- Grades 7 - 8
- Beginner level
- 17 lessons
- Tynker Blocks
- 17 lessons
- 111 activities
- Enhanced Creativity Tools
- Automatic Assessment
- Tutorials and Reviews
- Coding Puzzles
- DIY Projects
- Teacher Guides
- Answer Keys
No previous coding experience required.
Programming 301 Lesson Plan
Lesson: Animated Motion
Time: 60+ mins
IntroductionThings are about to get animated! In this lesson, students will learn how to make animated games and projects with Actors that move and interact with one another. Coding concepts covered in this lesson include: Actors, Costumes, and Code Blocks.
New Code Blocks
: Make an Actor change direction if it is touching an edge of the screen. : Play a sound effect or short tune. : Show a message.
- Animation: Changing costumes (pictures) of an Actor many times to give the illusion of movement
- Costume: Different appearances for an Actor, such as poses used in a character’s animation
- Use code blocks to program animations and movements
- Use code blocks to solve puzzle modules
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)Ask students to answer these short-response questions:
- “Coding” means using a computer language to tell the computer what to do. How would you describe “coding” in your own words?
- Do you think it’s important for people to learn how to code? Why or why not?
Activities (45 minutes)Facilitate as students complete all Animated Motion modules on their own:
1. Introduction (Video)
- Students will watch a short video where a valkyrie asks your students to help the knight defeat a witch.
- How to play: Move the knight using the arrow keys (web) or tilt controls (mobile). To attack, use the spacebar (web) or tap the screen (mobile).
- Are students struggling to open the castle door? Tell them to make their knight touch the pink orb.
- Are students struggling to get past the ghost guarding the treasure? Tell them to make their knight interact with the wizard.
- Bert, the wizard, introduces three coding concepts:
- Actors- Students will learn about Actors by watching an interactive introduction and a short video that demonstrates how to add an Actor to the Stage.
- Costumes- Students will learn about costumes by watching an interactive introduction and a short video that demonstrates how to add a costume to an Actor.
- Code Blocks- Students will learn about code blocks by watching a short video that demonstrates how to add and remove code blocks. Students will also learn about infinite (forever) and counting (repeat) loops.
- In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a knight to walk back and forth in a forest. They’ll also add a footstep sound effect.
- Students will program a knight to walk until it reaches a treasure chest.
- Did students finish early? Ask them to explore the extended activity in “Step 3” of the tutorial, which encourages students to program the treasure chest to disappear after the knight touches it. Note: Students are provided the necessary code blocks to complete the extended activity.
- To solve this puzzle module, students will need to program the knight to attack.
- Give a hint: Ask students…
- Which code block will make the animation play over and over? (Answer: The “forever” code block)
- What should the “wait” block be set at to make the animation look realistic? (Answer: .05)
- To solve this puzzle module, students will need to program the valkyrie and knight to reach the treasure without running into any obstacles or enemies.
- In this DIY project, students will program a dance party with music and animated Actors.
- Check that students are using the provided code in “Step 3” of the tutorial to animate the zombie, valkyrie, and knight Actors.
- Point out to students that each Actor should say something different. For example, the zombie uses a “say” block to say, “Brainsss…” What should the valkyrie and knight say?
- Students will answer multiple-choice questions to review concepts from this lesson.
Extended Activities (10 minutes)More Practice: Natural Environment
- As a class, brainstorm a list of natural environments (e.g., desert, savannah, forest). Next, have students create a realistic scene of a natural environment using Tynker. What animals and plants will your students include? Bonus: Have students add sound and animate the animals and plants.
- CCSS-Math: MP.1
- CCSS-ELA: RI.7.4, RI.8.4, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
- CSTA: 2-AP-10, 2-AP-13, 2-AP-16, 2-AP-17
- CS CA: 6-8.AP.10, 6-8.AP.13, 6-8.AP.17
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
U.k. StandardsKey Stage 3 (Years 7-9)
- Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem.
- Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
- Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.