11-13 yrs old
Business & Entrepreneurship
Math & Economics
Learners will gather data, create data sets, and represent the data in unique and relevant ways. This lesson contains in and out of game activity.
February 2, 2017
Expanded Lesson Plan
This is the 'Expanded Lesson Plan' complete with more detailed guiding principles for Deep Game Based Engagement.
By engaging with in-game activities students will be able to connect more deeply with the Why, How, and What Impact data has on the world around them. By exploring through the game mechanics learners will have stronger frames of reference for data and data sets, making it more relevant and improving retention.
DATA GATHERING PHASE
o Once the Lesson has been started by the Teacher (indicated by turning it to night time - allowing Mobs to spawn.), Students will begin to explore and collect items dropped from defeated monsters throughout the 10 min Night Cycle.
o Students must create data sets of the items received from Monsters, IE: Rotten Flesh, Gunpowder, Bows / Arrows Etc) This will require students to have Pen / Paper or a digital method to track each kill and the # of items dropped.
o Students should initially work in groups of 2 to 4 for the data gathering phase to increase the number of kills possible.
o Upon completion of the Data Gathering Phase Students will return and 2-3 Initial Groups can combine to share their data together depending on the size of data sets desired. Alternatively for larger data sets the whole class can create one large table of all items. DATA SHARING PHASE
o Combined groups will share their data together and use this to create a simple data set that reflects: |Mob Name | Item Name / Type | Number Of Items Dropped Per Instance|
o Students can plot their data by building in game Graphs, or explore various other ways to showcase the data collected. Students should be included in the process of discussing what common and unique ways data can be showcased. Perhaps one of the students can find a very unique way to showcase data using Minecraft.
o Students will properly label the created representations and re-iterate wither Verbally, or in Written format what it means.
o Students should spend no more than 20 Minutes building their representations of the data collected.
o Guiding questions can be asked during this process to allow players to explore the variety of ways that Data is used in the games they play and in other real world environments.
TEACHER ACTIVITIES and LESSON / WORLD PREPARATION REQUIREMENTS
• Create a New Survival Infinite World on Normal Difficulty.
• (Est 5 Min) Prior to Students Loading in, the Teacher will enter the world and give him/herself Creative Rights (/Gamemode C) and Provide Full Sets of armor for all students, a Diamond Sword Each, and a Stack of consumable food. This can be placed in Chests or given to students via the /Give commands.
• When students are in the world and ready, teacher will use the command /time set night and allow the kids to seek out creatures to collect materials from.
Summative assessment pieces can include the Paper / Digital copy of the Data Table and further in the creative representation and display of their data sets. More formative assessment can be based on the discussions, the collaboration and the unique representations of this data.
• Students will understand how Data Sets are gathered. • Students will understand how data sets can be displayed to share information in different formats. • Students will discuss and understand how data begins to impact the game world and the rest of the world around them. • Students will be able to articulate, in written or oral format, to other players, teachers or adults how Mob Data is collected, and represented and what this means.
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