Design.Code.Play 2016-2017 Semester 1
Game / App Design Document
Project Developers: A-L Flynn, EAP SS teacher
Tentative Project Title: Gaming and SS and ELD
Overall Vision for the Game: The game will help students to develop their understanding of SS7 content (location and shape of continents, inner layers of the earth, also can be adapted for social studies content of any unit throughout the year ) while helping them to practice grammar skills connected to Intermediate ELD level, such as verb tenses: simple present, simple past, present perfect.
Target Audience: Gr. 7 EAL SS students. Game is for casual players.
Engine / Language: Scratch ?
Platform: Online ?
Storyline / Core Gameplay: Describe your project using words and diagrams (flow-charts or storyboards) You should refer to some of the following concepts:
i. The player is keeping a sprite afloat on a piece of the earth’s crust by answering grammar questions correctly.
ii.The player is moving pieces of pangea into their correct position.
The player sees a sprite placed on a specific piece of the earth’s crust which has the shape of a modern continent and which is floating on the hot, molten lava below the earth’s crust, like in the time of pangea. The player must not get a wrong (grammar) answer and fall into the molten lava and get all burned up. Ouch!
The player answers grammar questions. The player has to select the correct answer out of a choice of three each time. Only one answer will be correct. The text of the grammar question will use gr. 7 social studies continent. There can be several versions, related to the SS unit at the time of year. (ex. Mapping skills, Movement, Cities, UNESCO World Heritage sites….)
If correct answer provided, the player has the opportunity to reposition the continent piece, in the appropriate location.
N.b. It is conceivable and desirable that students be involved in creating the grammar questions and answer options, incorporating the SS vocabulary + content of the unit they are studying or have just completed, etc. Early in the year, however, the teacher could create the first game opportunity (?)
A platform such as noredink.com could feed teacher-provided content and vocabulary into their operational system, which would generate the grammar questions.
Goals: What is the player trying to accomplish in the game? What does he or she have to do to achieve that goal? What barriers or obstacles exist that make achieving that goal difficult? How can the player fail at achieving the goal(s)? What kind of feedback does the player get on progress towards the goal? How is the player rewarded when a goal is achieved?
The player is trying to get the continents pasted in the right spot on the world map. If the player answers the grammar question correctly, the player has the opportunity to move the continent piece the sprite is floating on, to the correct position on the flat map which has coordinates 0 latitude, 0 longitude in the center.
N.B. It is also conceivable to have different sequences of the game: the world map with a particular location of Asia placed in the center; the world map with the Americas placed in the middle…...
Once all continents have been placed in the correct position, the player has won the game. The molten lava stops bubbling. The sprite jumps up and down in glee.
Components: What kinds of things are there in the game? For example, enemies, objects in the environment, power-ups, points, etc. What do they look like? What do they do? How can the player interact with them?
There are pieces of the earth’s crust in the form of modern continents. The sprite is atop one piece at a time.
There is molten lava bubbling up in the spaces that are not covered by the floating continent shapes.
The player has two things to do:
Visual Style: Describe the look and feel of the game. What art is used? What world are we in (real, fantasy, space, etc.)? Is the world 2D or 3D? Include drawings and graphics to illustrate the visual concept. All 3D, world is fantasy. Need shapes of continents as in Pangea
Dates & Milestones: You should have at least two milestone dates for completing parts of the project. You can also have a Beta test date and a Release to Market (RTM) date. As soon as a bunch of coders will take it on. How about noredink.com which we subscribe to, for second an dlikley last year - there is no connection to our curriculum content.
Surely, there is a way for these connections to happen, simply, with the right coders…..who are working with teachers, who are working with students…. I hope I can communicate with prof Scott Nicolson Prof Scott Nicolson who leads Laurier’s programme: U. of Laurier's Games Design Development Programme