River Rush - X-Box Kinect

Resources

Xbox Kinect
Interactive whiteboard
SMART Notebook Activities
Kinect Adventures

 

Syllabus Outcomes
Outcomes

Early Stage 1 Outcomes (2012)

ENES1 Gathers information about natural and built environments and communicates some of the ways in which they interact with, and can care for, these environments.

ENS1.6 Demonstrates an understanding of the relationship between environments and people.

Life Skills 7-10 Outcomes (2012)

LS.3 Recognises the features of a range of environments.

LS.4 Explores the effects of the physical environment on people’s activities.

 

HSC Life Skills 11-12 Outcomes (2007)

GLS1 Explores the features of a range of environments

GLS4 Explores the interrelationships between peoples activities and physical environment

 

Indicators

  • Recognise different environments.

  • Recognise the features and characteristics of certain environments.
  • Recognise how the features of certain environments impact on activities.

 

Game Description

 

In River Rush, one or two players stand in a raft and work together to pick up the Adventure Pins scattered throughout the winding rapids. The raft is controlled by stepping left or right to steer and by jumping to lift the raft. There are many secret places that you can get to by taking ramps. There are considerably more Adventure Points there than on the river. Crashing into obstacles such as barrels, logs or rapid markers will causes the player to lose points.

 

 

Introduction:

1. Recognise different environments / Recognise the features and characteristics of certain environments: Use visuals and multimedia to introduce students to a range of environments such as rainforests, desert, coastal and alpine areas. Discuss features and characteristics of these environments. (You may choose to integrate this with a relevant COGs unit of work). Place particular attention on built and natural features. Students complete a Smart Notebook activity which requires them to match/select/label images of various environments. The activity also gives the students the opportunity to discuss the different features and characteristics of each environment. Explicitly teach the language (vocabulary) associated with these features and characteristics.   

 

Exploration:

1. Recognise different environments / Recognise the features and characteristics of certain environments: Have each student take part in ‘River Rush’. Allow students multiple turns. Once each student has had the opportunity to experience the game pause it at an appropriate location and discuss features/characteristics of the particular environment. Ask the students what they can see. Give the students the opportunity to respond verbally or through AAC. Use the Smart Notebook activity, ‘I see’ to assist students in making a response. Direct student focus/responses to the built and natural features of the ‘River Rush’ environment.

 

2. Recognise how the features of certain environments impact on activities: Give students the opportunity to take part in the River Rush ‘activity’. Pause the game at relevant sections, such as a ramp or other obstacle, and discuss the impact on the student’s progress in the activity. Ask the student what happened when these obstacles were encountered. Discuss why we need to use a raft. Ask students what feature of the ‘River Rush’ environment allows the use of a raft. Following on from ‘River Rush’ set up an obstacle course. This could be done in your classroom, or outside. When setting up the course select obstacles that will encourage students to perform a range of physical movements or actions. This could include jumping, climbing, side step and crawling. Allow students to take part in the obstacle placing emphasis on the movements the students are performing. For example “This is a ladder. At the ladder we... Climb.” Take photos of the students performing these movements or use PCS. 

 

Conclusion:

1. Recognise different environments. Recognise the features/characteristics of certain environments: Students select a pre-made scene of a particular environment; the rainforest, desert, coastal or alpine areas (see relevant resource section). They are given a number of various flora and fauna images (vary amount of distracters based on your learners). From here, students select the correct features for their particular environment.  

 

2. Recognise how the features of certain environments impact on activities: Students complete a cut and paste activity. Students are to identify and select the correct movement for each obstacle. 

 

Assessment

 

The student will:  Recognise different environments.

 

Indicators: 

  • Match an image from a choice of 1, 3 or 5 for a range of environments
  • Select an image of an environment from a choice of 1, 3 or 5
  • Label different environments

 

The student will: Recognise the features/characteristics of certain environments.

 

Indicators: 

  • Select from a choice of 1, 3 or 5 images a feature and/or characteristic of a particular environment e.g. “Find the raft.”
  • Label features of an environment 
  • Copy flora and fauna images to recreate a pre-made scene of an environment
  • Group flora and fauna images into their correct environment

 

The student will: Recognise how the features of certain environments impact on activities.

 

Indicators: 

  • Observe how the water impacts on the raft
  • Identify the environment in which the raft is able to operate
  • Match images of obstacles and their associated physical movements
  • Select the physical movement associated with the obstacleResources

 

Extension Activities / Additional Games