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\n\n33\nItems in Topic\n\n
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\n\"Persuasive\n\n
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\nLesson Planet Curated\n
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\nPersuasive Writing Prompts\n

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\n\nFor Teachers\n\n7th - Higher Ed\n\nStandards\n
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\nAre student-athletes under too much pressure to perform? How should countries respond to acts of domestic terrorism? Should video games be regulated? Never again will you need to worry about coming up with engaging prompts or lessons for...\n
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\n\n20\nItems in Topic\n\n
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\n\"Crash\n\n
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\nLesson Planet Curated\n
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\nCrash Course: Artificial Intelligence\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nJabril, assisted by his John Green Bot, narrate a Crash Course in Artificial Intelligence and Machine Learning. The 20 videos in the collection examine the logic behind AI, its history, how it is being used today, and show some practical...\n
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\n\"Collateral\n\n
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\nThe New York Times\n
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\nCollateral Damage? Researching a Connection Between Video Games and Violence\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nHook your class into an exploration of and discussion about violence in video games with a cute animal clip and a video game trailer. After a quick discussion about how media can affect mood, class members read a related article and...\n
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Instructional Video3:31
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\n\"EdTech\n\n
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\nLesson Planet\n
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\nEdTech Tuesday: Classroom Video Games with Mat Frenz\n

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\nAre you curious about ways to use students' interest in video games to enhance their learning? Listen as Mat Frenz from GlassLab Games discusses the similarities between video game design and lesson design and how educators and...\n
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\n\"Video\n\n
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\nCurated OER\n
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\nVideo Game Violence: Explore Possible Impacts\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nIntroduce middle schoolers to the issue of video game violence with a multifaceted approach. Learners complete a gaming survey, as well as read and discuss a news feature about violent video game sales and a handout on stimulus...\n
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\n\"Violence\n\n
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\nMedia Smarts\n
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\nViolence and Video Games\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nWidespread video gaming makes this content relevant and high interest. Developing youth awareness about the impact of violence in games is important to promote literacy, critical thinking, health, and consumer awareness. After reading...\n
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\n\"Violent\n\n
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\nDeliberating in a Democracy\n
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\nViolent Video Games\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine violence in video games. In this American history instructional activity, students read an article on the link between video games and violence. High schoolers respond to discussion questions and debate the topic.\n
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\nProCon\n
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\nVideo Games and Violence\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nIs screen time dangerous time? Scholars take a close look at the facts surrounding video games and violence. Pros give evidence connecting violence to video games while cons suggest there is no relationship.\n
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\n\"Modeling\n\n
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\nEngageNY\n
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\nModeling Video Game Motion with Matrices 1\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nVideo game characters move straight with matrices. The first day of a two-day lesson introduces the class to linear transformations that produce straight line motion. The 23rd part in a 32-part series has pupils determine the...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Inside Dope on Video Games\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents explore the claim that video games that glorify violence and illegal activities also promote such activities in the real world. They choose sides and perform a mock trial on the issue.\n
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\n\"First\n\n
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\nMedia Smarts\n
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\nFirst Person\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers explore the relationship between video games and actual population. Example: A 2005 study showed Latino youth play at higher rates than other groups, but there are no Latino playable characters. They watch a brief video...\n
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\n\"Is\n\n
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\nAnti-Defamation League\n
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\nIs Gaming a Boy's Club? Women, Video Games and Sexism\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nHigh school juniors and seniors investigate the representation of women in video games. They watch a video of researcher Anita Sarkeesian who describes the response to her research attempts, and read articles related to the topic. To...\n
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Instructional Video13:26
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\nCrash Course\n
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\nLet's Make an AI That Destroys Video Games: Crash Course AI #13\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nNow that we've made a video game, we might as well figure out how to beat it. Scholars create simple video games and then program an AI to defeat them in the 13th installment of the Crash Course Artificial Intelligence series. They...\n
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\n\"Beyond\n\n
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\nCurated OER\n
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\nBeyond Black and White\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents critically examine the portrayal of minorities in video games and other forms of entertainment and assess the role of racial stereotyping. They keep a log of media minority portrayals and respond to their findings.\n
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\n\"A\n\n
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\nA Brief History of Video Games (Part I)\n

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\nFor many pupils, gaming is part of everyday life. But, it wasn't always that way. Entertain and inform your class with this quick video that follows the development of video games. The narrator goes all the way back to the beginning and...\n
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\n\"Country\n\n
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\nArcademics\n
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\nCountry Toad\n

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\n\nFor Students\n\n4th - 6th\n\nStandards\n
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\nHop from country to country to practice knowledge of international capitals using an interactive video game. Pupils take control of frog avatars and direct them to leap from the name of a capital to its home country. The video game...\n
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\n\"Code\n\n
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\nNASA\n
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\nCode a Mars Sample Collection Video Game\n

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\n\nFor Teachers\n\n3rd - 8th\n\nStandards\n
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\nVideo game designer meets science in a lesson examining the science of space exploration. Young learners use online software to create a video game that mimics the process of sample collection on Mars. They must make appropriate...\n
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\n\"Sex,\n\n
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\nCurated OER\n
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\nSex, Guise, and Video Games\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the portrayal of women in action-adventure video games and in other forms of entertainment to assess whether or not these portrayals perpetuate positive images of women in today's world. They develop new female video...\n
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\nIllustrative Mathematics\n
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\nVideo Game Scores\n

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\nEric and Leila's video game scores are the inspiration for writing equations with parenthesis. The numbers are purposefully large to deter the class from calculating them: rather this activity meets the standard that asks 5th graders to...\n
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\n\"Finding\n\n
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\nFinding Relevant Information and Asking Research Questions: The Benefits of Video Games\n

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\nVideo games may not be so bad after all. As scholars read the text \"The Many Benefits, for Kids, of Playing Video Games,\" they summarize the gist in their researchers' notebooks. Next, pupils draft supporting research questions based on...\n
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\n\"Contrasting\n\n
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\nEngageNY\n
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\nContrasting Evidence: “Games Can Make a Better World” and “Video Games Benefit Children, Study Finds”\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nAnecdotes, analogies, testimonies, statistics. The most powerful arguments rely on multiple types of evidence. Scholars explore the topic as they read contrasting evidence about the benefits of video games. They complete Venn diagrams to...\n
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\n\"Video\n\n
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\nVideo Games Day\n

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\n\nFor Students\n\n7th - 8th\n
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\nIn this video games day instructional activity, learners read or listen to a passage, then match phrases, fill in the blanks, choose the correct words, unscramble words and sentences, write discussion questions and conduct a survey.\n
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\n\"Integrating\n\n
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\nCurated OER\n
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\nIntegrating the Nintendo Wii in Adaptive Physical Education\n

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\n\nFor Teachers\n\n3rd - 12th\n
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\nBring gaming into the classroom as part of a physical education instructional activity. Learners with disabilities participate in various physical activities using the Nintendo Wii. They use the video game system not only to play...\n
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\n\"Capital\n\n
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\nArcademics\n
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\nCapital Penguin\n

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\n\nFor Students\n\n3rd - 5th\n\nStandards\n
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\nHop across the country like a penguin from ice floe to ice floe using an interactive video game. Acting as a penguin, learners match capitals to their states. Game features allow teachers to set up competitions and check learning progress.\n
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