Game Time!

  1. Was your game one of chance or skill or a combination of both? How did people respond to the style of play?   My game was a game of skill.  After using your knowledge of nutrition and the five food groups you had to use your shooting skills (or beer pong skills) in order to be successful at my game.  As a PE teacher I deemed it necessary to incorporate shooting skills.
  2. Did your game allow for players to construct knowledge (through play they learned the lesson) or was it more of a showcase of knowledge (asking players for answers to questions would be a good example)?
    My game required some prior knowledge about nutrition and the 5 food groups but it also constructed knowledge through play.  I believe my game allowed a player to gain knowledge by highlighting the percentages of certain food groups in which we consume on a daily basis.
  3. How did the mechanics of the game turn out? Was it slow, fast, cumbersome, just right. Same with the rules. What would you change and why?  The mechanics of the game turned out fairly well.  Making the holes larger made it easier and more fun to play.  It played fast but it could use some improvements on ball return and retrieval.  If I had to change an aspect of the game it would be how a player would receive the food item and the ball return.

[youtube]http://www.youtube.com/watch?v=BpQETYkHlNc[/youtube]

Reflection

To be honest, I thought this class was going to suck.  I pictured a professor lecturing about Microsoft Word and how to ‘Save As’, and how to use PowerPoint.  I was dead wrong.  This class was pretty awesome.  We built a website, went to Chuck E. Cheese and made an arcade!  I learned how to remix on GarageBand and create a Meem.  Prof. Smith is a cool dude and you can tell he puts his heart into this class and gives 100% everyday.  The class theme of “Education Arcade” is brilliant.  I have learned that having a theme makes the course much more interesting.  The class progressed and unfolded in a matter that fostered learning (despite the fast pace of the winter session).

Mike the Builder

I decided to build my game in classic “Cain’s Arcade” style by using a cardboard box.  I traced 5 circles on top of the box and then carved them with a knife.  At first I used a 5” diameter circle.  I played the game with ping pong balls and could not get one in any of the holes.  I then decided to make the holes 8” diameters.  I played the game again and was able to sink 70% of my shots.

I wished to build a ball return but failed 🙁  I attempted many times but did not have the resources or tools needed to complete my task.  I bought some white wrapping paper to make my project look cooler.  I also made an angled ramp inside the box to allow the ping pong balls to collect in one area for easy retrieval.

Nutrition and The 5 Food Groups

“Food Groups,” introduces students to the five food groups: breads, fruit, vegetable, protein, and dairy. Students should understand that the foods they eat are made up of different proportions of nutrients. Students will learn how to classify the foods they eat into the 5 food groups and break down foods into main ingredients.

To make this lesson a playable game I decided to incorporate the game mechanics of the Chuck E. Cheese game “Football Toss”.  Students will be shown a picture of a meal and they would have to decide which food groups the meal fits into.  They would then have to decide what percentage of the meal is carbs, proteins, dairy, oils, fruits and vegetables.  For example:  Steak, Potatoes, and Asparagus = 40% Meats/Poultry/Fish/Nuts , 40% Carbohydrates, and 20% Vegetables.  After deciding the percentages students would have to toss 10 balls in respective holes representing the 5 food groups.

I drew up a mock version of the game and asked my girlfriend Tricia for feedback.  She thought it was a great idea.

My first idea for the mechanics of the game was to have students identify which food groups a meal belonged to and throw one ball into each food group hole.  Prof. Smith gave me the idea to incorporate percentages to make it more challenging.

P.E. Chess

For the GameKit Assignment I will be modifying one of the oldest board games – Chess.

STEP 1: PICK A BOARD GAME TO MODIFY 

I shall pick Chess.  Chess is a great game but there is not much physical activity involved, so I decided to make one of the oldest games more physical.

STEP 2: THINK OF NEW WAYS TO PLAY ON THE BOARD

The game play and movements of the pieces shall remain the same (students should learn how to play chess the correct way).  What will change is the value of each piece.  Here’s what I mean:  Pawns = 20 Jumping Jacks, Knights = 20 Lunges, Bishops = 30 crunches, Rooks = 25 Scissor Kicks, Queens = 25 Push-ups, King = 50 Push-ups

STEP 3: PICK A NEW GOAL FOR THE GAME

The goal is to capture the opposing player’s King and capture as many opposing pieces in order to make your opponent perform physical activities.

STEP 4: CREATE A NEW CORE MECHANIC

Each piece has a corresponding physical activity, ex: Pawn = 20 Jumping Jacks, Knight = 20 push-ups, etc.. If a chess piece is killed/captured the owner of that piece must perform the physical activity.

STEP 5: WRITE RULES

Follow traditional chess rules.  When a piece is captured by your opponent you must perform the corresponding physical activity.

STEP 6: PLAYTEST YOUR GAME

I played P.E. Chess with my girlfriend and we had a lot of fun.  It played out well and we were able to workout our minds and body.

 

 

 

Chuck E. Cheese – Football Toss

The game I liked best (even though it wasn’t working properly) was the Football 2 Minute Drill.  The mechanics of the game were pretty simple: put in token and game starts.  A conveyor belt brings the footballs to you and you must toss the balls into 3 different sized holes.  The smaller hole is more points.  The game continues for 2 minutes.

[youtube]http://www.youtube.com/watch?v=kBBEL5MrqW4[/youtube]

I would modify this game to suit a K-12 lesson by changing the rules and objectives.  I would create more holes in which the ball would be tossed through, and designate them with different numbers.  Students would have to answer a math question correctly in order to receive a chance to score more points by throwing a football through a hole.  Example:

Question: what is 2 X 3?

Answer: 6 (If answered correctly the student receives 1 point for his/her team)

The student would then have to toss the ball in the hole designated “6”.  If successful, they would score additional points for their team.

Remix the President – Audio K-12

Artist Depiction of Lincoln’s Gettysburg Address

[soundcloud params=”auto_play=false&show_comments=true”]http://soundcloud.com/mike-sammarco/gettysburg-address-remix[/soundcloud]

My audio K-12 assignment is “Remix Your Favorite Presidential Speech”.  No student wants to go home and read a speech written in 1863, but if the assignment is to remix the speech with their favorite beat students just may pay attention, and dare I say learn!

I believe this assignment would be great for a junior high history class.  Students would have to remix a historic presidential speech and write a short summary on its significance to American history.

I created this masterpiece with GarageBand.  I recorded my voice and put threw an effect on top.  I then added an AppleLoops beat and keys.  The GarageBand program is very easy to use and most students may already know how to manipulate the program.

My Grammy nomination is probably already in the mail.  😉 Enjoy!

Dress Up Your Food !

My K-12 Visual / Design lesson is age appropriate for 3rd or 4th grade elementary students.  The lesson would revolve around nutrition and healthy eating, particularly fruits and vegetables.  Students will learn the importance of eating fruits and vegetables and proper daily intake.  After the lecture part of the lesson students would be able to dress up their favorite fruit or vegetable via a graphics editing program such as PhotoshopExpress.  Students will be encouraged to dress up their food any way they would like, i.e. favorite athlete, singer, actor, etc.

My Photoshop apple.

Students can be asked to print their pictures and write a short paragraph on the nutritional value of their chosen fruit or vegetable.

I have never used Photoshop Express before and I found it to be very user friendly and is a program that elementary children could also use.  I would like to try the full version of the software.  I believe this lesson would be both fun and informative for elementary level children.

DS106 Radio Bumper – Audio

[soundcloud params=”auto_play=false&show_comments=true”]http://soundcloud.com/mike-sammarco/ds106-radio-bumper[/soundcloud]

I decided to do a radio bumper (just learned that cool term) for DS106.  I recorded my voice using GarageBand, added effects, and an apple loop.  I learned how to export a track from the GarageBand software and upload it to SoundCloud.  Enjoy!

Cat Makeup – Visual

Nelly

Meet my cat, Nelly.  I decided to do the “Makeup Your Pet” assignment in the “Visual Assignments” category.  I chose to embarrass my cat because sometimes he’s a bastard.  I used pixlr to create this masterpiece and learned a bunch of new tricks, like how to crop and zoom.  I also played around with picmonkey but found that to use all the cool features you need to upgrade to the full version.  I also learned how to incorporate text into the picture.

This is the most hilarious assignment I’ve had here at York College.  Enjoy!

 

PLINKO !

[youtube]http://www.youtube.com/watch?v=E7DKxe_m1AM[/youtube]

FIVE CORE DESIGN ELEMENTS

  1. RULES: Players are given one free chip and have the chance to win an additional four chips by guessing the prices of four items worth $10-$99.  The item is shown along with two digits; one of the two digits is correct, i.e. A blender is shown with two digits underneath and the contestant must decide which digit of the two is accurate.  For every correct guess the contestant wins a chip.  The chips are then placed into a peg board where they cascade down into slots labeled with money prizes and the contestant wins the value in the space in which the peg landed.
  2. COMPONENTS: 5 Plinko discs, 4 items on which to guess price, Plinko peg board
  3. CORE MECHANICS:  Players must correctly guess which digit of the two shown is correct in the preliminary stage of the game to score more chips, More chips = more chances of winning money.  The two digits correspond to the first and second number in the price of the item.  The strategy of the second part of the game in which Plinko chips are dropped into the peg board is luck, but many contestants will release the Plinko chip in the center of the board.
  4. SPACE: Player stands in front of Plinko peg board.  The four items that the player must guess the price of are aside the board.  The Plinko board stands approximately 10 feet high and there is a stair case which leads to the top of the peg board.
  5. GOAL: The goal is to win money by placing Plinko chips in the peg board and hope the chips land in the highest money slots at the bottom of the board.  Chips are won by correctly guessing the price of items shown.
  • My Plinko game modifications will take place in the preliminary stage of the game:  Instead of guessing the price of items, students will have to answer four trivia questions in the categories of math, science, social studies, and physical education.  Each correct answer is rewarded by a Plinko chip.  Students will then have the chance to place their chips in the peg board to win tickets which can be exchanged for educational prizes.
  • The board will be made of a cardboard box and the pegs will be corks.