Integrating Gaming and Simulations into my Classroom

Introduction

 As a science teacher I was drawn to the game and simulation offerings on the Smithsonian Science Education Cite. Specifically, AWW Snap! A Snapdragon Study. In this game, students participate as Field researchers who collect and examine data, then analyze their results. Not only is this game a fantastic way to practice the steps of the scientific method. Additionally, this game could tie in with both the ecosystems unit of study as well as genetics.

 https://ssec.si.edu/game-center 

  

Screenshots of the Different Screens of the Game

Explain Integration

"Research suggests that video games involve concentrated, student  centered practices that can support literacy activities in and outside of schooL." (Lynch, 2021, p.96)

The way in which I would introduce this game in the classroom is by first Displaying the alternative text that is provided along side the game and also having students bring the text up on their Chromebooks. 

https://ssec.si.edu/sites/default/files/games/awwsnap/story.html

We would annotate the text as we read it together as a class and students would write notes in the margins and highlight familiar vocabulary and circle unfamiliar vocabulary. I would stop reading halfway down the page at around line thirty and ask the class what they would do to try to answer their questions about the color of the Snapdragons. students would be paired off and I would have them begin the field study which also includes space to record observations and questions and thoughts that they have along the way. Not only would they be gaining practice using the scientific method and thinking critically but the lesson objective would be tied into the following NYS Science Learning Standards:

MS-LS2-2 – Ecosystems: Interactions, Energy, and Dynamics

Standard:

Interdependent Relationships in Ecosystems  Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

Analyzing and Interpreting Data

• 6-8: Extends quantitative analysis, distinguishes between correlation and causation, and includes basic statistical techniques.

After the students had completed a couple of days worth of data collection and reflection I would ask each group to share what they have observed so far and if they had come up with any theories or connections. We would use an anchor chart to record class findings thus far. 

To set this activity up I would need to assign the game in our Google Classroom and provide a PDF and or paper copy of the background story. Some of my students need speech to text accommodations and that is available on their individual devices. I would Pair students so that they could benefit and support one another as a classmate can sometimes be more beneficial as a more knowledgeable other than a teacher. 

This activity would incorporate:

Visual, numerical, digital and traditional reading and writing Literacies

At the end of the class period I will read the the rest of the story with the class. I will ask students to brainstorm with their group and on their way out of class I will have them write an idea of how they can change their study to discover more about the relationship between the bees in the meadow and the color of Snapdragons. They will place their post it notes on the door and I will review to assess their learning.

 

Lynch, T. L. (Ed.). (2021). Special issues, volume 1 : Critical media literacy : bringing lives to texts. National Council of Teachers of English.