Scalable Game Design

Frogger Game WOW!
Unit Plan
This curriculum is an adaptation of one designed and developed through Scalable Game Design at the University of Colorado. In particular, these lessons were adapted from Sandy Rea, a teacher from the Boulder Valley School District.
In this unit, students will create a simple but complete version of Frogger game while learning the Agentsheets software program. Students will apply design process to identify objects (agents) and interactions (operations) Throughout this unit, students will be introduced to basic computational thinking, including basic object interaction, stacks, creating object instances, rule based programming (algorithmic thinking), and message sending.
KEY SKILLS AND OUTCOMES FOR STUDENT LEARNING

Computer Science and IT Standards 21
ST
Century Skill(s)
CS.CSITS.2: Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. c. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect.) d. I can create a functional relationship or algorithm using my own words, formulas, and symbols. e. I can summarize how to design and operate a robot, computer game, or other computational artifact that uses functions to solve problems. (WOW!) f. I can design and present computational models of artificial and natural phenomena (e.g., robots, computer programs) that demonstrate and communicate various concepts. (WOW!) CS.CSITS.3 Citizen schools students will collaborate and effectively work in teams to produce computational artifacts c. I can effectively provide feedback to group partners on a computer science project as a tool to facilitate its completion. d. I can constructively evaluate my and others performance in a particular team role. CS.CSITS.5 Citizen schools students will compare and contrast the ways in which computing enables innovation in other fields. a. I can make comparisons between skills learned and identified careers in computing, including - but not limited to information technology specialist, Web page designer, systems analyst, programmer, and CIO.
Oral Communication: The ability to speak to an audience with confidence using eye contact and body language speaking to groups, demonstrating confidence, speaking more comfortably in front of an audience, developing coherent and well-organized content. Technology: The ability to identify and use technology as a tool Leadership: The ability to make decisions, establish goals, volunteer to help other students, role model by focusing on and completing work, following directions, and guiding others to do so.
COLLEGE/CAREER CONNECTIONS
For this apprenticeship, college/career connections are specifically emphasized on Weeks 6-8 (see Scope and Sequence below). Though such connections are not specifically referenced as standards or objectives for each week, Citizen Teachers are strongly encouraged to make connections as the opportunities to do so present themselves in their weekly interactions with students.
GUIDING QUESTIONS
1.) How does game programming relate to programming any vital system used in the real world? 2.) How can computer programming shape a mind for logical reasoning? 3.) How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming? 4.) What is the value in developing a plan or an algorithm before jumping to action too soon? 5.) What is the value in feedback from other people or colleagues in creating any project?
WOW! DESCRIPTION
Using Agentsheets software, students will create a basic computer game entitled Frogger. These computer games will be demonstrated at the WOW! ceremony, where guests will be able to play various versions of the computer game designed by students. Students will also be able to explain, in relative detail, the role of algorithms, feedback, design, and other major aspects of programming to audience members. (Note: The exact structure of the WOW! ceremony will be determined by teachers implementing curriculum)
MATERIALS
Students will be introduced to the basic components of the Agentsheets Additional Resources: software that will be used to design their computer games. Students will also be Frogger PowerPoint (Attached) allowed to play different pre-developed Computational Thinking Curriculum Map (Attached) versions of the Frogger game to Frogger Tutorial Map (found at http://schools.bvsd.org/aspencreek2/computer/Frogger/index.html ) facilitate basic familiarity and understanding of expectations. This familiarity will be required for the BASIC WOW! PLAN successful design, operation, and presentation of their final computer 2 games.
1. ____ number of computers (1 per student.) 2. Agentsheets software (uploaded onto computers) 3. Developed list of 10-12 review questions that pertain directly to WOW! and class expectations discussed with students. (Deveoped by teacher) 4. 1 Bag of multicolored Starbursts. 5. WOW! Introduction Information, Class Expectations Overview (Developed by Teacher and used for apprenticeship introduction) 6. Writing utensils for students 7. Display screen connected to teacher computer for modeling (e.g., Smart Board) 8. Large chart paper and marker for recording field trip/speaker questions 9. Frogger Game Checklist Rubric WOW! Scaffolding 10. Internet access (with access to YouTube)
Week 1
WOW! Connection
Students will be introduced to the basic components of the Agentsheets software that will be used to design their computer games. Students will also be allowed to play different pre-developed versions of the Frogger game to facilitate basic familiarity and understanding of expectations. This familiarity will be required for the successful design, operation, and presentation of their final computer games. Students will learn first important steps in designing computer game and begin draft of their own games. Steps taken for this draft will include creating a new project through programming the movement of the frog. The lesson will end with a practice run to test their programming thus far. Students will build on upon the drafts of their computer games by incorporating new agents (street and tunnel) and designing operating features for those agents, including absorption and transport. Mastering these features with near perfect programming will be important for a quality product to be presented (played!) at the WOW! ceremony. Students will build upon the drafts of their computer games by incorporating new agents (log and river) and designing operating features for those agents, including log maker and drowning features. Mastering these features with near perfect programming will be important for a quality product to be presented (played!) at the WOW! ceremony. Students will build on upon the drafts of their computer games by incorporating the operation of having the frog and log move simultaneously. This session will also be used as a mid-point check by allowing student to play versions of their game to assess their own progress. By the end of the session, students will have a completed version of the computer game! Later sessions will be used to revise and edit as necessary or as desired. Field Trip and/or Speaker Students will spend this session playing other students versions of computer games and providing constructive feedback. Students will incorporate this feedback into making final edits. This should be the last session students use to make major revisions to their computer games. Students final games will be assessed (using provided rubric) by the apprenticeship leaders. Students will also begin rehearsal assignments and process for their WOW! ceremony.
10
Students will apply their understanding of their respective WOW! roles, computer game design and programming through clear presentations for the WOW! ceremony!
LESSON PLANS AT A GLANCE (SCOPE AND SEQUENCE)

Week Guiding Questions Learning Objectives By the end of the lesson, each student will be able to: CS Standards & 21st Century Skills Specific Activities & WOW! Connection
How does game programming relate to programming any vital system used in the real world?
How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming?
1
Learn new skills Model
Summarize the major aspects of the Scalable Game Design Apprenticeship (e.g., expectations for WOW!) Explain the class expectations for the scalable game design apprenticeship. Differentiate the four basic computational thinking patterns for scalable game design. Identify the three components of an Agentsheet
Oral Communicatio n Technology CS.CSITS.2 a
1. Get to Know You/Intro 2. Review expectations & WOW! 3. Intro to Frogger game (Playing different versions of computer game). 4. Identifying Components of Agentsheets 5. Personalizing the Computer Game (Renaming) 6. Assessment (Exit Ticket) WOW! Prep: Students will be introduced to the basic components of the Agentsheets software that will be used to design their computer games. Students will also be allowed to play different pre-developed versions of the frogger game to facilitate basic familiarity and understanding of expectations. This familiarity will be required for the successful design, operation, and presentation of their final computer games.
What is the value in developing a plan or an algorithm before jumping to action too soon
How can computer programming shape a mind for logical reasoning?
2
Explain how to create a new Agentsheet project and design/edit a new agent. Explain algorithms and their role in programming computer games. Utilize knowledge of programming to create a new Agentsheet project and mobile agent (frog)
Oral Communicatio n Technology
CS.CSITS.2 a, b, c
1. Review Agenda, Hook, & WOW! Review 2. Teaching Computer Program Operations 3. Creating a New Project 4. Creating a New Worksheet 5. Programming Frog Movement (Lesson on algorithms.) 6. Programming Test (Informal Assessment) 7. WOW! Connection (Student showcase) and Assessment (Review of major concepts.) WOW! Prep: Students will learn first important steps in designing computer game and begin draft of their own games. Steps taken for this draft will include creating a new project through programming the movement of the frog. The lesson will end with a practice run to test their programming thus far.
What is the value in developing a plan or an algorithm before jumping to action too soon
3
Utilize knowledge of programming to create new Agentsheet agents and corresponding actions.
CS.CSITS.2 a, c, d, e, f
1. Hook (Review) 2. Teaching Agentsheets (Agents, Absorption, and Transport) 3. Creating the Street 4. Creating and Tunnel 5. Absorption (Programming Truck to Disappear) 6. Programming Test (Informal Assessment) 7. WOW! Connection (Student showcase) and Assessment (Review of major concepts, including algorithmic thinking.) WOW! Prep: Students will build on upon the drafts of their computer games by incorporating new agents (street and tunnel) and designing operating features for those agents, including absorption and transport. Mastering these features with near perfect programming will be important for a quality product to be presented (played!) at the WOW! ceremony.
What is the value in developing a plan or an algorithm before jumping to action too soon?
4
Produce Scaffold
Utilize knowledge of programming to create new Agentsheet agents and corresponding actions (log and river agents, drowning behavior of frog.)
CS.CSITS.2 a, b, c
1. Hook/Introduction (Discussion of Guiding Questions) 2. Creating the Log and River Agents 3. Programming Log Maker and Drowning Behavior 4. WOW! Connection and Assessment (Test Run)
WOW! Prep: Students will build on upon the drafts of their computer games by incorporating new agents (log and river) and designing operating features for those agents, including log maker and drowning features. Mastering these features with near perfect programming will be important for a quality product to be presented (played!) at the WOW! ceremony. 1. Review and Visual on Frog/Log Movement 2. Teaching Agentsheets (Frog and Log Movement) 3. Programming Test (Informal Assessment) 4. Computer Gamer Career (Tracing the Path) 5. Playing Computer Games (Practice and Revision) 6. Assessment 7. WOW! Connection WOW! Prep: Students will build on upon the drafts of their computer games by incorporating the operation of having the frog and log move simultaneously. This session will also be used as a mid-point check by allowing student to play versions of their game to assess their own progress.
5
Produce Scaffold
Utilize knowledge of programming and computational thinking to create new Agentsheets agents and corresponding operations. Outline the academic course necessary to achieve a career in computer gaming.
Oral Communicatio n Technology Leadership
CS.CSITS.2 a, b, c
CS. CSITS.5 a
How does game programming relate to programming any vital system used in the real world? How can computer programming shape a mind for logical reasoning?
6
Practice Scaffold
Utilize knowledge of programming and computational thinking to create new Agentsheets agents (e.g., grotto, turtle) and corresponding operations (e.g., turtle movement and operations for winning game) to begin finalizing their versions of computer games.
CS.CSITS.2 a, c, d, e
1. What Have You Learned Computer Programming? (Discussion) 2. Teaching Agentsheets (Turtle, Palm Trees, and Turtle Maker) 3. Designing Behaviors for new agents 4. Test Run (Informal Assessment) 5. Developing Questions for Field Trip/Speaker 7. WOW! Connection WOW! Prep: By the end of the session, students will have a completed version of the computer game! Later sessions will be used to revise and edit as necessary or as desired.
7
Practice Coach
What are 4-5 different careers for individuals interested in robotics and computer science? What are 2-3 steps necessary to complete a career in robotics or computer science? How are the skills I have learned thus far connected to a career in robotics or computer science?
WOW! Prep: N/A
CS.CSITS.5 a
How does game programming relate to programming any vital system used in the real world? How can computer programming shape a mind for logical reasoning? How do other disciplines, such as
8
Practice Coach
Create another challenge level to add to computer games, using developed knowledge of computer game
1. Challenge Level (or Field Trip/Speaker Debrief) 2. Addition of more difficult game level to computer games. 3. Playing other students computer games 4. Connections to WOW!
mathematics, language arts, science, physical education, and social studies, help in game programming? What is the value in developing a plan or an algorithm before jumping to action too soon?
design. Provide constructive feedback to other students that will aid in important revisions.
CS.CSITS.2 a, b, c, d, e,
CS.CSITS.3 c, d
WOW! Prep: Students will spend this session playing other students versions of computer games and providing constructive feedback. Students will incorporate this feedback into making final edits. This should be the last session students use to make major revisions to their computer games.
9
Practice Fade
Apply understanding of their respective WOW! roles, game design, and computer programming through clear presentations and the development of quality products for the WOW! ceremony.
1. Assessment (Rubric) 2. Rehearsal Discussion 3. WOW! Rehearsal
WOW! Prep: Students will finalize last details of their respective teams robots (including building and programming), identify the specific role that they will have for the WOW! presentation and begin formal rehearsals of those parts.
CS.CSITS.2 a, b, c, d, e,
CS.CSITS.3 c, d
10
Practice Fade
Apply understanding of their respective WOW! roles, computer game design and programming through clear presentations for ceremony.
1. Rehearsal as needed Oral Communicatio n Technology Leadership WOW! Prep: Apply their understanding of their respective WOW! roles, game design, and computer programming through clear presentations and the development of quality products for the WOW! ceremony.
CS.CSITS.2 a, c, d, f
CS.CSITS.3 a, b, c, d
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Frogger Game - Lesson 1

In this lesson, students will be introduced to each other, expectations for the Scalable Game Design apprenticeship, and important terminology for computer gaming design. Students will also get a chance to develop familiarity with what their final products will be by playing varying predeveloped versions of the Frogger game.
CSITS Standards
CS. CSITS.2. Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem.
Objectives
Summarize the major aspects of the Scalable Game Design Apprenticeship (e.g., expectations for WOW!) Explain the class expectations for the scalable game design apprenticeship. Differentiate the four basic computational thinking patterns for scalable game design. Identify the three components of an Agentsheet
Lesson Snapshot:
1. Get to Know You/Intro 2. Review expectations & WOW! 3. Intro to Frogger game (Playing different versions of computer game). 4. Identifying Components of Agentsheets 5. Personalizing the Computer Game (Renaming) 6. Assessment (Exit Ticket)
Connection to Guiding Questions

How does game programming relate to programming any vital system used in the real world? How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming?
Vision for Student Mastery: Various oral assessments will be given throughout the lesson as consistent check points for understanding. Students will also be asked to identify Agentsheets programming concepts on their computer screens for floating teachers. At the end of the lesson, students will be given a mini-quiz of answers to review questions. These will serve as their exit slips at the end of class. (Students should turn in completed answers to teacher upon their exit of the classroom.) Correct answers and explanations throughout these activities will serve as evidence of knowledge students gained. Materials
1. 2. 3. 4. ____ number of computers. Agentsheets software (uploaded) Display screen connected to teacher computer (modeling) Developed list of review questions that pertain directly to what WOW! and class expectations discussed with students. 5. Bag of multicolored Starbursts. 6. WOW! Introduction Information, Class Expectations Overview 7. Writing utensils for students
WOW! Scaffolding
Students will be introduced to the basic components of the Agentsheets software that will be used to design their computer games. Students will also be allowed to play different pre-developed versions of the Frogger game to facilitate basic familiarity and understanding of expectations. This familiarity will be required for the successful design, operation, and presentation of their final computer games.
The Hook/Introduction - 15 minutes
Get to know you game Starburst (Whats Your Flavor?) - With your bag of starbursts, have each student pick two starbursts from the bag, but tell them they may not eat the starburst yet. Go around the classroom & ask each student to say their name and share their interesting fact based on the starburst color that they picked Red: Favorite movie Yellow: Favorite food Orange: Favorite Superhero Pink: Favorite band Transition: Now that we know each other a bit better, let us talk about computer games to get things started Hook Discuss with students the following questions by having 3 -4 different student volunteers answer the following questions: (1) Do any of you play computer games? (2) What do you like about playing computer games? (3) What are you really excited to learn in this apprenticeship? What are you most nervous about? Transition: Great. It sounds like you all are going to get a lot out of this apprenticeship, and I am just excited to help you all do many of those things you mentioned. I want to take some time to tell you, specifically, what the apprenticeship and WOW! are going to involve, and what we have to do to get there. But first, I want to give you a little taste of what youll be making.
Student Action
Students will participate in Starburst game (or another teacherdesigned opening ritual).
Students will actively discuss with teacher answers to the prompted questions.
Introduction/Modeling - 45 minutes
At this time, the teacher should have each student log onto their computers and play different versions of the online Frogger Game. Give students approximately 15 minutes to play these games. Different versions of the game are located at the following sites: http://www.download-free-games.com/online/game/frogger http://www.freefrogger.org/welcome.html http://www.planetozkids.com/ozzoom/onlinegames/frogger-onlinegame.htm Transition: Now that you all have experienced, first-hand, the types of project you all will be creating, lets talk more specifically about what will be expected of you in this apprenticeship and how were going to get there. At this time, the teacher should spend 10 minutes discussing with the students what the WOW! is going to be. The teachers should use the information on the unit plan as a guide to help you all talk through the main points of what students will be expected to do for the WOW! and the major steps they will be taking to get there. The teacher should also be sure to talk through the rubric to give students the specific criteria by which their finished products will be judged as a quality computer game. The last part of this discussion should be the ground rules or class expectations. Be sure to emphasize that these will be important for successfully completing the final product and presentation. Student Action
Students should log onto computers and play various versions of the online Frogger games as instructed. Students should pay close attention to teacher as expectations for WOW! Product is explained.

Oral Assessment: Just to make sure you all are on the same page, lets do a quick review. At this time, ask questions from your pre-developed list to ensure that students understand important points surrounding class expectations and the WOW!. You may choose to call on students at random or select volunteers. Transition: Now that we all understand what the expectations are, lets take our first step. There is some very important terminology that you all have to know First, what are Agentsheets? - Agentsheets are what we will be using to help us program our frogger games. On each Agentsheet, there are three important parts or concepts you need to know. At this point, the teacher should instruct each student how to pull up the Agentsheet and help him/her identify the following (teach orally): Gallery- where agents are (point to gallery for each student) Worksheet where game is created (point to worksheet for each student) Behavior how to tell each agent what to do (point to behavior for each student)
Student Action
During this time, students will be either actively listening (eyes on speaker) or answering the questions provided, as called upon. Students will also be identifying certain features on their computer screen by pointing them out for floating teachers/ instructors as requested
There are also four computational thinking patterns in Frogger that you will have to use to design the features of the computer game: The teacher should explain each of the features below and write them each on the board for a later activity. . (NOTE: The provided links include excellent visuals and the specific programming codes to use in explaining, in detail, what these features represent for features of the game.) Absorb (http://scalablegamedesign.cs.colorado.edu/wiki/Absorb): This is the opposite of the generate pattern. Here something needs to absorb a stream of agents, for example a tunnel mouth absorbing vehicles, or a target absorbing electrons. The recommended approach is that the to-be-absorbed agents look for the absorber just ahead as they move. If the detect it, they erase themselves. Trucks, turtles, and logs will need to be absorbed (erased) with truck absorber, log absorber, and turtle absorber agents. Real World Examples: "I want the cars moving to the right to disappear in the tunnel it sees to the right." "I want the frog to disappear when it goes directly over water." Collision (http://scalablegamedesign.cs.colorado.edu/wiki/Collision): Description: Collisions deal with the event wherein two agents run into each other. An example of the collision pattern occurs in the gamelet Frogger, where it can happen that a moving truck hits a frog. The truck wants to continue driving to the right but the frog is in the way. The live frog needs to be replaced by a dead frog when this happens. Real World Examples: "A bat collides with a ball sending the ball flying" "atoms collide with one another sometimes bonding together." Generate (http://scalablegamedesign.cs.colorado.edu/wiki/Generate) : Description:In many gamelet situations one agent needs to generate a stream of other agents that move away, for example vehicles coming out of a tunnel, or electrons coming from an electron gun. The generator agent should create a generated agent next to itself (say to the right), with some probability. The generated agents, once created, move away to the right. The following code is for a tunnel creating a truck. Real World Examples "I want a stream of bullets to come out of a gun when the user hits the spacebar" "I want a stream of cars to come out of tunnels based on some probability (some chance)"
During this time, students will actively listen (eyes on speaker or on computer screen example) as teacher explains concepts.
Ask a series of 5-6 True/False questions regarding robotic design and control that are rooted in
Modeling (Contd.) Transport (http://scalablegamedesign.cs.colorado.edu/wiki/Transport): Description:The transport pattern occurs when one agent carries another agent. Real World Examples: "A boat transports people as it sails across the waters."

Student Action
Students will be actively involved in identifying four Agentsheets concepts in versions of the Frogger game.
"A conveyor belt transports components in a factory. Suppose one agent needs to carry another agent as it moves." Transition: Using this knowledge, we are going to return to the games that you were just playing and identify examples of each of these. Assessment: Students should return to versions of the Frogger game that they were playing earlier in the lesson. In no more than 6-8 minutes, students should identify for floating teachers examples of each of the concepts just discussed: Transport, Collision, Generate, and Absorb. (At one point during the game do you witness collision? Transport? Absorption? Generation?) Transition: Its good that you all have a better understanding of these four concepts because remember, you all will be programming these very same features into your versions of the game. In doing so, you all will need to come up with your own unique terminology to describe these features.
Scaffolding/Coaching - 15 minutes
For example, instead of transport, what term will you use to describe this feature? Instead of tree, what will this character be termed for your own individual game? Be creative! But also remember to stay true to what the feature actually is. Give students 15 minutes to decide what the nouns (the agents turtles, trucks, logs) and the verbs (the operations absorb, generate, collide, and transport) of Frogger are for their own unique games. Students should write down their new terminology (and their names) and turn this in to the teachers for them to keep until students develop significant familiarity with their newly developed terminology. (Note: This activity is to give students another opportunity to take ownership over their games as well as to have them internalize the concepts. If students have trouble renaming with new terms, it is okay to have the terms remain the same.) Transition: To end class, lets recap everything weve learned today and make some connections to the WOW! ceremony.
Student Action
Students will be actively involved in renaming the operations and agents of the Froger game in their own unique terms.
Connection to Wow! and Closing Ritual (Assessment) - 15 minutes

Connection to WOW! - As you will be expected to feature your self-designed computer game in action, you have to know what the relationship is between operations and agents, especially before you begin programming such operations yourself. This is what you were actively involved in becoming more familiar with today. We also discussed the class expectations and computer game rubric, both of which you will need to follow closely to make this apprenticeship as fun and productive as possible. This is what were going to do next: Assessment (Closing Ritual): Exit Ticket On your note card, write your name at the top, and then answer these questions (Note: It might be easier to have these questions already developed and posted somewhere): 1. 2. 3. 4. What are the three parts of an Agentsheet? What are the four basic operations, or actions, of Agentsheet? (Computational thinking patterns?) Summarize what you will be doing for your WOW! presentation. Name one class expectation that we will have to remember to get there.
Student Action
Students will be actively involved in answering the prompted questions on their note cards before leaving the session.
Upon collecting these exit slips before the student leaves, the teacher should review the note cards to determine if
there is any concept that needs to be clarified the next day for particular students.

In this lesson, students will be introduced to create a new Agentsheets worksheet, a frog agent and will be able to move the frog agent in all directions.
CSITS Standards Objectives

Explain how to create a new Agentsheet project and design/edit a new agent. Explain algorithms and their role in programming computer games. Utilize knowledge of programming to create a new Agentsheet project and mobile agent (frog)
CS. CSITS.2. Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect.) I can create a functional relationship or algorithm using my own words, formulas, and symbols.
Lesson Snapshot:
1. Review Agenda, Hook, & WOW! Review 2. Teaching Computer Program Operations 3. Creating a New Project 4. Creating a New Worksheet 5. Programming Frog Movement (Lesson on algorithms.) 6. Programming Test (Informal Assessment) 7. WOW! Connection (Student showcase) and Assessment (Review of major concepts.)
b.
Vision for Student Mastery: Students will have mastered todays lesson if they can easily create a new Angetsheet project, complete with a frog agent that is able to move in all directions. This will be determined by what is presented when they save and test run their programs at the end of the session.
Materials
c.

How does game programming relate to programming any vital system used in the real world? How can computer programming shape a mind for logical reasoning? How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming? What is the value in developing a plan or an algorithm before jumping to action too soon?
1. 2. 3. 4.
____ number of computers. Agentsheets software (uploaded) Saved versions of student games. Display screen connected to teacher computer (modeling)
WOW! Scaffolding
Students will learn first important steps in designing computer game and begin draft of their own games. Steps taken for this draft will include creating a new project through programming the movement of the frog. The lesson will end with a practice run to test their programming thus far.
Frogger Game Lesson 2

Based on what students presented as their exit tickets on the last session, the teachers should use the opportunity to re-teach any concepts that were unclear based on their answers. After doing so, you may want to review the following questions:
1. What are the three parts of an Agentsheet? 2. What are the four basic operations, or actions, of Agentsheet? (Computational thinking patterns?) 3. Summarize what you will be doing for your WOW! presentation. 4. Name one class expectation that we will have to remember to get there.
Student Action
Students will actively discuss with teacher answers to the provided questions.
Transition: Today, were going to practice using the Agentsheets program. Doing so will give us the skills we need to design our computer games. A lot of today will be my modeling and you following along. It will be especially important for you to follow along closely because again, not knowing how to do these basic things can hurt you and your progress in the long run.
Modeling/Scaffolding - 35 minutes
At this time, the teacher will go through each step below, first modeling how to do each one and giving students ample time to practice the skill on their own. (NOTE: The provided hyperlinks include excellent visuals and more information to help explain, in detail, how to perform each step.) First, were going to use Agentsheets to create a new project. 1. Demonstrate how to open Agentsheets program and have students make a new worksheet. Creating_A_New_Project Select File->New Project... to start a new AgentSheets project. This will bring up a file dialog to define what the name of the new project is and where to save it. Name the project "Frogger" in the file dialog that comes up (if the name "Frogger" is taken, try to put a number behind it like "Frogger_2235") and click OK. A "Define Agent Size" dialog box should appear. Choose the size of your agents. For the game we are creating, you don't need to change anything the default size of 32x32 pixels will work, so just click OK again. A window should appear in the top left; this is the Gallery Window. Check to ensure that each student successfully completed this step as evidenced by what is presented on their computer screens. Next, were going to make our most important agent, the frog. 2. Demonstrate how to create a new agent and have students make a frog agent. Creating_the_Frog Student Action
During this time, students will actively listen (eyes on speaker or on computer screen example) as teacher explains each concept, then they will actively practice concept when cued.

Click "New Agent" button to create the Frog agent: At the bottom of the Gallery window click the "New Agent" button. Name the agent Frog. The Frog agent should appear in the gallery. We will now draw the Frog. Click the "Edit Depiction" button to draw the Frog: Select the Frog agent in the Gallery and click the "Edit Depiction" button at the bottom of the window. The Depiction Editor should now open. In the Depiction Editor we will draw what our Frog will look like. Check to ensure that each student successfully completed this step as evidenced by what is presented on their computer screens. Now lets learn how to create a new worksheet. The Worksheet is our game level or stage where we place our agents. 3. Demonstrate how to create a new worksheet and have students open a new worksheet. Creating_a_Worksheet Select File->New Worksheet to create a new worksheet: This will create a new, empty worksheet. Resize the Worksheet Window to the size you want your level to be (by clicking and dragging the bottom right of the window). The empty worksheet is where we will create the level for our game. Our level should include the Street, the Frog, and (eventually) Cars or Trucks. Lets first create the Street. The Street will be a series of lanes that run across the Worksheet window. We will do this by placing the Street agent on the worksheet. Use Pencil tool to place Streets in the Worksheet: Select the Street agent in the Gallery window by clicking on it. In the Worksheet window, use the Pencil tool to place lanes from left to right. If you want the lanes to cover a region, click on the filled Draw Rectangle tool (the rectangle which has textured middle) and make a Rectangle that covers a section of the screen you want the lanes to appear. This should create multiple lanes across the screen. If you make a mistake you can use the Clear button located in the bottom right to clear everything or the Eraser tool on the left to clear specific agents. Keep in mind that to complete the Frogger game, you will eventually have to make and put a river above the street lanes, so place the street towards the bottom of the worksheet, leaving space for the river (we will create the river in part 2 of this tutorial). Place your Frog agent in the Worksheet: In a similar fashion, place one Frog in the Worksheet window. You only want to place a single Frog, since it will be cursor controlled. Make sure the agents are in the default starting position (e.g. the frog is in the start position at the bottom of the level). It is important that you do not draw over the Frog with the Street agent. This means if you place a Frog on the worksheet, do not draw the Street over it without erasing the Frog first. Check to ensure that each student successfully completed this step as evidenced by what is on their computer screens. This is a good time to save the worksheet! Lets learn how to do that because this is VERY important. 4. IMPORTANT:_Saving_the_Worksheet While the Worksheet Window is selected, go to File->Save; DO NOT CHANGE THE DIRECTORY UNDER ANY CIRCUMSTANCES! IF YOU DO THIS THE PROGRAM WILL NOT WORK. Name the worksheet "Level 1" and hit Save. You can test if saving worked, by hitting the "Reset" button in the worksheet window: if the screen doesn't clear (meaning no agents disappeared), you have successfully saved the worksheet window. If the screen did clear, place the agents in the positions they originally were and try to save again following the directions above. If the screen still clears, Ask for Help. Then have students run the program to see what happens (nothing yet!). Student Action

So you have already created and saved the first version of the level. Now let's test our program by running it and trying to play the game to see if it works the way we think it should 5. Play_Test:_Running_the_Program In the worksheet window, hit the 'Run' button located at the bottom left. What happens?
Student Action
Does the Frog do anything or does it just stay in one place? Can you control the Frog movements? For example, if you hit the up arrow, does the Frog agent move up?
The answer is no. To give our Frog the ability to move, we have to give a "behavior" to our Frog agent. As you will see, behaviors allow us to make our agents act in certain ways. 6. Demonstrate how to edit the behavior of the new agent and have students make frog agent movements correspond to the arrow keys. Programming_the_Frog_Movement
We now need to figure out what our agents do while the game is running. The Frog must move in the correct direction when given the Up, Down, Left, and Right command from the keyboard. Lets add this. Use the "Edit Behavior" button to open the Frog behavior editor: In the Gallery window select the Frog agent and click the "Edit Behavior" button located at the bottom of the Gallery window; This should bring up the Behavior Editor for the Frog, which at this point will contain no behaviors. The kind of behaviors that we will give to our Agents are called rules , or algorithms. Algorithms are made up of an IF-THEN statement. For controlling the Frog using the cursor keys, one of the rules we need should be that IF the Up key is hit, THEN the frog will move up. Overall we should have 4 rules, one for each direction (Up, Down, Left, Right). The teacher should especially elaborate on this point of the role of algorithms and how they operate. Double click the If box to get the Conditions Palette. Alternatively, go to Tools>Conditions Palette. This will open the Conditions window that contains all the available conditions (blue language pieces). Ask students to re-run the program to see if movement works. 7. Play_Test:_Testing_The_Frog_Movement_Again Take a few seconds to run your program once again and make sure you can move your Frog in all directions- Up, Down, Left, and Right.

If you can't, review the Frog agent's behaviors for possible mistakes and retest. If it does work, AWESOME JOB!
Transition: On the next session, we will be creating the street and truck agents and learning generation and absorption of trucks. But first were going to get some practice with computational thinking.
Coaching - 30 minutes
Bridge-builder (25 minutes) Students will individually complete this activity to get an even better understanding of the components of Agentsheets and the types of computational thinking patterns involved in using Agentsheets. This activity allows students you to try your hand at designing bridges. The goal of Bridge Builder is to make the most efficient bridge, defined as the bridge with the fewest bricks. The bricks tell you how much stress or tension they have on them by turning shades of red. The more tension, the more red they are. If there is too much tension on a brick, it will fall out the bridge. The teacher should take 5 minutes to talk through and model the following, using a computer screen large enough for all students to see. Press the Run button. You will see the cars traveling across the bridge. To remove bricks: Click on the eraser tool. Now click on a brick to remove it from the bridge.
Student Action
As you remove bricks, some of the remaining bricks may turn pink or red, showing the amount of tension on the bridge. Some tension is okay and necessary to build an efficient bridge. Too much tension will cause the bridge to collapse. If the bridge collapses and the cars begin to crash: Press the Reset button. Press the Run button. Repair your old design or try a new one.
OR As an extension activity, students will be actively involved in editing the color, size, or shape of their agents as time or activity completion permits.
To add bricks: Click on the brick icon in the Gallery Click on the pencil tool in the Worksheet. Now click on the worksheet to add bricks.
http://scalablegamedesign.cs.colorado.edu/gamewiki/images/8/85/StudentActivity.pdf (Student instructions and questions to answer) http://scalablegamedesign.cs.colorado.edu/gamewiki/images/8/85/StudentActivity.pdf (Answer Key) Remember that to build the most efficient bridge, you will probably have some bricks that are showing red. That is okay, as long as they don't fall out. As you go through and complete the activity, you should be sure to answer the questions to the best of your ability. Extension/ Remediation Students can edit their agents at any time. Encourage students to spend a short time on the initial creation and edit later as desired. This might be an appropriate extended activity for students who catch on to Agentsheets concepts quickly.
WOW! Connection and Assessment - 10 minutes

WOW! Connection: To demonstrate how this lesson connects to the ultimate WOW! product, the teacher should elect one of the students worksheets from the last lesson and project it on an overhead screen. Demonstrate what can be done so far on her/his worksheet (frog can jump in all 4 directions). Compare this to a completed version of Frogger so students can see where they are headed. Inform students that during the next session, they will be making the road portion of the game. Assessment Now, were going to review what we learned about Agentsheets today by answering the questions you all completed while engaging with Bridge Builder and some other ones. Review the questions prompted in the Bridge Builder activity (using the answer key) and ask the additional questions below: a. Who can give me an example of an algorithm that we used today? b. What is the purpose of an algorithm? Student Action
Students should pay close attention to teacher as connections to WOW! Product are explained.
Students will actively discuss with teacher answers to the provided
questions as an assessment .

In this lesson, students will create street, truck, and tunnel agents. Students will create the movement behavior for the trucks and will program the absorption and creation of the trucks.
CSITS Standards
CS. CSITS.2.
Objectives Utilize knowledge of programming to create new Agentsheet agents and corresponding actions.
Lesson Snapshot:
1. Hook (Review) 2. Teaching Agentsheets (Agents, Absorption, and Transport) 3. Creating the Street 4. Creating and Tunnel 5. Absorption (Programming Truck to Disappear) 6. Programming Test (Informal Assessment) 7. WOW! Connection (Student showcase) and Assessment (Review of major concepts, including algorithmic thinking.)
Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect. I can create a functional relationship or algorithm using my own words, formulas, and symbols.
b.
c.
Vision for Student Mastery:

Todays lesson focuses on incorporating new agents and programming specific actions that correspond with each agent. Successful programming and agent creation will be evidenced by what is presented during the test run at the end of the lesson. (For example, do the Trucks disappear when they reach the Tunnels on the right (at the end of the street)? These and other operations practiced during the lesson will need to be demonstrated during the test run.
How can computer programming shape a mind for logical reasoning? How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming? What is the value in developing a plan or an algorithm before jumping to action too soon?
Connection to Guiding Question

Materials and Pre-Planning: 1. 2. 3. 4. ____ number of computers. Agentsheets software (uploaded) Saved versions of student games. Display screen connected to teacher computer (modeling)
WOW! Scaffolding
Students will build upon the drafts of their computer games by incorporating new agents (street and tunnel) and designing operating features for those agents, including absorption and transport. Mastering these features with near perfect programming will be important for a quality product to be presented (played!) at the WOW! ceremony.
Before we continue working on programming our game, its important for us to review what we have learned thus far. So, someone remind me. What are the different components of Agentsheets? Gallery- where agents are Worksheet where game is created Behavior how to tell each agent what to do And what are the four computational thinking patterns in Frogger? (Teacher should call on different students to answer.) o Absorb: Trucks, turtles, and logs will need to be absorbed (erased) with truck absorber, log absorber, and turtle absorber agents. o Collision: Trucks collide with frogs. We will use a simple form of collision to deal with trucks colliding with frogs. o Generate: Trucks, turtles, and logs will need to be generated with truck maker, log maker and turtle maker agents. o Transport: Logs and turtles transport the frog. This slightly more advanced pattern will be used in part II of the Frogger tutorial. Also, remember that the nouns are the agents and the verbs are the operations of Frogger. 1. Finally, I want someone to remind me of what an algorithm is. 2. Can someone give me an example of how algorithms are operating so far in the game design we have developed thus far? That is, whats an example of an algorithm? Transition: Today we will be using Absorb and Generate. We will be creating the next most prominent nouns today the streets and trucks, and corresponding movements, the operations.
Student Action
Students will actively discuss with teacher answers to the prompted questions.
At this time, the teacher will go through each step below, first modeling how to do each one and giving students ample time to practice the skill on their own. (NOTE: The provided hyperlinks include excellent visuals and more information to help explain, in detail, how to perform each step.) 1. First, I want you to demonstrate for me how to open the Agentsheets program and how to open your saved versions of Frogger from last lesson. Check understanding of each student as evidenced by what is on screen and aid appropriately. 2. Next, I want you to remind me how to create a new agent. In fact, I want you to make me make a street agent. Place street agents on worksheet using pencil tool to make three lanes of street. Check understanding of each student as evidenced by what is on screen and aid appropriately. Creating_the_Street (http://scalablegamedesign.cs.colorado.edu/wiki/Frogger_Tutorial#Creating_the_Stre et : Click the "New Agent" button to create the Street agent. Name the Agent Street. Open the Depiction Editor Window to draw your Street in the same way you drew the Frog. Make sure you draw a street that goes across from left to right.
Student Action

3. Now were going to create a new truck agent. Remember, these can be edited at any time, so do not spend a lot of time on the art work right now. After creating the truck, you will edit the behavior of the agent to move from left to right. Teacher should model and talk through this first, then have students work independently to complete.
Creating_and_Programming_the_Truck (http://scalablegamedesign.cs.colorado.edu/wiki/Frogger_Tutorial#Creating_and_Programming_the_Truc k)
Student Action
We now have a Frog that can move forwards, backwards, left and right. From making the Frog we now gained the basic skills necessary for creating an agent and adding basic behaviors. We will now create a Truck that will drive on the Street.
Create and draw the Truck Agent: Create a new agent called Truck, the same way you
created the Frog and the Street. As you did when you created the Frog, draw the picture youd like to use to represent the truck. Program Truck Movement: Now let's Add a Behavior to the truck that allows the truck to move from left to right. Open the Truck's behavior editor. We want our Truck to move to the right every so often, as long as there is road to the right. Drag the "See" condition and click on its depiction parameter to define that the Truck needs to see a Street and its direction parameter (arrow) to indicate that it needs to see the Street to its right. Add the "Once every" condition and type 0.5 to specify that the truck will move only every 0.5 seconds. Then, put the "move" action in the then part to complete the behavior. The behavior should look like the following: Allow students to do this independently. Check understanding of each student as evidenced by what is on screen and aid appropriately. 4. Now run the program to test the movement. Play_Test:__Testing_the_Truck_Movement (http://scalablegamedesign.cs.colorado.edu/wiki/Frogger_Tutorial#Play_Test:__Testing_the_Tr uck_Movement) Now let's test our program to see how the Truck agent works. In the Worksheet window, Place a few Truck agents on the street, save the worksheet, and hit the "Run" button.
Do the trucks move? If the trucks do not move, go back to the steps above and make sure you implemented the behavior as described. Also, in the worksheet, make sure there is a street to the right of the trucks. If the trucks do move, let the program run. What happens with the trucks when they reach the end of the street? Do the trucks disappear? Are more trucks created from the left? How are we going to get more trucks to appear?
In most cases, the cars just stack up on the edge. Allow students to do these steps independently. Check understanding of each student as evidenced by what is on screen and aid each student appropriately. 4. Now, Im going to demonstrate how to make the tunnel agent and program to generate (one of the computational thinking patterns!) cars on left side of the worksheet., and then youre going to do it independently. Creating_and_Programming_the_Tunnel (http://scalablegamedesign.cs.colorado.edu/wiki/Frogger_Tutorial#Creating_and_Programming _the_Tunnel)

We need to make an agent that creates our truck on one side of the screen (because in Frogger, trucks appear on one side) and erases the truck on the other side (as the trucks "drive off" the screen). Think of this as a tunnel where the trucks originate from and disappear into. Create the Tunnel Agent: Now, in the Gallery window, select New Agent again, name this agent Tunnel. Draw Tunnel depiction: First, draw one tunnel depiction using the depiction editor (like you have for our previous agents Create the second Tunnel depiction: The tunnel agent has 2 depictions-- one depiction for trucks coming out of the tunnel, and another depiction for the truck going into the tunnel (use the Tunnel picture to the right as a reference). An agent can have multiple depictions that can represent different agent states. After you have completed the first tunnel picture, you need to in the Gallery window choose the Tunnel agent and if you want to draw a depiction for the end tunnel from scratch, click the "New Depiction" button and edit the new depiction like before. However, you can easily rotate the original Tunnel depiction to use as the second depiction by selecting the Tunnel depiction, then using the Gallery->Duplicate Depiction->Flip Horizontal... menu option and naming your new depiction. Your Tunnel agent should now include both pictures. Place Tunnel agents at the right and left end of the street: Using the pencil tool, place the appropriate tunnel agents at each end of the street lanes as shown below and make sure you save your worksheet. We must now define the Tunnel behavior. Basically we want to create the behaviors such that the Tunnel periodically creates Trucks on the street. Add Truck-generation behavior to Tunnel agent: Open the Behavior Editor for the Tunnel Agent and create a rule that looks like the following: Explanation: We want the Tunnel to create a Truck to its right, but only if there is street there. Otherwise, if there is, say another car, it shouldn't create one, because the Trucks will then pile up on top of each other. We also want our trucks to be created in a 'non-uniform' fashion, meaning we don't want the trucks to be created in such a way that the user can easily figure out the pattern of how often the trucks are created. So the behavior states "If there is street directly to the right of the Tunnel Agent, Then create a Truck once every 0.6 seconds." It also says that "this behavior has a 25% chance of happening." So every 0.6 seconds there's a 25% chance that the tunnel will create a truck agent on the street to the right. What is this type of rule called? (algorithm) Can you talk a little bit more about whan algorithm is? Good, now I want you to create and program this tunnel agent for your individual games. Allow students to do these steps independently. Check understanding of each student as evidenced by what is on screen and aid each student appropriately. Students should save the worksheet periodically and check with the reset button to verify that it worked. IMPORTANT:_Saving_the_Worksheet Now that you have saved your work, were going to learn how to program the trucks behavior in a way to make the truck disappear on the right side of the worksheet.
Student Action

I am going to first demonstrate how to edit the truck behavior to make the trucks disappear on the right side of the worksheet, and then just like the other programming we have done, you will do it on your own. Revisiting_the_Truck:_Making_Trucks_Disappear_at_the_End_of_the_Road (http://scalablegamedesign.cs.colorado.edu/wiki/Frogger_Tutorial#Revisiting_the_Truck:_Making_Trucks_Dis appear_at_the_End_of_the_Road) Now that we have the Tunnel at the end of the road, we need to tell the Truck to erase itself when it gets there. Add Truck Erase Behavior: Open the Truck's behavior editor and add a new rule by using the "New Rule" button at the bottom of the window. Then, add conditions and actions to have the Truck erase itself when it reaches the end tunnel. The complete behavior of the Truck with its two rules will look as follows: (see picture on attached link). Explanation: If there is a tunnel to the right of the truck, the Truck should disappear by erasing itself (note that the "dot" in the direction parameter refers to the agent itself). So if there is a tunnel to the right of the Truck we have the Truck agent erased. Otherwise, if there is a street directly to the right of the Truck, the Truck will move to the right once every 0.5 seconds.
Student Action
Transition: As the culminating activity, were going to test our programming and revise, as a form of assessment. Were then going to review important terminology that I want to make sure we remember. So this is what I want everyone to do:

Extension/ Remediation Students can edit their agents at any time. Encourage students to spend a short time on the initial creation and edit later as desired. Assessment: Play_Test:_Truck_and_Tunnel_Behaviors (http://scalablegamedesign.cs.colorado.edu/wiki/Frogger_Tutorial#Play_Test:_Truck_and_Tunnel_Be haviors%20) In the Worksheet window hit the run button.

Student Action
Students should follow directions to play the versions of the games theyve developed thus far. Students will actively discuss with teacher answers to the prompted question.
Do the Tunnels on the left (at the beginning of the street) create Trucks? Do the Trucks disappear when they reach the Tunnels on the right (at the end of the street)?
If one of these does not work, go back to the Truck and Tunnel behaviors and see if the behaviors are programmed correctly. If both of these work correctly play around with the game. Move the frog into the street and see if you can make it across. Try to have the frog get hit by a truck.
What happens? What's wrong?
Allow students to do this independently. Check understanding of each student as evidenced by what is on screen and aid appropriately. Someone remind me again, what is meant by absorption and generation when were talking about computational thinking patterns? How does this represent algorithmic thinking? WOW! Connection: How does what we did today connect to our WOW! product?(Rhetorical) What
you did today was build upon the drafts of your computer games by incorporating new agents (street and tunnel) and designing operating features for those agents, including absorption and transport. Most of you were able to master this, and thats great! These will be important for your final computer games!
Students should pay close attention as WOW! progress is explained.

In this lesson, students will create log and river agents as well as log maker and frog drowning programming features for their computer games.
CSITS Standards
CS. CSITS.2. Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect. I can create a functional relationship or algorithm using my own words, formulas, and symbols.
Objectives Utilize knowledge of programming to create new Agentsheet agents and corresponding actions (log and river agents, drowning behavior of frog.)
Lesson Snapshot:
1. Hook/Introduction (Discussion of Guiding Questions) 2. Creating the Log and River Agents 3. Programming Log Maker and Drowning Behavior 4. WOW! Connection and Assessment (Test Run)
b.

Todays lesson focuses on incorporating new agents and programming specific actions that correspond with each agent. Successful programming and agent creation will be evidenced by what is presented during the test run at the end of the lesson. (For example, are new logs generated as necessary and can frogs use logs as bridges)? These and other operations practiced during the lesson will need be demonstrated during the test run.
c.
Guiding Questions
How does game programming relate to programming any vital system used in the real world? How can computer programming shape a mind for logical reasoning? How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming?
Materials 1. ____ number of computers. 2. Agentsheets software (uploaded) 3. Saved versions of student games. 4. Display screen connected to teacher computer (modeling)
WOW! Scaffolding
Students will build on upon the drafts of their computer games by incorporating new agents (log and river) and designing operating features for those agents, including log maker and drowning features. Mastering these features with near perfect programming will be important for a quality product to be presented (played!) at the WOW! ceremony.

Guiding Questions Discussion: Today, were going to begin with a quick discussion to connect your work with some other big questions I want us to think about. These questions will help us understand how and why computer games are much more than just computer games. For example, how do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming? How have these things helped you in programming your games thus far? What is the value in developing a plan or an algorithm before jumping to action too soon? Why do you think its important, for example, to program a plan, or a system, for the behavior of the frog agent before allowing it to do its own thing? How can we connect this to other examples in our life? Student Action
Students will actively discuss with teacher answers to the prompted guiding questions.
Transition: As we continue to program and finish up our game design, I want us to continue thinking about these big questions. Today, we will be learn how to do 2 new things: 1. Create the Log and River Agents 2. Program Log Maker and Drowning Behavior
At this time, the teacher will go through each step below, first modeling how to do each one and giving students ample time to practice the skill on their own. (NOTE: The provided hyperlinks include excellent visuals and more information to help explain, in detail, how to perform each step.) 1. First, I want you to demonstrate for me how to open the Agentsheets program and how to open your saved versions of Frogger from last lesson. Check understanding of each student as evidenced by what is on screen and aid appropriately. 2. Next, I want you to remind me how to create a new agent. Today, we will be creating the river agent and the log agent. What should probably be my first step in doing so? The_Log_Agent and The_River_Agent The teacher should continue to go through the process of creating the agent and programming corresponding features (how to make a river and log agent and how to set up behavior of log to move left to right and disappear at right side of worksheet like trucks). Teachers should first try to build on what students already know to help the modeling process (For example, asking questions like What would make the most sense for me to do next? before actually completing the next step in the process).
Student Action
During this time, students will actively listen (eyes on speaker or on computer screen example) as teacher explains each concept, then they will actively practice concept when cued is explained.

Student Action
During this time, students will actively listen (eyes on speaker or on computer screen example) as teacher explains each concept, then they will actively practice concept when cued
1. Create the River Agent: The River Agent will have no behaviors of its own-- it will just be a depiction. Other agents, like the Log and Turtles, will invoke the River for their own behaviors. 2. Place the River on the Worksheet: You can use the picture at the bottom as a guide of what the river depiction can look like; You can use the picture at the top of this tutorial as a guide to where you can place the river.
3. Modifying the Frog Behavior:The river agent itself has no behavior; however, if the frog is directly above the river, the frog must drown and the game must reset (this is similar to when the frog gets hit by a truck and the frog gets squished and the game resets). Therefore, we have to go back to the Frog Behaviors and add the following rule:
In the above rule you can see that if the frog is directly above the river, the simulation resets and the frog gets erased. To let the player know that the frog is drowning you can add another depiction (similar to "squished frog"); however, in this example, we use the "Speech Action" (denoted by the mouth) that allows us to type in a phrase to be spoken by the computer (on windows machines the might not be heard but the text of the message is put on the bottom of the screen). We have the speech action speak the words "I cannot swim"-- this notifies the user that the frog should not jump in the water.

Demonstrate how to modify the frog behavior so that when the frog jumps into the water, I cannot swim is printed on screen, a splash sound is played, and the frog dies. Then allow students to work individually to program this new frog behavior. As they individually complete this step, students should then do a test run of their new behavior. As they do so, teachers should check for understanding according to result of test run. Play_Test:__Testing_the_Drowning_behavior (Checking for Understanding)
Student Action
Now let's quickly test our program to see what happens if the Frog Agent jumps in the River Does the user get notified that they did something wrong (through sound or visually if you used created a drowning depiction?)-- If you are on a Windows machine the sound may not play but you should see text at the bottom of the screen. Does the Simulation Reset?
If one of these does not work correctly, go back through the frog behaviors and see where you might have made a mistake. Otherwise, Good Job! Now let's add the agents that float on the river and allow our Frog to cross! 4. At this time, the teacher will go through each step below, first modeling how to do each one and
giving students ample time to practice the skill on their own.

(NOTE: The provided hyperlinks include excellent visuals and more information to help explain, in detail, how to perform each step.) Now we are going to create the log maker agent and program the behaviors for the log maker agent and log agent. What should probably be my first step in doing so? The_Log_Maker_Agent and Behaviors_for_the_Log_Maker_Agent_and_Log_Agent The teacher should continue to go through the process of creating the agent and programming corresponding features Teachers should first try to build on what students already know to help the modeling process (For example, asking questions like What would make the most sense for me to do next? before actually completing the next step in the process).
Create the Log Maker Agent: This Agent will create and delete the logs ( exactly similar to the Tunnel Agent we made in Frogger Tutorial Part 1 that created and deleted trucks ). Just create a Depiction for right now; in our example, we use a bridge. Do not worry about programming the behaviors just yet; we will create the Log Agent first and then do the behaviors of the Log Maker and the Log Agent together. We will now create the Log Agent.

Create the Log Agent : Again you can use the above picture (or the picture to the right) as a guide. Don't worry about the Log behaviors right now-- We will do the behaviors after we do the Log Maker behaviors We will now program the Behaviors for the Log Maker Agent and the Log Agent. Create Behaviors for the Log Maker Agent: Logs move from right to left; therefore, If there is river water to the right of the Log Maker, the Log Maker creates Logs. The rules for the Log Maker are as follows. During this time, students will actively listen (eyes on speaker or on computer screen example) as teacher explains each concept, then they will actively practice concept when cued.
Student Action
Notice that every .6 seconds there is a 50% chance of a log being created. This is to make the game challenging-- if logs were always created then there would be less of a challenge for the frog to cross the river. Create Behaviors for the Log Agent: The Log Agent Moves from left to right. Therefore the Log Agent needs to move right when there is water to the right of it and erase itself when there is a Log Maker to the right of it. However, the log must also Transport the frog if the frog is on top of the log. So instead of using the move action, we use the transport action-- which works like move, except if there is an agent on top of the log, it 'comes along for the ride'. So the Log has to have the following behavior:
The Log Erase Behavior The first rule erases the log if it encounters a Log Maker to the Right The Log Transport Behavior In the second rule, the log transports itself and anything on top of it to the right, every .5 seconds, assuming there is water there. Therefore, if an agent is above the log, it moves along with the log. Please note that with the above behavior, the Log agent can transport anything that lands on top of it, not only Frogs, so if you want a Log that is discriminating about what it transports, you need to specify that.

Extension/ Remediation students can edit their agents at any time. Encourage students to spend a short time on the initial creation and edit later as desired. Students should be sure that they have appropriately saved their work! Assessment: Student Action
Students will take the necessary steps to play the test versions of the games they have developed thus far.
Now let's test our program to see how if the Log Agent works. In the Worksheet window, Place two Log Maker Agents across from each other on each side of the river. Use the picture at top if you need a guide as to where to place agents. Hit play

Do Logs get created? Do the Logs Move across the river and disappear when they reach the Log Maker Agent? Does the Frog Get Transported when it jumps on the log?
If they do Super Job! If not go back to the behaviors of the Log Agent and the Log Maker Agent and see where you might have made a mistake.
WOW! Connection: How does what we did today connect to our WOW! product? What you did today
was build upon the drafts of your computer games by incorporating new agents (log and river) and designing operating features for those agents, including the log maker and drowning features.. Most of you were able to master this, and thats great! These will be important for your final computer games!

In this lesson, students will begin the second section of Frogger. The bridge agent will be created as a log generator. Students will also program the game to communicate that the frog cannot swim and will add sound effect. Students will use the transport computation thinking pattern to move frog on log.
CSITS Standards
CS. CSITS.2. Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a selfdesigned computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect.) I can create a functional relationship or algorithm using my own words, formulas, and symbols.
Objectives
Utilize knowledge of programming and computational thinking to create new Agentsheets agents and corresponding operations. Outline the academic course necessary to achieve a career in computer gaming.
b.
c.
Lesson Snapshot:
1. Review and Video on Frog/Log Movement 2. Teaching Agentsheets (Frog and Log Movement) 3. Programming Test (Informal Assessment) 4. Computer Gamer Career (Tracing the Path) 5. Playing Computer Games (Practice and Revision) 6. Assessment 7. WOW! Connection
CS. CSITS.5
Citizen schools students will compare and contrast the ways in which computing enables innovation in other fields. a. I can make comparisons between skills learned and identified careers in computing, including - but not limited to - information technology specialist, Web page designer, systems analyst, programmer, and CIO.

Todays lesson focuses on incorporating new agents and programming specific actions that correspond with each agent. Successful programming and agent creation will be evidenced by what is presented during the test run at the end of the lesson. (For example, do the Trucks disappear when they reach the Tunnels on the right (at the end of the street)? These and other operations practiced during the lesson will need be demonstrated during the test run. Students should also be able to discuss in relative detail the steps necessary to begin a career in computer science.

Materials and Pre-planning 1. 2. 3. 4. ____ number of computers and headphones. Agentsheets software (uploaded) Saved versions of student games. Display screen connected to teacher computer (modeling)
WOW! Scaffolding
Students will build on upon the drafts of their computer games by incorporating the operation of having the frog and log move simultaneously. This session will also be used as a mid-point check by allowing student to play versions of their game to assess their own progress.
Todays lesson will focus on the computational thinking pattern, transport, and how it will be used for frogs on logs. To show you this concept, visually, I want you to look up here and watch it in action. At this time, the teacher should go the following website which visually demonstrates the transport computational thinking pattern. http://scalablegamedesign.cs.colorado.edu/gamewiki/images/8/85/CTPtransport.gif The main point for students to take away and understand is that transport involves one agent (log) carrying another agent (frog). Another way to think about is how we discussed it earlier:
Student Action
Students will watch the demo video, paying close attention to what the concept of transport represents.
Real World Examples: "A boat transports people as it sails across the waters." "A conveyor belt transports components in a factory. Suppose one agent needs to carry another agent as it moves." Transition: This advanced feature is what we will be programming today, and like all of our operations, it requires you to use your knowledge of algorithms to make this happen.
At this time, the teacher will go through each step below, first modeling how to do each one and giving students ample time to practice the skill on their own. (NOTE: The provided hyperlinks include excellent visuals and more information to help explain, in detail, how to perform each step.) First, I want you to open the Agentsheets program and open your saved versions of Frogger from the last lesson. Check understanding of each student as evidenced by what is on computer screens and aid appropriately. Next, Im going to model for you how to get the frog to move with the log. Getting_the_Frog_to_Move_with_The_Log Student Action

Modeling Contd. The Log Agent Moves from left to right. Therefore the Log Agent needs to move right when there is water to the right of it and erase itself when there is a Log Maker to the right of it. However, the log must also Transport the frog if the frog is on top of the log. So instead of using the move action, we use the transport action-- which works like move, except if there is an agent on top of the log, it 'comes along for the ride'. So the Log has to have the following behavior:
Student Action
The Log Erase Behavior The first rule erases the log if it encounters a Log Maker to the Right The Log Transport Behavior In the second rule, the log transports itself and anything on top of it to the right, every .5 seconds, assuming there is water there. Therefore, if an agent is above the log, it moves along with the log. Please note that with the above behavior, the Log agent can transport anything that lands on top of it, not only Frogs, so if you want a Log that is discriminating about what it transports, you need to specify that.
Allow students to do this independently. Check understanding of each student as evidenced by what is on screen and aid appropriately.
Now run the program to test the movement. Play_Test:_Testing_Frog_Log_Interactions Check understanding of each student as evidenced by what is on computer screens and aid appropriately. Students should save the worksheet periodically and check with the reset button to verify that it worked. IMPORTANT:_Saving_the_Worksheet Transition: On next week, we will finish up designing our computer games by adding the turtle agent and generator! You all have made wonderful progress, and youre well on your way to having designed your own computer game! You all have learned a lot of skills, and many of you have shown significant talent and interest in what the computer gaming field is all about. Were going to spend some time the next few sessions thinking about this: What do I need to do if I want to be a computer gamer? How long would I have to go to school? What kind of classes would I need to take? Were going to spend the next 20 minutes discussing those things. We are gthen going to spend some time testing out our games some more and refining them and a quick assessment at the end of class to get a sense of what youve learned today.
Students will independent ly perform program operations then run the program to test the movement.
Scaffolding/Coaching 20 minutes
On your computers, I want you go to the websites listed below. (Note: Teachers may want to have this website already displayed somewhere in the space before the session begins). After reading the information on the provided webpage, I want you to be prepared to answer the following questions after watching/reading each one: http://www.youtube.com/watch?v=KcdK6WdqIao&feature=related (Day in the Life: Computer Programmer) 1. What aspect of the game designers life interested you the most? 2. What were some of the things that surprised you the most about his life as a game designer? http://www.allartschools.com/faqs/computer-game-design (Info on career) 1. What are some of the tasks involved in producing an enjoyable video game? (Take a look at the subheading, Everyday Computer Game Design Tasks.) 2. What are four skills you will need to be a video game designer? (Take a look at the subheading, Skills Needed.) After students are allotted 15 minutes to watch and read information on the indicated websites, the teacher should lead an oral discussion of the answers to these questions by either calling on different students for responses or by allowing volunteers to share.
Student Action
Students will first watch the feature video, then answer the question on a separate sheet of paper. Students will then read about the skills needed for a successful game designer and answer the correspond ing questions.
Transition: I hope you all were able to learn some of the things necessary for achieving a career in game design, especially because I get the feeling that you all would be quite talented at it. Speaking of which, lets talk about how what we did today fits with our WOW! schedule. Then well wrap up with a quick review.
Connection to Wow! and Assessment - 15 minutes

Connection to WOW! Today we worked on the transport feature of the log. On next week, well add our final agent (turtle) and add the final operations for the turtle. Youll then have designed your very own computer game! Remember, however, that another part of the WOW! ceremony will be you presenting your knowledge of how you designed your computer game. Thus, we have to make sure we dont forget any of the important concepts and terminology weve learned about computer programming. To test this, were going to end class with an activity called Take A Stand. Assessment (Closing Ritual): Take A Stand Listen to the following statements. If you believe it is true, based on what you all learned today, I want you to take a stand and stand up. But you are also volunteering yourself to explain why you believe it is a correct statement ( or vice versa, if you are sitting, why the statement is incorrect.) 1. 2. 3. 4. Developing algorithms or If/then statements is an important part of video game design. Creativity is NOT an important part of a game design career. Mathematic problem-solving can be very helpful for a career in video game design. It is not necessary to have a background in computers to fulfill a career in game design.
Student Action
Students will be actively involved in the review session by standing if they believe the statement is correct and by sitting if the statement
Teachers may modify and replace these questions as needed. Teachers are also encouraged to follow up these questions with clarifying ones if student takes a stand. For example, ask him/her to explain in more detail, provide examples of their explanation, etc.
Any remaining class time should be given to students to practice playing the versions of the game they have developed thus far. Students should be sure to save their games!

In this lesson, students will be finishing and publishing their Frogger game. Students will add turtles, and turtle generators and the grotto to the game and will be using the transport, absorb and generate computational thinking patterns to program agent behaviors.
CSITS Standards
CS. CSITS.2. Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. b. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect.) I can create a functional relationship or algorithm using my own words, formulas, and symbols.
Objectives
Utilize knowledge of programming and computational thinking to create new Agentsheets agents (e.g., grotto, turtle) and corresponding operations (e.g., turtle movement and operations for winning game) to begin finalizing their versions of computer games.
c.
Lesson Snapshot:
1. What Have You Learned Computer Programming? (Discussion) 2. Adding new final agents (Turtle, Palm Trees, and Turtle Maker) 3. Programming behaviors for new agents 4. Test Run (Assessment) 5. Developing Questions for Field Trip/Speaker 7. WOW! Connection
CS. CSITS.5
Citizen schools students will compare and contrast the ways in which computing enables innovation in other fields. a. I can make comparisons between skills learned and identified careers in computing, including - but not limited to information technology specialist, Web page designer, systems analyst, programmer, and CIO.

Todays lesson focuses on incorporating new agents and programming specific actions that correspond with each agent. Successful programming and agent creation will be evidenced by what is presented during the test run at the end of the lesson. (For example, do the turtles move and disappear when they reach the turtle maker agent?) These and other operations practiced during the lesson will need be demonstrated during the test run. Students will also begin to use knowledge of computer gaming career to prepare (e.g., questions) for field trip or speaker arranged for next session.

Materials 1. 2. 3. 4. 5. ____ number of computers. Agentsheets software (uploaded) WOW! Scaffolding Saved versions of student games. By the end of the session, students will Display screen connected to teacher computer (modeling) Large chart paper and marker for recording field trip/speaker have a completed version of the computer game! Later sessions will be used to revise questions.
and edit as necessary or as desired.

Game Progress (Student volunteer).
Before we conclude the designing of our game, I wanted to have at least one student volunteer to demonstrate the progress they have made on their game. I would like for the student to play a quick round, demonstrate the algorithms at play (what happens if/ otherwise, this happens), discuss some of the creative elements, and what theyre proudest of. Were starting with this because this kind of presentation will be the kinds that every one of you will be expected to present for the WOW! ceremony coming up very soon. Now is an opportunity to begin thinking about how you plan to present your game, what explanations you will offer, and so forth. So whos my first volunteer? Transition: Thank you! You all ought to be proud of what youve been able to do so far! Today, well be learning the last feature to add to complete the basics of our game. By the end of the day, you all will have essentially design your own computer game!
Student Action
Students will either volunteer to showcase the progress of their computer games or they will listen attentively to other students as they present.
At this time, the teacher will go through each step below, first modeling how to do each one and giving students ample time to practice the skill on their own. (NOTE: The following like includes excellent visuals and more information to help explain, in detail, how to perform each step.) http://scalablegamedesign.cs.colorado.edu/wiki/Frogger_Tutorial_2#Turtle_and_Turtle_ Maker_is_Similar_to_The_Log_and_the_Log_Maker First, I want you to open the Agentsheets program and open your saved versions of Frogger from the last lesson. Check understanding of each student as evidenced by what is on computer screens and aid appropriately. Next, Im going to model for you how to create the turtle agent and the turtle maker agent. This will be very similar to the log and the log maker that we worked on during the last session. Turtle_and_Turtle_Maker_is_Similar_to_The_Log_and_the_Log_Maker This Agent will create and delete the turtles (similar to the Log Maker Agent we Just created). The Turtle and Turtle Maker works exactly like the Log and Log Maker with the difference that the Turtles move Right to Left (as opposed to the Logs that moved Left to Right). So the Turtle Maker should create new Turtles to the Left.
So lets go ahead and create the turtle and palm tree agents. By this point, Im confident you all know how to do this. So follow along with me as I model it:
Student Action
The_Turtle_Maker_Agent (Palm Tree) and The_Turtle Agent
Modeling/Scaffolding (Contd.) Great. Now we have to program the behaviors of these new agents. So follow along as I model it for you. You should follow along first by looking at me go through each step. Then you should do the programming yourselves Behaviors_for_the_Turtle_Maker_Agent_and_Turtle_Agent
Student Action
What behaviors do we need to program for the Turtle Maker Agent and the Turtle Agent? Program Turtle Maker Behaviors For the Turtle Maker Agent, similar to the Log Maker Agent we Just made, we want to create turtles every so often. So the Turtle Maker Agent Behaviors should resemble the following
This rule is simple, Basically the Turtle Maker Agent Makes a Turtle to the Left every so often if there is River to the Left.
Program Turtle Agent Behaviors What behaviors should the Turtle Agent have? The Turtle Agent must float on the river from Right to Left and disappear when it reaches the Turtle Maker Agent at the end of its path. Also if the Frog Jumps on the Turtle Agent, The Turtle must Transport the Frog from Right to Left. Let's try the following Behaviors for the Turtle (notice how similar they are to Behaviors we did for the Log)

Modeling/Scaffolding (Contd.) Play_Test:__Testing_the_Turtle_and_Turtle_Maker (Assessment)
Student Action
Now let's test our program to see how if the Turtle Agent works. In the Worksheet window, Place two Turtle Maker Agents across from each other on each side of the river. Use the picture at top if you need guidance on where to place the agents. Hit play

Do Turtles get created? Do the Turtles Move and disappear when they reach the Turtle Maker Agent? Now, Control the frog and try to jump on a turtle, What happens? Does the Frog Move with the Turtle?
If something does not work correctly go back and see what behaviors you put in. If Everything works correctly Amazing Work! You're Almost done!
Finally, we need to program is a win state The_Grotto At the very top of the Level is a flag we refer to as "the Grotto" or the Frog's home. If the user is able to get the frog across the Road, and across the river the user will reach the Grotto and some sort of victory message will be shown (like "YOU WIN!" or something to that effect). To do this we first make the Grotto Agent; and then we put a final rule in the Frog Agent such that if a Frog is above the Grotto, some sort of victory message is played.
Make the Grotto and Place it on top of the Screen Use the top picture as a guide as to where to place the Grotto Agent. The Grotto will have no behaviors, just a depiction. Now, if the Frogger is over the Grotto, we need to have a victory message. We do this by adding the following behavior to the Frog.
So if the Frog is over the Grotto, We play a victory message, and since the game is over, we stop the simulation Final_Play_Test (Assessment)
Now let's test our program one final time

Does a message get played or appear when the frog reaches the Grotto? Does everything else work like you expect it to?

Modeling/Scaffolding (Contd.)
Assist students in play testing programs to check for correct programming.
Student Action
At this time, students will determine particular needs of their respective games and will make improvemen ts accordingly.
Great Job! You have just completed a full computer game! Feel free to go back through and make any improvements to your game or experiment with any ideas/agents/behaviors you may have. You can even add another level. Awesome work!
Transition: Last session, we spent some time talking about the kinds of skills it takes to be a game designer. On next session, we will be hearing from a speaker/going on a field trip that will help us understand even more what its like to be a video game designer. We also want to use that as an opportunity to learn as much as we can about a career in game design. So what were going to do is brainstorm some questions that we want to ask ourselves (or someone else) to help us learn about this more.
Developing Questions for Field Trip/Speaker
At this time, the teacher should lead the class in a discussion of the kinds of questions they would like to have answered or find interesting. In fielding these questions, the teacher should record them on a large piece of chart paper for the class to see ( and to use for the event during the next session.) What do we want to know? For example, one question I might have is this: What kind of high school classes did you take to be good at game design? Proceed to record relevant questions as developed by the class. Transition: Okay, so I feel good about these questions were going to be thinking about next week. Lets go ahead and wrap up for the day by tying todays session to our overall WOW! calendar.
Student Action
Students will volunteer at least one question or interest they have about pursuing a career in game design. Otherwise, students will listen to questions offered by other students
Connection to Wow! - 5 minutes

Connection to WOW! Congratulations! You all have completed your own versions of a computer game! We are well on our way to having some awesome games for people to try out at the WOW! ceremony. Whats even better is that you all also have the knowledge of how these games were programmed and how they operate. Youll be able to share this as well. The next few sessions after the speaker/field trip, we will practice playing our games, have other classmates practice our games, get feedback, and refine our games by adding our final edits using that feedback. We will then spend the last opportunities (the next sessions) we have together rehearsing over and over again for the WOW! ceremony by practicing presenting your knowledge of how and why your game operates the way it does.
Student Action
Students should pay close attention to teachers as WOW! progress is explained

This lesson activity is designed to give students the opportunity to connect the content knowledge and skills gained from apprenticeship thus far to educational pathways and potential careers in computer science and/or computer gaming.
CSITS Standards
CS.CSITS.5
Objectives
What are 4-5 different careers for individuals interested in robotics and computer science? What are 2-3 steps necessary to complete a career in or computer science? How are the skills I have learned thus far connected to a career in computer gaming or computer science?
Citizen schools students will compare and contrast the ways in which computing enables innovation in other fields. a. I can make comparisons between skills learned and identified careers in computing, including - but not limited to - information technology specialist, Web page designer, systems analyst, programmer, and CIO.
Field Trip
Lesson Guide
An important part of this apprenticeship is allowing students to make the connections between the skills they have learned in a particular field and a professional career that utilizes those same skills.

Thus an optional, albeit important, lesson of the curriculum is the first-hand exposure of students to such a career; that is, a fieldtrip, speaker, or related activity. The fieldtrip should How do other disciplines, such be to a workplace or organization that most strongly connects as mathematics, language arts, science, physical education, and to the skills that the students have developed, themselves, at social studies, help in game this point of the computer game apprenticeship. A field trip might programming? include a trip to a computer-programming site, a video game company, a related toy manufacturing company, etc. The speaker might be an individual whose day-to-day professional activities cover one or a combination of these fields. Because these activities for students largely depend on random variables like available resources and site location, they are certainly not formal lessons to be implemented. As all of the lessons of this curriculum have key objectives for student learning, a field trip session should be no less the
case, however. After a field trip or class speaker, students should have a better understanding of the following, at minimum: What are 4-5 different careers for people interested in computer gaming and/or computer science? What are 2-3 steps necessary to complete a career in computer science? How are the skills I have learned thus far connected to a career in computer games and/or computer science?
If it is highly unlikely that any such activities would be possible, another might option might be a web exploration of sorts that relate to careers in robotics and/or computer science. Curriculum Scheduling: In this particular unit, this lesson is scheduled near the end of the apprenticeship (Lesson 7). This was designed to give teachers adequate time to plan and to give students time to develop basic knowledge and skills of the profession to use as a reference point for exploring related professions. Factors like speaker availability, planning, or limited resources, however, also might affect when such activities would be possible during the apprenticeship. The teachers should use their discretion to insert this activity at the point of the curriculum that best fits with their scheduling. In addition, efforts should be made to schedule a speaker or field trip activity when the teachers feel students learning would be the most benefited. Pre-Planning It will be important for the teachers to determine at the beginning of the apprenticeship when specifically a field trip, speaker, or career web search will be appropriate. (After the seventh session? At the beginning?) Doing so will ensure adequate time for preparation. This is especially true regarding the logistical planning for a field trip or speaker. Beyond the logistics, it will also be important for the students to come into an experience with some form of preparation themselves. What kinds of questions should students ask of a speaker or factory tour guide? What are they most interested in learning by visiting a particular field trip site or hearing from a speaker? What are the learning objectives expected of them? Having these explicit conversations with students before the activity (i.e., one of the sessions before) will probably be most helpful for them and their learning.

In this lesson, students will be challenged to add another level to their developed computer games. Students will also play each others final games, offer feedback, and make programming and graphic revisions as necessary.
CSITS Standards
CS. CSITS.2. Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect.) I can create a functional relationship or algorithm using my own words, formulas, and symbols. I can summarize how to design and operate a robot, computer game, or other computational artifact that uses functions to solve problems. (WOW!) I can design and present computational models of artificial and natural phenomena (e.g., robots, computer programs) that demonstrate and communicate various concepts. (WOW!)
Objectives
- Create another challenge level to add to computer games, using developed knowledge of computer game design. - Provide constructive feedback to other students that will aid in important revisions.
b.
c. d. e.
CS. CSITS.3
Lesson Snapshot:
1. Challenge Level (or Field Trip/Speaker Debrief) 2. Addition of more difficult game level to computer games. 3. Playing other students computer games 4. Connections to WOW!
Citizen schools students will collaborate and effectively work in teams to produce computational artifacts c. d. I can effectively provide feedback to group partners on a computer science project as a tool to facilitate its completion. I can constructively evaluate my and others performance
in a particular team role.
Vision for Student Mastery: Students will have mastered the objectives of the day if they can successfully create another challenge level to add to the computer games by incorporating the knowledge they have gained thus far about algorithms and other design concepts. Students will also need to be able to provide constructive feedback to other classmates, that which will be evidenced by a welcomed reception and minor changes to games from those classmates receiving the feedback. Materials
1. 2. 3. 4. ____ number of computers. Agentsheets software (uploaded) Saved versions of student games. Display screen connected to teacher computer (modeling)

How does game programming relate to programming any vital system used in the real world? How can computer programming shape a mind for logical reasoning? How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming? What is the value in developing a plan or an algorithm before jumping to action too soon? What is the value in feedback from other people in creating any project?
WOW! Scaffolding
Students will spend this session playing other students versions of computer games and providing constructive feedback. Students will incorporate this feedback into making final edits. This should be the last session students use to make major revisions to their computer games.
Introduction/Scaffolding - 35 minutes
To informally test how much you have gained this far in terms of knowledge and skill in using problem-solving skills to develop your game, I am going to start the session today by challenging each of you to add another challenge level to your games by working on your own. I am going to give you 25 minutes to see if you can do it. I expect everyone to at least give it a shot. Allow students time (25 minutes) to attempt to add another challenge level. Teachers should guide them minimally and as appropriate to do so. Nice job for those of you who were able to complete it! And nice efforts for those of you that didnt quite get it! We may have some time either this session or the next few sessions for you to give it another try. Transition: For now, were going to get some experience playing each others games! This will be important because other people will be playing your game when it is featured at the WOW! ceremony. Also, we need to make sure that your game gets fresh eyes and that you get the opportunity play other peoples games, view their style/creative choices, and so forth. Note: Depending on the enthusiasm surrounding the field trip and/or speaker, the students might benefit from a debrief or reflection activity connected to the session before in place of the challenge level. This will be left to the discretion of the teacher. Student Action
Each student should spend the next 25 minutes attempting to add another challenge level to their computer games
As you play the other students games, I want you to think about the following: (Note: The teacher might have these guiding questions already posted for the class to see somewhere in the room.) 4. What is awesome about this game? 5. What is easy to understand about this game? 6. Is there anything confusing about the game? Is it clear how to play the game? Im going to give you 20 minutes to play their games. Then, Im going to give you all 15 minutes to come together and share your thoughts with each other about your respective computer games. You must have an answer to each of the questions we mentioned. Student Action Students will use this time to play another students version of the Frogger computer game. In doing so, students should be thinking about the three posted questions so as to have adequate responses for the feedback discussion with their partners.
Allow students 20 minutes to play the game of another person in the class. They should pair up with another member of the class and each person in the pair should play the others game version. How the pairs are decided will be left to the discretion of the teacher. These could be pre-formed, student-selected, or another way. Transition: It seemed like you all had a great time playing the games of your partner! Now were going to come together to discuss that experience. What was playing their game like?
In your pairs, I want you to both take turns sharing with your partner what it was like playing their games. Dont forget that you are to answer the three questions we discussed for your partner. 1. What is awesome about this game? 2. What is easy to understand about this game? 3. Is there anything confusing about the game? Is it clear how to play the game? Transition: The next 20 minutes we will spend using this feedback from our partner to revise or make any needed changes to our games. For example, did your partner express that something was confusing about the game? Did your color choices make it difficult to see some agents? Was there anything that you thought about changing that your partner actually liked? Keep these things in mind as you go forward revising your game. Another option will be to continue trying to add another challenge level to your games! Student Action
Students will be actively engaged in discussions with their partners. Each student should get the opportunity answer the three prompted questions for their partners.
Coaching - 20 minutes
Students should return to their own games and revise as necessary. This might include adding editing agents, adding another challenge level, or incorporating feedback provided by another classmate. Transition: Okay, so lets wrap up for the day.
Student Action
Students will be actively engaged in revising their developed computer games.
Connection to Wow! and Assessment - 5-10 minutes

Connection to WOW! - Today was the one of the last chances you will get to make major revisions to your games. Why? Because our WOW! ceremony is only in a few weeks. Most of you are complete, which is great. Were right on track to having a great product and presentation for the WOW! ceremony. On next week, I am going to do my own evaluations of your final products, and then well spend a considerable amount of time rehearsing for our WOW! ceremonies. Were going to end class with one small review discussion.
Student Action
Assessments: Remember that a very important skill to have for being a game designer is being able to work with others. Most of you did this successfully by providing feedback to others in the class. I want to end class by hearing about some of the changes that some of you made after receiving feedback from your classmates. How did their advice help you make your computer game that much better? Field student volunteer responses as time permits.
Students will actively discuss with teacher answers to the prompted question, or listen attentively to the responses of other students.

In this lesson, students final games will be assessed by the apprenticeship leaders. Students will also begin rehearsing for their WOW! Ceremony.
CS. CSITS.2.
CSITS Standards
Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect.) I can create a functional relationship or algorithm using my own words, formulas, and symbols. I can summarize how to design and operate a robot, computer game, or other computational artifact that uses functions to solve problems. (WOW! I can design and present computational models of artificial and natural phenomena (e.g., robots, computer programs) that demonstrate and communicate various concepts. (WOW!)
Objectives
- Apply their understanding of their respective WOW! roles, game design, and computer programming through clear presentations and the development of quality products for the WOW! ceremony.
b.
Lesson Snapshot:
1. Assessment (Rubric) 2. Rehearsal Discussion 3. WOW! Rehearsal
c. d.
e.
Vision for Student Mastery: Students will have mastered todays objective when they can successfully and confidently showcase their designed computer games in detail and knowledgeable explanations.

Materials 1. 2. 3. 4. ____ number of computers. Agentsheets software (uploaded) Saved versions of student games. Display screen connected to teacher computer (modeling)
How can computer programming shape a mind for the logical reasoning? How do other disciplines, such as mathematics, language arts, science, physical education, and social studies, help in game programming? What is the value in developing a plan or an algorithm before jumping to action too soon?
WOW! Scaffolding
Students will finalize last details of their respective teams robots (including building and programming), identify the specific role that they will have for the WOW! presentation and begin formal rehearsals of those parts.
Introduction - 20 minutes
Were down to the wire guys! Because our WOW! ceremony is only two sessions away, were going to do two important things today: You all are going to be given a checklist/rubric to ensure that you all have completed all of the steps you were supposed to complete the game. After that, we are going to spend the remainder of the session for you all to begin rehearsing for the final WOW! ceremony. The teacher should proceed to hand each student a copy of the rubric. The teacher should then go through the rubric and explain its content. (5 minutes) The teachers should then allow the students to go through the rubric and use it to evaluate the completion of the games. (15 minutes) Transition: The other half of the class will be used to begin rehearsing for our WOW! presentation.
Student Action The students will listen to the teachers discussion of the rubric. Then they will use their understanding to evaluate the completion of their games.
Modeling - 45 minutes
The teacher will begin by this part of the class by modeling what a WOW! presentation might look like. What I want you to do is to watch and listen to me as I present to you all my online community. Afterwards, we will discuss what you noticed about what I did to make an effective presentation. The teachers should give a five minute presentation of his/her online community, highlighting the features, the design process, etc. The presentation should strongly represent the expectations for students during the WOW! ceremony. After the mock presentation, engage with students about some of the aspects of the presentation. (10 minutes) Questions to consider might include: What did I do that made the presentation interesting to you? What about the tone of my voice? What about eye contact? (Any other important questions to consider as part of the presentation.) Student Action
(Dependent on teaches decision about format of presentation practice.)
WOW! Connections - 5 minutes

Connection to WOW! - You all are well on your way to having some great WOW! presentations! Our last session on next week will be spent practicing even more for the WOW!. Dont forget all of the lessons you learned today in terms of tone of voice, eye contact, etc. Nice job! Any questions about the WOW! ceremony or what the expectations are for you?
Student Action
Students will be actively involved in answering the prompted questions on their note cards before leaving the session.

The focus of this lesson is on completing final edits of computer game and rehearsing designated roles for WOW! ceremony.
CS.CSITS.2
CSITS Standards
Citizen schools students will use abstraction to develop models and simulations of natural and artificial phenomena that solve problems and make predictions. a. I can describe the processes involved in a self-designed computational model of natural or artificial phenomena (e.g., robots, computer programs) addressing a problem. c. I can apply multiple levels of abstraction while engaging with computational systems (e.g., using a programming formula to predict future behavior, replicate mathematical operations, find examples to prove a formula incorrect.) d. I can create a functional relationship or algorithm using my own words, formulas, and symbols. f. I can design and present computational models of artificial and natural phenomena (e.g., robots, computer programs) that demonstrate and communicate various concepts. (WOW!) CS.CSITS.3 Citizen schools students will collaborate and effectively work in teams to produce computational artifacts a. I can compare and contrast the different team roles important in designing, building, and improving computational artifacts. b. I can collaborate with other team members to complete computer science projects. c. I can effectively provide feedback to group partners on a computer science project as a tool to facilitate its completion.
Objectives
Apply their understanding of their respective WOW! roles, computer game design and programming through clear presentations for ceremony.
The Lesson: Instead of a formal lesson to implement, teachers are advised to use this session in whatever ways necessary to ensure sufficient WOW! preparation. Some things to keep in mind:
d. I can constructively evaluate my and others performance 1. Part of the preparation for the WOW! ceremony will need to in a particular team role. include setting up computer stations to properly display students individual games. It will be necessary to plan far ahead for this and to think strategically about the configuration of equipment that will best facilitate quality presentations.
2. Teachers and students should make last minute changes and confirmations for programming, enhancement features, etc. (Is every feature of each computer game working properly?) 3. Teachers should be sure to test students understanding and ability to explain how they created their computer games, including its specific features, how it was programmed, and be able to effectively demonstrate what their games can do and the significance of its action (For example, what program feature or algorithm makes a certain feature of the computer game possible?). Students should also practice being adept at answering a range of questions that pertain to these things. 4. Students should have adequate time to practice presenting their knowledge and the features of their computer games. 5. The teacher should ensure that all of the computer games are properly saved and easily accessed for the WOW! ceremony.
Scalable Game Design: Frogger Checklist

Game Designers Name Reviewers Names 1. 2.
Turned in permission forms: Completed pre-unit survey Saved project to the My Documents folder + opened my project daily from there too I backed up my project folder to my network drive at the end of class each day Created the frog agent Created the background agents (grass and grotto) Created street agents:
o Street/road o Vehicle(s) o Separate agents for entry and exit points to and from the street (tunnels and/or bridges)
Created a worksheet and placed street scene agents and frog agent on it Saved the worksheet in my project folder Programmed frog movement (left, right, up, and down) Programmed vehicle (truck, car, bus, etc) movement left to right Programmed the vehicles (tunnel, bridge, etc.) to Absorb into the exit agent Programmed the vehicle to Generate from the entry agent (tunnel, bridge, etc.) Programmed Collision with frog (dead frog) Programmed frog to touch grotto/flag/etc. to win (Level 2) Created basic river agents
o Water o Logs o Separate agents for entry and exit points to and from the river (water fall, bridges and/or saw mill)
(Level 2) Programmed log movement on water left to right (Level 2) Programmed the logs (saw mill, bridge, etc.) to Absorb into the exit agent (Level 2) Programmed the logs to Generate from the entry agent (tunnel or bridge) (Level 2) Programmed frog unable to swim, to drown (Level 2) Created turtle and/or lily agents (Level 2) Programmed turtles and/or lilies to move upstream (right to left) (Level 2) Programmed an exit agent to Absorb the turtles and/or lilies (Level 2) Programmed the turtles and/or lilies to Generate from an entry agent (Level 2) Programmed Transport of frog on logs, turtles, and/or lilies (Level 2) Programmed frog to die when above vehicle and all entry / exit points *[Advanced] Created and programmed additional levels (worksheets) *[Advanced] Programmed frog regeneration after death, lives counter, and scoring Uploaded game to Arcade and completed post-unit survey Played two other students games and reviewed them
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Frogger Game WOW!

KEY SKILLS AND OUTCOMES FOR STUDENT LEARNING

LESSON PLANS AT A GLANCE (SCOPE AND SEQUENCE)

Oral Communicatio n Technology CS.CSITS.2 a

How can computer programming shape a mind for logical reasoning?

Oral Communicatio n Technology

How can computer programming shape a mind for logical reasoning?

Oral Communicatio n Technology

How can computer programming shape a mind for logical reasoning?

Oral Communicatio n Technology

How can computer programming shape a mind for logical reasoning?

Oral Communicatio n Technology Leadership

Oral Communicatio n Technology Leadership

Oral Communicatio n Technology Leadership

WOW! Prep: N/A

Oral Communicatio n Technology Leadership

How can computer programming shape a mind for logical reasoning?

1. Assessment (Rubric) 2. Rehearsal Discussion 3. WOW! Rehearsal

Oral Communicatio n Technology Leadership

How can computer programming shape a mind for logical reasoning?

Frogger Game - Lesson 1

Connection to Guiding Questions

The Hook/Introduction - 15 minutes

Frogger Game - Lesson 1

Frogger Game - Lesson 1

Frogger Game - Lesson 1

Connection to Wow! and Closing Ritual (Assessment) - 15 minutes

Frogger Game - Lesson 2

CSITS Standards Objectives

Connection to Guiding Questions

Frogger Game Lesson 2

The Hook/Introduction - 15 minutes

Frogger Game Lesson 2

Frogger Game - Lesson 2

Frogger Game - Lesson 2

WOW! Connection and Assessment - 10 minutes

Students will actively discuss with teacher answers to the provided

Frogger Game - Lesson 3

Vision for Student Mastery:

Connection to Guiding Question

The Hook/Introduction - 10 minutes

Frogger Game Lesson 3

Frogger Game Lesson 3

Frogger Game - Lesson 3

Frogger Game - Lesson 3

WOW! Connection and Assessment - 20 minutes

What happens? What's wrong?

Students should pay close attention as WOW! progress is explained.

Frogger Game - Lesson 4

Vision for Student Mastery:

Frogger Game Lesson 4

The Hook/Introduction - 10 minutes

Frogger Game Lesson 4

Frogger Game - Lesson 4

giving students ample time to practice the skill on their own.

Frogger Game - Lesson 4

Frogger Game - Lesson 4

WOW! Connection and Assessment - 20 minutes

Students should pay close attention as WOW! progress is explained.

Frogger Game - Lesson 5

Vision for Student Mastery:

Connection to Guiding Questions

The Hook/Introduction - 10 minutes