Educator Guide

Block 2 – Lesson 6
60+ minutes
Multiplayer

Revisiting Planets:
Collaborative Build

EDUCATION.MINECRAFT.NET
THEME OVERVIEW
Tell students:
Let’s take everything we have learned from the different planets we have visited
and get creative! When you visit Comdr. Cadfield on the ship, you can revisit each
one of the planets we have worked on. Each planet will have five different activities
to test your coding skills with the Agent. Work with your friends to see how many
of the puzzles you can solve!

THINGS TO KEEP IN MIND

• The lesson provides a lot more freedom in how students will tackle the
activities and in what order
• This lesson is collaborative, which means students will be working in the
groups in the same world
• No “reset” activity is provided for this lesson
• No “activity complete” or “lesson complete” signs are provided for this
lesson
• This is the summative assessment—students will need the “Student Guide”
as a reference tool as they are working through these tasks

SUMMATIVE TASK

Concept Review
Conditional – a statement that tells a program to do different actions depending
on whether a condition is true or false
Repeat Loop – repeats the action a certain number of times
While Loop – repeats the action until a certain condition is met
Debugging – the process of finding and removing errors in code
Comparison Operator – to compare two values against one another (this give us a
Boolean result of either True or False)
Boolean – a value that is either true or false
Collaborative Building
Split students into groups of no more than 3-4 students. These students will be
working together. Prior to working in Minecraft, the teacher needs to review all the
concepts learned throughout Coding Fundamentals: Unit 2- Minecraft Space
Center.
Some useful tips on how to host/join world can be found here:
https://education.minecraft.net/wp-content/uploads/Minecraft-Education-Edition-
Multiplayer-Guide-1.pdf

There are 4 areas and 5 potential activities. The areas include:

• Venus
• Mars
• Ganymede (Jupiter’s Moon)
• Mercury

Each area will have the following activities for the groups of students to code and
test their knowledge of the concepts learned in this unit.
• Mine the ore
• Complete the maze
• Collect the golden blocks
• Follow the wall to the gold blocks
• Find the diamonds in the crater
SUCCESS CRITERIA
Over the next several days, students will be work with their classmates in the
Revisiting Planets world. In multiplayer mode, they will work through the creative
process together:
• Brainstorming: What to build and what coding concept will be used
• Planning: Create a blueprint of what the build will be and what the coding
experience will be
• Building: Build the coding activity and write the instructions of what needs
to be done (using boards)
• Testing: Try out the coding experience in Minecraft—does the activity
function as intended in Minecraft? Is it clear from the instructions what the
students need to do to solve the coding challenge? Is it clear when the
activity is solved?
• Recording: Provide a record of the coding solution for the activity and record
the project running in Minecraft

Each of the areas are marked by light post. They can be completed in any order.

Over the next several days, you will be working with your classmates in the
Revisiting Planets world. In multiplayer mode, you will work together to figure out
how to manage the five different tasks found in four different areas of the island.
You must:
 • Create at least 2 algorithms to solve the problem/task
• Utilize repeat loops, conditional loops, conditionals, and operators in the
program
• Test and debug your program as needed

Day 1
Before students begin actually coding their solutions, the groups should go into
the Revisiting Planets world and independently look around at the tasks to be
completed to inspire some possible solutions. After they have viewed the
Revisiting Planets world, they should come together to create a plan.

Planning
Exceeds Meets Approaches
(3) (2) (1)
Brainstorm Three or more solutions Two solutions One solution is
solutions are generated for each are generated generated for
task for each task each task
Select Order Tasks are ordered and job Tasks are Tasks are Not
of Task(s) responsibilities are ordered ordered
assigned
Create Pseudocode is written Pseudocode is Pseudocode is
Pseudocode with words and includes written with not completed
images/flowcharts words

Day 2-6
After planning, students should begin working based on your plans (created on
Day 1).
Programming
Exceeds Meets Approaches
(3) (2) (1)
Create Algorithms Three or more Two Algorithms One solution is
solutions are are created for created for each
created for each each task task
task
Utilize repeat loops, Uses all 4 coding Uses all 4 coding Uses 3 or less out
conditional loops, concepts AND uses concepts of the 4 coding
conditionals, and additional coding concepts
operators concepts
 Test and debug All programs work All programs Some of the
your program successfully and work successfully programs work
utilize innovative
solutions
Documentation Used 3 or more Used at least 2 Used one of the
documentation documentation documentation
tools tools tools

Documentation tools can include the camera, book & quill, boards, screenshots of
code, flip grid responses, screencasting, etc.

Day 7
After creating your programs, your group will choose one task to present to the
whole group.
Presenting
Exceeds Meets Approaches
(3) (2) (1)
Participation All members equitably All or most Few or only one
contribute. members member
participated but participated in
the presentation the presentation.
was dominated by
one person.
Problem The problem was clearly The problem was The problem was
Identified identified and identified. never clearly
explanation of how the identified.
problem was
determined through
brainstorming and
narrowing of options.
Solution The solution solved the The final solution The solution did
Provided problem in an original solved the not solve the
manner through a problem. problem.
process of iteration that
was explained.
EDUCATIONAL STANDARDS
UNITED STATES: CSTA
• 1B-AP-17 Describe choices made during program development using code
comments, presentations, and demonstrations.
• 1B-AP-16 Take on varying roles, with teacher guidance, when collaborating
with peers during the design, implementation, and review stages of
program development.
• 1B-AP-08 Compare and refine multiple algorithms for the same task and
determine which is the most appropriate.
• 1B-AP-09 Create programs that use variables to store and modify data.
• 1B-AP-10 Create programs that include sequences, events, loops, and
conditionals.
• 1B-AP-11 Decompose (break down) problems into smaller, more manageable
subproblems to facilitate the program development process.
• 1B-AP-15 Test and debug (identify and fix errors) a program or algorithm to
ensure it runs as intended.

UNITED STATES: ISTE

• 1.4a Students know and use a deliberate design process for generating
ideas, testing theories, creating innovative artifacts or solving authentic
problems.
• 1.7c Students contribute constructively to project teams, assuming various
roles and responsibilities to work effectively toward a common goal.
• 1.6.c Students communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as visualizations, models or
simulations.
• 1.3.D Students build knowledge by actively exploring real-world issues and
problems, developing ides and theories, and pursuing answers and
solutions.
• 1.5.a Students formulate problem definitions suited for technology-assisted
methods such as data analysis, abstract models and algorithmic thinking in
exploring and finding solutions.
• 1.5.C Students break problems into component parts, extract key
information, and develop descriptive models to understand complex
systems or facilitate problem-solving.
AUSTRALIA: DIGITAL TECHNOLOGIES (YEAR 3 AND 4)
• (ACTDIP017) Describing in simple terms the nature of a problem and what a
solution needs to achieve, for example what need the problem is associated
with, who the solution is needed for, what data are needed and what
features the solution would need to include
• (ACTDIP022) Using a range of communication tools to share ideas and
information, for example participating in collaborative online environments
• (ACTDIP019) Following, modifying and describing the design of a game
involving simple algorithms represented diagrammatically or in English
• (ACTDIP018) Experimenting with different ways of representing an
instruction to make a repetition, for example loops in a flowchart diagram or
using a ‘REPEAT’ statement
• (ACTDIP020) Planning and implementing a solution using a visual
programming language, for example designing and creating a simple
computer game involving decisions and repetitions, suitable for younger
children, that requires user input to make selections, taking into account
user responses
• (ACTDIP020) Experimenting with different ways of instructing to make
choices and repeat instructions

UK NATIONAL CURRICULUM: COMPUTING (KEY STAGE 2)

• Use technology safely, respectfully and responsibly; recognise
acceptable/unacceptable behaviour; identify a range of ways to report
concerns about content and contact.
• Design, write and debug programs that accomplish specific goals, including
controlling or simulating physical systems; solve problems by decomposing
them into smaller parts
• Use sequence, selection, and repetition in programs; work with variables
and various forms of input and output
• Use logical reasoning to explain how some simple algorithms work and to
detect and correct errors in algorithms and programs
• Select, use and combine a variety of software (including internet services) on
a range of digital devices to design and create a range of programs, systems
and content that accomplish given goals, including collecting, analysing,
evaluating and presenting data and information