EDST/ FOCI 218: Educational Technology Version 01

Lesson Plan for Demonstration Application in Classroom

Minecraft Nation: Replicating World Systems in Virtual Designer Driven Space

Name: Lauren Fenato

Student Number: 10000097
Professor: Richard Reeves
Due Date: December 16th 2015

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Synopsis/Premise:
The indie application known as Minecraft created by
Mojang emerged into the gaming universe in 2009
and has become in the last six years the most
successful and popular sandbox application selling
over 70 million copies across multiple platforms.
This game which has captivated todays youth and
its success, teachers and companies are now looking
at methods of implementing this medium into the
curriculum as a virtual space for students to explore
a world of ancient culture, conduct scientific
experiments or design large-scale group projects.
In 2013, second grade teacher Joel Levin wanted
Virtual Classroom with functioning computer and
to edit the code so that he could run a club and
projection system.
implement the game into the classroom but in a
more managed manner. He developed a new system interface
known as Minecraft EDU which allows teachers to control the
environment and manage the world in order to maintain a
control in this virtual space.
Teaching and Learning Problem:
The lessons outlined below focus on creating a student driven
inquiry based learning process whereby through this class
students become more digitally conscious and literate.
White lines = projector with changeable slides
Through the activities students will focus on positive communication and group coordination in
order to survive the two scenarios. The primary aim of using this application is to simulate real
world extreme circumstances of resource scarcity and sustainability which students would not be
able to experience authentically. Through the use of Minecraft, teachers strive to create a space
where students develop a sense of ownership and responsibility to foster a sense of stewardship
and accountability for the actions of humans on the planet. While many traditional classroom
applications can get to the root of understanding as to the impact, through active participation,
problem solving skills and immediate social feedback which assists socially exceptional students
in understanding cues and actions without physical interaction. Minecraft EDU has infinite
potential as an application in a digitally advancing school or classroom.

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How it can be used to address the problem:

Minecraft is a software program which has infinite potential which is based on the
dedication and time allotted by the teacher to preparing the lessons. Have you ever wanted to
teach like Mrs. Frizzle from inside the cells of the human body, or to quickly take a trip with
your class to ancient Greece and participate in a gladiatorial combat scenario? With the use of the
open-sandbox style space, the limit of this programs application is your own creativity. The
diversity of this program enables teachers to simulate anything from an interactive story
developed by students, to the recreation of political systems and forms of government. One or
the biggest benefits from utilizing this program is engaging students with macro level learning
within environments that would otherwise be inaccessible or impossible to create within the
traditional classroom. This online interactive learning environment provides teachers with the
opportunity to encourage creativity, inquiry and collaboration within this space within a teacher
managed space. Perhaps the most important aspect though is that like the students, teachers are
also able to become directly involved in the process making, promoting learning for all and a
method of in-class and real life behaviour management systems.
What issues should a teacher attend to during the lesson
With this program, there are a few common issues that teachers should be cautious about when
using this program.
1. If you are using mods (beyond the pre-approved lists tested by Minecraft EDU) there is
the potential for the java coding to interact in a manner which can decrease the
effectiveness of this process.
2. Teachers have to go into the program prior to class and establish the working zones or
materials required doing it during class makes it chaos.
3. The program does require a substantial dedicated memory which can often lead to
lagging on the students computer.
a. To resolve this try and decrease the specs in the options menu ie. Render view,
chunk loading, vspec decreased, particles decreased ect.
4. When students first log in, make sure they cannot move otherwise they tend to ignore
previous instructions and start exploring or playing.
How students are expected to respond
Students will be exceptionally excited to be using this program and will often try and go ahead of
the class if they are logged in. It is extremely important to have clear objectives and rules for
using the program and the expectations. The major problems that occur teachers experience with
this program are stealing, griefing (breaking others building), verbal abuse in chat, use of
weapons. Make sure to discuss as a class the rules and to make sure to have prepared
consequences for their actions.

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What support is there for the

approach that is being proposed?
(Reference Material)
Teacher Guide:
This is the guide that I made for Actua STEM programming organization in association with
Google this summer. We looked at making a comprehensive guide for first time users and players
who wanted to try and use this in their classrooms.

Section 1: Minecraft EDU

Launcher: When starting up MinecraftEdu for
the first time, the pop-up should appear very
similar to this. From here, teachers and students
are able to log in, edit, and adapt the game to suit
the needs of the camp or classroom.
File: This drop down menu on the top enables
you to file complaints or address issues with the
program to the company; as well as create desktop
shortcuts. Another facet that is important to note is
that you can request features that you would like
to see added to the MiencraftEdu system by
speaking with developer such as adding things to
the Teacher menus to make it easier to facilitate
lessons, or creation of new blocks among other
things.
Open: Serves to assist in finding the file locations of the Minecraft and Minecraft EDU
programs to edit.
Client Settings: This is a very important section, it is useful in troubleshooting problems
specific to that computer. You can change everything from the dedication of RAM in Basic, to
whether they connect automatically with a specific alias; progressively getting more complicated
like determining proxy and establishing an automatic update system.

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Change Language: In here, just as the name suggests depending on the language of students or
the purpose, MiencraftEdu is fully compatible in English and French. As well, it currently
accommodates Dutch, Spanish, Russian and Finish.
Hide: This option enables the user to minimize the launcher into the bottom left hand corner of
the computer.
Start MinecraftEDU: This button serves as the primary function of the program, enabling
students to access Minecraft using the unique features of Edu as opposed to the Minecraft button.
This directs students towards a game that is compatible with MinecraftEdu Worlds and enables
them to access games created using the Server launcher as opposed to those being created online.
This also ensures the security of individuals by the creation of an alias system.
Start Minecraft: This button requires that students log into a preexisting Mojang account . This
is not recommended as the Minecraft EDU provides free accounts and servers which students
will not be able to access if using this form of the game.
Mods: In this section, teachers are able to examine which server side and client side mods have
been installed and are active using the check-mark system. In addition, mods can be input from
the folders as either client or serverwide mods. It is important to note however, that in order for
many of these to work, the client computers must have the same mods in their respective folders
in order to be compatible to access the server.
Updates: From here you are able to modify the version and updates
that are released from Minecraft Edu. This year we decided to stick
with version 1.7.10 development build 19 which proved effective for
mod compatibility.
Start Minecraft Server Launcher: By selecting this option,
teachers are able to enter into a separate menu account whereby a
new server can be created to run on the machine. From here teachers
can dictate which aspects are to be created within the Minecraft
world.
Create a New World: Here teachers are able to manage and input
information that will enable them to create a world compatible with
the needs of the individual class. You can enable anything from
preexisting buildings and animals down to the specific seeds and
attributes.
At Mini University we typically stuck to the seed
4031384495743822299

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This seed has starts you in a desert biome (which is good if you want to build) but also has
numerous biomes within the immediate vicinity. Another aspect was the unique rock formations
and mountains which make excellent zones for survival.
Minecraft Edu Library: In here you will find access to previously made and approved maps by
Minecraft Edu. Upon clicking this option, you will be directed online to the database whereby
you can select worlds that will be automatically downloaded into the directory.

Upon creation of a New World:

When you have successfully
created a new world, the launcher
will switch to a server command
center which looks like this.
From here, teachers and admins are
able to monitor, and evaluate issues
or concerns and issue server wide
commands.
In addition, settings and options
enable teachers to further
customize the experience. This
year, we did very little adaptation
to the settings of the server beyond
editing the user controls to avoid
having students create specific
passwords.
World Information: In here you are able to see the specific seed (if you wish to make multiple
copies) whether or when the server has last been saved as well as issuing a welcome to the server
message or a start of the new day message. Other buttons enable you to also give students
items and issue assignments that they must complete.
Advanced Settings: This was typically the screen that the server was maintained on. In here,
teachers are able to monitor the changes in the game and the impact mods or commands are
having if it does crash.
On the side there is a zone for examining which players are online as well as a at the top a spot
which records the amount of memory used and the average tick (or time for actions). We have
found that with the computer that we used this year, that if the Memory use dropped below 75%
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that there was likely a mod inducing memory leak or that it was too strenuous on the computer;
in addition if the ticks was above 100- the game began lagging on the client side.
In order to combat this make sure that the students visual settings are not at the max and that
there is enough dedicated memory set aside for Minecraft in order to compensate for the types of
mods and activities that you are using.
Save
World: At the top right hand side of the screen, there is a blank white space which will enable
you to save the world. Be careful not to name it the same as something else as it will overwrite or
that you select the correct corresponding maps. Once you have saved the world you must stop
the server in order to upload another rather than using the drop down menu.

Teacher Menu:
Below are examples of the 1.7.10 build 19 teachers menu features.

In this section of the menu,

you are able to control
features that directly impact
your character. The first is
spectate mode; this enables
you to be invisible to
students, yet still be able to
interact and impact the
world. Creative Mode
enables you to access all the
building materials and
enable flight.
Movement speed: This is fairly self-explanatory yet if you are going above 75% then I would be
cautious because the world does not seem to load faster than you can fly.
Red Arrow: This enables you to teleport to the surface if you are underground or stuck inside an
object.
Checker Flag: This enables you to teleport to the spawn point, whether it is the original one or
one that you have set down.

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The Global Menu:

In this menu, teachers are able to impact the Minecraft world and alter aspects of the game
directly from this console.
Gamemode: This button toggles between the various gamemodes that Minecraft and Minecraft
EDU have.
a. Creative: This mode gives students access to all the materials and fly mode.
b. Survival: This mode gives students hearts and hunger and have to work to create the
items.
c. MinecraftEdu: This mode is very much like survival but there is no hearts or food gauge
which enables students to have a mix of both creative and survival modes.
Difficulty: How frequently and how strong monsters are within the world.
1.
2.
3.
4.

Peaceful
Easy
Normal
Hard

Time Control: The very bottom is a gauge which will enable control over the time. There is also
a lock function which enables you to maintain it during the day or night depending on the
activity.

Optional Variables that you could activate:

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1.
2.
3.
4.
5.
6.
7.

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Fire and TNT

Generate Structures ie. Temples, towns and predetermined structures
Allow Animals to generate
Allow Weather Effects
Allow Other Dimensions
Allow Villagers to Spawn
Allow Monsters

Player Menu Settings

This section allows you to alter the options for students and what they have access to.

These options are all toggle options:

1. Enable PvP: Stands for player versus player and when checked enables students to attack
one another
2. Allow Student Surfacing: This provides the option of allowing students to quickly
teleport back to the surface as the teacher do in their personal menu.
3. Freeze Students: Perhaps one of the most important tools in the menu. This enables the
teachers to pause the game across all the computers logged in as students. It is a great tool
for getting the students to listen to instructions or stop what they are doing.
4. Keep Inventory: Enables students in Minecraft Edu mode or Survival to die and still
retain all their items.
5. Allow Students Respawning: This provides the checkered flag option in the student menu
which will enable them to teleport back to the spawn point.
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6. Students Can build: This can be toggled depending on the lesson. If you wish for them to
engage in building activities then it needs to be checked, but if you want them to view
and look at how things are interacting/relating to one another then it is equally important
to make sure it is turned off so that students do not break things.
7. Mute Students: Students cannot use the chat function
8. Students can always fly self-explanatory can fly in survival and MinecraftEdu

This menu gives you the names of all students and teachers logged into the server. In here you
can also teleport to students and teachers or teleport them to you using the arrows available. You
can also toggle their ability to build, talk and which mode the specific student is in from here.
This screen enables you to give
specific items to students
through gifting. You can also
give something to all students at
the same time, which is great if
you need the home block or
other important feature. If they
also complete challenges this is
useful for giving the prizes out.
This zone is used to create
assignments that students can
complete. You can edit and monitor how many students have completed the assignment and what
needs to be done still.

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This menu is where teachers can access all the teleportation stations that have been established.
One of the teachers blocks enables teleportation to be added and can access all of them.
Important if you want students to move in between zones.

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This menu is useful for the design and management of the server. Teachers are able to go into
build mode which provides easier time in quickly building. You can go through blocks and build
from a distance which makes it much more efficient to build with.
It does have edit features such as fill and clearing as well as setting the blocks and amount to be
dug by your right and left clicks.

Teacher Blocks:
The Spawn block enables you to determine
where users first appear when they load up a new
world. This is useful if you want students to appear in a
specific starting place. When you place a Spawn
Block, a notification will appear in the lower-left
announcing the exact coordinates in the world
where the new spawn point is. When users first
appear in the world, they will spawn on top of the
Spawn Block.

Build disallow block is one of the first custom blocks added to MinecraftEdu. It can
be used to set up areas where students cannot build even if student building is
enabled in the world. More importantly Build disallow block prohibits student
creation or destruction of blocks, even if student building in general is enabled.

Disallows students to place blocks or dig anywhere directly above this block.

Students can place blocks and dig under this block. (If student building is allowed).

Cannot be broken by students (not even when student building is enabled)

Teachers can break at anytime.

Build allow block is one of the first custom blocks added to MinecraftEdu. It can be
used to set up areas where students can build even if student building is disabled in
the world. Build allow block is a block that is used to allow students to build even if
student building in general is disabled. For detailed usage instructions refer to this article.
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Allows students to place blocks or dig anywhere directly above this block.

Does not allow placing or digging under it.

Cannot be broken by students (not even when student building is enabled).

Teachers can break at anytime.

The home blocks can be set up by both Teachers and Students, and are used as personal location
which that user - and only that user - can teleport back to at any time. This allows users to be
able to return to one specific point of their choosing very quickly, typically their home or base.

The Information Block: Used to ensure the space for long messages and can have hyperlinks
that cannot appear on a normal sign. The sign acts as a
normal block with no special features and is often paired up
to draw attention to the information.
The Information Block is used to convey long messages, and
contextually sensitive hyperlinks that the normal in-game
sign cannot hold. The Information Sign, is an ordinary block
with no special features, but it is often paired up with the
Information Block to draw attention to it so that Students do
not miss it.

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Border blocks are a great way to setup borders that students cannot cross. Borders can be created
easily with build tools.

Creates a vertical invisible border.

Students cannot go over or under the block.

Students cannot dig or place over or under the block (not even when student
building is enabled).

Students cannot break this block (not even when student building is enabled).

Teachers can break at anytime.

Tutorials in the Classroom:

1. Minecraft Edu: Educational Tool (Justification) https://www.youtube.com/watch?
v=SSimHPmZ0hA
2. Using Minecraft EDU Introduction:
https://www.youtube.com/watch?v=Lsfd9J5UgVk
3. Minecraft Mathlandia Quest Theoretical Probability:
https://www.youtube.com/watch?v=EBln3-vPcw8
Articles:
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Time Tech: Minecraft EDU teaches through virtual world building:

- http://techland.time.com/2012/09/21/minecraftedu-teaches-students-through-virtualworld-building/
PBS Learning Media: Is Minecraft the Ultimate Educational Tool?
- http://www.pbslearningmedia.org/resource/1e91b1aa-ae38-4877-b91e-c91da7b8d573/isminecraft-the-ultimate-educational-tool/
Edutopia: The Minecraft Cell: Biology Meets Game-Based Learning
- http://www.edutopia.org/blog/minecraft-cell-biology-meets-gbl-dan-bloom
The Guardian: Microsoft Launches site to take Minecraft into the Classroom:
-

http://www.theguardian.com/technology/2015/jul/02/microsoft-teachers-minecraftclassroom-education

Teacher Blogs on Utilization in Classrooms:

1. John Miller (Grade 7/8) world history low income school.
a. Uses Miencraft to create role playing scenarios; examine architecture and its
application and for his English class uses the command blocks to create a virtual
museum of their poetry.
i. http://minecraftedu.tumblr.com/post/120438815841/john-millerminecraftedu-featured-educator
2. Stephen Elford: World renown Minecraft educator
a. Teaches through simulation directed by teachers and then gets students to
replicate (Neurotransmitters) exploration of animal cell parts and how they
interact.
i. http://minecraftedu.tumblr.com/post/117511692581/stephen-elfordminecraftedu-featured-educator
Teacher Created Maps:
Social Studies Civics and Government Virtual Trip: Washington DC
- http://services.minecraftedu.com/worlds/node/160
Social Studies: - History Virtual Trip: The Forbidden City (To Scale)
- http://services.minecraftedu.com/worlds/node/40
Science (Chemistry) - Proteins and Amino Acids: Explore the building blocks of proteins and
how blocks link to create different structures and functions that make up living things.
- http://services.minecraftedu.com/worlds/node/164
Paleontology/ Archaeology- Virtual Dig and Dinosaur Fossils Preservation:
- http://services.minecraftedu.com/worlds/node/57
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Engineering: Water Conservation:

- http://services.minecraftedu.com/worlds/node/48

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ExampleLessons: Biomes,
Ecosystems and Sustainability:
Lesson Title: Biomes of the World

Rational: In this activity students will focus on identification and collecting information about
different biomes through exploration and team coordination. They will learn how to utilize
perceptual cues such as temperature, flora and fauna to identify through collection and sampling
the features unique to the biomes of Minecraft (as a simulation of earths biomes). Utilizing the
pregenerated terrains in Minecraft and the diversity of its geographical features, students will be
able to ascertain how climatically distinctive communities and conditions result in various
ecosystems being represented within the game.
Learning Objectives:
1. Identify terrestrial and aquatic biomes
2. Utilize descriptive terminology and identification
of environmental factors such as animal
population and plant types.
3. Using deductive reasoning and
understanding to determine the parallels Minecraft
biomes have to our own.
4. Ability to draw parallels between relationships
and categorize assimilated information into
understanding of ecological environment.
Prerequisite Concepts and Skills
For this class to be more effective students should understand or have the ability to:
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Use the basic keyboard and mouse

functions of Minecraft
Ability to navigate the map and
identify location

Materials and Resources:

-

Worksheets
Chalk or Whiteboard Markers
Pencils and Pens

Mods:
This activity does not require mods as there are a number of pregenerated biomes within the vanilla version. However if you want to
make this activity more engaging the following mods would be
highly recommended.
Enviromine: This mod adds in temperature gauges and water quality
which act as indicators of the transition between various biomes which
may initially appear similar (ie. Savanah and Plains or Tundra and
Taiga). This enables students to practice reading gauges and determining
heat changes and standard temperatures within biomes as well as
examining how different biomes produce different impacts on water
salinity and quality. In order for this mod to work, administrators or
councillors will have to highly modify the configuration files to limit its features.
Biomes O Plenty: This adds numerous new
biomes which can challenge a more advanced
class with its perceptions. This mod can be added
as an additional unit whereby students who have
completed the basics may challenge themselves to
research and identify which biomes are
represented in this new mod. It adds roughly 75
new individualized biomes, plants and animals.
Teachers Preparation:
-

Prior to class teachers should be looking for a seed which has the biomes in a
consolidated area to make it more effective.

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Have the zones information documented so that you can give a hand and assist in
determining features such as heat and water salinity (which requires going into the game
and doing the task before.
Lesson Activity:

Activate:
Where in the world: This activity focuses on team collaboration and understanding of biomes
and their distribution in the world. Students will simultaneously determine how much students
understand of biomes prior to this activity and to focus on understanding the real world
comparison.
Teachers can run this activity by giving this as a board challenge and having teams of 4-5
working together to answer the questions. The best way to run this game is as a Stategories style
game where students have to answer using the alphabet.
Question: Where in the world can we find these biomes?
a.
b.
c.
d.
e.

Rainforest
Mountain range
Oceans
Deserts
Plains/prairies or Savanah

After this question has been asked, students are given 10-15 minutes to talk in a group and come
up with a country for as many of the letters of the alphabet as they can. It has to be connected to
or include that biome in it or around it. If no other team has the answer and it is correct that team
scores a point, but if another team has the same answer then neither team gets the point.
This activity is beneficial because not only does it encourage discussion and communication, but
it facilitates an understanding and debate when going through the answers as to whether to
actively classify a country or region or area based on that specific biome. Students hopefully will
be able to understand that many countries work for different biomes.

Main Activity:
Students will be placed into the world and given the tools and necessary sheets to complete
through exploring and moving through the biomes themselves. Each team will be given a
backpack where they can collect and store materials from the respective biomes. This activity
requires that the game mode be placed into MinecraftEdu as well as that the monsters, villagers,
and animals are enabled.
Using in game books or the sheet provided below, students will also record the information that
can be used in a broader discussion or examination at the end of class. After collecting samples
and readings from the biomes (depending on the level) students can be begin forming
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conclusions with their group as to the name and key features of this biome. Alternatively,
students can also research online the characteristics of the biome in the real world and do a
comparative analysis as to what aspects were transferred over to Minecraft and which ones were
not.

Behavior Management Strategies:

1. Because students will be spread throughout the game, in order to monitor groups you can
utilize the teleportation mechanism or the personal teacher teleports to guide and direct
students towards different biomes.
a. You could also enable teleports to waypoints in the JourneyMap mod for students.
2. If students are not listening or are getting off task: Use the EDU freeze command.
a. Alternatively: if noise is too loud, use a 3 strike policy, first strike: verbal
warning; second strike: In game warning through chat; third strike; shut off the
game and break for 10-15 minutes and discuss why behavior was unacceptable.

Differentiated Learning Instructions and Adaptations:

1. ADHD/ADD Students with this exceptionality are able to work better as scouts for their
team, if they feel as though they are done in one biome they can go ahead and begin
looking for others and recording the coordinates and setting up waypoints for the team to
follow.
2. Autism: To engage students within the spectrum, teachers can direct their attention
towards the more visual cues such as landscape colour, tree descriptions and animals as
opposed to the attempts to read gauges and take readings.

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Biome Worksheets
Biome Name:

Location Coordinates:

Descriptive Features: (Temperature, Water

quality ect)

Plants and Tree Identification: (Color, Shape,

Frequency)

Animal and Monster Identification (Type,

Frequency)

Unique Features: Additional Information

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Lesson Title: Aquatic Systems and Food Chains

Rational:
Within this lesson, students will begin examining the intricacies and ecological relationships of
Minecrafts Oceans as a simulator for understanding food chains and the resources which can be
pulled from the worlds marine environments.
Learning Objectives:
-

Describe and identify the various divisions in aquatic life through oceanic divisions
present within Minecraft
Comprehend the value and dependency of players on the ocean and how it impacts
marine ecosystems
Discover the interrelationship between various components of the foodchains (both
animals and plants)
Draw parallels to the real world and understand the limitations of the game in expressing
the complexity of food chains and aquatic systems.

Materials and Resources:

-

Paper and pens

Chalk or Whiteboard Markers

Mods: For this activity to work it is important that either OceanCraft or Maricraft is installed.
These mods add in additional elements into the ocean which will facilitate this lesson better since
the vanilla version does not effectively demonstrate these concepts.
Teachers Preparation:
Preparation:
1. Prior to students arrival, teachers should locate a suitably large island for which they can
start.
2. Then set up a secondary area where students can work in teams to reconstruct their food
chains.
Lesson Activities:
To begin this lesson, teachers should spawn students on an isolated island in the ocean where
students are able to set up a town/village. Depending on the amount of time available, students
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who are stuck on the island will have to interact with the ecosystem surrounding them. Let
students build in this area for 30 minutes to an hour and see how much reliance that they have on
the resources and build up a basic information and understanding of the ocean and its
interactions in Minecraft.
Before beginning this exercise, start the class off by opening up a discussion or posing a
controversial question or statement such as: We do not have a major impact on our oceans OR
Minecraft marine habitats are not as important in the game. Then inform students that they
should pay particular attention towards the aquatic environment and see what information they
can gather about the biome from the animals and the interactions with the ocean.
Afterwards call them to a meeting either in the in-game classroom or the real classroom and
begin merging the information that students have
gathered.
Section 2: Oceanic Divisions:
One of the great things about OceanCraft is that
the different ocean creatures models interact
differently based on the various depths of the
ocean.
Level 1: Beach and Shallow Water:
1. Only Crabs and small Fish are able to
swim in here and will not spawn larger
animals. Squids will still go up to this level but will quickly try and seek deeper water.
2. Within the shallow area there are also shells and clams as well as oysters which spawn in
this range.
Level 2: Mid-Level Coral and Seaweed Level:
This level transitions where students are able to see significantly more plant and animal life.
Here sharks and sea turtles are common occurrences as well as fish and even the occasional
larger animal such as a Narwhal or Manta Ray. Here students are able to more readily access
with their breath measure.
Level 3: Open Ocean or Drop offs:
In this zone larger animals are able to spawn more frequently, while the coral and smaller fish
will begin to disappear and spawn less frequently. Whales and Orcas spawn more frequently as
do some sharks, but so do the manta rays and other larger animals.
Level 4: Deep Ocean:
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The depths of Minecraft, just like in real life are void of many large animals (perhaps the
occasional whale), but has no light which means almost no coral and seaweed can grow here.
Instead we find this area populated with one particularly iconic fish known as an Angler fish.
This fish has adaptations which enable it to hunt in the depth using its glowstone lure. While it is
not entirely accurate to the traditional oceanic divisions, it illustrates a simplistic version of how
these animals are distributed within the ocean chains and subsequently how this will impact the
interactions of these animals.
Section 3: Food Webs and Chains: Energy Transferal In Ecosystems
Engage:
-

Split them into teams of 3-4 and give each team a term from below: Get them to
brainstorm what they think this term means and understand how it links to the other
terms: Make sure that they hit these key points:
o Food Chain: Interaction of how different animals receive energy within an
ecosystem. Or the flow of energy from one organism to another.
o Food Web: Number of small chains that are linked together to show the complex
community. Can have many more links and connections than in a chain.
o Producers: Utilize sunlight for growth and production of food bonus for use of
term Photosynthesis.
o Primary Consumers: Those who eat the producers receive the most energy
o Secondary Consumers: Those who consume the Primary Consumers receive
less energy
o Tertiary Consumers : Those who consume the secondary consumers receive the
least in the energy transferal (meaning they had to eat more of them in order to
gain more energy)
o Decomposers or Scavengers: Gain energy from the breakdown of Primary,
Secondary and Tertiary consumers.

Discussion:
1. Why cant Minecrafts oceans support a hundred sharks in the same area?
2. Where do we as players occupy on the chain/web?
Activity:
In groups work together in creative mod to design and represent in their own way the oceanic
chains that have been discussed. Encourage the students to be creative in the way that they
design it or you can use the two suggestions below.
1. Utilizing item frames use a wall behind and design the pyramid style representation
with items on the bottom representing producers and moving up slowly block by block.
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2. Alternatively, you can actually spawn the animals in and use fences and pens in order to
show the representation.
3. Using the NPC wand you can create a chain based on no motion npcs nearby and linked
through leads.
Adaptations:
1. This lesson does not have to be limited to the ocean, but can be transferred to represent
terrestrial chains using Mo Creatures or other mods which would include additional
animals to include into the chains.
Reflection:
-

Prior to our arrival on the island, do you think there was a lot of wildlife? What happened
as we were
Describe how many different aquatic/marine ecosystems we can name?
What is one component of the food chain in Minecraft that needs to be added and why?
What do you think would happen if you were to take out an element? Why is it
important?
Why do we value and continue to protect aquatic ecosystems?
How do we as players impact these aquatic ecosystems what could we do to
responsibly manage this resource?

Doing both these activities in tangent builds a background about marine trophic levels and food
webs. Students can in Minecraft combine visual representations and understandings of how these
active chains function as well as utilize the in game creative mod to complete a project which
enables them to analyze the information within the game and represent it graphically. In addition,
because players have such a high impact on the environment within the game students are able to
comprehend visually how much of an impact their class had on the health and balance of their
immediate ecosystem. Furthermore, through the visual representation food chains and pyramids
explore the predator prey relationships and the flow of energy and biomass.
You can also increase the complexity of this unit by requiring further research to be conducted on
the transferal of energy and the impact having more predators and prey have when introduced
into the environment. In addition, this unit could also be adapted to examine how the model
represent the hunter-prey adaptations of evolution (such as the Angler-fish having glowstone
lure) or the sharks having a hammer head or larger head to sense the fish ect.

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Lesson Title: Sustainability and Limited Resources

Rationale:
Within this lesson, students will begin exploring the conceptualization of ecological
sustainability and the necessity of human intervention in renewable resources through examining
the impact their class has within a confined habitat.
Learning Objectives: Students in this course will be able to:
-

Identify and trace the origins, impacts and waste products created within their confined
society.
Coordinate and evaluate different mechanisms which enhance or assist in ensuring the
preservation of species/resources/and greenspace.
Create a visual representation of a green city
Discuss and ascribe meaning to the impact the absence of a resource has to survival with
respect to the real world.
Awareness of the coordination and team responsibility for resource management.

Prerequisite Concepts and Skills:

-

Capability to using the basic keyboard and mouse functions of Minecraft

Materials and Resources:

-

Chalk or white board markers (depending on the classrooms)

Mods: **Optional**
1
2
3

RotaryCraft for use of blast proof class and possibility of creating renewable energy
*see physics electricity section for info regarding this*
World Edit for building the special domes
Enviromine:
a Note: You can have gasses on, however it makes the server extremely slow and
would often crash, however if you decrease the frequency of occurrence you
could use this as an effective means of measuring if their Carbon Dioxide levels
within the dome and the oxygen produced by the trees.
b Make sure that physics is also off, so that your domes do not collapse when you
spawn the students in.

Teachers Preparation: Design Aspects:

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In order for this class to work effectively it is important to ensure that the zone has been cut off
from the rest of the world. The best effect for doing this looks somewhat like the illustration on
the left.
If Minecraft EDU is available try also using the
Teachers border block. In addition if
Roterycraft is installed you can also replace the
glass with blast glass (which students cant
break).
Another modification which made this activity
more effective was with larger groups; create
multiple encased habitats with 5-8 students in
each. This enables students to brainstorm
different methods of resolving the management
of resources. In the end, students will be able to examine how different methods can be used to
effectively manage resources.
In order to create these circles you can use the mod: World Edit and implement the commands
/brush sphere (height) <block> radius (radius). You can also include the h in front of sphere in
order to make it hollow which can be used for the glass portion. For the stone bottom, making it
solid is the best method followed by adding a layer or
two of dirt and adding around 15-20 iron blocks, 15-20
coal, 3 diamonds per person and any of the other
minerals. For the trees I would start with 5-8 of a few
types, and a single water block on the surface and a
single block underground (which will enable them to
make an infinite resource).
Animals would also be important ie. 3
chickens/cows/pigs/sheep ect.
If you do not have world edit installed with your
version, then please refer to the chart below in order to
determine what the radius and design of the circles
would have to look like in order to achieve the spherical style design in Minecraft.
For the server make sure that student surfacing is not on and that teleport to spawn will ensure
that they are in the habitat by giving each student a home block when they enter into the server to
place down.
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Lesson Activity:
Activate:
When I say the word: This activity focuses on word identification and understanding how
students associate words and concepts, while simultaneously determining how much students
already understand of concepts.
Teachers can run this activity in multiple ways, for more visual learners, students can draw what
they associate with the word, or form a discussion about what people think of allowing for verbal
engagement with the content:
Terms:
1 When I say the word:
a Green
b Cycles
c Sustainable or renewable
d Ecosystems /habitat /Food chains
e Finite
f Excess
g Eco-Footprint
h Biodiversity / Conservation
This will lead to a discussion of the activity and how they are going to attempt to manage their
resources effectively in order to survive as a group.
Main Activity:
Students will be placed into habitats where the glass dome acts as representative of the ozone
layer and the stone base as the earth, where there are finite resources and space in order to
expand, allowing them to experience a microcosm of the earth.
The activity requires that students live within the dome and work together to create a
civilization where the finite resources are maintained to ensure the biodiversity and sustainable
living of the people in the community. It is important that they consider the following and form
an understanding on the limitations and finite nature of each resource.
1
2
3
4
5

Food
Water
Trees
Land space
Animals

Students should aim to address the issue through a number of means (not all of which have been
recorded below:
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2
3

4
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Farm and food distribution centers

a Underground farms with torches or glowstone as the light source (slower grow,
but more space)
Water treatment plant (if you are using Enviromine)
a Renewable unlimited spring in the middle of town
Designated green spaces for orchards/tree farms and a quota system implemented for
wood each day
a Greenhouse avoids the potential of a fire being set and catching all the trees.
Urban planning single residence multiple occupancy (build high and not sprawled)
a Building into the earth to utilize the unused space
Husbandry program with farmers population maintained and killed to ensure meat.
a Or could be a vegetarian society where animals are not even considered a food
option (harder)
Farm and animal center- high rise where food was processed with a restaurant on the
bottom for distribution.

Possible Challenges:
1
2
3

Dealing with a fire did they preplan (have saplings available) could they manage the
water sustainably.
Loss of a species sheep/horse/pig ect. how does this impact how you run things? Can
you
Impacts: If one group is struggling or has limited trees or too many animals you can
begin removing the ozone layer (if most of it is lost the heat will kill them not in a
mod but as a teacher you can monitor this and make the choice to eliminate a team to join
with others so that they can teach by what happened in their zone)
Lack of water not managed properly or too much heat - what options do they have for
food and what are the detrimental consequences for losing access to water. (END game
scenario)

If you choose to combine the students from the smaller habitats

Discussion Questions:
1
2
3
4

5
6
7

Did it seem easy at the start? What made it difficult?

What resources did each team prioritize and why?
What design elements or rules did you try to implement?
If you choose to combine the students from the smaller habitats what was easier about
working in smaller groups OR do you think it would have been easier to work in a bigger
group?
What did one team do that you thought was really good?
What is one thing you would have changed to make your world more sustainable?
Do you think you and your team could have continued to live in your habitat?

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Behavioral Management Strategies:

-

If students are not listening or are getting off task: Use the EDU freeze command.
o Alternatively: if noise is too loud, use a 3 strike policy, first strike: verbal
warning; second strike: In game warning through chat; third strike; shut off the
game and break for 10-15 minutes and discuss why behavior was unacceptable.
If students are stealing/griefing/ attacking other players: use /ban *name*(reason) and
then discuss the actions and why they were unacceptable. To enable them to enter back in
use the /pardon *name*
For students who are not engaged: Give them a specific job/task in the community such
as farmer/ Mayor/ chief architect ect.

Differentiated Instruction and Adaptations:

1
2

Visual impairments: increase the brightness of the screen and the resolution. Adjust the
GUI and use coloured wools for differentiation.
Aspergers: Students with this exceptionality have tended to have more success in the
design aspect of this lesson. Focus their work towards achievements in land use and
urban design.
ADHD/ADD: Students with this exceptionality who lose focus easily have shown
success in planning and working individually on multiple tasks, such as being farmer, tree
collector and miners respectively which allow them to work independently and shift
tasks when needed.

Extension: Formative/Summative Idea:

In this activity, students will be placed in scientific research teams which have been shipwrecked
onto different islands in an archipelago. Students during this period will use their skills of biome
identification, aquatic and terrestrial food chains and sustainability to create a study of the
islands natural environment. Students will have time to convey how they would be able to live
on this island indefinitely, and collect a scientific inventory and how they could be put to use and
create a mock of this during the allotted time.

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