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Students will be evaluated on the completion of the journals, participation in class and group discussions, creation and presentation of live action video games, and completion Play video games? Why or why not? If you play them, what do your parents think of the types of games you play? –Do you think that the violence and death in video games has desensitized people to these things? Your answer say about how you might benefit from an educational video game? –Do you tend to learn better by hearing information or seeing it? What does –Do you think students your age play video games too much? If so, what affect do you think this has? –What do you think makes an educational video game different from a regular –What educational value, if any, do you think regular video games have? After all of the games are “played,”Įach student writes a review of one of the games, assessing its educational and entertainment value. The class can also be split in two and then compete to see which team gets farther in the game. The class plays until the character loses all available lives, and the game is over. Groups determine the number of lives afforded the main character at the beginning of the game, and each time the class answers a question incorrectly, the character loses a life. In class, groups “play” the game for the class, allowing classmates to answer questions that will determine WRAP-UP/HOMEWORK: At home, students assemble costumes and props needed for their game. Groups write a simple script, where the right answer allows the main character to proceed to the next challenge, and a wrong answer leaves the character dead.Ĥ. The main character will face in his/her adventure. Students brainstorm different settings for their game, and based on the one they choose, decide what challenges GroupsĪre assigned to create an adventure game (like Physicus) based on a topic covered in class this year. Divide class into groups of three or four. How did the author of the article do in each of these games?ģ. What does the protagonist of Typing of the Dead look like?į. How can you learn the information necessary to play Physicus if you haven’t learned it yet in school?Į. Plot of Physicus? What does the author of the article think of this plot?Ĭ. What topics must one understand to play Physicus? Violence? Just a Tad” focusing on the following questions:Ī.
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Conduct a short discussion on whether students find these games to be beneficial and/or fun.Ī class, read the article “Game Theory: Mindless? Far From It. Teach? After giving students time to write, create a class list on the board based on student responses. WARM-UP/DO NOW: In their journal, students respond to the following question (written on board prior to class): Have you ever heard of or played video games designed to Violence? Just a Tad” (one per student)ġ. article “Game Theory: Mindless? Far From It. The group’s games based on its educational and entertainment value.
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In groups, create and perform a live action “video game” that teaches a concept covered in class this school year. Learn about the two educational video games by reading and discussing the article “Game Theory: Mindless?ģ. Brainstorm about video games designed to teach.Ģ. Rachel McClain, The New York Times Learning Networkġ. Students then create their own live action ‘video game’ to teach a concept to the class. Overview of Lesson Plan: In this lesson, students learn how video game formats can be used to teach. Teaching ideas based on New York Times content.