LESSONS

# Programming 101

An introduction to block programming for beginners in lower elementary grades where they build their first storytelling and animation programs.

• BEGINNER
• Voiceovers

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# Lesson 10: Positioning Actors

• Placing Actors on the Stage
• Movement Blocks
• Stars Example 1
• Positioning the Stars
• Stars Example 2
• Complete Positioning the Stars
• Animating Actors Example
• Animating Actors
• Clouds and Apples Example
• Add More Clouds and Apples
• Go to the Gems
• Falling Actors Example
• Catch the Falling Actors
• Quiz

## Lesson 10 : Positioning Actors Programming 101

### Activities(45 minutes)

Facilitate as students complete all Positioning Actors modules on their own:

1. Placing Actors on the Stage (Introduction)
2. Movement Blocks (Concepts)
3. Stars Example 1 (Example)
4. Positioning the Stars (DIY)
5. Stars Example 2 (Example)
6. Complete Positioning the Stars (DIY)
7. Animating Actors Example (Example)
8. Animating Actors (DIY)
9. Clouds and Apples Example (Example)
10. Add More Clouds and Apples (DIY)
11. Go to the Gems (Puzzle)
12. Falling Actors Example (Example)
13. Catch the Falling Actors (DIY)
14. Quiz (Multiple-Choice)

### U.S. Standards

• CCSS-Math: 3.NBT.A.2, MP.1
• CCSS-ELA: RF.3.4.A, RF.4.4.A
• CSTA: 1B-AP-11, 1B-AP-12, 1B-AP-15
• CS CA: 3-5.AP.13, 3-5.AP.14, 3-5.AP.17
• ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c

### U.K. Standards

##### Key stage 2
Pupils should be taught to:
• design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
• use sequence, selection, and repetition in programs; work with variables and various forms of input and output
• use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
• understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
• use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
• select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
• use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact