Electronic Game Design:
Software Engineering
What’s more fun than playing an interactive video game? Writing one! Software Engineering allows students to design and program their own video games and then test them by interacting with the program via webcam. In this Scratch program, students work together to create their own games, art, and musical instruments while exploring coding foundations. Get up and get moving with Engineering for Kids and Software Engineering!
Balloon Pop – Students work together to design and program their own video game using video sensing and seven other types of programming blocks. Students build their game in stages adding variables, operators, and clones to increase difficulty and frequently test their games to improve scripting.
Musical Instruments In this lesson, students discover how programming can help us recreate the sounds of musical instruments. Students work together to design and program their own drum set and expand their repertoire to include a piano and other percussion instruments.
Catching Game– Will the dog catch the Frisbee? How about Chef Kelvin catching his flying pancakes? Whatever the theme or character, students will have a blast as they design their very own catching game using Scratch.
Collection Game– Design a collection game using Scratch! Understand that variables and equations help as you design your own storyline. Work collaboratively to troubleshoot and improve your own game in this fun and exciting lesson!
Drawing- In this activity, students program a drawing tool that will allow them to utilize video sensing as a way to trace objects and create unique works of art. Students discover how necessary it is to be precise when you’re programming a new tool as they work to prefect their design and add options that will allow a user to change the color of their pen.
Jump Game- Can you be quick enough to make the jump? In this class, students design their own Jump Game where they program different obstacles that their character must jump over through and beyond.
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