LESSONS
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10

Augmented Reality

Students learn augmented reality coding concepts such as motion sensing, color calibration and gesture detection to build interactive experiences.

  • GRADES 5-7
  • INTERMEDIATE
  • WEB IPAD
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Answer Key

Module 2: Brick Breaker

Open Sample Project

Lesson 9: Brick Breaker

Course: | iPad Web

  • Brick Breaker Intro
  • Brick Breaker

Lesson Plan

Lesson:Brick Breaker

Time: 25+ mins

Introduction

In this lesson, students will create a game of Brick Breaker and calibrate an object to control the paddle!

New Code Blocks

  • : React when the Actor touches another Actor while using the physics engine.
  • : Set the Actor’s x-coordinate to the specified value.
  • : Make the Actor invisible on the Stage.
  • : Set whether the Actor is affected by gravity and other Actors.

Vocabulary

  • None

Objectives

Students will...
  • Use color calibration to move a Paddle Actor
  • Create an augmented reality Brick Breaker game

Materials

  • Computers or iPads (1 per student) with a working camera and student account access to Tynker.com

Warm-Up (5 minutes)

1. Tell students to take out a piece of paper and a pencil.
2. Tell students to answer the short-response questions:
  • Are there any code blocks (e.g., if-else, set variable) that you find challenging to use? What is it that makes the code block tricky?
  • If you do not find any of the code blocks challenging to use, list and describe some of your favorites. Why are they your favorite code blocks?

Getting Started (5 minutes)

1. Use your projector to display “Module 1: Brick Breaker Intro.”
2. Read the captions to the class.

Activities (15 minutes)

Facilitate as students complete the Brick Breaker modules on their own:
1. Brick Breaker Intro (Video)
  • This short video introduces the Brick Breaker lesson.
2. Brick Breaker (DIY)
  • In this DIY, students will create an augmented reality Brick Breaker game.
  • How to play: Tell students to move their colored object to control the Paddle Actor. Hit the Brick Actors with the ball, but once the ball Actor touches the bottom of the Stage, it’s game over.
  • If the Paddle is not following your student’s object, make sure they are holding the colored object on the Paddle for a few seconds as the program calibrates the colored object, or try using a different colored object.
  • Encourage students to experiment with their code and attempt the bonus activities.

Optional Activities (10 minutes)

Let’s Brainstorm!
Brainstorm the following ideas with students:
  • What is the oldest computer or video game you can think of? What are some ways you make it into an augmented reality game?
  • Brainstorm a new augmented reality (AR) game. For example, you can brainstorm an AR game that requires the player to explore their school with a mobile device to capture all the virtual animals roaming the hallways.

Standards

CCSS-Math: MP.1
CCSS-ELA:SL.3.1, SL.3.3, W.3.1.C, W.3.2, SL.4.1, SL.4.1.C, SL.5.1, SL.5.1.C, SL.5.1.D, SL.6.1, SL.6.1.C, SL.7.1, SL.7.1.C, SL.7.1.D, SL.8.1, SL.8.1.C, SL.8.1.D
CSTA: 1A-AP-09, 1A-AP-10, 1A-AP-11, 1A-AP-14