Parent Guide. technology. time. student login. Username: Username: Password: Password:

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1 technology Desktops & Laptops Access by internet browser at zoougame.com nothing to download. Tablets Download free app Puffin Acdemy. More information at the end of this document. Speakers Important, as dialogue and tone of voice differentiation are important to the game. time First Time Playing The first time kids play, block out 45 minutes. It will take them a while to navigate to the website, log in, go through the introductory scenes, and start playing. Regular Play The game is most effective when kids play regularly, about once a week. After this initial session, you can adjust how long you ll need, but the sweet spot is minutes. student login Type your child s information into the editable PDF, print and cut out so they can log in independently. Name: Name: Username: Password: zoougame.com Username: Password: zoougame.com ResourcefulParents.com 1

2 getting started Don t hype up Zoo U as a super fun game. Do frame Zoo U as a game that your child gets to play to learn, rather than doing a typical lesson or activity. say this You re going to be learning some skills that will help you and your friends get along with each other and help you have the best time at school. You get to play an online game where you ll practice situations that you may experience at school! You ll get to create an avatar to represent you in the game and customize how it looks. Your avatar will be a student at Zoo U, where the students are learning to be zookeepers. In each scene there will be a problem: maybe you can t find your class, or there might be students who are bothering you. Try your best to solve these problems just like you would if they happened at your real school, but don t worry about making the right choice every time. In fact, there aren t really wrong answers and right answers - it s all about practicing. Blank on Purpose ResourcefulParents.com 2

3 log in at zoougame.com Principal Wild guides kids through Zoo U, including getting set up and practicing. Introduction Create Avatar Practice Scene Kids can customize the look of their avatar including gender, skin color, and clothing options. They will be able to change their avatar later. ResourcefulParents.com 3

4 the first six scenes These short scenes personalize the rest of the game for the child. Emotion Regulation Players are confronted by bullies in the hallway who demand a toll to enter a classroom Objective: Regulate emotions when faced with people blocking your path Impulse Control Players must figure out the correct food to feed the elephant Objective: Follow directions and stay on task to preform a nonobvious job Communication Players must get a hall pass from the hall monitor when they cannot find their class. Objective: Be polite and appropriate with different types of authority figures Empathy Players have the choice of continuing a fun game or checking on a solitary classmate. Objective: Identify a child in need and help him feel better Cooperation Players must catch a loose bird by first trying independently and then working with a classmate. Objective: Cooperate with another student to perform a difficult task Social Initiation Players must choose to join a four square game already in progress. Objective: Engage with three others who initially reject your offer Children will then automatically start the main part of the game. (Most likely not during their first session.) ResourcefulParents.com 4

5 30 scenes, five for each skill (Full scene descriptions and objectives starting on page 8 of this guide.) Kids start with the skill in which they need the most practice based their performance in the first six scenes. The next scene will unlock automatically if the child fails to reach mastery three times. personalized feedback After each scene, Principal Wild provides personalized feedback on childrens choices in each part of the scene. The gold coins denote clips in which Principal Wild will give positive feedback, and the grayed out coins denote clips in which he will provide constructive criticism. Kids choose which feedback to watch, so encourage them to watch both the positive and constructive feedback so that they can make improvements the next time they play. ResourcefulParents.com 5

6 say this For the rest of the game, each scene is going to be a little longer and have more challenges for you to figure out. After each scene, Principal Wild is going to give you some advice on the choices that you made. He ll point out your good choices and give you some tips on different decisions you could have made. Make sure you listen to his advice so that you can improve and move on to the next scene. saving the game If kids log out or close their browser without clicking Save Game, their data for that scene will be lost. say this After watching Principal Wild s feedback, it s really important that you click the green button on that screen that says Save Game. If you log out or close the window before you save the game, you ll have to play that scene again, even if you already passed it. If you finish a scene and you re not sure how to save, please ask me. ResourcefulParents.com 6

7 expected reactions Frustration In addition to the six social and emotional skills, Zoo U builds resilience and perseverance. Remind your child that this game is all about practicing and learning. We don t often get anything right on the first try, but if we keep practicing, we ll get it eventually. Asking for help Kids will be more successful with Zoo U in the long run if you encourage them to persevere in figuring out how to move through the game and solve problems on their own. Try to only step in if they are really stuck. Making choices to provoke a reaction Don t worry, this is exactly what kids are supposed to do. Zoo U allows kids to practice social interactions with peers before trying them in real life. If kids make all the possible bad choices in a scene just to see what will happen, they won t pass, Principal Wild will give them feedback, and they ll play that scene again. ResourcefulParents.com 7

8 impulse control the ability to control your behaviors Scene One Players must complete several tasks (finish a painting, wash paint brushes, clean up clay), before a certain time so they can go help Principal Wild with a fun project. Objective: work independently, stay on task using time-management and organization skills, complete steps of a task in a set order Scene Two Players wait in line for lunch in the hallway and cafeteria. The rule is no talking in line, but players are offered several distractions and temptations. Players must successfully fill their lunch tray with food. Objective: Exhibit self-control despite distractions, pay attention to social cues like when to move forward in line, pay attention when adults ask questions Scene Three The receptionist leaves players and a classmate alone in the main office. Before she leaves, she tells the students to play word games while they wait. The classmate wants to feed candy to Owlivia the Owl. Objective: Follow directions despite a tempting distraction, resist peer pressure to do something wrong Scene Four Ms. Swan leaves students in the library to complete an assignment. Players are dared to turn Karma the chameleon pink later in science class. Players complete a pro-con list for accepting the dare. Objective: Weigh pros and cons of a situation, differentiate between shortand long-term goals, resist peer pressure Scene Five Players are tasked with creating a feather tonic for Owlivia the owl in the science lab. They must listen to, record, and follow multi-step directions to complete the experiment. Players deal with distracting classmates and how to respectfully ask the teacher for help. Owlivia the Owl Objective: Avoid distractions to listen to directions, approach teacher correctly to get missed instructions, follow multi-step instructions correctly ResourcefulParents.com 8

9 communication what you say and how you say it Scene One Two teachers ask players to bring notes to the Principal s office. Players much interact with adults respectfully along the way. Objective: Follow instructions and stay on task, use appropriate tone of voice, and be specific with adults Scene Two Players participate in a word game (similar to Catch Phrase or Taboo) with classmates and teachers. Players takes turns guessing and giving descriptions for different words. Objective: Employ effective listening skills, gather enough information before making a guess, give detailed and specific descriptions for others Scene Three Players must carry on a conversation with students at the lunch table. They must focus on staying on topic and not derailing the conversation to talk about what they want. Objective: Practice effective speaking and listening skills, stay on topic, take turns in the conversation Scene Four Players work with a classmate to prepare for a puppet show. They first practice reading a script, matching their tone of voice to the listed emotion, then put together puppets so their body language and facial expressions match the emotions. Players will also give and recieve feedback from their classmate. Objective: Understand the connection between tone of voice, body language, and facial expressions, understand and portray a variety of emotions, give and receive appropriate and constructive feedback Scene Five Players are playing ball at recess, and their ball knocks down a classmate s sandcastle. The classmate is upset, and a teacher helps them use I-statements to resolve the situation. Players help the classmate rebuild the sandcastle they broke. Lyla the Lemur Objective: De-escalate a situation by listening and acknowleding a classmate s feelings, express your feelings using I-statements ResourcefulParents.com 9

10 cooperation working together with others as a team Scene One Players work in the library to decode a joke. They are given the option to work independently or with a partner. Eventually they will discover that working with a partner makes the activity easier and more successful. Objective: Decide when it s best to work alone or with a partner, demonstrate effective teamwork and cooperation skills Scene Two Players work with two classmates to conduct animals playing instruments. Players have to act as a leader and cooperate with their classmates to make the music sound good. Objective: Listen to classmates preferences and strengths, act as a leader in a group of peers, trouble-shoot to find the best solution Scene Three Players work with a classmate to cook food for Cooper the Lion based on his preferences. Objective: Work with a teammate effectively by sharing resources, communicating respectfully, and sharing the workload Scene Four Players work with a partner to train Cooper the Lion to do three different tricks. They must compromise to decide which tricks to teach Cooper. Objective: Compromise with a classmate Scene Five Players work with a classmate to create a slideshow presentation for Principal Wild under a time constraint. Objective: Compromise with a classmate and effectivly negotiate your preferences Cooper the Lion ResourcefulParents.com 10

11 social initiation knowing when and how to work and play with others Scene One The art teacher instructs players to find a partner to create their favorite animal. Students making balloon animals already have a partner, so players have to find someone working alone. Objective: Determine who is available/best to work with in this situation, and how to best initiate partnering with them Scene Two Players are at recess looking for an activity to do. There are two students playing tetherball, one student by himself, and an activity the player could do by him/herself. Objective: Decide between initiating with a group, a single student, or playing by yourself Scene Three Three students are in the attic playing a game called Bugzz that the player does not recognize. There is also an arcade game players could choose. Players must inquire about the game appropriately, and play the game with good sportsmanship. Objective: Be positive and appropriate when asking about an unfamiliar activity, use good sportsmanship while playing a game Scene Four Players are outside and encounter three picnic tables: one has a box of bugs and magnifying glasses with no students, and the other two each have three students sitting at them. Players must initiate with a group of students already engaged in conversation. Objective: Positively initiate with a group after being rejected, interrupt and leave a conversation at the appropriate times Scene Five Players are playing a card game called Trio with a partner, when their partner is called to the office. Players must choose to join another table playing the same game, but adjust when they realize those students have different house rules for the game. Tango the Gorilla Objective: Ask to join a game already in progress, be flexible when the rules of a game change ResourcefulParents.com 11

12 empathy the ability to identify and understand others feelings Scene One Lester the bird steals Podi the Octopus s toy airplane from the attic and drops it in the yard outside. Players must communicate with a classmate via walkie-talkie to describe the airplane s position from the classmate s perspective. Objective: Recognize Podi s feelings, use perspective-taking skills to describe an object s location Scene Two Players attend a Feelings Fair in the library and play three different games: Moody Mugs (matching emotion words to facial expressions), Choose and Chomp (match related emotion words and faces with the given scenario), and To the Rescue (identify how someone is feeling and how to help them in different scenarios) Objective: Identify others feelings and appropriate ways to make them feel better, understand which feelings and facial expressions may be associated with different scenarios Scene Three Ms. Swan, the librarian, asks players to forgo part of recess to cheer up an upset classmate. Objective: Gather information to identify a classmate s feelings, choose the best way to help the classmate feel better Scene Four Lester the bird drops purple fruit on a classmate s head and two other classmates laugh at the student. Players must identify the fruit-covered students feelings and choose whether to join in on making fun of him or help him get cleaned up. Objective: Identify other s feelings, resist peer pressure to make fun of a classmate, help a classmate in need podi the octopus Scene Five Players are at recess with the option to play basketball, turtle toss, or a snail race. Players must recognize that a classmate is alone on the playground and help her appropriately. Objective: Recognize that a classmate is isolated in a fun environment, choose to approach that student rather than playing fun games, identify the classmate s feelings and help her feel better ResourcefulParents.com 12

13 emotion regulation the ability to identify and manage your feelings Scene One Players ask to join a soccer or basketball game and are rejected. They must choose how to react in order to play one of the games. Objective: Regulate emotions and demonstrate effective coping skills when faced with rejection, identify your feelings, practice resilience and attempt to join another game. Scene Two Players compete against a classmate in two field day games: Turtle Toss and Rat Race. Players experience both losing and winning and the emotions related to both. Objective: Regulate emotions not only in disappointing situations, like losing a game, but also in situations in which it s tempting to boast, such as winning a game. Scene Three Players are packing up their locker and overhear their classmates conversation. These students accuse players of being a snoop. Players must react immediately, then contemplate their emotions later at home. Objective: Regulate emotions when false accusations are made, engage in positive self-talk, and create positive change when given the opportunity. Scene Four In the attic, three classmates are discussing what to give a mutual friend for their birthday party. They ask players for input on the gift, implying the player is no longer friends with this person and is not invited to the birthdday party. Objective: Resist jumping to conclusions and negative self-talk, cope with feeling left out and hurt feelings, approach friend in a respectful way. Scene Five Two classmates pressure players to turn Karma the Chameleon pink while the teacher is away from the science lab. Players must choose between acting on the dare and completing their regular assignment. Objective: Resist peer pressure Karma the Chameleon ResourcefulParents.com 13

14 technical help Adobe Flash Many issues are caused by an out of date version of Adobe Flash. Install the latest version here Game Not Loading (Black Rectangle) This is usuallly due to a slow internet connection. We recommend at least 1mbps connection speed. Run a speed test on speedtest.net An out-of-date browser could also cause this. See below. Internet Browsers If you re experiencing general issues, try updating your browser. Google Chrome: Under menu, select About Google Chrome to see your version number and update if needed. Mozilla Firefox: Click Help on the menu bar, and select Check for Updates on the pop-up window that appears to download the latest version. Safari: Use Software Update on your Mac to install the latest version. Internet Explorer (not recommended): Click on the gear icon in the upper right corner and select About Internet Explorer. Check the box labeled Install New Versions Automatically. Audio The sound is an important part of using Zoo U, so you will need working speakers or headphones. If you cannot hear any sound, verify that your speakers or headphones are plugged in and that your volume is turned up to a reasonable level on your computer. ResourcefulParents.com 14

15 Zoo U on ipads or tablets Puffin Academy Puffin Recommended free app enables flash on ipads and tablets can access ONLY approved educational websites and content designed for K-12 kids and teens Educational websites must apply and be approved to be whitelisted free app enables flash on ipads and tablets can access Internet without content filtering To find Zoo U within Puffin Academy, search Zoo U in the search bar. Once you have found Zoo U for the first time, click Install. This will create a shortcut to Zoo U on your Puffin Academy homepage. Most ipads automatically capitalize the first letter when typing the username. The username and password fields are case sensitive, so if students are having difficulty logging in, it may be due to a letter being capitalized accidentally. Upon login, an overlay should appear that says Fullscreen. Students should always play in full screen mode for the best functionality. This overlay will disappear after a few seconds. ResourcefulParents.com 15

16 Zoo U in Puffin Academy Access the menu by tapping the three gray dots at the right edge of the screen. Gamepad Gives students access to arrow keys, space bar, and enter buttons that are needed for certain mini games. Keyboard Allows students to type letters and characters into spaces where that information is needed. Mouse Brings up a trackpad so students can have a little more control over the mouse pointer. Theater Enters fullscreen mode. After a scene of Zoo U is completed, the window may exit from fullscreen mode automatically. Scenes where tools are needed for gameplay (circled on sample matrix pictured below): Empathy, Scene 2: Use Gamepad for Choose and Chomp game Social Initiation, Scene 3: Use Gamepad for Lester Drop arcade game Emotion Regulation, Scene 3: Use Gamepad for the rat race Cooperation, Scene 1: Use Keyboard to solve riddle ResourcefulParents.com 16