Rally Ball - Xbox Kinect

Syllabus Outcomes
Outcomes

Early Stage 1 Outcomes

SGES1.3 Uses everyday language to describe position and give and follow simple directions.

SGES1.1 Manipulates, sorts and represents three-dimensional objects and describes them using everyday language.

SGES1.2 Manipulates, sorts and describes representations of two dimensional shapes using everyday language.

Life Skills 7-10 Outcomes

SGLS.5 Uses the language of position in a variety of situation.

SGLS.3 Identifies the features of three-dimensional objects and two-dimensional shapes.

 

HSC Life Skills 11-12 Outcomes

4.2 Demonstrates an understanding of position

4.3 Recognises and uses a range of 2 dimensional and 3 dimensional

4.4 Demonstrates knowledge and understanding of distance and direction

Links to the Australian Curriculum

Early Stage 1 Outcomes (2012)

MAe-1WM: Describes mathematical situations using everyday language, actions, materials and informal recordings.

MAe-15MG:  MAe-15MG manipulates, sorts and describes representations of two-dimensional shapes, including circles, triangles, squares and rectangles, using everyday language

MAe-14MG: Manipulates, sorts and represents three-dimensional objects and describes them using everyday language.

MAe-16MG: Describes position and gives and follows simple directions using everyday language.

Life Skills 7-10 Outcomes (2012)

MALS-1WM: responds to and uses mathematical language to demonstrate understanding

MALS-31MG: identifies the features of three-dimensional objects and/or two-dimensional shapes and applies

these in a range of contexts

MALS-32MG: responds to and uses the language of position in everyday contexts

HSC Life Skills 11-12 Outcomes (2007)

N/A

Indicators

  • Recognise that the position of their body has an influence on activities.
  • Recognise that movements in all directions have an impact on activities.
  • Recognise simple shapes and objects in the game and their features.

 

Game Description

 

Rally Ball is similar to handball. The player uses his or her limbs and head to hit balls at blocks and targets which are at the end of a virtual hallway. When certain targets are hit, the ball splits into multiple balls which can be handled simultaneously. Each game consists of three rounds, each with a different set of blocks and targets. Rounds end when time expires or when all blocks and targets are destroyed. Extra time left over at the end of each round is added to the Adventure Pin total. 

 

 

Introduction:

1. Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities: Set-up the Kinect and allow each student the opportunity to experience ‘Rally Ball’. Provide support as appropriate. The aim is to give the students a ‘taste’ of the game. Following on from this, stop the activity and explicitly teach a range of movements that are needed to play the game e.g. moving left, right, forwards and backwards and extending limbs. You may choose to play a game like ‘Simon Says’, do the ‘Hokey Pokey’ or simply model the movements and have students copy your actions. Displaying visuals of each movement my also assist learning movements. These can be utilised later in the lesson to support student’s movement when they are taking part in ‘Rally Ball’.

 

2. Recognise simple shapes and objects in the game and their features: Start with a SMART Notebook activity which introduces some common shapes found in ‘Rally Ball’. Students will be required to match, select and label shapes. Modify activity to suit your learners.

 

Exploration:

1. Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities: Allow students the opportunity to participate in ‘Rally Ball’. Begin by having a student work alongside you. Model actions required to successfully hit the ball towards the boxes. Emphasise the fact that your movements have an influence on the Avatar in the game. Ensure you demonstrate this with the group. Provide students with the opportunity to experiment with this concept. Provide prompts as appropriate. You may refer to the visuals used earlier in the lesson. Give feedback that supports and describes the movements students are making e.g. ‘great kicking’, ‘you need to stretch your arm out’, ‘move to the left’ and ‘move to the right’. Allow sufficient time for the students to practise the skills and movements associated with activity.  To assist students staying within the gaming area you may decide to introduce a gaming mate or setup a designated gaming area (e.g. with masking tape).


2. Recognise simple shapes and objects in the game and their features: Allow students the opportunity to participate in ‘Rally Ball’. Throughout the session pause ‘Rally Ball’ at various points to discuss the 2D shapes present. This might include the shape of the ball and other objects such as the crates/boxes. Discuss the properties of these shapes and the surface the avatar is standing on. (Questions at this stage may include: Can you point to the shape that is round? / What shape is the ball? / What shape is the crate?) When the game is paused you may large printouts of the shapes in the game may be handed out. Have students match these shapes to those on the game screen.  When discussing the properties of those shapes in the game have students locate a shape/object with similar properties within the classroom (e.g. can you find a shape that is round?). Alternatively, you may choose to have a pre-selected amount of objects which the students can choose from (See SMART Notebook Activity).    

 

Conclusion:

1. Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities: Once the students have had sufficient opportunities to take part, pause ‘Rally Ball’ at appropriate points to summarise key concepts and monitor student progress. Questions at this stage may include: What part of the body are you moving? / Can you move to the left/right? / If the ball is up high/down low what body part would you use? Students may respond verbally or by selecting visual supports. These questions are supported in a SMART Notebook Activity which can be completed at the end of the lesson.  

 

2. Recognise simple shapes and objects in the game and their features: To readdress key concepts and monitor progress students complete SMART Notebook activity based on ‘Rally Ball’.  

 

Assessment

 

The student will: Recognise that the position of their body has an influence on activities / Recognise that movements in all directions have an impact on activities.

 

Indicators: 

  • Look at the screen
  • Maintain focus on the screen (The desired length of time expected will vary depending on student’s needs)
  • Stay within the gaming area for a significant period of time (The desired length of time expected will vary depending on student’s needs)
  • Respond to the activity through facial expression, body movement, gestures, speech or vocalisation
  • Move their body to control their avatar (in-game character) in order to respond to the various stimuli within the game
  • Controls their avatar in order to successfully complete the activity

 

The student will: Recognise simple shapes and objects in the game and their features.

 

Indicator:

  • Match common shapes / objects found in the game
  • Select common shapes / objects found in the game
  • Describe the features of common shapes / objects in the game

 

Extension Activities / Additional Games

Extension activities can be found in the Holroyd / Mary Brooksbank Numeracy Framework