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Stage 3 stem.T4L Learning Challenge

Think 2050- The future town of your dreams

stem.T4L Learning Challenges are designed with the NSW Curriculum and Design Thinking in mind. The diagram above shows the flow of

learning aligned to Design process skills in the NSW Science and Technology Syllabuses.

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READING AND SUPPORT

SUPPORT FOR MINECRAFT

If you are a NSW Department of Education teacher, the best way to get help with Minecraft is to join the Minecraft Community on Microsoft Teams. Check out the department’s Minecraft support page.

Learn more about Minecraft Education Edition on the Digital Learning Selector.

There are Minecraft Education community pages on the Microsoft website.

• Get support with Codebuilder • Learn how to set up and host a Minecraft server • Learn how to install and deploy Minecraft inside a NSW DoE school • Learn how to install and deploy Minecraft for non-DoE schools • Obtain access and licences for department schools, learn about maintaining licenses previously obtained • Get licences for non-department schools • Find starter worlds • Mods with Tynker • Setup guide for MakeCode • Australian Minecraft resources • How to link devices in BYOD spaces where you have multiple device types

SUPPORT FOR DESIGN THINKING CHALLENGES

If you haven’t run a design thinking project with your students before, or would like a scaffold to use, this design thinking unit of work contains resources and a design folio for students to complete that will take them through all five stages of design thinking with Stage 3 appropriate language and activities

LARGE GROUP/DIVERSE STUDENT CLASSROOM MANAGEMENT STRATEGIES FOR DIGITAL PROJECTS

• How to install and use classroom mode in Minecraft to monitor student activity and behaviour • Minecraft educator resources including training and tech support articles • The Minecraft Education Edition blog has strategies from other educators for setting up classroom expectations with students • How to back up projects • How to have multiple students as world hosts • How to use Three before me and student experts so that you do not need to know how to use Minecraft to run this project • Using the chat function in classroom mode as a positive support tool

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Problems Passions People Places Projects What problems do students have with this topic?

What passions in general, do students have when learning, about this topic?

What people could you tap into to help you with this project and topic?

What places could you visit (physically or through virtual links) as you complete this topic?

List a number of possible projects that could be done.

• Access from home • Access to information • Access to adult guidance • Collaboration and

communication if working from home

• Minecraft and gaming • Imagining the future • Design • Technology • Thinking big!

• Council • Town planners • Architects • Peers • Teachers • Experts in a field of focus

• Council website • Google maps • Google earth • Community locations

1. How will you build a sustainable town?

2. Did you know that people aged 60 years and over =34.8% of our population and that your age group (10-14 year olds) equal only 6%. How could you design your spaces to draw younger families?

3. The population of the LGA is approximately 82, 000 but there are 3.5 new people moving to the area each day which means by 2036, we are estimated to be at 103, 996. How will you ensure we have enough outdoor spaces, spaces for moving around (transport) and enough creative and fun spaces for all?

4. Remember you are building a sustainable town. How will you ensure we use our resources wisely?

Stage: THREE

Target Topics and Focus Areas:

Minecraft model of a sustainable future town of your dreams in 2050! Include outdoor spaces, moving

around, how we use resources and make it a creative and fun place to be.

5P Process for planning for Real STEM Projects

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1. Hook Event

Watch some of the winning entries and finalists of previous years.

Hold class discussion about what these entries have in common and what they did differently.

2. Mini Challenge 1-Optional but teachers must ensure students have the necessary resource set up and knowledge to skip this section

Introduction to Minecraft Education – assumes no starting knowledge for students and teachers.

- Supports set up.

3. Mini Challenge 2-Optional but teachers must ensure students have the necessary resource set up and knowledge to skip this section

Learning to use Codebuilder or Makecode – most students, even Minecraft experts, will need to do this activity

4. Main Challenge 1

Design and create a sustainable Minecraft town that uses existing or futuristic technologies and products to provide a liveable place with a focus on great outdoor spaces, how the community moves around, use of resources and creative and fun places.

5. Main Challenge 2- this is what will be submitted to judges

Create a 2 minute video that showcases your build and design process: the decisions you made and why you made them.

Exhibition Audience • Your class or other students at your school • Teachers and community from your school • Judges- teachers and/or students from the school choose 1 submissions from their school • Final judges- Panel selected by Council choose 1 overall winning submission

Adapted from EOS @ChrisEdwards83

Stage: THREE

Target Key Learning Areas:

Geography, Mathematics, Science and Technology, English, CAPA, PDHPE

Project on a Page

Driving Question: How are towns planned and designed in a sustainable and liveable way?

Learning Intentions: To explore community needs and wants when planning and designing liveable towns.

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SYLLABUS OUTCOMES

Stage 3 Geography

Syllabus Stage Outcome Outcome Code

Geography 3 describes the diverse features and characteristics of places and environments GE3-1

Geography 3 explains interactions and connections between people, places and environments GE3-2

Geography 3 compares and contrasts influences on the management of places and environments GE3-3

Geography 3 acquires, processes and communicates geographical information using geographical tools for inquiry GE3-4

Geographical inquiry skills

Acquiring geographical information Stage 3

• develop geographical questions to investigate and plan an inquiry • collect and record relevant geographical data and information, using ethical protocols, from primary data and

secondary information sources, for example, by observing, by interviewing, conducting surveys, or using maps, visual representations, statistical sources and reports, the media or the internet

Processing geographical information Stage 3

• evaluate sources for their usefulness • represent data in different forms, for example plans, graphs, tables, sketches and diagrams • represent different types of geographical information by constructing maps that conform to cartographic conventions

using spatial technologies as appropriate • interpret geographical data and information, using digital and spatial technologies as appropriate, and identify spatial

distributions, patterns and trends, and infer relationships to draw conclusions

Communicating geographical information Stage 3

• present findings and ideas in a range of communication forms as appropriate • reflect on their learning to propose individual and collective action in response to a contemporary geographical

challenge and describe the expected effects of their proposal on different groups of people Geographical tools

Maps Stage 3 • large-scale maps, small-scale maps, sketch maps, political maps, topographic maps, flowline maps • maps to identify location, latitude, direction, distance, map references, spatial distributions and patterns

Graphs and statistics Stage 3 • pictographs, data tables, column graphs, line graphs, climate graphs • multiple graphs on a geographical theme • statistics to find patterns

Spatial technologies Stage 3 • virtual maps, satellite images, global positioning systems (GPS)

Visual representations Stage 3 • photographs, aerial photographs, illustrations, flow diagrams, annotated diagrams, multimedia, web tools

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Stage 3 Mathematics

Stage Outcome Code

3 Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM

3 Gives a valid reason for supporting one possible solution over another MA3-3WM

3 Selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts between units of length MA3-9MG

3 Selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles MA3-10MG

3 Locates and describes position on maps using a grid-reference system MA3-17MG

3 Uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables MA3-18SP

Stage 3 Science and Technology

Skills

Working Scientifically Stage 3 • Plans and conducts scientific investigations to answer testable questions, and collects and summarises data to

communicate conclusions ST3-1WS-S

Design and Production Stage 3

• plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-2DP-T

• defines problems, and designs, modifies and follows algorithms to develop solutions ST3-3DP-T

•

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Knowledge and Understanding

Living World Stage 3 • Examines how the environment affects the growth, survival and adaptation of living things ST3-4LW-S

• Explains how food and fibre are produced sustainably in managed environments for health and nutrition ST3-5LW-T

Material World Stage 3 • explains the effect of heat on the properties and behaviour of materials ST3-6MW-S

• explains how the properties of materials determines their use for a range of purposes ST3-7MW-T

Physical World Stage 3 • explains how energy is transformed from one form to another ST3-8PW-ST

• investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force ST3-9PW-ST

Digital Technologies Stage 3 • explains how digital systems represent data, connect together to form networks and transmit data ST3-11DI-T

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Working Scientifically Skills Continuum

Questioning and predicting Stage 3

Students question and make predictions about familiar events and outcomes of investigations. They pose relevant questions to initiate a scientific investigation and predict outcomes to unfamiliar situations.

• pose testable questions

• make and justify predictions about scientific investigations (ACSIS231, ACSIS232)

Planning and Conducting Investigations Stage 3

Students explore their surroundings and develop strategies for planning and conducting fair testing. They work collaboratively and individually to plan appropriate investigations to test predictions and find answers to questions. Students make observations using their senses and use measurement and appropriate technologies to collect and record these observations. They use appropriate materials, tools or equipment and recognise risks in conducting practical investigations.

• identify questions to investigate scientific ideas

• plan and apply the elements of scientific investigations to answer problems

• identify potential risks in planning investigations

• manage resources safely (ACSIS086, ACSIS103)

• decide which variable(s) is to be changed, measured and kept the same, in fair tests

• select appropriate measurement methods, including formal measurements and digital technologies, to record data accurately

and honestly (ACSIS087, ACSIS104)

• reflect on and make suggestions to improve fairness, accuracy and efficacy of a scientific investigation (ACSIS091, ACSIS108)

• manage investigations effectively, individually and in groups

Processing and analysing data Stage 3

Students organise, share and compare data and information. They engage with a range of representations including graphs,

tables and labelled diagrams. Students discuss observations and use reasoning to describe patterns and relationships. They

develop mathematical skills to represent data, justify conclusions and share their findings. Students analyse their findings and

reflect on the effectiveness of the investigation by assessing the reliability and validity of the data collected.

• Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns

or relationships in data

• Employ appropriate technologies to represent data (ACSIS090, ACSIS107)

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• Compare data with predictions

• Present data as evidence in developing explanations (ACSIS218, ACSIS221)

Communicating Stage 3

Students communicate by using and constructing a range of representations, including tables and graphs, to represent and describe observations and identify relationships in data, using appropriate technologies. They share and communicate their observations and ideas in a variety of ways to explain processes and their understanding of concepts. • communicate ideas, explanations and processes, using scientific representations including multimodal forms (ACSIS093,

ACSIS110)

Design and Production Skills Continuum

Identifying and defining Stage 3

• examine and critique needs, opportunities or modifications using a range of criteria to define a project

• define a need or opportunity according to functional and aesthetic criteria • consider availability and sustainability of resources when defining design needs and opportunities • investigate materials, components, tools, techniques and processes required to achieve intended

design solutions (ACTDEP024) • examine and determine functional requirements to define a problem

Researching and planning Stage

• research, identify and define design ideas and processes for an audience • consider functional and aesthetic needs in planning a design solution • develop, record and communicate design ideas, decisions and processes using appropriate

technical terms • consider sustainability of resources when researching and planning design solutions • manage projects within time constraints • develop solutions through trialling and refining using iterations

Producing and implementing Stage

• develop project plans that consider resources when producing designed solutions individually and collaboratively (ACTDEP028)

• implement digital solutions as visual programs involving branching, iteration and user input (ACTDIP020)

• work collaboratively to share, appraise and improve ideas to achieve design purposes • identify, organise and perform strategic roles within a group to solve a problem • acquire, store, access and validate different types of data, and use a range of software to present,

interpret and visualise data

Testing and evaluating Stage • negotiate criteria for success, based on defined needs, sustainability and aesthetics • develop appropriate and fair processes to test a designed solution according to criteria • evaluate design ideas, processes and solutions according to criteria for success (ACTDEP027)

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• explain how students’ solutions and existing information systems meet current and future local community needs (ACTDIP021)

Thinking Skills

Design thinking – DesT Design thinking is a process where a need or opportunity is identified and a design solution is developed. The consideration of economic, environmental and social impacts that result from designed solutions are core to design thinking. Design thinking methods can be used when trying to understand a problem, generate ideas and refine a design based on evaluation and testing. Systems thinking – SysT Systems thinking is an understanding of how related objects or components interact to influence how a system functions. Students are provided with opportunities to recognise the connectedness of, and interactions between phenomena, people, places and events in local and wider contexts and consider the impact of their decisions. Understanding the complexity of systems and the interdependence of components is important for scientific research and for the creation of solutions to technical, economic and social issues.

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MINI CHALLENGE 1- OPTIONAL (TEACHER DECIDE IF STUDENTS ALREADY HAVE THE KNOWLEDGE/RESOURCES NECESSARY)

Build the learning necessary for a student to achieve the mini challenge. All learning should work towards achievement in that step of the STEM Solutions Pedagogy. Write your instructions as if you are talking to students. Introducing students to the technology and gaining basic skills is good at this stage.

Mini Challenge Learning to use Minecraft as a learning tool

Formative Assessment • Students and teachers can access Minecraft in the home or school environment. • Students and teachers can set up and host Minecraft worlds. • Students can respectfully use Minecraft as a learning environment.

Learning Intentions • To familiarise students and teachers with using Minecraft in the home or classroom.

Success Criteria

• Students and teachers are able to access and operate within the Minecraft environment. • Minecraft worlds can be backed up regularly • Students and teachers know how to maintain version control of software. • Students and teachers know where to go for support and understand the rules of using Minecraft as an educational tool.

Learning Activities (include links, content, text, anything needed to build the learning in the template)

1. Basic controls and building

Some students will need to learn about navigation and building controls 2. Accessing Code Builder within Minecraft –

a. In this learning challenge students will access the coding platforms that are now built into Minecraft. This will help them to ‘code’ in Minecraft.

b. Many, if not all, of your students will know how to play Minecraft. If not, they will catch on quick and enjoy the experience.

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c. Chicken rain This is a fun and basic first piece of code that allows students to see the efficiency of code over manual labour. Click Here for the process. The final code will look like this:

Notes:

PREPARING FOR THIS ACTIVITY: Minecraft Education edition inside the DoE Minecraft Education Home page Minecraft for beginners Accessing Minecraft – Minecraft Education Edition is a licence based application. The NSW Department of Education has purchased licences for staff and students to use. In order to access these licences, access the Minecraft Education Edition NSW DoE page and follow instructions. You should do this well before you need students to access the platform. Installing Minecraft: Learn how to install Minecraft on DoE school computers. Learn how to install Minecraft on BYOD devices.

PRINTABLES FOR THIS ACTIVITY:

N/A

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MINI CHALLENGE 2- OPTIONAL (TEACHER DECIDE IF STUDENTS ALREADY HAVE THE KNOWLEDGE/RESOURCES NECESSARY)

Build the learning necessary for a student to achieve the mini challenge. All learning should work towards achievement in that step of the STEM Solutions Pedagogy. Write your instructions as if you are talking to students. Namely, exploring the problem to be solved. This may not be so technology focused.

Mini Challenge Learning to use Codebuilder or Makecode – most students, even Minecraft experts, will need to do this activity

Formative Assessment Student create their first Minecraft code and reflect on the process

Learning Intentions Students will work in teams to build demonstrations of their understanding of a given topic provided by the teacher in any course or grade. Students learn computational thinking focusing on events and coordinates

Success Criteria

• Students build and share a Minecraft design, demonstrating their skill and expertise in the Minecraft Edu platform • Student install Code Connector and use the Minecraft MakeCode site • Students create a simple MakeCode for Minecraft project • Students learn to use coordinates in the Make Code projects • Students seek feedback on their designs from their peers • Students reflect on their learning

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Learning Activities [include links, content, text, anything needed to build the learning in the template]

Part 1 – Build Battle Our first activity for this unit will be a Build Battle. For this activity, your teacher will tell you a theme for which you have to build. You will be given blocks of land to build on to which you will be assigned. You will have a time limit to build your creations, then you will showcase your build to peers. Your class will vote for the best build, and if you are lucky, your teacher may give the winners a prize of some kind. Part 2 – Introduction to Minecraft Education Edition Code Connector The Department of Education Minecraft website has instructions for installing on school computers, and BYOD teacher and student devices can download and install via this link. (see Code Connection button) . Watch this video to see more on using the Code Connector plugin. Here is another how-to guide for installing and setting up Code Connector. All students will need to do this too. From this point forward we will use the Minecraft MakeCode Site for our coding. Part 3 – Events – Theory and Activities Watch this YouTube video about event blocks. An event in computer science is an action or occurrence that is detected by a computer. For example, when someone clicks the button on their mouse, it generates a “mouse click event” for the computer. In real life, there are also events that might be associated with an action, like cause and effect. Here are some examples:

Event - Action It starts raining - People open umbrellas The bell rings - Students go to class The power button is pressed - The computer turns on The mouse button is clicked - An application opens

Can you think of some other events and what they might cause to happen? Discuss with your class.

In programming, an event handler is a part of your program that runs when a specific event happens (it “handles” the event). In MakeCode, an event handler block looks like a square with a gap in the middle and usually starts with the word “on”:

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Activity 1 - Yellow Brick Road Let’s code our first mod. Follow these instructions to create a path as you walk. You’ll be creating Yellow Brick Roads in no time at all! Activity 2 - Sing a Song of Sixpence In our next activity you will level up and create code that changes cakes to parrots when broken. Activity 3 – What will you make?

In this project, your challenge is to come up with a simple MakeCode for Minecraft project that uses one or more of the following event handler blocks:

Activity 4 – Seeking Feedback

Once you have completed your first independent project, share it with a friend for feedback. When giving feedback to a friend use the following prompts:

• Wow – I really like how you….

• Wonder – I wonder if it would work better if ….

Activity 5 - Reflecting on Events: Use the following questions to write a reflective learning journal entry:

• What problem did you solve, or why did you decide to create this project?

• What kind of event and event handler did you decide to use?

• What does your program do? Describe how your program works (what the cause and effect are).

Part 4 – Coordinates – Theory and Activities Watch this introduction to coordinates in Minecraft.

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In Minecraft, it’s important to know where you are in the world, where your agent is, and where all kinds of things from diamond mines, to woodland mansions, to underground spawners are. In Survival mode, it’s even more important to be able to get back to a safe place when the sun starts to go down, or to remember the location of points of interest so you can find them again if your inventory is full and you need to come back. Even if you are already familiar with moving around in Minecraft, you might not have used coordinates, except perhaps to teleport. In order to use many of the MakeCode blocks effectively, you need to understand Minecraft coordinates, which are also known as positions.

Learn more about coordinates and how you can use them when coding in Minecraft.

Activity 1 - Create a Compass Rose Let’s practice using coordinates in Minecraft to create a simple compass rose that points to the four cardinal directions within a Minecraft world. You can then use this as the basis for creating more individualized and detailed compass roses. Activity 2 – Auto Farmer In this activity, you will become farmers who must herd sheep in Minecraft, but of course you will use a bit of code to make it happen! Let’s create some sheep and then automatically put them in their pen. Activity 3 – What will you make? For this activity, use commands to alter the landscape in some way. Here are some ideas:

• In a set area, replace all blocks of a certain type with something new (for example, replace all grass with lava).

• Create an “instant swimming pool” filled with water or… lava!

• Create a way to instantly tunnel through a mountain or portions of the nether.

• Create a way to literally “move mountains.”

• Make a rainbow.

Activity 4 - Reflecting on events: Use the following questions to write a reflective learning journal entry:

• How did you come up with this idea? What problem are you trying to solve and why?

• What did you decide to alter in the landscape?

• What does your program do?

• Describe how your program alters the landscape.

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Activity 5 – Using the Structure Block (optional extension activity)

Learn to use structure blocks in Minecraft Education Edition. Include at least one screenshot of the result of your program.

Notes:

PREPARING FOR THIS ACTIVITY: Part 1 - Build Battle prep - One you have accessed licences and installed the app, it’s time to import the ‘Build Battle’ World. Download the world file from OneDrive and import into Minecraft by following these instructions:

1. Open Minecraft and sign in > Play > Click on the Arrow to the right of ‘create new’ > navigate to where you downloaded the Build Battle file > ok and the world will open.

2. After uploading a world to Minecraft once, next time you open Minecraft and choose play Build Battle will be listed and ready to click and play. 3. Open server and let students in via the instructions you would have learnt during the compulsory tutorials needed to get the licences. 4. Split students into groups of approximately 4. 5. Give students a theme for the build battle and a timeframe (15 minutes maximum) in which they must complete their build. Is there a topic they have been studying in

another KLA, eg medieval Japan, Egyptian history, Greek empires, a building in the school, your town or suburb, anything for which they can build something thematic?

6. Fly to each build platform and allocate a group of students to that platform. They will know how to teleport friends there etc.

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7. Once the time is up and the build is done, as a class you should move between platforms for them to showcase their work. 8. Ask students to use the camera to take photos of their build. The photos can them be downloaded via the portfolio to be kept in a journal or such. Watch this video to

learn how to take photos in Minecraft. Part 2 – Walk through the process of using the code connector and MakeCode Minecraft. For stage 4 students, there is a Javascript option in MakeCode that would be useful for students who are comfortable with and ready to move on from block coding. The Technology mandatory Syllabus does mandate general programming language (aka Javascript) so use of this should be encouraged. Some students may struggle at first, and block coding will support these students. Part 3 and 4 – Follow the instruction on the linked pages. Suggest students work through at their own pace.

Use whatever platform best suits your class for the reflection writing

PRINTABLES FOR THIS ACTIVITY:

N/A

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MAIN CHALLENGE 1- THIS IS A MANDATORY PART OF THE CHALLENGE

Main Challenge 1 Design and create a sustainable Minecraft town that uses existing or futuristic technologies and products to provide a liveable place with a focus on great outdoor spaces, how the community moves around, use of resources and creative and fun places.

Suggestions for Formative Assessment

• Collection and documentation of multiple prototypes • Completion of design thinking folio or journal • Screen casts from build at different stages • Video reflections by students throughout the design process • Experiences of group work and how they overcame the challenges of working in small or large groups

Learning Intentions • Students will include storytelling aspects in their build. • Students will work together, developing communication and collaboration skills (where possible), to complete a build. • Students will use critical and creative thinking as well as problem solving skills to complete a Minecraft build.

Success Criteria

• Students have created and maintained a portfolio of learning around their Minecraft build. (If the build is not successful but students can explain why, what they would do differently and present their learning and solutions, they should be encouraged to complete Main Challenge 2 and still submit a video.)

• Students have used problem solving and creative, critical thinking to design a possible solution. • Students successfully used the design thinking process, including iterative prototyping to create a possible solution.

Learning Activities

Key inquiry questions • How do people and environments influence one another? • How do people influence places and the management of spaces within them?

Design tasks

• Completion of a final Minecraft design • Produce and record the working prototypes and build the portfolio of work • Record and articulate the research and background knowledge gained throughout the process • Plan and produce solutions to the identified problems

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Notes:

Students can work in small or whole class groups. This is a collaborative activity.

PREPARING FOR THIS ACTIVITY:

N/A

PRINTABLES FOR THIS ACTIVITY:

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MAIN CHALLENGE 2- THIS IS A MANDATORY PART OF THE CHALLENGE AND WILL BE SUBMITTED FOR JUDGING

Main Challenge 2 Plan and create the 2 min video that will be submitted to the competition

Suggestions for formative assessment • Storyboards and drafts of narrative for final video

Suggestion for final assessment • Completed 2 min video created by the students based on rubric.

Learning Intention • Students will use storytelling to share their build, decision making and design process with the audience of their video.

Success Criteria • A completed 2 minute video that includes reflection, discussion of the design thinking process, their solution to the real world problem

and a showcase of the build. • Communication of their thinking processes and how they arrived at their decisions.

Learning Activities (include links, content, text, anything needed to build the learning in the template)

Students will create a two minute video explaining their design process, thinking and skills used to address the driving questions. This video should take the form a ‘KickStarter’ type campaign, but explains their learning journey and inquiry process as well as ‘selling’ the positives of the final design. The students should begin the film editing and planning early, as editing videos can be time consuming. Tools for screen casting

• Windows Game bar (Windows 10 only, Built in software) • Adobe Captivate (available for DoE schools via the UDM) • Adobe Presenter (available for DoE schools via the UDM) • OBS studio (Open source free software) • Any other screen casting tool you like

Tools for video editing

• Adobe Premiere Pro (available for DoE schools via the UDM) • Adobe Premier Elements (available for DoE schools via the UDM) • Premiere Rush (available for DoE schools via the work at home license) • Windows Movie maker • iMovie • Any other video editor you like

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Video editing and story boarding help.

• Digital story telling • Story board template on Adobe Education Exchange • Learn about storyboarding and find more templates on the Digital Learning Selector

PREPARING FOR THIS ACTIVITY:

PRINTABLES FOR THIS ACTIVITY:

- Story board

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MARKING CRITERIA FOR MAIN CHALLENGES Entries will be judged on the following explicit criteria: -Use of skills to plan, organise and monitor activities -Reflections on learning, giving valid reasons for supporting one solution over another and evaluating information -Use of Minecraft Education Edition to solve a complex problem -Producing a sustainable solution to a problem considering the needs of the community and environment -Creation of a practical solution to an authentic real-world problem -The planning and delivery of a fun pitch that engages the audience