Hannah Chlystek

EDT 889
Lesson #1
Title: Story Structure with Gamification
Description: This lesson is intended for 2nd grade students. Students will learn

what pieces are found in the beginning, middle, and end.

Learning Outcomes: According to Common Core Standards, students must know

how to identify the pieces in the beginning, middle, and end of a story. Therefore,

using discussion based, students will learn and demonstrate the skill. Students will

also use mentor texts to apply the skill to text.

Learning Activities: I will ask them “What are the 3 parts to a story?”. To have

them discuss this, Students will turn and talk to the person next to them for 2

minutes. After turn and talk, students will watch the video that tells what the three

parts are. I would encourage them to keep focus as they could earn points for

questions after the video. The link is https://www.youtube.com/watch?v=-

_nePjWXecQ . After the video, I would have students get their chromebook to

answer the three questions about the video. They would get a point for each

question correct.

I will ask them “what the beginning, middle, and end of the story would be?”. To

have them discuss, I would have them turn and talk with a partner. They can write
their ideas on the white board to share with the class. After giving some time for

them to discuss with their partner, I would ask each group to share what they

discussed. I would record on the board so we are brainstorming together. The story

would be this:

Parker went to her friend’s birthday party. There were balloons, banners, lots
of confetti, and piles of presents. There was a bouncy house to play in and a
water slide running the length of the lawn. There was also an entire table of
yummy food to snack on. Parker couldn’t believe her eyes when she saw the snack
table. There were fifteen different kinds of popcorn. She ate a handful of each of
them. There
were also ten different kinds of gummy candies. Gummy bears, gummy worms,
gummy cherries, gummy peaches, gummy rings, and more! She tried them all.
Next
to the gummy candies were all sorts of fun cookies. She tried the chocolate chip,
oatmeal raisin, snickerdoodle, and peanut butter. She ate so many sweets that she
got sick and had to go home early. When Parker got home, she had a terrible
tummy ache. She was so full and could barely move from the couch. The thought
of any more food made her feel
worse. “I will never eat that many sweets again,” groaned Parker. “I think you may
have overdone it, Parker. You can’t eat that many sweets and not get sick. Next
time, just try one or two things.” said her mom. A few week’s later, Parker found
herself at another birthday party. This time, she remembered what her mom told
her about eating too many sweets. Parker ate a few different sweet treats and
walked away. She felt good and was able to
enjoy the rest of the party with all her friends.

I will ask them “Now that we have discuss the elements and talked about an

example, what are the specific details found in the 3 parts to a story? Students will

work with their group to decide what the three parts are of a different story.

Students in the group will then work together to answer questions on the computer
about the story. Each student in the group will get a point if they click the correct

answer.

Assessment: For assessment, I will give them a quiz in which it is a new story.

Students will have to answer the questions about what happened in the beginning,

middle, and end. Students will get a point for each correct answer. If the student

has at least 3 or 4 points at the end, they will receive a reward for their points.
 Lesson #2

Title: Money with Gamification

Description: This lesson is intended for 2nd grade students. Students will learn

what each coin is worth and how to count them.

Learning Outcomes: According to Common Core Standards, students must know

how to count and solve word problems involving dollar bills, quarters, dimes,

nickels, and pennies using $ or cent sign. Therefore, using discussion based,

students will learn and demonstrate the skill.

Learning Activities: I will ask them “What is the value of a quarter, dime, nickel,

and penny?”. To have them discuss this, Students will turn and talk to the person

next to them for 2 minutes. After turn and talk, students will watch the video that

tells what the three parts are. I would encourage them to keep foucus as they could

earn points for questions after the video. The link is

https://www.youtube.com/watch?v=pnXJGNo08v0. After the video, I would have

students get their chromebook to answer the questions about the video. They would

get a point for each question correct.

I will ask them “What would the total value of the coins be?”. To have them

discuss, I would have them work with a partner. Students in the group will then

work together to answer questions on the computer about the story. Each student in
the group will get a point if they click the correct answer. After giving some time

for answering the questions with their partner, I would ask one or two groups to

share their answer. I would record on the board, so we are brainstorming together.

The coins would be this:

Q, D, D, N, N, P, P, P. I will review with them by asking “What is the value of a

quarter, dime, nickel, and penny? Students will click on the choice that is the

correct answer. Students will receive a point for each correct answer. Then I will

say “Now that we have discuss the coins and their value, let us do a scoot to review

counting coins! Students will work with their partner to count coins. Students will

work with their partner in clicking on the correct answer for the question in the

scoot. For every correct answer, they receive a point.

Assessment: For assessment, I will give them a quiz in which it is a new sequence

of coins. Students will have to answer the questions about what the value of the

coins is. Students will get a point for each correct answer. If the student has at least

3 or 4 points at the end, they will receive a reward for their points.
 Lesson #3

Title: Create Your Own Restaurant with Gamification

Learning Objective: Students will work with other peers to create a restaurant.

This incorporates several subjects including math for financials and social studies

for community.

Problem: The community is a low income and poverty demographics. Students

want to give back to the community and help the community. Students will create a

restaurant that allows people to come get food to fulfill their need.

Materials and Documents: In terms of materials, they would need to consider

what building equipment would be needed. Students would have to consider what

kitchen items are need and food to give. They would need to consider how the food

is given whether it is through reusable bags or plastic. When making this decision,

students must be sure to think environmentally friendly. In terms of documents,

Students need to have something for inventory, contact list, budget sheet, staffing

sheet, and tracking for who gets what food.

Learning Activities: Students would complete their design on the computer.

Students would receive a point for every customer that comes to get food. Students

could make a daily goal of how many people they are targeting to come into the

store.
Assessment: The assessment would be looking at what are the four steps in

problem-based learning. Students would have to name the steps and how a

restaurant fits into those steps.

Explanations

For Lesson 1, I revised the learning activities to fit the game-based learning.

I added where students can receive points for every correct answer. This fits the

game-based learning because they can work toward a goal and get rewarded

through points. Instead of it being a goal, students can see it as completing the task

to beat the challenge. Students must identify the beginning, middle, and end which

incorporates a skill while trying to complete the task. Students need that drive and

feel that they are trying to beat or win the task. I also added the assessment to be

done online. This allows students to be using the technology but fulfilling the task.

At the end, students can use the points to get a reward which is part of game-based

learning as well. When working with their group, students can answer on the

computer, which allows for continuation of receiving points.

For Lesson 2, I changed the learning activities to be done through

technology. Students must use strategy to count the coins to get the overall value.

Students can receive points for correct answers. This builds not only their skill but

the points for a greater reward. Students need to feel they can use creativity and
strategy to accomplish the challenge. I have also incorporated the video to feel just

like in a game online. Students watch the video and can get points after. Just like in

a game where you have a video of someone speaking, this adds the same element

but presenting a skill. The assessment is done online as well just like the last lesson

to give that immediate feedback. Part of game based it giving the constant

immediate feedback for students to know what they need to improve or do

differently.

For Lesson 3, I kept the learning activity very simple in terms of the goal.

Students still are creating their own restaurant but are doing it on the computer.

Students can feel it as a quest or challenge to design the restaurant. They can do it

on the computer which implements the technology with the goal. Students also can

use strategy in what they have for materials to build what is best but economical.

Students also can have constant feedback to if their design worked. Also, I added

they can receive a point for every customer that will walk in to get food. This gives

a incentive or goal to see how many points they can get. There can be daily,

weekly, or monthly goals for them to make.

 Annotations
Anderson, Kelli. “Game-Based Learning Is Changing How We Teach. Here's
Why. - EdSurge News.” EdSurge, EdSurge, 11 Feb. 2019,
www.edsurge.com/news/2019-02-04-game-based-learning-is-changing-how-
we-teach-here-s-why.

Bull, AuthorBernard. “10 Gamification Challenges for Educators.” Etale

Exploring Futures Innovations in Education with Dr Bernard Bull, 18 Mar.
2013, etale.org/main/2013/01/16/10-gamification-challenges-for-educators/.

Cahill, Gavin. “Why Game-Based Learning?” The Learning Counsel, 2019,

thelearningcounsel.com/article/why-game-based-learning.

Dadheech, Aarti. “The Importance of Game Based Learning in Modern

Education.” The Knowledge Review, 11 Oct. 2018,
theknowledgereview.com/importance-game-based-learning-modern-
education/.

Farber, Matthew. “3 Ways to Use Game-Based Learning.” Edutopia, George

Lucas Educational Foundation, 20 Oct. 2016, www.edutopia.org/article/3-
ways-use-game-based-learning-matthew-farber.