Lesson: Making Among Us

Discuss student experiences and watch a video about video games. 

• Draw a chart with one column labeled “in-person games” and one column labeled “video games.” Ask students to name their favorite games and share what makes them fun. List these in the appropriate column. Ask: What characteristics do games in both columns share? (For example, you can play with friends.) 
• Watch Video Games: Then and Now. Have students discuss the video in pairs, and add new information to the chart.

Model a design process and read the article.

• Ask students what steps they think it takes to make an in-person game or video game, including the favorites they shared. Allow discussion, noting key steps. Then work together to diagram the design process with labels and arrows. (For example, a circular diagram with the steps Research, Brainstorm, Plan, Build a Prototype, Test and Improve.)
• Preview the article and allow students to briefly share their experiences with Among Us. Read the article aloud. Discuss the sidebar “How to Play” and the “Think” question. Update the design process diagram based on what students read. (For example, add coding to part of the “Build a Prototype” step.) 

Write in a reading journal and discuss the article.

• After reading, have students complete My Reading Journal in pairs. Then ask students to share their answers. Emphasize connections to the design process (Step 2), such as discussing the changes that Innersloth’s team made to the artwork and the changes they made to make the game more accessible to players who are colorblind. 

Use guiding questions and the design process to plan a new video game.

• Ask students to describe the story, characters, and goals for Among Us. (Story: A crew on a mission is infiltrated by a secret, dangerous “impostor.” Characters: Crewmates and impostors. Goals: Crewmates try to complete tasks and discover impostors. Impostors try to sabotage the crew without being discovered.)
• Ask: Why is cooperation important in games like Among Us? (Crewmates need to cooperate in order to complete their tasks and share observations about who might be the impostor.)
• Preview the Game Plan skills sheet. Allow students to work in pairs or by themselves. If possible, offer materials like paper, pencils, and scissors so that they can make paper prototypes of their game.

Reflect on the design process and complete a low-stakes assessment.

• Return to the chart and the class’s design process diagram (Steps 1 and 2). Ask students: Do you have anything to add to or change about either?
• Have students complete the Quick Quiz in pairs.

⇨ Learning Extension: Not all games are played on a computer! Design a board game. Tip: Start with a board of 10 or more 1-inch squares. Then label where the game will start and end. Block out squares to create paths for the players. Finally, decide your game’s rules, and test it out!