# Game Design Unit for Middle School

## INTRO TO GAME DESIGN

In this unit, students will:

• Become proficient in use of Google apps Drive, Docs, Slides and Meet software for editing and sharing documents, presentation and videoconferencing.
• Use Google Drawings, Chrome extensions e.g., Sketchpad, for creating graphics.
• Use audio editing software to edit sound files.
• Use educational software to learn and reinforce skills and concepts in mathematics.
• Conduct original research on culture and natural environment of our community through outdoor education.
• Conduct original research on history, culture and natural environment of our community and other Indigenous peoples through Internet and library research.
• Conduct original research on history, culture and natural environment of our community and other Indigenous peoples through oral histories.

Google slides presentation to introduce unit

## Module 1

Introduction to game design: Terms, game review, game design documents.

## Module 2

Understanding software enhancement: Game revisions, bug reporting

## Module 3

Deeper dive into game design: Breaking down elements

## Module 4

Better games, better world: An inside look inside the game design process

## Module 5

Real-world applications: Critical thinking and professional skills development

• Record oral history interviews
• Edit notes to include ideas from the video and interviews from Module 4.
• Outline presentation or report to be given/submitted in Module 7.
• For those opting to present, craft a brief professional email to request a meeting with the software team to present your feedback and game suggestions.

## Module 6

Getting your point across: Preparing presentations/reports

## Module 7

Game design in action: Insights, enhancements and feedback

• Prepare feedback/enhancement presentation using Powerpoint or Google Slides. Five-minute presentation plus five-minutes of discussion. For those who prefer not to present, draft a 1-2 page game design report.
• Present to software design team via Google hangout, Zoom or Microsoft Teams

# Math Assessment and Lakota Culture

## Standard

CCSS.MATH.CONTENT.8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.

CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths,

NOTE: Although the examples in this assignment primarily use scientific notation, it could be easily modified to include any area of mathematics above the fourth-grade level.

## TIME

120 minutes – including time to play game and create problems and activities.

## TECHNOLOGY REQUIRED

A projector and computer in class or a computer, phone or tablet at home is required to watch the videos, see the Google slides and play the Making Camp Lakota game. It is not required but strongly recommended that students have access to Google apps or Office 365 to edit and store their notes.

## LESSON SUMMARY

This is the second in a multi-lesson unit designed to assess student mathematics proficiency by playing games that teach about Indigenous cultures that have embedded math problems. It also requires students to create their own math activities and math problems.

# LESSON

### Introduce today’s lesson with slide presentation

This lesson assumes your class did the previous lesson, Math Assessment and Ojibwe culture, where they were introduced to the purposed of the unit and (recommended) created a Google slides or doc file where they are taking notes.

To introduce today’s lesson with Making Camp Lakota, use this PowerPoint on Math Assessment and Lakota culture, with examples of new, more difficult problems using decimals and scientific notation.

### Play a Game

The Making Camp Lakota game teaches Lakota culture and division with single-digit divisors. Even older students should enjoy the game play aspects and the videos on Lakota history and culture. Middle school students should breeze through the math problems. These are recorded in the database for teachers to review student progress.

Each game in the series in this unit is gradually more difficult math problems.

### Students create their own, grade-level math problems

The slides presentation instructs students, for each math activity, to create an example that could be used at their grade level. Most of the examples in this presentation are using scientific notation, but students should be instructed that they can use any math problems beyond simple division. That could be fractions, decimals or even long-division. Teachers can modify the slides at the end of the presentation to require a specific topic, for example, adding fractions without a common denominator.

## ASSESSMENT

Making Camp Lakota teacher reports are available for assessing student answers in Data and Reports. Students also write their own problems and answers that the teacher can use for assessing abilities at application and creation levels of Bloom’s taxonomy.

## Related Lessons

For students who need an introduction to Google apps and Google doc, the lesson Google Apps Basics for Hamsters is recommended. (You don’t need an actual hamster.)

## Individualization

This lesson is appropriate for students whose math is from fourth- through eighth-grade level. The mathematics in the game is at the fourth-grade level but student assignments can be as simple as long division or as complex as multi-step equations with negative exponents.

# Math Assessment and Ojibwe Culture

## Standard

CCSS.MATH.CONTENT.8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3-5 = 3-3 = 1/33 = 1/27.

NOTE: Although the examples in this assignment use exponents, it could be easily modified to include any area of mathematics above the fourth-grade level.

## TIME

120 minutes – including time to play game and create problems and activities.

## TECHNOLOGY REQUIRED

A projector and computer in class or a computer, phone or tablet at home is required to watch the videos, see the Google slides and play the Making Camp Premium game. It is not required but strongly recommended that students have access to Google apps or Office 365 to edit and store their notes.

## LESSON SUMMARY

This is the first in a multi-lesson unit designed to assess student mathematics proficiency by playing games that teach about Indigenous cultures that have embedded math problems. It also requires students to create their own math activities and math problems.

# LESSON

## Introduce lesson with slide presentation

The objectives, link to the first game and sample questions can all be found in this Slides presentation. The examples here use Exponent Rules and creating a math problem that can be solved with an equation using exponents. However, teachers are free to download the video and modify to fit their own class.

## Watch a video

Even students who are Native American themselves sometimes need to be reminded when asked to apply mathematics to needs of Indigenous communities. This seven-minute video on Tribal Epidemiology Centers is a great example to get students thinking.

## Play a Game

The Making Camp Premium game teaches Ojibwe culture, multiplication and division. Even older students should enjoy the game play aspects and the videos on Ojibwe history and culture. Middle school students should breeze through the math problems. These are recorded in the database for teachers to review student progress.

## Students create their own, grade-level math problems

The slides presentation instructs students, for each math activity, to create an example that could be used at their grade level. The two examples in the presentation use exponents but students are told they can use any mathematics above multiplication and division. That could be fractions, decimals or even long-division. Teachers can modify the slides at the end of the presentation to require a specific topic, for example, adding fractions without a common denominator.

## ASSESSMENT

Making Camp Premium teacher reports are available for assessing student answers in Data and Reports. Students also write their own problems and answers that the teacher can use for assessing abilities at application and creation levels of Bloom’s taxonomy.

## Related Lessons

For students who need an introduction to Google apps and Google doc, the lesson Google Apps Basics for Hamsters is recommended. (You don’t need an actual hamster.)

# Financial Literacy: Budgeting

📖Standards
NBEA.PF.3
Develop and evaluate a spending/savings plan.

⏰Time
90 minutes

📲Technology Required
Teachers will need a computer connected to a projector or smart board to show the presentation or video. Students will need access to Excel, Sheets or other spreadsheet software.

📃Summary
Students will participate in a class discussion on the importance of budgeting and be presented an example of a personal budget. Students complete a personal budget using estimated or actual expenses and income. The lesson concludes with students watching videos that guide them through deciding on a long-term purchase using a spreadsheet.

## LESSON

### Introduction to budgeting discussion

Use this presentation to lead a class discussion on what budgeting is and why it is important.

During or after the presentation, ask these questions

1. Why is a budget important?
2. Name a short-goal.
3. Name a long-term goal.
4. What are 3 things on which you need to spend money?
5. Name 3 things on which you want to spend money.

### Project: Complete a personal budget

Introduce the personal budget project using this slides presentation that explains the purpose of the project and gives an example of a completed budget.

Assign the budget worksheet to students. This sheet can be opened and completed in Google Docs or downloaded and completed as a Word file. If students prefer, they can create a table in Sheets or Excel.

### Project: How Good is Your Budget?

NOTE: This activity is part of the Applied Digital Skills curriculum through Google for Education. You do NOT need to create a classroom in the Applied Digital Skills program to complete this lesson. The only activity that requires sign-in is submitting a quiz at the end, which is really just an evaluation of how well the student liked the lesson.

In the previous activity, students completed a budget. In this activity, students complete the research a long-term purchase using a spreadsheet. Although the videos are done by Google and use Google sheets, the steps in creating and duplicating a formula work identically in Microsoft Excel. The video examples use selecting a cell phone and phone plan but students can use any other expense that interests them, including renting an apartment or buying a car. Teachers can copy and paste the instructions below into their Google classroom.

#### Instructions to Students

1. Watch the Google for Education videos that you will find here on researching a long-term purchase.

2. Create a spreadsheet following the instructions in the videos. You can follow the video example of selecting a cell phone or use another long-term purchase, such as a car.

4. Submit a document in Word or Google doc explaining which option you picked and why.

ASSESSMENT:

Students will participate in a class discussion and complete the two budget worksheets for teacher review.

Differentiation:

You may wish for students to play the Crossroads: New Decisions game budgeting module.

IMPORTANT NOTE TO TEACHERS: As this game was developed for youth in high-risk situations it includes game levels on making a safety plan, the Adverse Childhood Events Scale and other topics not normally covered in the classroom. It would be most appropriate for students in a therapeutic setting or in a life skills class where topics such as abuse are discussed. If you are not familiar with the ACES, please check the questions here

ND STATE STANDARDS:

ND 5.12.1.0   Develop and evaluate a spending/savings plan..

# Financial Literacy Starts with Time Management

by Janna Jensen

## 📖Standards

CCSS.ELA-LITERACY.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

## 📲Technology Required

Any Internet enabled device

## ⏰Time

Day 1: 45 minutes, Day 2 (a week later): 30 minutes

## 📃Summary

Students watch a 12-minute video that gives time management tips for students. They complete a worksheet to assess where they spend their time and identify changes they would like to make. As a class, students discuss their own time management strategies. Out of class, students track their time usage for a week. In the follow-up lesson, students review in writing and class discussion how well they predicted their time usage and strategies for improving time management in the future.

## Lesson

### Discuss how time management relates to financial literacy

We recommend introducing the lesson with a brief discussion of how time management relates to financial literacy. We’ve all heard that time is money, so this 10-lesson unit on financial literacy begins with time management. Truly, students need to find the time to get a job, keep a job or write a budget, so it starts here.

### Writing Assignment

Have students download and complete the time management tips worksheet. You can copy and paste the instructions below into your Google classroom or other classroom management system.

#### Instructions for time management worksheet

This is an assignment that we will be using throughout the financial literacy unit. AFTER you have watched the assigned video, start today with pages 2 and 3 of the worksheet.

2. Open a Google doc and answer the 3 questions from page 2 on how you spend your time, your priorities and what you want to stop doing.
3. On page 3 of the worksheet, Ellen discusses four methods of time management. In your Google doc, answer these questions – Which one appeals to you the most? Why do you think that will work for you? ANSWER IN COMPLETE SENTENCES. For example, “I think the time blocking would work best for me because I tend to get bored and jump from one task to another. That wastes a lot of time remembering where I left off.”

### Track Your Time Homework

You can copy and paste the instructions below into your Google classroom or other classroom management system.

#### Instructions for time tracking assignment

Where does the time go? If you are like most people, you did not come up with 24 hours accounted for in your time management worksheet assignment. For the next week, track how you spend your time each day. The easiest way to do this for most people is using the notes app on their phone. If you don’t have your phone with you all of the time, a piece of paper and a pen will work just as well.

• EVERY day for one week, record how you spend your time. For example, “Midnight to 7am – sleeping. 7-8 Got ready for school. 8-8:30 Bus to school. 8:30- 2:30 – classes. 2:30 – 4:30 basketball practice. 4:30-5 Bus home. 5-6 Dinner. 6-7 Study. 7-8 Played GTA game. 8-9 Talk to friend online 9-9:30 study 9:30 – 11 Watch YouTube. 11-12 Sleep.”
• Your activities must add up to 24 hours each day.
• The easiest way to keep an accurate account is to write down how many minutes or hours you spent immediately after you finish doing something, for example, 12:00- 12:15 TikTok

HINT: To spur the next week’s discussion, it may be helpful for the teacher to do this activity as well.

### DISCUSSION

After watching the video and answering the questions in writing, students discuss the following questions as a class. You may wish to simply ask each question, or use this slides presentation to show the questions. Students learning at home can answer the questions in writing.

• What are some things you do to try to be efficient with your time?
• Do you have a strategy for your time management?
• How could you become better at time management? Did you identify any ways you spend your time that you would like to change?

## DAY 2 (A week after Day 1)

### Complete Written and Reading Assignment

Students complete page 4 of the time management worksheet and read tips on page 5.

### DISCUSSION

After completing the written assignment, students discuss questions as a class. You may wish to simply ask each question, or use this slide presentation to show the questions. Students learning at home can answer the questions in writing.

• Did anything about how you spent your time surprise you? Did you spend more or less time on some activities than you thought you did?
• How helpful do you think tracking your time was for you?
• Did you use any of the time management strategies suggested in the video? If so, how did those work for you?

HINT: It may be helpful to lead off the discussion with your own answers to these questions.

## Assessment

Students will submit responses to worksheet questions for teacher comment. Since this assignment is primarily asking for student opinions, we recommend marking the worksheet assignment as 100% if completed with the student using complete sentences to answer the question regarding page 3, 90% if all questions are answered but not with complete sentences.

For the time tracking assignment

## State Standards

ND STATE STANDARDS:

North Dakota Business Education Standard 3.3a.1.13   Describe appropriate time management techniques and their application/transference to the workplace.

# Weaving in Navajo history and culture

by Christy Hanson

## 📖 STANDARD:

CCSS.ELA-LITERACY.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Dine’ Content Standard for Grades 7-8 (Government) 4.PO.2 – I will identify changes in customs and goods.
Dine’ Content Standard for Grades 7-8 (Culture) 1.PO.2 – I will show responsibility by knowing the stories related to my belongings.

30 minutes

## 📲 Technology required

This lesson requires a Chromebook, PC or Mac computer with an Internet connection.

## 📃 Summary

Students watch a video by Albert Brent Chase, a longtime Navajo culture educator. Next, students read a passage on sheep resources and rug weaving in Navajo history. The video, How It’s Made: Navajo Rugs is also provided in this lesson. Students end the lesson playing Making Camp Navajo and designing their own rugs.

## 📚 Lesson

### Set up the lesson by watching a video

In this five-minute video, Navajo weaver Albert Chase gives an overview of creating a pictorial rug with Germantown yarn.

### Read a passage on sheep resources after the Navajo Long Walk

The article , Post-Long Walk Sheep Resources and Rug Weaving , can be added to your own Google drive and assigned to students. It can be printed out or students can complete on their computers.

### Complete two vocabulary assignments

Students provide definitions of vocabulary words based only on the context clues from the reading assignment. Next, they look up the definition of each word in the dictionary and compare their original definitions with those in the dictionary.

### Optional (but highly recommended) video on how Navajo rugs are made

This five-minute video covers every aspect of rug-making from creating yarn from raw wool to creating different colors of dye to weaving on a loom.

### Make their own rugs in the Making Camp Navajo game

This game teaches more information about Navajo weaving and allows the students to weave their own virtual rugs. Instructions are below and can also be found in this Google doc that can be added to your Google classroom.

#### Instructions for students:

1. Go to the Games Portal for Kids here https://www.growingmath.org/games-portal-for-kids/
2. Scroll down and select Making Camp Navajo
3. Go to the page that gives choices of numbers, life or random. Pick LIFE. (If this is your first time playing the game, you will have to play through the introduction to get to this page.
4. Select the middle picture, the one with the woman weaving, to learn more about Navajo weaving and make your own rugs.

## Assessment

This lesson plan is assessed through the student assignments for vocabulary definitions. The student completion of the rug-making assignment can be documented by screenshots of their rugs. Students design a digital rug design in the Rug Design Tool and share the results with the class. The teacher can then post them in an online gallery for everyone to see.

# Introducing Ratio and Proportion with Making Camp Navajo

## 📖 STANDARD

CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities

30 minutes

## 📲 Technology Required

Either a project or smart board connected to the computer will be required to view presentation and videos in class or students will need a computer to watch during a web meeting. The game can be played on any computer or tablet with Internet access.

## 📃 Summary

Students play the Making Camp Navajo game, selecting the activity that explains ratio and proportion. The teacher reviews the activity with the class in a presentation, that includes three more problems to be completed as a group.

## 📚 Lesson

### 1. Play Making Camp Navajo and Learn Ratio and Proportion

Begin the lesson with students playing Making Camp Navajo. The following instructions can be pasted into a document linked to an assignment in your Google classroom or other system, or just printed out or written on the board.

#### Play Making Camp Navajo for an introduction to ratio and proportion

1. Go to the Games Portal for Kids page – here https://www.growingmath.org/games-portal-for-kids/
2. Select the icon for Making Camp Navajo. You may need to scroll down to see it. The icon looks like this:
4. Play through the introduction and until you get to the page with Numbers, Life and Random as choices, click on the Numbers box.
5. Play the two activities that have a girl holding a lamb and an ear of corn. These will teach you about ratio and proportion and give you a few example problems and how to solve them. The two activities you are supposed to select are shown below.

### 2. Review definitions of ratio and proportion with more examples

To reinforce the information, in the presentation, use this 30-slide deck.

Google Slides presentation of Introduction to Ratio and Proportion

The first 13 slides review the information from the game and the subsequent 17 explain how to solve for an equivalent ratio and provide additional examples to solve as a class.

## Assessment

Students’ knowledge of ratio and proportion is addressed by problems within the game and by the problems in the presentation, solved together in class.

# Making a Calendar with Google Slides

## 📖 Standard

CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

## ⏰ Time

200 minutes (approximately 5 class periods)

## 📲 Technology Required

Students will use the Internet to find a minimum of 12 appropriate images to represent their topic. Students will need access to a device with Google Slides to create calendar.

## 📃 Summary

This lesson plan allows students to explore a topic of interest to create an informational calendar. Students are to pick a topic, include an image for each month, brief explanation and source for that image. At the end of the project, students perform a self-assessment.

## Introduce Assignment to Students

### Calendar Assignment

In this assignment, you will be creating a personalized calendar using Google slides. Your calendar must consist of a minimum of 13 pages an include the following:

1. A title slide with introduction of the topic.
2. A page for each month with:
1. An image related to your topic
2. Text explaining the image and its relationship to the topic.
3. A link to a source for the image and information on the page.

### Presentation to Explain Modifying Template

Use this brief presentation to explain how to change the background on a slide and how to add images. It uses the 2022 calendar template as an example.

There are many, many Google Slides calendar templates you can find on the web. Many of these are great, some cost money, some are for 2021 and some have broken links. So, we added an example here that you, on the topic, “Indigenous”, that you can copy into your Google classroom and modify, just to make sure you would have a free template that is available and up to date. It uses a variety of methods of citing sources, from a simple web link in January to APA style in May.

### Make a personalized gift

Janna Jensen, IT specialist from North Dakota, laminates each page in the calendar and binds the pages for a personalized gift from students to parents or other special people in their lives. If you have limited funds, you can just laminate the first and last page for durability, or skip lamination altogether if you don’t have a laminator.

If, like me, you don’t have a binding machine, you can just use a 3-hole punch and twist ties from cables or bags of bread. Ask the lunchroom staff to save some for you.

### Make this assignment your own!

I highly recommend encouraging your students to improvise with this assignment. They can find another template on line, insert pages in between months so that each month has a large scale image at top – the possibilities are endless.

## Differentiated Instruction

Advanced students may wish to complete these six online lessons to become more proficient with Google slides.

## State Standards: North Dakota

K-5.IAI.9 Organize information using technology and other tools.

TE.K-5.MTL.11 Use technology to gather and share information with a variety of audiences in ways that others can view, use, and assess.

# Making a Calendar with PowerPoint

by Janna Jensen

## 📖 Standard

CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

## ⏰ Time

200 minutes (approximately 5 class periods)

## 📲 Technology Required

Students will use the Internet to find appropriate images to reflect tasks typically accomplished during a specific month. Students will need access to a device with PowerPoint to create calendar.

## 📃 Summary

This lesson plan allows students to explore agricultural subjects of interest to create an informational calendar. Students are to pick a field in agricultural and create a calendar outlining the big tasks performed each month. At the end of the project, students perform a self-assessment.

NOTE: While this assignment focuses on agriculture, it could be modified for any subject – science, social studies, literature, and, certainly, art.

Don’t have PowerPoint but you use Google Slides? Check out this lesson.

## Introduce Assignment to Students

### Calendar Assignment

In this assignment, you will be creating a personalized calendar using PowerPoint. Your calendar must consist of a minimum of 13 pages an include the following:

1. A title slide with introduction of the topic.
2. A page for each month with:
1. An image related to your topic
2. Text explaining the image and its relationship to the topic.

## Video or Presentation on Creating Calendar with PowerPoint

### Classroom Presentation

Use this PowerPoint of Instructions on how to create a calendar with PowerPoint. It is a brief 3-5 minute explanation. Instructions are also available in Google Slides format.

### Video

Students can watch the video above, which has only music, no voice over, so it will be usable even if your students don’t have headphones or your computers don’t have speakers. It is also a good review if students are learning at home or need an extra reminder.

### Make a personalized gift

I laminate each page in the calendar and bind the pages for a personalized gift from students to parents or other special people in their lives. If you have limited funds, you can just laminate the first and last page for durability, or skip lamination altogether if you don’t have a laminator.

If you don’t have a binding machine, you can just use a 3-hole punch and twist ties from cables or bags of bread. Ask the lunchroom staff to save some for you.

## State Standards: North Dakota

K-5.IAI.9 Organize information using technology and other tools.

TE.K-5.MTL.11 Use technology to gather and share information with a variety of audiences in ways that others can view, use, and assess.

# Raising Sheep and Rational Numbers

## 📖 Standards

Dine’ Culture Standards (3.PO2) I will develop an understanding of Dine’ way of life through Iina’. I will implement and recognize the Dine’ lifestyle. I will present the stories related to Land and Water Beings.

CCSS.MATH.CONTENT.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals)

45 minutes

## 📲 Technology Required

Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet

## 📃 Summary

Why would a Navajo sheep farmer need rational numbers? Our sheep farmer wants to build a new sheep corral. He would need to know positive and negative numbers, fractions, and decimals. This middle school lesson on rational numbers is integrated with some Navajo sheep history and is for grades 7 to 8. The examples are detailed and include word problems of rational numbers as applied to finding sheep farming profits. Operation rules are covered along with application of ratio and perimeter skills.

## 📚 Lesson

### 1. Bell ringer: Navajo Sheepherding Life

Have students watch this short spotlight video of Navajo sheepherding life in Arizona.

### 2. Write answers to prompts

Write a short response to it to keep in their notes for discussion during the history parts of the lesson.

• What do you notice about the northern Arizona terrain?
• What do traditional Navajos think of land ownership?
• How does the grandmother, Helen, care for her animals?

### 3. Math Lesson on Rational Numbers

This presentation, Raising sheep and rational numbers, introduces the concept of rational numbers as anything that can be explained as a ratio. Negative numbers are illustrated both as loans a sheep farmer would take out and depth of holes in the ground that the farmer needs to consider in selecting the size of posts. Students are given rules of integer addition and subtraction to use as an aid in solving problems.

### 4. Play Game

Play Making Camp Navajo – Sheep Herding and Rational numbers.

#### Differentiated Instruction

For students who may need a review of the basics, this video on What are Rational provides a good and entertaining refresher.

#### Related Lessons

Adding and subtracting decimals — Students watch two videos explaining decimal and fraction equivalence. They are then presented with a brief reminder of natural, integer and rational numbers. A slide presentation discusses adding and subtracting decimals. The lesson ends with teacher and student-generated practice problems.

## Assessment

There are five problems within the presentation to be worked as a class. Teachers can present the question and have students write the answers and then present the answers. Alternatively, for students working at home, each slide with questions is followed by worked answers.

Teachers can also see which standards students have attempted and how many problems they have answered correctly in the Making Camp teacher reports.