have a chance to work collaboratively on your game design project. In your groups, I want you to assign roles: a designer, programmer, storyteller, and perhaps some additional roles as needed.
[Help students form groups and ensure each group has assigned roles]
"Once you're set in your groups, we'll move on to the next part."
"I’m now handing out printable cards for you to take notes on. These cards are important as they will help you jot down ideas, concepts, and notes throughout the lesson. Please make sure you fill these out.
[Distribute the cards and give students a moment to settle them]
"Let’s keep them handy as we progress."
"Now that you have your groups and cards, it’s time to start researching. Use the computers to explore existing games and brainstorm your own ideas about what type of game you might want to create. Think about the elements we discussed earlier: characters, gameplay, and story.
[Set a timer for 15 minutes]
"You have 15 minutes for this. Remember to share thoughts and collaborate with your group!"
"Okay, groups, now that you’ve done some research, it’s time to put those ideas on paper! In your groups, brainstorm and draft a simple game concept. Be creative! You're not just writing down a game idea; you're designing the world in which it will exist.
[Walk around to facilitate discussions and assist groups]
"You have 15 minutes for this task. Let's see those imaginations at work!"
"Now we’re entering the exciting part — prototype development! Using the software you have on your computers, you will start creating your game prototype based on the concepts you've brainstormed.
[Allow students to work while monitoring group progress]
"You’ll have 15 minutes for this part as well. Don’t forget to collaborate with your group members! If you run into trouble, raise your hand, and I’ll help you out."
"Time’s up! Please put a pause on your work. I’d like to collect the printed cards now so I can quickly review what you've been working on today.
[Collect the cards and do a random check with some groups]
"I'll be reviewing these notes to see your understanding of the concepts as we proceed."
"Well done, everyone! In the final moments of our class, I’d love for each group to take a few minutes to share what you came up with. Discuss the ideas you brainstormed and the initial direction of your game prototype.
[Allow time for each group to present, encouraging peer feedback]
"Lastly, let's reflect on what we’ve learned today. What were the challenges you faced while working in groups? How did you overcome them?
[Facilitate a discussion on teamwork and learning outcomes]
"Fantastic work, everyone! Remember, for homework, finish your game prototypes and write a brief reflection on your learning process and group work. These will be collected in our next class. Have a great day!"
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A classroom with students engaged} | - Introduction to game making |
| - Key components: characters, gameplay, story | ||
| - Examples: 'Fortnite', 'Minecraft' | ||
| - Objective: Create simple game prototypes | ||
| 2 | {Image: Students collaborating in groups} | - Group formation: 4-5 students per group |
| - Assign roles: designer, programmer, storyteller | ||
| - Importance of collaboration | ||
| 3 | {Image: Printable note cards} | - Distribution of note cards |
| - Use cards to jot down ideas and concepts | ||
| - Keep cards handy for reference | ||
| 4 | {Image: Students using computers} | - Research phase begins |
| - Explore existing games | ||
| - Brainstorm game ideas | ||
| - Focus on characters, gameplay, story | ||
| 5 | {Image: Students brainstorming on paper} | - Game design brainstorming |
| - Draft a simple game concept | ||
| - Design the game world | ||
| 6 | {Image: Students involved in game design} | - Prototype development phase |
| - Use software to create game prototype | ||
| - Collaborate within the group | ||
| 7 | {Image: Teacher collecting cards} | - Card review & collection |
| - Pause game work for card collection | ||
| - Review notes for understanding | ||
| 8 | {Image: Group presentations} | - Conclusion & reflection phase |
| - Groups share brainstormed ideas | ||
| - Discuss initial game prototype direction | ||
| 9 | {Image: Students engaging in discussion} | - Reflect on teamwork and challenges |
| - Share insights on group work | ||
| - Encourage peer feedback | ||
| 10 | {Image: Students taking notes for homework} | - Homework assignment |
| - Finish game prototypes | ||
| - Write a brief reflection on learning process | ||
| - Collect in next class | ||
| 11 | {Image: Happy students leaving classroom} | - Summary of today's learning |
| - Importance of teamwork and creativity | ||
| - Excitement for next steps in game design | ||
| 12 | {Image: A colourful game design concept} | - Future lessons: expanding your prototypes |
| - Encourage ongoing creativity in game design | ||
| - Thank you for participation |
| Question | Answer |
|---|---|
| What are the key components that make a game engaging? | |
| Can you give examples of games that effectively combine characters, gameplay, and story? | |
| What roles can be assigned within your game design group? | |
| Why is it important to take notes during the lesson? | |
| What elements should you consider when brainstorming your own game idea? | |
| How can you ensure effective collaboration within your group during the research phase? | |
| What are some creative ideas you brainstormed for your game concept? | |
| What software tools are you using to create your game prototype? | |
| How did your group decide on the initial direction of your game prototype? | |
| What challenges did you face while working in your group, and how did you overcome them? | |
| What reflections do you have on the learning process of creating a game prototype? |
What are some unique character traits you think would make a game character memorable and engaging?
Think about the gameplay elements we discussed; how would you incorporate challenges to keep players interested in your game?
How can you use storytelling to enhance the emotional connection players might have with your game?
If you could design your game based on a specific theme (like nature, space, or fantasy), which would you choose and why?
Reflecting on the group work process, how did your team dynamic contribute to the creativity of your game design?