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I created a simple MakeCode Arcade game called ¨Star Stage¨.
Here is the game link: https://makecode.com/_ey5Wqvhms6M3
Game type: Timed catch/collect
Curriculum Area and Learning Objective
Curriculum Area: Mathematics (Counting)Learning Objective:
The player will improve their counting skills by collecting falling stars and increasing their score. They could also count their scores and collect data on their scores by keeping a tally. Then use their tally to create a bar chart.Simple Storyboard
Location:
A stage with a character standing at the bottom while stars fall from the top of the screen.Player:
The player controls the character by moving left and right to catch the falling stars.Relevant Game Elements:
- Player character
Falling stars
Score counter
Background stage
Game Over message
How to Play:
The player moves the character left and right to catch as many falling stars as possible. Each star caught adds 1 point to the score. The player should try to collect as many as possible before the game ends.
Winning:
The player wins by reaching the target score (for example, 20 points) before the game ends.Losing:
The player loses if they miss too many stars or if the time runs out before reaching the target score.Computational Thinking
Computational Thinking Process: DebuggingExplanation:
I used debugging while creating my game by testing it to make sure the stars fell correctly, the character moved properly, and the score increased each time a star was caught. When something didn’t work as expected, I fixed the code and tested it again until the game worked correctly.Love your idea of linking the game to story telling. This would really engage the children and interest them in improving their own narrative writing. It would also help teach them the basics of a good narrative story i.e setting, characters, problem and a solution. You could also add in players, music and change the background/setting to add more detail to their stories.
I completed the makecode microbit tutorial ´Dice´. The code shows numbers 1-6 like a traditional dice would. When you press the shake button or move your cursor/mouse across the microbit simulator one of these numbers will randomly appear.
This is the link to my project- https://makecode.microbit.org/_LrAa1V6KLe5q
I would use this in the classroom for STEM activities by doing the following:
Science: Students test the microbit by shaking it and observing how motion triggers the program. Design their own device that could shake the dice using some simple materials e.g. paper cups, toilet rolls, plastic bottles etc.
Technology: Use makecode to improve their dice.
Engineering: They improve the design, for example by adding sound, timing etc.
Maths: Students collect results from multiple rolls and make a tally chart to compare frequency and discuss randomness. Show their results using a pictogram or bar chart.The digital learning framework focus I have chosen is where pupils reflect on their progress as learners and develop a sense of ownership of their learning. I feel this is one of the most important things to develop in our classrooms as we want our students to feel self motivated and want to put their all in to their own work.
In my current practice, a strength is that I already use digital tools for pupils to show understanding in different ways, such as short videos, slides, or quizzes. One example of something simple that I use is Classroom Screen which we use every day. One of the many great features is the ¨Class Poll¨ element where students can vote on things in the classroom. It is possible to hide the responses which is what I do in order for children to feel they can answer honestly. We use this to vote on everything from our favourite season to the next brain break we will do. This supports engagement and gives me visible evidence of learning.
An area I would like to develop is giving pupils more structured opportunities to reflect on their progress and set their own digital learning goals. This is something I need to allow more time for as I feel it would also help children take ownership of their learning.
My three actions would be:
Introduce a simple digital reflection template for pupils once a fortnight.
Use more exit tickets or mini self-assessments after one lesson each week. My students love exit tickets so I need to incorporate these at least once a week.
Review pupil reflections and their feedback at the end of each month to identify one common next step for teaching.I will definitely engage with Science week again this year and use space as our inspiration after completing this course!
Here is my rough plan for 2nd Class:
Day 1: Introduction to Space
STEM & Science
• Solar System Model: Build a fruit-based model of the solar system (e.g., peppercorn for Mercury, cherry tomato for Earth, watermelon for Jupiter). Discuss planet sizes and distances using this model.
• Discussion: “What do you already know about space?” and “How does the Moon look?”
Maths
• Planet Distances: Use a measuring tape to map out scaled distances between planets in the corridor or yard.
Literacy
• Story Time: Read My First Book of Planets by Bruce Betts or Little Kid’s First Big Book of Space by Catherine D. Hughes.
• Writing: Begin a “Space Factbook”—children write down one fact and draw one picture about a planet each day.
Art
• Create Your Own Planet: Use clay or recycled materials to make a model of an imagined planet.
Day 2: The Moon and the Sun
Science
• Phases of the Moon: Make a moon phase wheel or use Oreo cookies to model the phases of the Moon.
• Sun & Shadows: Experiment outdoors by drawing around shadows at different times and discussing why shadows move.
Maths
• Moon Phases Calendar: Children track and illustrate the current phase of the moon daily.
Literacy
• Poetry: Share “Twinkle Twinkle Little Star: I Know Exactly What You Are” by Julia Kregenow and discuss what stars are. Write a short poem or riddle about the Moon or Sun.
Art
• Van Gogh’s Starry Night Collage: Create a “Starry Night” inspired scene using chalks or pastels.
Day 3: Rockets and Engineering in Space
STEM
• Build a Straw or Balloon Rocket: Explore forces and air pressure by making and launching air-powered straw rockets.
• Discussion: “What do satellites do?” and “Why do we send rockets to space?”.
Maths
• Measuring Distance: Measure how far rockets travel. Record the data and compare results.
Literacy
• Reading: Curiosity: The Story of a Mars Rover by Markus Motum.
• Writing: Children write instructions (a procedural text) on how to make a rocket.
Art
• Rocket Design: Design and decorate your own paper rocket using art materials.
Day 4: Life as an Astronaut & Space Exploration
Science
• What Do Astronauts Need?: Discuss food, water, suits, and exercise in space. Watch short clips about the International Space Station (ISS).
• Experiment: Try simple “Astronaut Training” physical activities (Mission X).
Maths
• Space Countdown: Practice subtraction by counting down for a rocket launch (“10, 9, 8…”).
Literacy
• Story Time: Read The Darkest Dark by Chris Hadfield.
• Letter Writing: Children write a postcard home as if they were an astronaut on the ISS.
Art
• Space Suit Design: Draw and label an astronaut suit, highlighting its special features.
Day 5: Earth from Space & Celebration
STEM & Science
• Earth Observation: Look at satellite images of Ireland. Discuss how satellites help us learn about Earth.
• Experiment: Explore how meteorites make craters by dropping stones into flour trays.
Maths
• Space Bingo: Create bingo cards with space objects and play as a class.
• Shape Hunt: Identify and count circles (planets), stars, and crescents (moons) in diagrams.
Literacy
• Space Poetry Sharing: Read and write simple space poems (see examples below).
• Book Review: Each child reviews their favorite space-themed book or activity from the week.
Art
• Cover the Walls: Create a class mural combining rockets, planets, moons, and stars for displayHi Orla I love this idea of a vitamin tablet tube rocket! I use these tubes myself so I will start collecting them now and try to have a few before going back to school. Great tip about the labels too as they would love to design their own. I think I will have to start a ‘STEM donation box’ in my classroom this year. If we have the materials to hand it would make activities like this easy to set up when needed.
Brilliant ideas here Helen! I love the weather station one. Also inviting parents who work in STEM in to speak to the class would be an amazing experience for the children and a great way to inspire them to enter in to careers in STEM. I think the STEM SSE goal of having one hands on STEM learning opportunity once per fortnight is a great idea. I am going to mention this at our beginning of year planning day. I think this is an achievable goal and one which could be built on to further engagement with STEM.
Hi Anne. I think this is a great activity. Like you said it is something very relatable for children. I like the idea you mentioned about children assessing and examining their own coats. Tying it in to Data in Maths would be fun also! Children could take note of the different materials used to make the coats and do a tally chart and then conclude by making a bar chart to show their findings. I think this would make them more aware of materials and their uses.
I would use the “What Clothes to Wear as I feel it would be so enjoyed by children in my class.
It is engaging and would help children understand the connection between weather, seasons, and clothing. Here’s how to use it: I would begin with a class discussion on the four Irish seasons. Use the supplied worksheets for children to colour scenes from each season, prompting questions: Is it hot or cold? What clothes are shown, and why? I would do a ‘Dressing for the Seasons Activity’ using a dressing-up box with clothes for different times of year. I think a fashion show would work well here also and could be easily integrated in to Irish. Select children to dress up for summer activities (like the beach), then repeat for autumn, winter, and spring. The children could be given one season per group and asked to dress for that season. They could then bring in their own clothes and dress do a fashion show in class. Role-play scenarios: Discuss what activities we do during each season. Role play these different activities. After each role-play, discuss clothing choices and connect them to protection from different weather conditions. The next activity I would let children would be a ‘Hands-On Weather Simulation’ We would use movement and sound to simulate rain, wind, and sunshine, encouraging all children to participate. Link these experiences back to appropriate clothing and discuss real Irish weather patterns.My Alien and me is the perfect book for exploring this unit on Space and Aliens. I think I would use it as my Literacy text when completing this unit with my class. Love the idea of using it as a stimulus for art also. I would also try to use tier two words from this book that tie in to the theme of ‘Special Life’ to increase vocabulary.
Hi Victoria, I love the idea of sketching something that is unique to Earth and keeping it a secret. Children would love this! Then acting it out would really add to the fun and engagement.
I would use the activity pack on Space and Aliens. I think children would really enjoy speculating about life on other planets and aliens always intrigue and interest them. I would use the Special Life on Earth pack and start by asking students what makes Earth special. Let them think of animals, plants, or places they love on Earth. They can draw pictures of these. Then, use the drama activity from the booklet where students act out their chosen object or animal, and others guess what it is. This helps build creativity and confidence.
I would use the Mars Resource Booklet to teach about the children more about Mars. There are fun classroom activities like building a Mars rover, learning how astronauts explore Mars, or comparing Earth and Mars. I would do a Nature Scavenger Hunt with my class. We would go on a walk in the school grounds where children look for signs of life—bugs, plants, birds. Use this as a starting point to discuss what all living things need to survive (air, water, food, shelter). I would then get them to discuss how important our planet is as it can sustain life. As a class we would complete a ‘Protecting Our Planet Pledge’. After learning about Earth’s uniqueness, students can create posters with simple actions they can take to help the planet (recycling, saving water, planting trees). For art students can create a ‘Mars Model Creation’ Give students clay or paper-mâché to make their own model Mars landscapes. Add features like volcanoes or craters and discuss what makes Mars different from Earth. Once dry, the models can be painted reddish-brown to look like the Martian surfaceThis is such a great idea! Children love marble runs. In the past I have let children design their own ‘Marble Mazes’ using PlayDoh, a cardboard box and whatever other materials they can think of! They then put a marble in and try to get it out of the maze. They can then let other groups try them out! The resource shared about ‘Ramps and Pathways’ is great and I have saved it. Thanks for sharing.
- Player character
