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<h3>MakeCode Arcade Game: Treasure Collector</h3>
<p class=”isSelectedEnd”>Game type: Timed catch/collect</p>
Link to game: https://arcade.makecode.com/#editor
<p class=”isSelectedEnd”>Curriculum area and learning objective:
Mathematics: By the end of the game, pupils will be able to recognise, count and add numbers to keep track of their score accurately.</p>
<p class=”isSelectedEnd”>Simple storyboard:
The game is set on a treasure island. The player controls a character who moves around the island collecting falling treasure. Different pieces of treasure appear on the screen, and the player must move quickly to collect as many as possible before the timer runs out. Each item collected earns the player points, while missing treasure does not add to the score. The aim is to collect as much treasure as possible within the time limit and achieve the highest score.</p>
<p class=”isSelectedEnd”>Other relevant game elements include a countdown timer, a scoring system, background scenery, the player character and collectible objects. The game could also become more challenging by increasing the speed or number of objects as the game progresses.</p>
<p class=”isSelectedEnd”>Computational thinking:
One computational-thinking process I used was decomposition. I broke the game into smaller parts, such as creating the player, adding the treasure, programming the movement, setting up the scoring system and adding the timer. By working on each part separately, it made the game easier to create, test and fix. I could then bring all of the elements together to create the finished game.</p>
I think MakeCode Arcade would be an engaging way to introduce pupils to coding because they can immediately see how their code affects the game. It also encourages problem-solving, creativity and perseverance as pupils test their games and make improvements.I really enjoyed this tutorial. Clap Lights is a great activity for developing computational thinking as it encourages learners to understand cause and effect. The micro continuously checks for a particular condition and only responds when the sound reaches a certain level. This gives pupils a practical understanding of inputs, conditionals and variables.
I think the STEM links are particularly strong, especially the connection to energy and the environment. One way to develop this further would be to give the project a real-world purpose, such as designing a clap-activated light for a cupboard or hallway that could help reduce energy use. This would make the activity more meaningful while also introducing the engineering design process.
I really enjoyed exploring this project and can see lots of potential for using it in the classroom.
I completed the MakeCode micro tutorial ‘Dice’. The programme is designed to display numbers from 1–6, like to a traditional dice. When the shake button is pressed, or when the mouse is moved across the micro simulator, a number is randomly generated and displayed.
This is the link to my project: https://makecode.microbit.org/#editor
I think this tutorial would be a useful resource to use in the classroom as it provides opportunities to integrate STEM learning across different subject areas.
Science: Pupils could investigate how movement the micro activates the programme. They could then design and create their own device that could shake the dice. They could use simple, everyday materials such as paper cups, toilet rolls and plastic bottles.
Technology: Pupils could use MakeCode to explore and modify the existing programme. They could experiment with the code and add their own features.
Maths: The digital dice could be used to explore probability, data and randomness. Pupils could roll the dice multiple times, record their results using a tally chart and compare the frequency of each number. They could then represent their findings using a pictogram or bar chart and discuss why some numbers may appear more frequently than others.
Overall, I think this tutorial has great potential for cross-curricular learning. It allows pupils to develop their coding, problem-solving, creativity and computational thinking skills while also encouraging them to design, test and improve their own ideas.Hi Luke
Choosing the dice tutorial was a great choice because dice can be used in countless ways across all areas of the primary curriculum.
I really like the idea of extending the activity by having pupils create their own board games. This links well with unplugged computational thinking activities, as pupils can apply their coding skills in a meaningful and creative context while designing and testing their own games.
To develop the learning further, pupils could program multiple micro:bits to create different types of dice. This would also provide an excellent opportunity for informal assessment, as it would allow the teacher to see whether pupils can independently recreate and adapt the code for a second or third dice without relying on step-by-step instructions.
I completed the Rock Paper Scissors tutorial on the MakeCode for micro:bit website. The tutorial introduced me to using variables, random numbers, conditional statements and button inputs. When Button A is pressed, the micro:bit randomly selects either rock, paper or scissors and displays the corresponding icon on the LED screen. The program then compares the choices and provides the result. Testing the project in the simulator helped me understand how each block of code works together and how small changes to the code affect the outcome.
MakeCode Share Link: https://makecode.microbit.org/#tutorial:/projects/rock-paper-scissorsI think this activity could easily be developed into an integrated STEM lesson in my own classroom. Pupils could first investigate the mathematics behind probability by predicting which outcome is most likely and then collecting data from repeated games. They could record their results in tables, create bar charts and discuss whether the results match their predictions. This would integrate Mathematics with Digital Technologies while also developing scientific enquiry skills through observation, prediction and analysis.
The lesson could be extended by asking pupils to modify the code by adding sounds, animations or a scoring system. More advanced pupils could design their own versions of the game with additional rules or different images. This encourages creativity, problem-solving and computational thinking as pupils debug and improve their programs.
Using MakeCode in this way would support our School Self-Evaluation (SSE) goals by promoting digital literacy, collaboration, creativity and logical thinking. Pupils would gain confidence in coding while seeing how technology can be applied to solve problems and explore mathematical concepts in an engaging, hands-on way.
Hi Deirdre one strength that really stood out to me is your commitment to meeting pupils where they are by differentiating your teaching.
I think your action of introducing computational thinking language through unplugged activities is particularly realistic because it builds on activities you are already using rather than adding something completely new. This makes it much more manageable to implement consistently throughout the school year.
One suggestion I have is to involve pupils in creating the STEAM word wall by adding new vocabulary and examples as they learn. This could increase their ownership of the learning and encourage them to use the language more confidently.
In my own teaching, one strength is that I regularly use is visual supports and interactive whiteboard activities to engage pupils in learning such as topmarks and classroom screen. An area I would like to develop would be giving pupils more opportunities to use digital technology to demonstrate their understanding in different ways, such as through voice recordings or digital presentations or digital stories.
To achieve this, I will:
• Introduce one new digital tool during literacy lessons each term.
• Collect pupil feedback on the use of digital learning activities.
• Share successful strategies with colleagues during staff meetings to support whole-school development and contribute to the School Self-Evaluation process.Hi Claire, I think the poster making is a great idea as it links the topic of sustainability to arts and crafts. It also brings a fun and creative element to the topic. Children can then present their posters to the class which helps to develop confidence.
My local area is Laois and there are many local projects to support sustainability in Laois. Most schools including my own school, take part in the Green-Schools programme, where students learn how to reduce waste, save energy and water, and protect nature. In the Laois Education Centre there is a biodiversity garden that acts like an outdoor classroom. Here in the garden children learn about plants, insects, and how nature works. Many local schools have developed their own school gardens, outdoor classrooms and have sown trees. These areas can be used as outdoor classrooms where children can learn about sustainability.
To help my classroom explore this sustainability further, I would bring them to visit these woodlands and gardens. I would also bring them out to our school garden where we can sow vegetables and harvest them and see how growing your own can help promote sustainability. Children love these fun and hands-on activities which help them connect with nature and learn how to care for the local area.I agree with Dolores that Aquaculture farming provides many jobs for the local area. This in turn then encourages the development of many services which helps the local area to continue to develop.
In Ireland Aquaculture farms are located along the coast, especially in the west and southwest, for example Killary Harbour and Bantry Bay. Salmon, mussels, oysters, and seaweed are all grown on these aquaculture farms. They have a low impact on the environment as they only use a tiny part of the sea.
There are many social and economic benefits of these aquaculture farms to small coastal communities. For example aquaculture creates many of jobs in the small areas—both directly on the farms and in other local businesses. In some areas, Unemployment can be a problem but for example in Kilkieran Bay in Connemara, aquaculture has helped reduce unemployment and stop people from leaving the local area. It also supports many other jobs in the area, like boat building, tourism and transport.
Aquaculture plays a huge role in keeping young people living and working in coastal areas. It supports small businesses and provides healthy, locally grown food that has a low environmental impact. Overall, aquaculture plays a big role in helping coastal communities grow stronger.I really like way Claire used the idea of bringing maths into the lesson by plotting aquaculture sites on a map. This provides great opportunities for cross-curricular learning. Linking the content to everyday life helps children to get a deeper understanding of aquaculture.
The online lessons and resources from ARC are engaging, easy to use, and link with what children need to learn in school. The resources bring about an active element to learning as the students learn by doing, asking questions, solving problems, and working together. This links with the STEM Education Policy, which wants students to use maths, science, engineering, and technology, in real-life situations. I can then use these ideas and lessons in my teaching to help students think more critically, work in teams, and use technology.
For example, I could use lessons on the environment or digital tools to make learning more engaging and hands-on. In terms of SSE (School Self-Evaluation) process, these resources support this process because as a school, we are looking at how to teach STEM subjects, find ways to improve, and work together to plan better lessons. Using ARC gives the whole school the resources and ideas to improve STEM learning while also giving students useful skills for the future.I like the idea of food tasting and cooking as you are bringing the sea to the classroom. Many children never get a chance to taste seafood never mind cook it. You are also teaching them the life skills of cooking aswell which is very important.
Seafood is a nutrient-rich food that contains many health benefits. It is an excellent source of high-quality protein, omega-3 fatty acids, vitamins such as B12 and D, and essential minerals like iodine and selenium. Regular consumption of seafood is important as it supports heart health, brain development, and immune function. By investigating the nutritional value of various seafood, teachers can encourage discussions about healthy eating habits in the classroom. This can lead to cross curricular teaching as children can then examine packages of seafood like mussels and king prawns. This can be linked to many curricular areas like science, geography and maths. Children can compare the health benefits of seafood compared to other foods. In terms of maths children can analysis the amount of grams nutrients per kg and compare these to other foods. The country of origin can also be examined and this would link to Geography as the students can take into account the environmental impact of local seafood compared to importing various other foods.
