Guess who’s Back Back again to reflect yet again 

Y’all are probably tired of this but whatever.

So this project was about plate tectonics we had to create a game on how plate tectonics create natural disasters and what they do.

Driving question was how are thematic and mathematical elements used in game designs

More on this later

In Milestone 1 me andwere told that we had to create some base rules for our game this was slightly challenging because we did not really have a clear idea on what we wanted to make but we persevered.

In Milestone 2 we had to create game concepts and ideas the incorporated science concepts (plate tectonics) this was pretty hard because we did not have good ideas on how to incorporate science into a game .

Milestone 4 and 5 

Milestone 4 was our FINAL game rules 

And our final game rules were decent but not amazing because we had game rules but they were not very clear nor did we have examples. Which I realize now made our game really hard to understand.

MIlestone 5 was the same thing but it also needed a picture of our game pecies as well as our rules. We got a sun cloud because we did not really change anything. 

So I learned all about plate tectonics in Milestone 3 because it was a Kahan academy quiz there were 3 of them I learned how scientists track how powerful a earthquake is. I also learned what subduction means and is means the sideways or downward movement of the edge of a plate into the mantle beneath another plate. 

There were ten key science concepts which were things like 

Hot spot

Subduction 

Slab pull

Continental drift and more.

Here are the Curricular Competencies

 1.Evaluating: Demonstrate an understanding and appreciation of evidence

2. Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

3.Understanding and solving: Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

 

So lets start with number 1.

I accomplished this by putting the ten key science concepts into my game some of them were: ridge push

Slab pull

Hotspot 

Subduction 

And the cards we had visually represent the conceptsI could have improved by having better explanations because I did not really explain them that much. I did not really improve these after receiving my grade because I did not NEED to but I could have and probably should have.

 

For number 2 I did not do this well because I was playing games and not on task for next time I will try to stay on task and not get distracted because it cost me valuable work time and a accomplished in this competency.How I attempted to try and not get distracted to much after I realized that I was super off task was I stood up and did some building or drawing and turned off my iPad.

Number 3 I got emerging because me and my partner Sylas did not add probability into our game (other then the spinner). We also did not have very clear game rules and that was hard because we tried (not very hard because we were playing games have the time) but sill we tried and did not get very far.Next time I will changed the game rules and such to better fit what we are doing. How I tried to fix this was by adding some photos to make it less confusing.

NOW ITS TIME FOR THE GRAND FINALE YAY 

Everybody else: NOOOOOOOOOOOOO

So I think the answer to the driving question is thematic and mathematical elements are used in game design because there is almost always chance in any game chance or probability. And thematic elements can be used for colour or effect. 

Here are also some examples of our game pieces

GOOD BYE 

AND REMEMBER CARTER=BLOG