Lesson: Loops and Animation
Time: 60+ mins
IntroductionThings are about to get animated! In this lesson, students will use multiple costumes in a loop to animate Gus.
: Start the program when the play button is selected. : Keep repeating the blocks inside this loop forever. : Repeat blocks inside this loop a specified number of times. : Change the Actor’s costume. : Pause the program for a specific number of seconds. : Play the specified sound file and wait until it is finished playing.
- Stage: The background of the project where the Actors are placed
- Animation: Changing costumes (pictures) of an Actor many times to give the illusion of movement
- Add a background and music to a scene
- Use code blocks to animate characters
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)1. Ask students what they think of when they hear the word "animation."
2. If your students have completed other Tynker courses (e.g., Programming 101), ask them to give examples of how they’ve animated Actors or characters using Tynker. (e.g., Made a character look like it’s moving by switching costumes)
3. Lead a discussion that explains how animation is created (e.g., series of still images).
4. Use your projector to display Tynker animation examples: https://www.tynker.com/programming-for-kids/explore/projects.html and explain to your students that in this lesson, they’ll create their own animations using loops!
Activities (45 minutes)Facilitate as students complete all Loops and Animation modules on their own:
1. Introduction (Video)
- Students will watch a short video that introduces the upcoming programming activities.
- Optional: Read the captions on the screen to your students.
- This module is an example of an animated space game. Students need to collect 3 power cells and jump over obstacles to win the game!
- This module introduces three new concepts: Actors, costumes, and code blocks.
- Optional: Read through the concepts as a class, answering potential student questions.
- In this module, students will view a space project of Gus walking in place, which they will create their own version of in the next module!
- Tell students to select the red button to move on to the next module.
- In this DIY project, students will follow step-by-step directions to learn the basics of creating a walking animation for Gus the astronaut!
- Emphasize to students that the "on start" block combined with the "forever" block can make something happen constantly while the program is running. In this project, we want Gus to be constantly switching from costume to costume, with short waits in between changes.
- Optional: Ask your class if anyone can explain why the "wait 0.05" block is important. What would happen if we removed the "wait" block? What happens if we change the "wait" time to a higher value?
- To solve this puzzle module, students need to adjust the animation speed ("wait" time) so that Gus’s walk matches the moving background.
- Are students struggling? Ask, "How can we make Gus walk faster or slower?" (Changing the value of the "wait" block to a larger number will make Gus’ walk animation slower, and changing the value of the "wait" block to a smaller number will speed up the costume change, making Gus’ walk animation faster)
- In this module, students will view an example of an animated space project with aliens!
- In this DIY project, students will create a unique animated scene with three aliens and background music!
- Encourage students to share their project with their neighbor and brainstorm ways they can improve it.
- Students will answer 5 multiple choice questions to review concepts covered in this lesson.
Extended Activities (10 minutes)Ask your students...
- What are some code blocks we used to animate Actors? ("next costume", "wait", and "forever" code blocks)
- What is repetition? What is another name for it? (loop)
- How would you describe "animation" to a random student who doesn’t know what it means?
- True or false: A Counting loop is a loop that repeats a specific number of times. (true)
- If we want to use a Counting loop, should we use a "forever" block or a "repeat" block? (repeat)
- True or false: An Infinite loop is a loop that does not end until the program stops. (true)
- If we want to use an Infinite loop, should we use a "forever" block or a "repeat" block? (forever)
- CCSS-Math: MP.1
- CCSS-ELA: RF.1.1, RF.2.4, RF.2.4.A, RF.3.4.A, RF.4.4.A, RI.2.6
- CSTA: 1B-AP-10, 1B-AP-11, 1B-AP-15
- CS CA: 3-5.AP.12, 3-5.AP.13, 3-5.AP.17
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
These student-facing slide presentations help educators seamlessly run Tynker lessons in a virtual or physical classroom setting. Each lesson has its own set of slides that introduce the big ideas, suggest unplugged activities, and include a section for each activity module. While running lesson slides, you can switch back and forth between the activity, the slides, answer keys and other lesson materials.
A sample slide presentation is available for your review. Please log in to view all the class presentations available with your plan..
Loops and Animation
Creating a Scene
Jumping over Obstacles
Music and Animation
Instruments and Tempo
Message Driven Programming
Pop the Balloon
Animation with Movement