Educator Guide

Block 1 – Lesson 6
Multiplayer

Revisiting Biomes:
Collaborative Build

EDUCATION.MINECRAFT.NET

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THEME OVERVIEW
Students are ready to take everything they have learned from the different biomes
they have visited and get creative. When students visit Dr. Barwin, they can revisit
each of the biomes they have worked in. In each biome, there are different
activities to test their coding skills with the Agent. This time, students will work
together in groups to solve the challenges.

LESSON OBJECTIVES
Students will:
• Utilize coding concepts to help solve problems and complete tasks
• Test and debug their code
• Collaborate with their peers to successfully plan, program, and present their
ideas
• Embrace a coding mindset

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 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 performance-based assessment—students will need
the “Student Guide” as a reference tool as they are working through these
tasks

SUMMATIVE TASK
Split students in groups of 4-5; they will be working together. Before breaking out
for independent work, review the concepts for each of the tasks.

Review Lesson 1
Decomposition – Breaking down a complex problem or system into smaller parts
that are more manageable and easier to understand
Sequencing – the set of logical steps that are carried out/executed in order
Pseudocode – an informational description of a computer program or algorithm

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Review Lesson 2
Pattern Recognition – finding similiarities or patterns that help us solve larger
problems
Algorithm – detailed step-by-step instructions or formulas for solving a problem or
completing a task
Loop – a structure that repeats a set of instructions (algorithms) until it is told to
stop

Review Lesson 3
Conditional – a statement that tells a program to do different actions depending
on whether a condition is true or false

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Review Lesson 4
Nested Loop – a loop within a loop

Review Lesson 5

Collaborative Building
Students need to work in groups to decide which area they will build in. The groups should
only have 4-5 students maximum. Some useful tips on how to host/join the world can be

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found here: https://education.minecraft.net/wp-content/uploads/Minecraft-Education-
Edition-Multiplayer-Guide-1.pdf

There are 4 areas with 5 different activities. The areas include:

• Beach with sea turtles
• Arctic with polar bears
• Forest with panda bears
• Farm with wolves

Each area will have the following activities for the groups to code and test out their
knowledge of concepts learned in the previous lessons.
• Build a bridge
• Complete a maze
• Clean up trash
• Build a fence
• Build a tower

Encourage students to not only complete activities presented, but also come up with their
own activities for the Agent, using the coding blocks provided. After students are done
with their areas, they should test and debug their programs as needed.

SUCCESS CRITERIA
Students must:
• Create at least 2 algorithms to solve the problem/task
• Utilize repeat loops, conditional loops, or nested loops in the program
• Test and debug your program as needed
• Use at least 2 documentation tools
• Present your problem and solution to the class

Day 1
Before you begin coding your solutions, your group should go into the Revisiting Biomes
world and independently look around at the tasks to be completed to inspire some
possible solutions. After you have viewed the Revisiting Biomes world, come together to
create a plan. Your group needs to:

Planning
Exceeds Meets Approaches
(3) (2) (1)
Brainstorm Three or more solutions are Two solutions are One solution is
solutions generated for each task generated for generated for
each task each task

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 Select Order Tasks are ordered and job Tasks are ordered Tasks are Not
of Task(s) responsibilities are assigned ordered
Create Pseudocode is written with Pseudocode is Pseudocode is not
Pseudocode words and includes written with words completed
images/flowcharts

Day 2-6
After planning, you 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 are One solution is
solutions are created for each created for each task
created for each task
task
Utilize loops, All tasks include a All tasks include a Some or all Tasks do
conditional loops, loop, conditional loop, conditional not include a loop,
or nested loops loop, and nested loop, or nested conditional loop, or
loops loops nested loop
(the entire project
must have one of
each, not every task)
Test and debug All programs work All programs work Some of the
your program successfully and 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)

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Participation All members equitably All or most members Few or only one
contribute. participated but the member
presentation was participated in the
dominated by one presentation.
person.
Problem The problem was clearly The problem was The problem was
Identified identified and an 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 problem. not solve the
manner through a problem.
process of iteration that
was explained.

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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

• 1.7c 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.
• 3D Students build knowledge by actively exploring real-world issues and
problems, developing ideas 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.
• 5C 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

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 • (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)

• 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