Software for Learning | Games and Simulations | Introduction |

After reviewing each software package, we asked the evaluators to design a learning activity that uses SimCity.

Learning Ideas by Kurt Hill

Subject(s): Factors of urban sprawl vs. nucleation in a model city.

Activity: Use SimCity to simulate a city experiencing urban sprawl and a separate city which is highly centralized/nucleated. Note and report on these differences in development through time, especially types of housing and crime rates.

Directions:

1. One Class Period
   Will require between 30 - 45 minutes to explain the operation of the simulation software, including addressing environmental changes (roads, crime, business, etc.). As much as 15 additional minutes added to time above to allow students the opportunity to get a Ôfeel' of the software and its controls.
2. One Class Period
   Second hour dedicated to student operation of the software, information gathering, and discussion of results.
3. No Class Period
   Written report to be completed outside of class. Report to be typed, double spaced, and NOT to exceed 3 pages in length. Standard margins and font/type size apply.

This requires 2 full, standard class period to complete.

Just an added note to my review of SimCity. If I had a computer lab that were more accessible and better integrated into the classroom building, I might be tempted to forgo, say, a video tape that I would normally show to the class in exchange for some SimCity time. However, since the 2nd and 3rd classes would use the software only once each semester, there is probably not justification enough to load it permanently on a lab computer.

[go to Kurt Hill's review]

Learning Ideas by Heidi-Christa Adams

1. Values Clarification
   Students need to develop a city. After each computer move, they would need to record on paper why they chose that over other priorities and what the responsibilities and consequences of that choice brings.
2. Creativity If there were more than one computer available - I'd first ask students to get into small groups and identify their values, prioritize them, and build a city which demonstrates these values.

   Next I'd have the students present their list of values and explain how their cities reflect these values. This could also be used as a spring-board for journal writing. Students could then describe a particular place in their own community that they really enjoy and explore why they enjoy it.

[go to Heidi-Christa Adams's review]

Learning Ideas by David Rodriquez

1. 20 min.: Allow the class to play with two cities (a large and small city) which have already been created. (Make sure that it is in the fast/accelerated mode so that whatever is constructed will expand/degenerate quickly).
2. 10-15 min.: Discuss with the class what happened; a) Ask which kind of cities were the easiest to control (smaller cities); b) As time progressed what happened to the cities (they grew, and degenerated and had to be demolished or repaired); c) what does this have to do with the English term paper (constructing a city is similar to organizing a term paper)
3. 15-20 min.: Compare the development of a term paper/assignment with that of constructing a well run city.

   Points to develop:

   1. Time element the city was constructed in a certain time, and so will the term paper;
   2. Keep it focused: The city is much more manageable if it was kept small, the term paper must be narrow as well. Point out that as the city began to branch out it became harder to keep it focused. Information in the library is vast, and in order to maintain control on the topic the student should narrow the topic.
   3. Note to the students that the city is never finished, it needs to be maintained, services added, roads constructed, and at times parts demolished. Term papers are much the same in that they need to be revived, updated, and at times rewritten to produce a well constructed paper.

[go to David Rodriquez's review]

Learning Ideas by Donovan LaMar

Teach students what their career interest are, and how they might see themselves using their newly acquired skills, or skills that will be needed to do the jobs they are interested in.

EXAMPLE:

Interest

I am curious about ... , I question ... , I am concerned about ... , I was fascinated by ... , After playing this game I would like to think/read more about ...

Talents

(I discovered I am good at certain activities, physical, intellectual, creative, social etc.), I am good at ... , The kinds of activities I was creative at are ...

Skills

(Specific skills such as public communication, word processing, maintenance etc.), Skills I have ... , Skills I want to develop ...

Likes and Dislikes

(About people, things, places - their character, habits, shortcomings, influence, etc.), Likes ... , Dislikes

Goals, Values, and Ambitions

Before I die I would like to ... , I want to accomplish ... , When I die I want to be remembered for ... , In life, I value these things most ... , In this game I learned to value ..... even more, After playing this game, I would like to make the following contributions to our society ... , Things that I learned give me peace of mind, was ...

[go to Donovan LaMar's review]