Coding Unit 👩🏻‍💻👨🏻‍💻

Criterion B

📍Name: John Han

📍Block: 5
Design situation:

Almost all teenagers nowadays are experts at a form of gaming. Students spend a lot of time online and enjoy playing games with their peers. There
are many social benefits to playing online games with friends 어nd building online connections. Online gaming can also be used for educational
purposes, practicing math problems, solving real-life problems, and immersing in challenging situations that you have to overcome using
critical-thinking skills.

As a teenager and gamer yourself, your goal is to design an online game for someone else to enjoy. This person can be your friend, your parents, your
siblings, students in Village School, etc. The game you design should meet the standards of your client – if your client wants to play a game that
takes a character on a journey to rescue the world, the game should reflect the client’s wants and needs.

Key Concept: Systems

Related Concept: Function, innovation
Global Context: Scientific and technical innovation

Statement of Inquiry:
Designers must consider systems and their functions when innovating a product.

Inquiry Questions:

Factual:
- What is a control system?
Conceptual:
- How can I apply logical reasoning in designing a well-functioning control system?
Detabable:
- Can a control system help us?

Game Requirements

1. Title Page
 2. Introduction of Rules
3. At least 2 different levels (can have more according to your own coding skills)
4. Must include a form of score-keeping
5. 2 different endings: winning, losing (try again)
6. 1 main character
7. Must include a form of theme (storytelling)
8. Velocity, gravity, cloning (for your characters/obstacles)

Strand B1: Develop a list of success criteria for the solution

Develop at least 6 design specifications about the game your client wants to play. Ask your client the questions below to help you develop your
design specifications.

1 Overall storyline (what will happen in your game?)

2 Overall aesthetics (what will your game look like?)
3 Setting(s) (where will your game be set?)
4 Goal of your game (how does your character win?)
5 Opening sequence (introduction)
6 Ending sequence (game over, try again and winning scene)
7 Functions: how will your game be controlled? How many players will play?

Design specifications should start with, “My game must…” or “My game should…”

1. In the game, the red ball accidentally fell down the underground and 5. In the introduction, the Red Ball needs help to get out of the
tried to escape underground. And the people who play this are going to underground but some people (who play this game) come into Red Ball's
control this red ball to get the ball to escape underground to the sky to life and escape the underground to the sky.
finish this game.

2. The game will look like the red ball is escaping the underground and 6. My ending sequence will be to try again because it is not fun to just
doing an obby to escape the underground. game over and can’t play anymore.

3. My game is going to be a random place for example (ground, sky, or 7. It is an offline game so many people can play always when they
underground) because I will make an Obby (jump map) to play and go want. Also, this game will be controlled by the people who go
to new places when the thing passes somewhere. And it is gonna start because the people who play will be controlling the fed ball to
underground. escape the underground.

4. The goal of my game is to break all the stages to win the game. Also, I
chose this goal because most all the Obby creator’s goal is to break all
the stages.

Strand B2: Present feasible design ideas, which can be correctly interpreted by others

For this unit, we will ask that you develop only two design ideas. Insert pictures/screenshots into respective boxes.

Draw/sketch:
1. Title Page
2. Sprite
3. Setting/background for one of the levels

Make sure you clearly label everything so your drawn images can be correctly interpreted by others.

Design Idea #1

1. Title Pag 2. Sprite 3. Setting/background for one of the levels

 Design Idea #2

1. Title Page 2. Sprite 3. Setting/background for one of the levels

Strand B3: Present Chosen Idea

Between your 2 design ideas, which one is a better fit for your final game? Which one is more aligned with your design specifications? Which one will
help you create a better game that best suits the design situation?
Write a list of pros and cons to compare your 2 ideas and choose 1 idea. Then, write a short paragraph explaining your chosen design idea (at least
100 words).

Design Idea #1 Design Idea #2

Pros: Pros:
1. I think the pros of my design idea are the title page because I 1. I think the pros of my design idea are the title page because I
think I use my sprite to make the word Obby so I think the pros of think I used my sprite to decorate the page and make the word
my design are the title page. Obby so I think the pros of my design are the title page.
2. I think the pros of my design idea are the sprite because I try to 2. I think the pros of my design idea are the sprite because I try to
make my red ball. show the audience how the red is feeling.
3. I think the pros of my design idea are the background because I 3. I think the pros of my design idea are the background because I
made the map on the underground simple and easy. made the red to die and the brown thing to jump and stay.

Cons: Cons:
1. I think the cons of my design idea are the sprite because I think I 1. I think the cons of my design idea are the sprite because I think I
make my sprite ugly and easier to make so next time when I make made my sprite easily because I made only the red circle so next
it I will try to be better at drawing sprites. time I wanna make it on my own.
2. I think the cons of my design idea are back because I think I 2. I think the cons of my design idea are back because I think I
made my background simple. made my background simple.
3.
3.

Paragraph Explaining Chosen Idea

Word Counter:

I chose design idea #1 because…

Strand B4: Create a planning drawing/diagram which outlines the main details for making the chosen solution

For this strand, develop digitized versions of

1. Title Page
2. Sprite character
3. 3 different backgrounds (settings)
Make sure to clearly label your digitized versions so others can correctly interpret them. List the main details of your Sprite and background.

Title Page Sprite character costume #1 Sprite character costume #2

Main details of Title Page: Main details of Sprite costume #1: Main details of Sprite costume #2:

- The main details of title page is the put
the face, not O.
- The main details of sprite costume 1 is - The main details of Sprite costume 1 are
the face that look something and being the face
scary about something. I chose the face
of this sprite costume number 1 because
when he falls down to the underground it
will be scary so I made this face to
express how he feeling.
Background #1 Background #2 Background #3

Main details of Background #1: Main details of Background #2: Main details of Background #3:

This is the main detail of background - This is the main detail of background - This is the main detail of the background.
number 1 and the background same as number 1 and the background same as This shows that he is in the sky by
the number 2 but when we touch the red the number 2 but when we touch the red jumping underground to the sky.
it will restart because that is lava. it will restart because that is lava.
Criterion B Rubric: Developing Ideas

At the end of year 1, students should be able to:

i. develop a list of success criteria for the solution

ii. present feasible design ideas, which can be correctly interpreted by others
iii.
iv. create a planning drawing/diagram which outlines the main details for making the chosen solution

Achievement Level Descriptor

Level

The student does not reach a standard described by any of the descriptors below.

The student:

i. states one basic success criterion for a solution

ii. presents one design idea, which can be interpreted by others

iii. creates an incomplete planning drawing/diagram.

The student:

i. states a few success criteria for the solution

ii. presents more than one design idea, using an appropriate medium(s) or labels key features, which can be interpreted
by others

iii. states the key features of the chosen design

iv. creates a planning drawing/diagram or lists requirements for the creation of the chosen solution.

The student:

i. develops a few success criteria for the solution

 ii. presents a few feasible design ideas, using an appropriate medium(s) and labels key features, which can be interpreted
by others

iii. presents the chosen design stating the key features

iv. creates a planning drawing/diagram and lists the main details for the creation of the chosen solution.

The student:

i. develops a list of success criteria for the solution

ii. presents feasible design ideas, using an appropriate medium(s) and outlines the key features, which can be correctly
interpreted by others

iii. presents the chosen design describing the key features

iv. creates a planning drawing/diagram, which outlines the main details for making the chosen solution.

ATL Skills Creative-thinking skills

Critical-thinking skills
Self-management skills