Module 4: Exploring Project-Based Work in Minecraft Education

[Pat Brennan]

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ASSIGNMENT

For this assignment, you will be developing a Minecraft Education-based project idea for your class. Please consider the following aspects:
Curriculum Areas Explored:
Identify the specific curriculum areas that will be explored through this project. This could include subjects like mathematics, science, history, geography etc.
Learning Outcomes:
Define the learning outcomes that will be achieved by the students through this project. What skills, knowledge, or abilities will they develop? Consider both subject-specific outcomes and broader skills like problem-solving or collaboration.
Student Roles:
Describe the different roles that students will take on during the project. This could involve assigning specific responsibilities, such as project leader, builder, researcher, or presenter.
Supporting Work:
Explain the activities that will be done outside of Minecraft Education to support the work being done in-game. This could include pre-lesson discussions, research, brainstorming, or creating relevant resources.
Build Challenge or Project Prompt:
Introduce a build challenge or project prompt that will consolidate the learning. This could be a specific task or problem that students will work on collaboratively or individually to demonstrate their understanding of the concepts covered.

Write a description of your project idea  (150-word minimum) as a reply to this post.

[Desmond Loughrey Grant]

Curriculum area:
Mathematics – Fractions: Students explore and apply fractions by dividing structures into equal parts within Minecraft, enhancing their understanding through hands-on, visual representation.

Learning Outcomes:
Empowering Active Participation: Students will develop skills in fractions by actively participating in the creation of structures that visually represent specific fractions.
Project-Based Learning: Engage in a project that simulates real-world collaboration, fostering creativity, problem-solving, and teamwork.
Peer Teaching: Students will teach each other concepts of fractions, reinforcing their understanding through collaboration and peer support.

Student Roles:

Project Leader: Oversees the project, ensuring alignment with learning objectives and effective team collaboration.

Builder: Constructs the project within Minecraft, applying fraction concepts to create accurate and creative structures.

Researcher: Ensures the project reflects accurate fraction usage and meets the learning goals.

Presenter: Prepares and delivers a presentation, explaining how fractions were applied and the challenges encountered.

Supporting Work:

Pre-Lesson Preparation: Includes discussions, research, and brainstorming to ensure students are prepared for the project.
Teacher Guidance: Essential throughout to scaffold the learning experience and provide necessary support.
scaffolded Resources: Worksheets and visual models provided to help students understand and apply fractions.

Build Challenge or Project Prompt:

Project Prompt:

Build a Fraction Park in Minecraft where different areas represent specific fractions of the total space. For example, create a garden that covers 1/3 of the park and a playground that covers 1/4.

Inclusivity:

The challenge allows students to work at their own pace, with differentiation by outcome ensuring all students receive encouragement and recognition.

Assessment : Students will be evaluated on their ability to accurately represent fractions, collaborate effectively, and solve problems creatively.

[Ruth Needham]

Exploring the People of the Tigris and Euphrates Rivers in Minecraft

Curriculum Areas Explored
The main curriculum area explored is history.
The project also covers aspects of the English, geography and visual arts curriculums.

Learning Outcomes
Subject: History
Stands: Early peoples and ancient societies
Strand Unit: Early societies of the Tigris and Euphrates valleys

Students will gain an understanding of the daily life, architecture, and societal roles within the ancient civilisations of the Tigris and Euphrates Rivers. They will develop skills in historical research, digital design, and collaboration. Additionally, they will improve their ability to communicate historical concepts through various media, including oral presentations and digital reconstruction.

Student Roles
Project leader: Combine the research on the topic and ensure everyone has the information they need. Time keeping.
Architects: Design and plan the construction of mud-brick homes and other structures.
Builders: Recreate these structures in Minecraft
Documenters and presenters: Create portfolios and document the building process, including the historical context.

Supporting Work
This project follows on from completing the lessons on The People of the Tigris and Euphrates Rivers in the class textbook Small World History Third Class. The class textbook can be used for research, as well as teacher approved links shared using Wakelet. Students will brainstorm how to represent these societies in Minecraft, and sketch out their build designs on paper.

Build Challenge or Project Prompt
Using Minecraft, recreate a Mesopotamian city along the Tigris and Euphrates rivers, focusing on accurate depictions of mud-brick homes, ziggurats, and the layout of the city. Each student should have the opportunity to build different parts of the city based on their research. Once completed, students will present their city to the class, using a portfolio, explaining the significance of each structure and how it reflects the lives and culture of the people who lived there.

This project encourages students to engage with the material by using creative and collaborative skills to bring ancient history to life in a digital format. By the end of the project, students should have a solid understanding of the topic.

[Orla Coleman]

Politics, conflict and change: 1916 and the foundation of the state.

1916 Easter Rising : History/ Geo/ Literacy

Children will be enabled to develop a sense of the mindset of the people at this time, further developing their sense of national identity.

Acquire some knowledge of Michael Collins, Eamonn Dev, Padraig Pearse and recognise the names of the other leaders.  Be able to summarise the events  of the Easter Rising and what events built up to it, and the results of this period.

Compare and contrast with Ireland now. Make connections with this period, e’g place names, politics today etc.

Through collaborative work of building accurate depictions of 1916 Dublin’s main locations they have learned about, they will brainstorm, design, delegate, build, collaborate and communicate. They will then present their work to their class mates/ teacher. Build a map of Dublin at this time – GPO, Jacobs etc. Include NPCs (Non Player Characters) who were there on the day e.g Padraig Pearse etc. Have them explain what is happening through posters or dialogue.

Team work: Leader, researcher, reporters recording step by step using book and quill, time keeper, presenter, builders.

Pre work and additional activities: Videos, discussion, reading about the time, map work, book work. Diary entry, reports, newspaper articles. Music – Grace,  Ámhrán na BhFiann. Art –construction: building a GPO in teams etc. Drama, Role play. Tour to kilmainham/ glasnevin?

[Eoghan O’Neill]

Hi Orla,

Thank you for your post and for providing this outline for your unit of work. I have to say that it is one that I might use myself, as it sounds like it could really bring to life this period of Irish history. Being able to chart the course of these historical figures through a depiction of the main events and locations from this period is fantastic. Your outline of group roles also shows the huge potential this has for the creation of an engaging learning experience.

[Olivia Diamond]

History

Strand: Early People and Ancient Societies

Strand Unit: Egyptians

Curriculum Areas Explored:
History: Understanding the daily life, culture, and achievements of Ancient Egyptians.
Geography: Exploring the geography of Egypt, including the Nile River and its significance.
Mathematics: Applying mathematical concepts such as measurement and geometry in building structures.
Science: Investigating ancient Egyptian technology and engineering, such as pyramid construction.
Art: Creating art inspired by ancient Egyptian artifacts and hieroglyphics.
Learning Outcomes:
Students will gain a deep understanding of ancient Egyptian society, including their customs, beliefs, and contributions to civilization.
Geographical Skills: Students will learn about the geographical features of Egypt and their impact on the civilization.
Mathematical Skills: Students will apply measurement and geometry skills in designing and constructing structures.

Student Roles:
Project Leader: Oversees the project, ensures tasks are completed on time, and coordinates with the teacher.
Builder: Responsible for constructing buildings and structures in Minecraft based on research and plans.
Researcher: Gathers information about ancient Egyptian society, geography, and technology to inform the project.
Presenter: Prepares and delivers presentations on the project’s progress and findings to the class through the Book and Quill

Supporting Work:
KWL Chart: to find out prior knowledge
Research: Students will research various aspects of ancient Egyptian life, including their architecture, culture, and technology along with collaborative sessions to generate ideas for the Minecraft build and plan the project.

Build Challenge or Project Prompt:
Recreate an Ancient Egyptian Village- Students will work together to build a detailed model of an ancient Egyptian village in Minecraft. This should include key structures such as homes, temples, the Nile River, and pyramids. Students will present their village to the class, explaining the significance of each structure and how it reflects ancient Egyptian society.

[Eoghan O’Neill]

Hi Olivia,

Thank you for sharing this outline with us. It is clear that you have put a lot of thinking time into this. What strikes me is the truly integrated nature of this unit of work and the huge variety of success you have listed in your post. Giving a brief description of the roles of each of the group members also makes it very clear as to how this unit will work and what will be achieved by the children at the end.

[Luke Sheridan]

Curriculum Areas Explored:
History Education, Geography Education, Literacy, Mathematics.

Learning Outcomes:

• Students will be enabled to recreate their locality (city/town/village) in the past through a Minecraft world.
• Students will be enabled to compare and contrast their local area from the past to the present day.
• Students will be enabled to use research skills to find out more about their area in the past.
• Students will be enabled to identify geographical areas, topography and the location of buildings using mapping skills.
• Students will be enabled to collaborate and present their findings to the class through Minecraft portfolio tool.

(To promote diversity, students may choose a global city where a group member may originate from or perhaps where they go on holiday in Ireland or abroad.)

Student Roles:
Describe the different roles that students will take on during the project. This could involve assigning specific responsibilities, such as project leader, builder, researcher, or presenter.

• Project Leader – assigns targets, delegates building, ensures project stays on task in game.
• Researcher – responsible in finding old maps, articles, imagery that can aid the team in creating an old world.
• Planner – responsible for planning the world and ensuring that tasks in game and aligned with the pre-made plan.
• Timekeeper – ensures that the team abide by time constraints set by class teacher.

 

Supporting Work:

• Mapping lesson – class teacher introduces students to maps and how to access old maps online. Go over key terminology such as coordinates, legends and symbols of significance.
• Class based discussion on what our locality looked like in the past. Before research, ask the children what would have changed and/or stayed the same. Is it for the better? Or worse?
• Parental involvement – interview parents, family and relatives about their life as a child and growing up in an ever changing environment.
• Local sources of information – class visits to museums, information centers and old buildings such as libraries and churches.
• Research and planning – access websites, tools and resources to help us create an idea and image of what we want to build in game.

Build Challenge or Project Prompt:
The children are to create a portfolio online on Minecraft using the book and quill tool as a showcase for their creations. The children are asked to recreate a village/town/city they are familiar with and transport themselves back into the past in game. The build requires homes, services, places of historical significance, education and places of work. Geographical features are also required such as rivers and lakes. Signage and a guided tour in-game as a ‘blast from the past’ type walkthrough. How has your town changed?

[Eoghan O’Neill]

Hi Luke,

Thank you for your post. From your learning outcomes you can really see that this is a truly integrated ‘SESE’ lesson. As well as working on mapping skills and spatial awareness (which also carries significant resonance in maths), children are linking their own locality with it in the past, tracking continuity and change in the process. Like an earlier poster, you have also included sufficient challenge and requirements in the build challenge to ensure that all children can get started on the project, but also that there are built-in extension opportunities for those capable of the extra challenge.

[Sarah Magill]

Journey Through the Human Body

Curriculum Areas Explored:

Science: Focus on human anatomy, biology, and the function of various body systems (e.g., circulatory, respiratory, digestive).
SPHE: Understanding the importance of maintaining a healthy lifestyle.
Art: Creating detailed and accurate representations of organs and body systems.

Learning Outcomes:

Anatomical Knowledge: Students will learn about the structure and function of major human body systems and how they work together to maintain health.
SPHE: Students will understand the impact of diet, exercise, and lifestyle on bodily functions.
Collaboration: Students will enhance teamwork skills as they work together to build and present different body systems.

Student Roles:

Leader, Researchers, Time Keeper, Reporter

Supporting Work:

Pre-Lesson Discussions: Students will discuss what they already know about the human body and identify areas they are curious to explore further.

Research: Students will research the structure and function of different body systems, using textbooks, videos, and online resources.

Resource Compilation: Students will gather and organize information to guide their construction and ensure accuracy.

Build Challenge or Project Prompt:

Each group will be assigned a specific body system (e.g., circulatory, respiratory, digestive) to research and build. They will construct a large-scale, walk-through model of their assigned system within Minecraft, complete with labels and explanations of how it functions. When completed the students will guide the peoples through the different body systems, explaining the key functions and how they contribute to overall health.

[Eoghan O’Neill]

Hi Sarah,

Thanks for your post. I really like the sounds of this unit outline, and the different skills and knowledge that can be developed through it. The idea of different groups being assigned a different system is great, as it also allows others to learn from their peers in a plenary session at the conclusion of the unit. This outline also aligns closely with some of the learning outcomes from the science section of the STE draft specification.

[Margaret Kelleher]

Curriculum area covered
Subject: History
Strand: life, society, work and culture in the past.
Strand unit: 19th century Ireland
Other curricular areas covered; Gaeilge.

Learning outcomes
·       To learn about the everyday lives of tenants working on land held by English landlords pre-famine.
·       To design a model of what a typical small holding would have looked like during this period and the activities/hardships/challenges/culture of those living on it.
·       To add notes/chalkboards in to their Minecraft world containing facts they learned from their research.
·       They will develop skills in historical research, digital design, and collaboration

To develop skills of
-collaboration;
·       working together to decide on relevant information to include in project.
·       working together to build their Minecraft world with historical accurate features and information.

-presentation;
·       dividing information between them to feed back orally to whole class.

Student roles

Project leader: Combine the research on the topic and ensure everyone has the information they need.
Architects: Design and plan the construction of the farm holding.
Builders: Recreate the structure in Minecraft.
Documenters and presenters: Create a presentation explaining the building process, including the historical context.

Supporting work
·       Discussion on what they know about the period already KWL chart completion. Research information provided by the class teacher, books from the library and some teacher provided online resources. Areas of research to include; religion, language, food, clothing, farming practices, societal structures.

Build challenge

Design a model of what a typical small holding would have looked like during this period and include features that display the activities/hardships/challenges/culture of those living on it with information provided through the book and quill feature.

[Edele Harvey]

Minecraft Education Task:

In groups recreate a Japanese city.

Build Challenge/Success Criteria: Your City must

• Have 4 traditional Japanese style buildings
• Include a nature area with 6 native flora and fauna
• Include 3 national tourist attractions. Each attraction must have a poster that includes relevant information for Tourists to learn.
• Include 4 places to eat/drink
• Your project must be documented in Portfolio that shows all listed success criteria

Curriculum Areas Explored:
Subject: Geography
Stands: Human Environments
Strand Unit: People and other lands

Learning Outcomes:

• Study some aspects of the environments and lives of people in Japan
• Measurement and geometry skills in designing and constructing structures.
• Research skills
• Computer skills
• Coding skills
• Planning skills
• Mapping skills.
• Team work and collaboration skills

Student Roles:

Leader: Ensure each group member has a role and stays on task. Time keeping.

Architects: Design and plan the construction

Builders: Create structures in Minecraft
Reporters:  Create a portfolio and document the building process
Presenters: Present the project to other groups

 

Supporting Work:
Prior to engaging with Minecraft Education Students will read, research and explore about Japan. Once knowledge is gained students will break into groups and discuss and plan their project. As the teacher I will share the project success criteria for the project.

[Ciara King]

Lesson title:

Home Sweet Home

Build Challenge or Project Prompt:

Create a suitable home for a family of 4.

1 parent who works from home, a 17 year old boy completing his leaving cert, a 12 year old girl starting secondary school and a 5 year old boy starting primary school.

House will be a bungalow, 150 square meters.

It must include an office space for parent, 4 bedrooms and 2 bathrooms.

Curriculum Areas Explored:

Maths – Area and Perimeter 6th class/ Art/ Literacy/ Engineering

Learning Outcomes:

– Plan a suitable house for the family.

– Students will apply their knowledge and understanding of area and perimeter to create a house plan to scale.

– Evaluate suitable material that can be used when building a house.

– Discuss and explain their decisions and choices for their house.

Student Roles:

–  The class will be working in groups of 5.

o Project Leader/ Timekeeper – Their role will be to ensure the group is working together and that all opinions are listened to. They will also make sure the group is staying on task and completing it on time.

o Builder – Their job will be to create the house on Minecraft according to the plan.

o Researcher – They will research and report back on suitable materials for the house.

o Architect – They will design the house, incorporating the ideas and thoughts of the whole group.

o Reporter/ Presenter – They will present the groups house to the class, explain their thought process and ideas.

Supporting Work:

– This project will be completed as a consolidation area and perimeter maths lesson.

– They will create a layout of the house on an A3 paper.

– In Minecraft – They will have a quill and book, outlining what materials they are using, the area of each room and explaining their design decisions.

–  Invite an architect and builder in to discuss their job and what the students must think about.

–  Teacher will be a sounding board. I will offer advice when asked and providing resources and support when needed.

[Oisin Breathnach]

Curriculum Area Explored

Literacy- Responding to a novel- The Cay by Theodore Taylor

History- Life during World War 2

Geography-Locating Curacao on a map

Science- Human Life

SPHE-My Body

Learning Outcomes

-Identify the three essential items needed to survive on the island

-Discuss, analyze and report on the themes of friendship and racism found in the novel

-Create their own desert island in Minecraft Education.

-Using evidence from the novel, develop graphical and mapping skills to locate Curacao

Critical thinking skills will be developed through discussion on how to survive on the island and how institutional racism permeates the novel, oral presentation skills will be developed through presenting their ideas on how to survive on the island and mapping skills will be developed through locating Curacao and mapping other areas of conflict in World War 2. Creativity and collaboration skills will be evident through the work of the group

Student Roles

Project Leader: Facilitating the work of the group, ensuring all voices are heard and that agreed upon tasks are completed in a timely manner

Architect: Designs and maps out the world.

Builders: Build their digital world

Researchers: Identify the evidence from the novel that support survival and identify certain topographical features from the novel. Research the key elements needed for survival.

Reporters: Present their completed project to the class.

Supporting Work:

History- Lessons on World War 2

Geography- Using maps to locate the areas of conflict of World War 2

Literacy- Respond to the novel critically, both orally and written through various exercises such as, discussing themes found in the novel, book report and what they thought of the novel.

Art- Creating their own Book Cover as a poster and Pixel Art

Build Prompt

You must build a desert island on Minecraft Education, inserting 5 natural or man made environments found in the novel.

The three elements needed for survival must be evident on your island.

[Suzanne Behan]

The inspiration for this Minecraft challenge came from a family holiday in the summer of 2024 to an eco-friendly holiday sports resort. As a family we attended a workshop which show-cased the resorts dedication and commitment to the environment through extensive sustainable projects under the umbrella of the sustainable development goals.

Working in teams the children must design and develop their own family friendly holiday resort using Minecraft education, ensuring that it is environmentally friendly and sustainable. The curriculum areas covered under this project include: science, geography, mathematics, visual art and music.

The children will be shown a video and a power-point outlining how Club La Santa offer an environmentally friendly fun resort for all the family. As there are 25 children in the classroom, they will be split into groups of 5 with the following student roles: Project committee leader who will be responsible for leading the team and project management – each team will then have two builders, a researcher and a presenter. Before the build phase, the children will work on researching their idea through brainstorming.

In terms of learning outcome’s the children should be able to work collaboratively to design an environmentally and family friendly holiday resort.

[Emma Bermingham]

Project Title: Recreating Ancient Civilizations in Minecraft

Curriculum Areas Explored:
This project will explore history, geography, and art by focusing on the architecture, culture, and geography of ancient civilizations such as Mayan Civilization for 5th class students .

Learning Outcomes:
Students will develop an understanding of the key features and historical significance of ancient civilizations. They will enhance their research skills by gathering information about historical sites and cultural practices. Additionally, students will develop collaboration and problem-solving skills as they work together to recreate accurate historical structures in Minecraft. They will also refine their ability to present and communicate their findings.

Student Roles:
Project Leader – Oversees the group’s progress and ensures milestones are met.
Builder – Designs and constructs the historical structures in Minecraft based on the research.
Researcher – Gathers information on the civilization’s architecture, culture, and history.
Presenter-  Prepares and delivers a presentation on the group’s project.

Supporting Work:
Before starting the Minecraft build, students will engage in research and discussions about their assigned civilization. They will gather images, maps, and detailed descriptions of significant structures and cultural elements. Students will also create a planning document outlining the key features they aim to include in their Minecraft world.

Build Challenge or Project Prompt:
Build Challenge – Recreate a historically accurate representation of an ancient civilization, including at least three significant structures (e.g., pyramids, temples, or marketplaces). The final build should reflect the civilization’s geography, architectural style, and cultural elements. Each group will present their build, explaining the historical context and significance of each structure, and discuss the challenges they encountered during the project.

This project idea allows students to engage with history in an interactive and immersive way, blending creative technology use with in-depth academic exploration.

[Joy Roche]

Curriculum Areas Explored:
SPHE

Learning Outcomes:
Myself and The Wider World: Developing Citizenship, discuss and explore the concepts of sharing and co operating and the ways that they can be put into practice in an effective manner.

Student Roles:
Project leader to create a draft of the build , builder to refer to draft and build required features, researcher to research playgrounds with inclusive access and new technology, presenter to present build overview and highlight why certain features were included.

Supporting Work:
Discussion of what works well in the yard and what doesn’t. Areas of conflict in the yard how could they be reduced?  Sketch current yard layout. Create a dream list of facilities to be provided in an ideal school yard. Measure the existing yard using tools and find out the area and perimeter of the area. Using conscience alley and teacher in role use drama skills to explore what rules would be necessary to promote positive play behaviour and the consequences of anti social behaviour. Children then to draft a document of rules and consequence. Children then to vote how this would be supervised and implemented ie yard buddies, class supervisors, student council etc. Project to investigate how to promote accesss to students who are differently abled. Explore equipment and add at least 3 pieces of equipment to the build. Discussion of disabled access and the importance of inclusion.

Build Challenge or Project Prompt:
To Create an Inclusive School Playground. Create a playground that is welcoming for everyone in the school. Consider gender roles, popular playground activities, balancing relaxing activities and stimulating activities, access to activities, existing barriers to access of current activities, climate, space allowance, children with different physical and cognitive abilities etc.

 

[Josie Concannon]

Minecraft Education Project: “Reconstructing Ancient Egypt”

Curriculum Areas Explored: This project explores the area of SESE by focusing on the civilization of Ancient Egypt, its architecture, culture, and the role of the Nile River.

Learning Outcomes: Students will:

Understand Ancient Egyptian history, including pharaohs and daily life.
Learn the geographical significance of the Nile River.
Explore Egyptian art and symbolism, such as hieroglyphics.
Gain insights into social structures and religious practices.
Develop research, creativity, and collaboration skills.

Student Roles:

Researcher: Researches Egyptian history for inspiration and ideas.
Designer: Designs structures like pyramids and temples with historical accuracy. Draws the designs on squared paper and ensures workability.
Builder: Constructs these structures in Minecraft.
Time – keeper: keeps the team on track for time and paces the tasks.
Presenter: Showcases the project and explains the reconstructed civilization to the class.

Supporting Work:

Pre-Lesson Discussions: Introduce key aspects of Ancient Egypt.
Research: Investigate topics like pyramid construction or the Nile’s role.
Planning Sessions: Collaboratively design the Egyptian settlement.
Art: Incorporate Egyptian art into the Minecraft build.
Build Challenge: Reconstruct key elements of Ancient Egypt, including the Great Pyramid of Giza, the Sphinx, temples, a marketplace, and the Nile River. Ensure historical accuracy and present your civilization, explaining how it reflects Ancient Egyptian culture and daily life.

 

[Marie Concannon]

I would split the children into groups of 4 and discuss our project topic. I would use a KWL chart to set the intentions for our project-based work. Our project will be based on sustainability and how to create a sustainable world considering what we have learned. The children would first begin their research and gather information to inform the creation of their sustainable world.
The curriculum areas we would be exploring would be Geography-caring for the environment and environmental awareness. This project also has cross curricular links with sphe-developing citizenship, literacy-while doing our research, science-composting, maths-elements of counting regarding plastic use etc and spatial awareness. The learning outcomes are recognise and investigate aspects of human activities which may have adverse or positive effects on the environment and to become aware of the Earth’s renewable and non-renewable resources.
I would assign four different roles to the groups that the children would then choose which role they would take on setting the precedence for good collaboration.
When each group have completed their research, they can begin the creation of their sustainable world via Minecraft education (they would have had previous experience with this). Upon completion of their group projects, each group can showcase their work to their class with a detailed presentation.

[Sadhbh Cullinane]

Minecraft Project: Who were the Vikings?

Curriculum Areas: History (Early People and Ancient Societies), Geography (People and Other Lands/ Trade and Development), Visual Arts, Literacy, Maths

Learning Outcomes:

– The children will be enabled to learn about and construct a Viking settlement and explain who the Vikings were, what they looked like, where they lived and why they explored

– The children will be enabled to collaborate and problem solve to create navigation tools for the early Vikings and create a map for a new area of discovery

– Use mathematics and problem solving to develop ways for Vikings to trade with others

– Document using the book and quill/ boards what the Vikings found on their exploration, including descriptions of how they dressed and sailed the seas

 

Student Roles:

Team Leader: Will decide on how to break down the work load and ensure everybody knows what they are doing

Researcher: Use the internet, school library and classroom resources to research what the Vikings looked like, Viking ships, trading in the past and Viking settlements

Designer: Maps out what the Viking settlement will look like. They will sketch designs on squared paper for Viking ships and outfits, ensuring designs are accurate

Builder: Uses co-ordinates, coding and minecraft blocks to design and create a Viking settlement with a Viking ship. Within this settlement, Vikings will engage with trading and conversation

Time-keeper will decide on the longevity of the project and remind each person of how long left they have at each stage

Supporting work:

Art: Using fabric and fibre to create a real life Viking outfit/ helmet. Children could also reconstruct miniature Viking ships using construction art (cardboard/ matchsticks etc).

Literacy: Read and respond to the story of Viking Boy and create character profiles of the main characters to get a deeper understanding of life as a Viking.

Geography: Map the main areas of Europe where the Vikings came from and explored. Create a digital pathway of the Viking exploration.

PE: Children take part in a orienteering course, looking for hidden treasures and trading with others.

Music: Create a soundscape to accompany a voyage on a Viking ship. Sailor song/ rhythmic music using body percussion and non-tuned instruments.

Build challenge: Create a Viking ship and use it to sail to a Viking settlement. Collect items at the settlement and trade with others for valuable items.

 

[Michael Keville]

Build Challenge –

Create a multi-activity centre on Sports Campus Ireland for children with physical disabilities. It should include at least 5 separate sports activity zones. Document your project in a portfolio.

Curriculum areas –

PE, Geography, SPHE, Mathematics, Engineering, Literacy

Learning Outcomes –

– Research the Special Olympics and Sports Campus Ireland

– Learn about sporting activities in which children in wheelchairs can participate in

– Plan and design the Activity Centre taking into account access for children with disabilities

– Build the Activity Centre using Minecraft, taking into account scale.

– Add descriptions to each activity zone

– Collaborative group work

– Research skills

– Digital design

– Use critical thinking and problem solving skills

Student Roles –

Team leader/Timekeeper – Oversees the entire project making sure that tasks are being completed and that all members of the group are on task. Also responsible for encouraging other children and complimenting good work. Keeps track of time and keeps task momentum moving forward.

Research leader – Oversees the research and pre-design discussion. Ensures that all discussed aspects are being researched.

Design leader – Assigns children to design certain aspects of  the build.

Build leader – Responsible for designating different parts of the build to children.

Presentation leader – Creates the presentation for the group, ensuring that all aspects of the build are included. Organises the final presentation to other groups

Supporting Work –

SPHE – Inclusivity

Maths – Area, Perimeter, Scale

Brainstorming previous knowledge and creating a KWL chart

Research – difficulties for children with physical disabilities, solutions, Special Olympics, facilities in the local community

Cooperative and collaborative learning throughout

[Rachel McElroy]

Curriculum Areas Explored:
In this Minecraft Education project on the Irish Famine, students will explore several curriculum areas. The main subjects include History, as they learn about the causes and effects of the Famine; Geography, as they study Ireland’s landscape and how it influenced the Famine; and Science, particularly in understanding food production and disease. Additionally, students will develop skills in Mathematics through resource management and budgeting for their Minecraft builds.

Learning Outcomes:
Through this project, students will achieve important learning outcomes. They will gain knowledge of the historical context of the Irish Famine and its impact on society. Students will develop research skills by gathering information and facts. They will also enhance their collaboration skills by working together in teams. Problem-solving abilities will grow as they navigate challenges in their builds, such as addressing food shortages or housing needs.

Student Roles:
Students will take on various roles during the project, such as
1. Project Leader- who coordinates the group
2. Builder- who constructs structures

3. Researcher, who gathers historical information
4. Presenter- who shares findings with the class
5. Time Keeper- to ensure all students are on task in the allocated time.
Each role will encourage responsibility and teamwork, with everyone contributing to the project’s success.

Supporting Work:
Outside of Minecraft, students will participate in discussions about the Irish Famine, research its historical significance, and brainstorm ideas for their builds. They may create visual aids or presentations, such as posters or slide shows, to support their understanding and enhance their Minecraft experience.

Build Challenge or Project Prompt:
For the build challenge, students will create a historical replica of a village during the Irish Famine, including key features like farms, homes, and communal areas. The prompt will ask them to address how these structures would function during the Famine, encouraging creativity and critical thinking as they apply what they’ve learned.

[Maeve Trehy]

Project Idea: Vikings in Early Medieval Ireland

Curriculum Areas Explored:

History: Vikings, (Early People and Ancient Societies)  focusing on their arrival, settlements, and influence in Ireland.
Art: Designing and creating Viking artifacts, such as shields and longships, within Minecraft.

Learning Outcomes: Students will develop an understanding of the Vikng presence in Ireland, including their way of life, culture, and impact on Irish society. They will gain geographical knowledge of Viking settlement patterns and learn how these locations were chosen. Students will also enhance their collaborative skills by working together on the project, develop problem-solving abilities in designing structures, and improve their descriptive writing through creative tasks.

Student Roles:

Project Leader: Oversees the project timeline, ensuring all tasks are completed efficiently and coordinating with team members.
Builder: Constructs Viking longships, homes, and a village based on the research in Minecraft.
Researcher: Investigamtes Viking history, culture, and settlement patterns in Ireland to guide the building process.
Scribe: Documents the project, writing descriptions of the village, its structures, and the life of its inhabitants using Minecraft’s Book and Quill.
Supporting Work:

Pre-lesson Discussion: Exploring prior knowledge about Vikings using a KWL chart.
Research: Students will research Viking life, focusing on their settlements, culture, and interactions with the Irish.
Design Sketches: Before building, students will draw plans for their Viking village, focusing on structure layouts and artifacts.
Build Challenge or Project Prompt: Recreate a Viking Settlement in Early Medieval Ireland: Students will work together to build a historically accurate Viking settlement in Minecraft, including key features like longhouses, a chieftan’s hall, a ship dock, and farmland. They will need to consider the geographical factors that influenced where Vikings settled. After completing the build, students will present their village, explaining each structure’s significance and how it reflects the Vikings’ way of life in Ireland.

[Eithne Mhic Sheoin]

Our World – The Square Meal!

Game Based Learning Task using Minecraft Education.
End Game Objective – Decode an unknown food chain by completing in game tasks and retrieving items.
Learning through Play
Create a world that explores and educates players about biodiversity, plant and animal life in Ireland. They will investigate habitats in their local and national environments, source information on species and how they co-exist, and co-depend. Children will incorporate prior knowledge and reflection on previous school years and own experiences.
Teacher will display a WILT board listing particular features that are expected to be explored or met in the world, taken from the planned learning outcomes, to help children set parameters for themselves

Based on the Aistear Framework, workstations can be set up to focus on varied curricular areas, rotated throughout the week / month. This will enable all children to experience the project from different subject perspectives, but with fun and exploratory activities. The teacher can have tasks set at each table to prompt expectations, or children can choose to create their own tasks to later embed into their world, during the Build Station (on Minecraft Ed).

Curriculum Areas Explored, and some activities that will be carried out, outside of Minecraft Ed.
Structured lessons and field trips exploring the following SESE learning outcomes.

·         Science: Living Things – Plant and Animal Life , Materials, Materials and Change, Environmental Awareness and Care – Environmental Awareness,   Caring for my locality/Caring for the environment

·         History – Local Studies -Buildings, sites or ruins in my locality, My locality through the ages, Change and Continuity in the Local Environment. ( Food and Farming, Barter Trade and Money)

·         Geography – Natural Environments  -The Local Natural environment – Become aware of the ways in which people, animals and plants have exploited and/or altered these features

Explorative Maths lessons on;

·         Data – surveying, sourcing and analysing data, (Insects per square meter, number of creatures eaten by other creatures, arable farming, crop and vegetable farming in Ireland.

·         Number – Sets of Operations and Fractions etc.

·         Shape and Space – transformation and spatial awareness

Religious Education – Mystery of the Church/Kingdom – Saints, Early Christian Ireland

Physical Education –  Outdoor Adventure Lessons including some or all 4 types of Orienteering – Orienteering (pupils or teacher can choose which if not all of the four learning outcomes they wish to focus on)

During Minecraft World planning and creation.

Measure -find, interpret and deduce measures experimentally with increasing precision.

Data – pose questions, collect, compare, summarise and represent data selectively to answer those questions. critically analyse and evaluate findings; and communicate inferences, conclusions and implications from the findings.

Shape and Space – Spatial Awareness, Transformation, (using coding and commands to assist development)

RE -Saints – Model interactive characters on Saints and personalities associated with wildlife.

PE  – Understanding and appreciation of outdoor and adventure activities – incorporate puzzles and tasks in an orienteering style.

Student Roles
Student Roles cards will be set at each station, regardless of what subject area is being covered. This way they will have the thinking caps on for their specialty for the entire week.
The Scientist:  Depending on group size or station task content sub scientist cards can be allocated. The children will think, talk and work like a scientist

• The Horticulturist,
• Entomologist
• Zoologist

The Building Engineer – Think, Plan, delegate, build (with group members and AI agents)  and snag like a builder

The Search Engine –research and source information to support the team.

The Blogger – Documents the World and the tasks as they are being created.

The Mathematician – create puzzles / tasks to solve – they must relate to biodiversity

• This reply was modified 1 year, 5 months ago by Eithne Mhic Sheoin.

[Una Ryan]

Curriculum Areas Explored:
Geography: Strand – Human environments (people and communities)
SPHE: Strands – Myself (making decisions); Myself and the wider world (developing citizenship)
Mathematics: Strand – Measures (compare and estimate area)
Learning Outcomes:
Students will develop a resource for their community, looking at a current opportunity in the local area to build an inclusive, environmentally friendly / sustainable asset that will support social engagement for all members of the community, shortlisting and evaluating different needs across all demographics in their local area to establish a social hub that meets the needs of young and older community members with a variety of inclusive resources incorporated into this new social hub.
Student Roles:
Students will need to research, plan and build their social hubs. Roles for students will include a researcher, project manager, timekeeper, builder(s), a presenter and community advocate(s) whose role is to critically evaluate suggestions.
Supporting Work:
Prior to working on the build, pre-discussions on what opportunities in the community can be explored / exploited, research into community need, ‘student in role’ activities in drama to explore the perspective of diverse community members who may not be captured within the student body and brainstorm needs to be supported / resolved by the build, paper / art exercises to aid planning and mapping of the kinds of resources that would be of value to the community.
Build Challenge or Project Prompt:
Collaboratively build a community resource and hub that resolves at least one of the pre-existing gaps within the community identified in the discussions and brainstorming sessions conducted as part of the supporting work, with an emphasis on the use of sustainable materials and resources, and inclusion of all team members, to ultimately include the entire community in the output of the build.

[Róisín Maher]

For this Minecraft Education project, students will explore curriculum areas such as science, mathematics, and history through a collaborative environmental sustainability initiative.

Curriculum Areas Explored:
The project will integrate science by examining ecosystems and the impact of human activity on the environment. Mathematics will be woven into the project when students measure land areas, calculate resource consumption, and design sustainable structures. History will be incorporated by studying historical towns and how they adapted to their environments.

Learning Outcomes:
Students will develop a deeper understanding of ecosystems and sustainability while honing skills in problem-solving, collaboration, and critical thinking. They will also gain practical experience in project management and communication.

Student Roles:
Team Leader: This student will oversee the project, keep members on task, and ensure the project aligns with objectives.

Reporter: This student will use the Book & Quill and Portfolio to keep track of progress and record important aspects of the project.

Time Keeper: This student will manage time spent on the project, ensuring members aren’t being bogged down by particular areas so that the project is finished on time.

Researcher: Ensures the project reflects accurate fraction usage and meets the learning goals.

Each student will also be a builder, so the team leader will also collaborate with the rest of the team and delegate who will build what.
Each role will contribute to the project’s success while providing opportunities for individual and team growth.

Supporting Work:
Outside of Minecraft, students will engage in pre-lesson discussions about environmental issues, conduct research on sustainable practices, brainstorm ideas, and create visual resources to support their in-game work.

Build Challenge or Project Prompt:
The primary challenge will be to design and construct a sustainable town within the game, integrating eco-friendly technologies and diverse ecosystems. Students will work together to present their designs, showcasing their understanding of environmental sustainability and its broader implications. This project not only consolidates their learning but also empowers them to think critically about real-world environmental challenges.

[Pat Brennan]

Hi Roisín,

Thanks for sharing your comprehensive Minecraft project plan. Minecraft is the perfect tool to explore sustainability hands on as they build their sustainable towns collaboratively. I’ve been fortunate to see first hand similar projects over the last two years at Microsoft’s annual Dream Space Showcase event (Usually held in June). The focus here is to develop sustainable solutions using technology. Initially this project started as a pilot n rural schools in Tipperary and Longford but I understand the plan is to extend its reach so it might be something your class could get involved with next year. More information is available at Dream Space Showcase

[Author]

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