- Setting up the scope of a game as a one-level minigame is extremely important! Students enjoy making games, but making large or elaborate games is likely beyond the scope of an introductory course.
- For instance, consider using a one-level game with a dog, a cat, and a mouse to teach them basic CS skills as their first major Scratch game/project.
- Check out the Catch the Mouse Game.
- Once the kids have the skills to make this game, let the kids go free!
- For instance, consider using a one-level game with a dog, a cat, and a mouse to teach them basic CS skills as their first major Scratch game/project.
- Most students, regardless of their demographic, seem to understand what makes a game. This allows for meaningful conversations at the very beginning of the course and at many grade levels.
- So the first day of class will be more about game design than programming.
- Start things off on the first day by asking the question, “What makes a game a game?” To answer this question, students will typically come up with most of the following answers:
- a goal.
- Rules.
- Instructions.
- challenges and obstacles.
- Characters.
- Controls.
- Their answers will subsequently serve as great topics to motivate the first and second CS content lessons.
- Start things off on the first day by asking the question, “What makes a game a game?” To answer this question, students will typically come up with most of the following answers:
- It’s important to remind students that there isn’t only one way to make a game. The way you make a game is not necessarily the way your students will make a game.
- After five minutes of game building in Scratch most students are hooked!