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CS Applications Game Development

Course Description

In this course, students will learn the fundamentals of game theory and design using the Godot game engine. In Unplugged and Coding lessons, students will apply gaming constructs and processes to plan and develop their own video games. Students will delve into game psychology, security measures, and troubleshooting techniques in Digital Citizenship lessons. STEM Career lessons focus on careers within the gaming industry. By the end of this course, students will be able to navigate the Godot gaming environment, have an understanding of industry careers and ethical considerations, and be able to create their own games using game design principles.

Course Learning Goals

Each lesson plan is designed to enable students to achieve specific learning outcomes related to course aligned computer science competencies. For example, at the end of this course students will be able to:

  • Analyze the evolution of video game culture while considering innovations relative to game design.

  • Analyze and explain components of a video game by decomposing scenes and scripts.

  • Use creative expression to iteratively develop a game and implement enhancements, such as lives and levels.

  • Describe the impacts video games have on individuals and society.

  • Describe how various security issues might compromise video games and how to avoid them.

Feature

Grade Level:

6-12

Feature

Grade Level:

6-12

Feature

Grade Level:

6-12

Cap
Instructional Models:

Direct Instruction, Instructional Scaffolding, Use of Learning Objectives, Relevant Vocabulary, Bloom’s Taxonomy or Questions, Inquiry-Based Instruction, Project-Based Instruction, Cooperative Learning, Independent Study

Cap
Instructional Models:

Direct Instruction, Instructional Scaffolding, Use of Learning Objectives, Relevant Vocabulary, Bloom’s Taxonomy or Questions, Inquiry-Based Instruction, Project-Based Instruction, Cooperative Learning, Independent Study

Cap
Instructional Models:

Direct Instruction, Instructional Scaffolding, Use of Learning Objectives, Relevant Vocabulary, Bloom’s Taxonomy or Questions, Inquiry-Based Instruction, Project-Based Instruction, Cooperative Learning, Independent Study

Material
Supported Learning Models:

Classroom, Blended, Hybrid, Synchronous, Asynchronous

Material
Supported Learning Models:

Classroom, Blended, Hybrid, Synchronous, Asynchronous

Material
Supported Learning Models:

Classroom, Blended, Hybrid, Synchronous, Asynchronous