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10th Grade  Project 4 weeks

From Pong to PlayStation: The Console Evolution Quest

Chelsea R
Updated
CS.HS.3.5
CS.HS.2.2
CS.HS.6.1
CS.HS.1.8
CS.HS.6.1.h
+ 5 more
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Purpose

Students investigate the essential question, “How have science, technology, and history shaped the evolution of video game consoles?” Drawing on personal gaming interests and credible online resources, they use executive skills, historical inquiry, and scientific reasoning to examine hardware functions, industry trends, social impacts, digital citizenship, screen-time research, and data visualizations. After each research cycle, students document one insight, one question, and one effective skill, then use feedback to revise a console slideshow and a safely deconstructed console display explaining each component’s importance. They present these products as a multimedia exhibit at Console Evolution Museum Night, accompanied by a curator’s statement describing how their understanding changed.

Learning goals

Students will explain how science, technology, and historical forces shaped console evolution by conducting historical inquiry with credible online resources. They will identify specialized hardware components and analyze how changes in those components influenced performance, design, and personal, ethical, social, economic, and cultural impacts. Students will investigate screen-time health trends, practice ethical digital citizenship, and visually present data as evidence in a console slideshow and safely deconstructed console display. They will strengthen executive skills, scientific reasoning, and audience-centered communication through research-cycle reflections, peer critique, revision, a curator’s statement, and presentation at Console Evolution Museum Night.

Standards
  • [Colorado] CS.HS.3.5 - Computing solutions can have impacts (personal, ethical, social, economic and cultural) based on their use.
  • [Colorado] CS.HS.2.2 - Computer hardware, the lowest level of a computer system, consists of many different parts, each providing a specialized function.
  • [Colorado] CS.HS.6.1 - Digital citizenship involves multiple practices intended to promote safety, well-being respectful discourse, ethical use of information, and positive relationships.
  • [Colorado] CS.HS.1.8 - Data from a computer program can be visually presented to better understand and articulate solutions to a problem.
  • [Colorado] CS.HS.6.1.h - Identify research trends related to the health impact of screen time.
Competencies
  • Learning Goals - Communication (LG.1) - Students will demonstrate competency in the ‘Communication’ Learning Goal when they provide evidence they can be a powerful communicator who understands their audience, expresses ideas clearly through speaking, writing, and listening, and uses technology and creativity to inspire others across cultures.
  • Learning Goals - Empirical Reasoning (Thinking Like a Scientist) (LG.2) - Students will demonstrate competency in the ‘Empirical Reasoning’ Learning Goal when they provide evidence that they can successfully ask questions, investigate, collect data, and use evidence to understand and explain the world.
  • Learning Goals - Social Reasoning (Thinking Like a Historian/Social Scientist) (LG.3) - Students will demonstrate competency in the ‘Social Reasoning’ Learning Goal when they provide evidence they can successfully understand people, cultures, systems, and history, and use that knowledge to make thoughtful decisions and take action.
  • Gateway Keys - Pursuer of Passions and Interests (PK.2) - Students are Pursuers of Passions and Interests when they actively seek to discover their passions and interests through exploration, cultivation, and pursuit of knowledge.
  • Gateway Keys - Agile Thinker (AK.2) - Students are Agile Thinkers when they are curious, flexible, critical thinkers who exhibit a growth mindset.

Products

Students will create a research portfolio with source notes, hardware diagrams, a console timeline, and visualized data on screen-time health trends. After each research cycle, they will write a reflection identifying one new insight, one remaining question, and one skill used well, then use peer critique to revise their work. Their final multimedia museum exhibit will combine a console-evolution slideshow with a teacher-approved, unplugged, deconstructed console display that labels each component and explains its specialized function. For Console Evolution Museum Night, students will add a curator’s statement explaining how their understanding changed and address the personal, ethical, social, economic, and cultural impacts of console technology.

Launch

Open with a “Console Time Capsule” gallery featuring images, short clips from online gaming-history resources, and safe, unplugged console components for students to inspect. In teams, students identify components, infer their functions, place consoles on a timeline, and note technological changes and possible personal, social, cultural, economic, ethical, and health impacts. Students add their own console experiences and interests to a shared class map, then discuss: “How have science, technology, and history shaped the evolution of video game consoles?” Close with a brief reflection naming one new insight, one remaining question, and one skill used well to launch the first research cycle and preview the Console Evolution Museum Night.

Exhibition

Host a Console Evolution Museum Night for families, peers, and virtual guests with gaming or technology expertise. Student teams will present console slideshows and safely deconstructed, unplugged consoles with labeled components explaining each part’s function and historical development. Each multimedia exhibit will address consoles’ personal, ethical, social, economic, cultural, and screen-time health impacts and include a curator’s statement describing how the team’s understanding changed. Visitors will explore exhibits, ask questions, and leave feedback on the clarity and strength of the evidence.