20,000 Leaks - X-Box Kinect

Syllabus Outcomes
Outcomes

Early Stage 1 Outcomes

ESES1.6 Explores and identifies ways the environment influences their daily lives.

INVES1.7 Investigates their surroundings by observing, questioning, exploring and reporting.

Life Skills 7-10 Outcomes

LS.6 Recognises some forms and sources of energy.

LS.10 Identifies some features of the Earth.

LS.18 Participates in an investigation.

HSC Life Skills 11-12 Outcomes

1.2 Understands the features of various natural and made environments.

1.6 Recognises the importance of human action in maintaining a balance in nature.

Links to the Australian Curriculum

Stage 2 Outcomes

ST2-12MW: Identifies that adding or removing heat causes a change of state between solids and liquids.

ST2-13MW: Identifies the physical properties of natural and processed materials, and how these properties influence their use.

Life Skills 7-10 Outcomes

SCLS-20LW: Explores the interactions of living things with each other and the environment

SCLS-10PW: Explores a range of forces in everyday situations

HSC Life Skills 11-12 Outcomes

N/A

Indicators

  • Recognise the different physical features of environments.
  • Recognise how different physical phenomena influence the environment.
  • Recognise how their movements and/or actions influence their environment.

 

Game Description

 

In 20,000 Leaks, the player's avatar is in a glass cube underwater. The player/s positions his or her limbs and head to plug cracks as crabs, fish, sharks and swordfish cause cracks and holes in the cube. As difficulty increases, up to five leaks must be plugged at a time to earn Adventure Pins. Each game consists of three waves, which end when time expires or when all leaks are plugged. Extra time left over at the end of each wave is added to the Adventure Pin total.

 

 

Introduction:

1. Recognise the different physical features of environments: Begin by exploring aquatic ecosystems. Display images relevant to the topic e.g. oceans, rivers, estuaries. Students complete a Smart Notebook activity which requires them to match and/or identify aquatic ecosystems from a range of images. The activity also allows students the opportunity to assist in creating a topic board based on aquatic ecosystems. Construct a hard-copy version of the topic board created in Smart Notebook. Discuss the common physical feature of aquatic ecosystems (water). Have students state what is the same in the various images.

 

2. Recognise how different physical phenomena influence the environment: Allow students to participate in practical hands-on experiments that directly demonstrate how different physical phenomena influence the environment. These could include flying a kite on a windy day (alternatively you could show a video of a kite flying), melting ice cubes in the sun, pouring water into a bucket containing an object that will float, or pouring pebbles into a bucket of water so that it overflows. Have students predict what will happen during each experiment. Show students predictions in a Smart Notebook activity.

 

3. Recognise how their movements and/or actions influence their environment: Allow students to participate in practical hands-on experiments that directly demonstrate how their movements / actions influence their environment, for example adding food colouring to water, blowing up a balloon and letting the air out, blowing a paper boat across a tub of water, or rolling a ball to knock over a tower of blocks. Have students predict what will happen during each experiment.


Exploration:

1. Recognise the different physical features of environments: Give each student the opportunity to participate in ‘20,000 Leaks’. Pause activity and have students identify the ecosystem either verbally or through PCS. Students can describe and / or label its features. This can be done using visuals from the topic board, signs, real objects or other aids that can be used to generate discussion.

 

2. Recognise how different physical phenomena influence the environment: Allow students the opportunity to participate in ’20,000 Leaks’. Pause activity to highlight the cause and effect of the fish hitting the glass and subsequent water leakage. Have students predict what will happen to the environment as more cracks develop. Allow the game to continue without student participation to watch the water level in the tank rise. Discuss if predictions were correct. Once each student has had the opportunity to play ’20,000 Leaks’ conduct a practical hands-on experiment to demonstrate how the number of leaks in an item, has an influence over the rate of water leakage. Issue each student with 3 cups (one cup with no holes / one cup with 3 holes / one cup with 5 holes) and have them follow the instructions given by the teacher. Provide assistance as appropriate.  

 

3. Recognise how their movements/actions influence their environment: Ensure each student has an opportunity to participate in ‘20,000 Leaks’. Pause activity after the cracks start to appear and ask students what they are doing (or what could they be doing) in the game to fix the leaks. Allow student to finish game, and then discuss the influence their actions have had on the environment. Return to the practical experiment and allow students to plug the holes in one of the Styrofoam cups (using masking tape). Students predict what will happen when the holes are plugged. Ask students if water will leak from the plugged cup. Students compare the difference between a leaking cup and a plugged cup.

 

Conclusion:

1. Recognise the different physical features of environments: Return to class-created topic board to summarise key lesson ideas. To monitor student progress have them identify the ecosystem in ‘20,000 Leaks’ and its main physical feature/s. 

 

2. Recognise how different physical phenomena influence the environment / Recognise how their movements and/or actions influence their environment: Return to the practical experiments conducted during the introduction and exploration phases of the lessons and complete the conclusion section of each experiment. Compare results with students’ predications.

 

Assessment

 

The student will:  Recognise the different physical features of environments.

 

Indicators: 

  • Match images of a range of different aquatic ecosystems
  • Select images of a range of different aquatic ecosystems
  • Identify the ecosystem in the game ‘20,000 Leaks’
  • Select images that relate to an aquatic ecosystem
  • Label different physical features of aquatic ecosystems 

 

The student will: Recognise how different physical phenomena influence the environment.

 

Indicators: 

  • Participate in hands-on experiments
  • Follow instructions to conduct a hands-on experiment
  • Select an accurate prediction for the outcome of an experiment (from a choice of 1-3)  
  • Make an accurate prediction for the outcome of an experiment
  • Select an accurate outcome when predicating what will happen as cracks appear in ‘20,000’ Leaks’   

 

The student will: Recognise how their movements/actions influence their environment

 

Indicators: 

  • Participate in hands-on experiments
  • Follow instructions to conduct a hands-on experiment
  • Select an accurate prediction for the outcome of an experiment (from a choice of 1-3)  
  • Make an accurate prediction for the outcome of an experiment
  • Move their body to control their avatar (in-game character) in order to fix the leaks in the game, ‘20,000 Leaks’

 

Extension Activities / Additional Activities

Have students discuss similarities and differences with other ecosystems.

 

Conduct additional experiments so students can further investigate the influence both physical phenomena and a person’s actions have on particular environments.