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Unit Title

Minecraft Edu.

Course(s)

ASA (After School Activity)

Designed by

Jodee Junge, Randi Wilkinson

Time Frame

10 weeks

Stage 1- Desired Results

Establish Goals

Creativity and Innovation:

  • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
  • Apply existing knowledge to generate new ideas, products, or processes
  • Create original works as a means of personal or group expression
  • Use models and simulations to explore complex systems and issues
  • Identify trends and forecast possibilities

Communication and Collaboration:

  • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  • Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
  • Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  • Contribute to project teams to produce original works or solve problems

Research and Information Fluency

  • Students apply digital tools to gather, evaluate, and use information.
  • Plan strategies to guide inquiry

Critical Thinking, Problem Solving, and Decision Making

  • Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
  • Identify and define authentic problems and significant questions for investigation
  • Plan and manage activities to develop a solution or complete a project
  • Use multiple processes and diverse perspectives to explore alternative solutions

Digital Citizenship

  • Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
  • Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

Technology Operations and Concepts

  • Students demonstrate a sound understanding of technology concepts, systems, and operations.
  • Understand and use technology systems
  • Troubleshoot systems and applications
  • Transfer current knowledge to learning of new technologies

Transfer

Learners will be able to....


What kinds of long-term independent accomplishments are desired?

  • Sustain and use their problem solving skills while persevering through challenging tasks
  • Politely and calmly discuss options when differences of opinion occur
  • Understand that minecraft can be a learning tool used to explore learning topics

Meaning

UNDERSTANDINGS

Learners will understand that...

  • A water source is vital to survival
  • Natural landscape and man-made structures can affect water flow
  • Housing, crops, and other spaces need to be thought through when planning around the location of the water source.
  • Through problem solving and trial and error they can find an effective way to design their settlement

Essential Questions

Learners will keep considering...

  • How to build a settlement around the water source?
  • What precautions should be taken in order to best utilize the water?
  • What features can be used to irrigate water?
  • What features should the settlement have?
  • Where should housing, crops, and social spaces be located within the settlement
  • How can the existing landscape help/hinder the settlement design?
  • What tasks need to be addressed immediately, and what can wait?
  • What building practices waste water and how can these be avoided?

Acquisition

Learners will know…

  • Minecraft tools
  • The importance of water in a settlement
  • Strategies of collaboration
  • About the basic principles of water flow

Learners will be skilled at...

  • Designing a settlement using tools within minecraft
  • Collaborating and communicating with their team regarding decisions about the settlement
  • Understanding how to manipulate water flow
  • Effectively planning the arrangement of housing, crops, and other spaces needed for a settlement to thrive

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:

Goal

With few resources available for food, students must set up a farming operation and feed themselves while working collaboratively within a world that contains only one water source.

Role

Students will take an active part in helping their group problem solve how to survive with limited resources.

Audience

Grade 3-5 students, possibly presenting to teachers as well

Situation

After School Activity

Product

In order to create a sustainable farming operation, students will work collaboratively to creatively transport, conserve, and build around the limited supply of water. Students will need to learn how specific structures in the game world will affect the flow of water and experiment with those structures to observe the results.

         


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

Students will explain how land structures influence water flow. They will describe how they applied this knowledge to plan their sustainable farm.

Interpret

Students will face challenges that will require them to analyze their resources and make decisions around how to maximize their resources.

Apply

Students will collaborate, problem solve, and use their knowledge to create a sustainable farm from one water source.

Have perspective

Students will gain an understanding of how water sources are essential for food and survival in any civilization.

Empathize

Students will interact and collaboratively problem solve to help create their farm.

Have self-knowledge

Students will have a better understanding of the basic principles of water and its impact on farming and sustainable civilizations

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

1. 2 sessions

2. 7 sessions

3) 1 session

  1. http://educade.org/lesson_plans/getting-started-with-minecraftedu

  1. http://services.minecraftedu.com/worlds/node/48
  1. Water Exploration: Explore how water works in minecraft world and what structures can be made to manipulate flow and divert the water
  2. Irrigation: Apply learning from the water exploration to develop a system of irrigation considering the structure of the settlement as a whole.
  1. students and teams will plan on paper first
  1. Settlement: Plan structures within the settlement (housing, open spaces, farm, etc)
  1. Options: teams could allow members to plan their own houses or personal spaces depending on space and resource availability
  1. Farming: making sure their irrigation system is effectively functioning to sustain their farm and settlement
  1. The 2 groups will share their worlds, explaining why they chose to create what they did and important decisions they made along the way.

At end of each session, take 5-10 minutes for each team to:

1)Screenshot their world. These will be helpful for them to share about their process at the end.

2)create a screencast sharing their day’s accomplishments, problems that arose and if/how they solved them.

They would also share their ‘next step’ ideas for the next session.

Screencasts will be added to a YouTube playlist. They will be used as part of how we assess success throughout the ASA and will be shared in our blog  reflections for course 6

Resources / Materials:

  • Minecraft.edu
  • computers