Lesson: Jumping Over Obstacles
Time: 60+ mins
IntroductionIn this lesson, students will program an Actor to move up and down using a loop to change their y-position.
: Run code attached to this block when you press a specified key. : Change the y-coordinate of an Actor by the specified number of pixels. : Keep looping the code inside this block forever, but only if the parameter is true. : Repeat blocks inside this loop a specified number of times. : Pause the program for a specific number of seconds.
- Horizontal axis (x-axis): The line on a graph or coordinate plant that runs horizontally (left-right)
- Vertical axis (y-axis): The line on a graph or coordinate plant that runs vertically (up-down)
- Coordinate plane: A plane divided into four sections (quadrants) by two axes (x and y), where the axis intersect at a point (0,0) called the origin
- x-value: Horizontal (left-right) value along a coordinate plane
- y-value: Vertical (up-down) value along a coordinate plane
- Use code blocks to program Actors to move up and down
- Apply coding concepts to move Actors using changes in y-values
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)
- Use your projector to display Module 1: Concepts.
- Guide your students through the "Change X/Y By" concept because this is likely their first time encountering negative numbers, horizontal axes, and vertical axes.
- The alien gives a visual and interactive introduction, but emphasize to students that:
- The horizontal axis (x-axis) runs left to right, while the vertical axis (y-axis) runs up and down.
- Negative x-values (e.g., -200) position Actors on the left side of the Stage, while positive x-values (e.g., 200) position Actors on the right side of the Stage.
- Negative y-values position Actors on the lower half of the Stage, while positive y-values position Actors on the upper half of the Stage.
- They can make a number negative by putting a minus sign (-) in front of the number.
Activities (45 minutes)Facilitate as students complete all Jumping Over Obstacles modules on their own:
1. Concepts (Video)
- This module introduces three new concepts: "change x/y by" block, "when key pressed" block, and "forever if" block.
- Optional: Read through the concepts as a class, answering potential student questions.
- Students will view a project of Gus jumping, which they will create their own version of in the next module!
- Check that students are pressing the spacebar (for web) or touching their screen (for mobile) to make Gus jump.
- In this DIY project, students will program Gus to rise up with his jump, then fall back to the ground!
- Emphasize to students that the "when key pressed" block makes Gus jump when they press the spacebar (for web) or touch the screen (for mobile).
- Did students finish early? Encourage them to experiment with their code and make Gus jump and down faster or slower. Give a hint: Tell students to change the value inside the "wait" block.
- This DIY module is similar to the previous one, but it adds a "forever if" loop combined with the "key pressed?" condition.
- Gus will jump over and over if the space bar is held down (web) or if the screen is continuously tapped (mobile).
- Bonus: Encourage students to experiment with their code and make Gus go higher by changing the y-value or make Gus to slower by changing the wait time.
- To solve this puzzle module, students will need to fix the given code and program Gus to jump over the obstacles and stay alive for at least 20 seconds.
- Remind students that Gus can’t go too high into the air or he will float off into space!
- Give a hint: Tell students to change the value of the "change y by" blocks.
- Students will view an animated scene with a jumping alien, then create their own version in the next module!
- Tell students to click their spacebar (web) or tap their screen (mobile) to make the alien jump.
- In this DIY project, students will follow step-by-step directions to create their own animated scene with a jumping alien!
- Is the alien not jumping? Check that your students modified the "wait" block to be "0.1" seconds or shorter. Otherwise, the animation will not work.
- Did students finish early? Direct their attention to the bonus section on the last page of the tutorial, which encourages students to change the background and change the alien’s costume!
- Students will answer 5 multiple choice questions to review concepts covered in this lesson.
Extended Activities (30 minutes)Discuss the following with students:
- Which direction (up or down) did the "change y by 5" code block make Gus travel? (up)
- Which direction (up or down) did the "change y by -10" code block make Gus travel? (down)
- Who can describe how we used our code blocks to make it look like characters were jumping?
- Who would like to share one thing they learned in today’s Tynker lesson?
- 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..
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Creating a Scene
Jumping over Obstacles
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Instruments and Tempo
Message Driven Programming
Pop the Balloon
Animation with Movement