Minecraft, Polygons, & 4th Grade

January 25 was a crazy day, and I have dubbed it Minecraft Thursday. I spent most of the day teaching Minecraft related lessons or activities. There was the Ideal School introduction before lunch, and then Minecraft: Cityscapers after school. I started my day off with 4th grade, and this time we were tackling our first geometry lesson in Minecraft.

Previously, the students had been introduced to the template I had designed, and we had completed a play and learn session. This had given us a chance to set the class boundaries and give students who hadn’t had a chance to play Minecraft time to get used to the game.

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The class first began with introductions to the lesson, and a review of the classroom expectations. Students were asked to build 3 polygons in Minecraft. Only one of the polygons could be a quadrilateral, and the students were not allowed to build triangles. If they finished early, they could move to a different location and build a house using polygons in their design.

During this first session, once students were in their homeroom zone, they were allowed to pick a space along the wall to build. This turned out to be a mistake, but I didn’t realize that until later. Once a spot was selected, students placed a sign with their name, and began to build. Overall, the session went as expected, and the students stayed on task.

There were a couple of issues with this first session, and I changed them for the 2nd lesson, which was completed today. First, having students pick a space along the wall was a bad idea. I don’t know what I was thinking. I should have created a fenced in space of some kind. Trying to take screenshots was a nightmare without this, and students didn’t do so well at creating their own boundaries.

Examples of what happens without a fence. I cannot believe I let this happen, but I have learned from this mistake!

Secondly, students sometimes had trouble designing their shape in Minecraft. It would have been easier if I had made sure to have graph paper available to the class as they worked. Then any student struggling could take a piece of graph paper and design their idea first.

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Students in the Tuesday group using graph paper to design polygons

Fast forward to today, Tuesday. I had another crew of students to work with. The lesson was still the same. However, this time I had made sure to create 20 x 20 spaces of white wool for students. Each student/student pair was to select a space. They placed the sign with their name/s on the front of the wool fence, and were then constricted to that space for building. This worked out so much better! In the future, I will edit my original template and create a version with 20 x 20 areas for building.

Graph paper was also made available for students, and this helped quite a few when it came to designing their polygons. Students were allowed to get the graph paper at any time. If anything, some had trouble creating a design to transfer to Minecraft, but this is something I have seen with all ages. They have to be taught this skill. However, since our designs were simple polygons, it didn’t matter too much.

With our two issues fixed from last week, you wouldn’t think we had many issues. However, one thing that the teacher noticed was that students sometimes determined the sides of their polygons differently than what the teacher interpreted. This led to a discussion on how we could fix this issue. We knew students knew how many sides represented each polygon, but they sometimes interpreted the blocks differently.

Thus, in the future, students will need to create their polygon design on graph paper, with appropriate labels. This way the teacher can see their original design before it is transferred into Minecraft. The teacher will also be able to explore the designs with students, and have them complete explanations in class, or as a written part to this project.

Examples of student work from Tuesday’s group. Notice how easy it is to see where each student completed their work.

Overall I feel that the lesson went well for a first go. I am impressed with the things I saw from the students, and I look forward to doing it again in the future, with the rest of our changes implemented. I am so lucky to work with two teachers who are very flexible and expect things to be imperfect on the first go round. They realize that things don’t always work out as well as planned. It makes reflection and redesign a lot easier to accomplish.

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