WEEK 10.

EDUTAINMENT
Your name: Lindsey Schwarz
Game (indicate the name + web link if applicable):
https://www.youtube.com/watch?v=ezAH_WY6a8I
https://www.filamentlearning.com/products/plant-structure-and-processes-unit-reach-for-the-sun
In which subject area/content would you use this game?

Upper Elementary School Science grades (6th grade common core, 5th grade NGS)
Standards/objectives: SWAT.
- Understand the life cycle of plants and how it relates to seasons
- Understand the resources plants need to survive and reproduce
- Understand how photosynthesis gives plants energy for growth
- Understand the the anatomy and functions of anatomy of plants
- Understand plant reproduction and pollination
MS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an
explanation for how characteristic animal behaviors and specialized plant structures
affect the probability of successful reproduction of animals and plants respectively.
MS-LS1-6
Construct a scientific explanation based on evidence for the role of photosynthesis in
the cycling of matter and flow of energy into and out of organisms.
In the article youve read for this week, the authors describe two emergent groups of
psychological and physiological effects that games can claim. Each of these two
categories have sub-categories, such as practical skills, cognitive skills, motivation, or
social skills. Some of these can be either positive or negative. Based on the graph on
p.37, evaluate the claims of the game you chose in relation to its effects on learning.
(please note that there is no right or wrong answer, as long as your explanation is
justified).

GAME CLAIMS: Psychological or Physiological? (indicate which category you think your
game fits in. Justify using information from the article and examples from the game

itself):
Psychological: practical skills: digital and technological literacy, expertise
development, innovative skills, time management. cognitive skills: critical thinking,
systematic thinking, inquiry skills, inductive and deductive reasoning. Motivation:
scaffolds, discovery, autonomy and clear goals. social skills: lack in communication
skills, lack in communities and emergent culture, lack in collaboration. Good in
decision-making, and discourse acquisition.
Physiological: lack in motor skills, and obesity. Helps coordination but also antisocial
behaviors.

GAME CLAIMS: Subcategories? (pick at least one subcategory that your game relates to. Justify using
information from the article and examples from the game itself):
The subcategory cognitive skills has nearly all beneficial justifications for Reach the Sun:
This game helps innovative and critical thinking skills through defense of the plant. By understanding the
plants life cycle and its needs a student can construct systemic thinking skills and inductive and deductive
reasoning. This is fame is a model of a plants life cycle and understanding of photosynthesis. This game
creates deep understanding of complex and iterative relations of a plants life to seasons.

GAME GENRE (explain which genre your game fits in: action, fighting, role-playing, simulation, strategy,
rhythm/dance, parlor, adventure, sports, and platform games. Justify using information from the article and
examples from the game itself):
This is a simulation strategy game, as it focuses on planning and skill resource management to achieve a
full year life cycle. It expertise development in skills and understanding of core understanding and
standards (stated at above). This is a great way to have students gain social responsibility as well as
modeling of the content to demonstrate understanding.

CONTENT: Describe how you would use the game in your classroom:
This game would be extremely helpful and meaningful in the classroom though students growing a plant
from start to finish: seedling, defense against insects, the plants struggle through seasons with pollination,
and ability to produce flowers. Finally students goal is to have the plant survive for the duration of a year
this encourages teaching about photosynthesis and the connection of seasons and plant life cycles.

Participation points: Based on the articles discussion on p.42-43, provide a brief analysis of the game
you chose from a TPACK perspective (remember that TPACK is about your knowledge as a teacher. In this
case, explain how using this game brings together your technological knowledge, pedagogical knowledge,
and content knowledge).
This game brings together pedagogical knowledge, content knowledge and technological knowledge
through the assessment of learning from an educational game. There is clear signs of content learning by
students fulfilling the objectives which fulfill standards guidelines. This identifies the important aspects of
the game- and sheds light on the idea of pedagogical content. This is true because of the techniques and
strategies used in addition to the game to enhance deep and full learning. By applying this game into
instruction will apply pedagogical strategies for use of technology.