Grade 4 classrooms transformed into buzzing arcades as families gathered to compete for high scores in student-designed video games, each rooted in detailed animal research. This two-month nonfiction literacy unit combined reading, writing, coding, and game design, turning academic learning into an immersive, hands-on experience. 

“Students were deeply engaged and motivated, especially given their familiarity with pixel-based games like Minecraft,” said teacher Katie Baum. “They embraced the role of nonfiction expert, creatively transferring their research into an accessible and meaningful format.”

Baum and teacher Rebecca Keough began the project by inviting students to select an animal of interest and conduct in-depth research. As part of the process, students engaged with nonfiction texts to build subject-specific vocabulary, explore a variety of text structures, and analyze hybrid texts that combined narrative and informational elements. Baum, Keough, and Teacher Librarian Leigh Roberts also guided students in using reliable online databases to collect credible information. 

A central focus of the research process was understanding how to paraphrase instead of quote and how to cite sources accurately using MLA format. A graphic organizer helped students catalogue their findings into four categories: food, lifestyle, body features, and habitat. 

“I learned that an eagle can weigh between 14 and 15 pounds,” said Kevin Ding ’33.

After completing the research phase, students began the game design process by sketching out their ideas on paper to ensure their games were educational and accurate. Each student created four rooms for their games, each corresponding to a research category, embedded with factual story flags that taught players about the animal.

Using the Bloxel Edu program, students crafted characters that resembled and moved like the animals they studied. Predators became in-game enemies, and the backgrounds replicated natural habitats. All of the visual elements were created on pixel grids, allowing students to engage in geometric thinking as they navigated the challenge of creating curves using squares. With peer feedback and multiple iterations, students refined their game worlds, focusing on game balance and educational value.

“My favorite part was building my sloth,” said Jackson Young ’33, showing off his game's main character. “It was really tricky and challenging to animate it and figure out how to make its legs look like they're walking.”

“I like playing games, but I’ve never made one before,” said Beyah Garcia '33, who shared that while the experience was harder than she expected, her teachers helped by breaking up the process into smaller steps.

On Wednesday, April 30, families were invited to play the games. Students showcased their research, design illustrations, and games in an interactive celebration of learning. Families cheered as they dodged enemies, grabbed power-ups, and learned interesting animal facts. The excitement was a clear indicator of the power of the inquiry-based lesson.