- 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: Actor Positioning
Time: 60+ mins
IntroductionIn this lesson, students will learn how to show and hide Actors and move them using x- and y-coordinates. Coding concepts covered in this lesson include: Hide/Show, When Actor Clicked, and Go To.
New Code Blocks
: Make the Actor appear on the Stage. : Set the position of an Actor to the position of the parameter (e.g., mouse-pointer, touch location). : Move the Actor to the specified x- and y-coordinates on the Stage.
- Use code blocks to program Actors to appear, disappear, and move to different locations on the Stage
- Use code blocks to solve a puzzle module
- Create a monster teleportation game
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)1. Tell students that they’re going to create a game using Tynker that teleports a monster to different locations on the Stage!
2. Ask students what they think of when they hear the word “teleport.”
3. Tell your students what teleportation is and give examples. For example, tell students to imagine that they can teleport (move) to the library any time they snap their fingers. So, as soon as they snap their fingers, they will suddenly appear in the library.
4. Ask if anyone can give an example of games or movies that use teleportation.
Activities (45 minutes)Facilitate as students complete all Actor Positioning modules on their own:
1. Concepts (Video)
- Bert, the wizard, introduces three coding concepts:
- Hide/Show- Students will interact with the “hide” and “show” code blocks and observe how they affect a ghost Actor.
- When Actor Clicked- Students will interact with the given code blocks and observe Bert changing costumes every time he is clicked (web) or tapped (web).
- Go To- Students will learn about the “go to” code blocks by watching a short animation of Bert.
- In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a monster teleportation game where the “when actor clicked” (for web)/ “when actor touched” (for mobile) event will trigger a sequence of events: hide the monster, play a sound, move it to another location on the Stage, and then show it again.
- If students finish early, ask them to add more Actors and make the monster reappear in several different locations on the Stage.
- Students will continue adding to their game in the next module.
- In this DIY project, students will expand on their game by programming the monster to reappear in a random location on the Stage and switch costumes.
- To solve this puzzle module, students will need to program four different bombs to go to specified x- and y-positions when clicked or tapped on.
- Can your students clear a path for the valkyrie and knight? Point out to students that it takes two bombs to destroy each wall.
- In this DIY project, students will create a hide-and-seek game. The goal of the game is for the user to find the secret Actor, then click (web) or tap (mobile) on it to win!
- Activities include changing the background, adding background music, adding more Actors, and using code blocks to hide a secret Actor.
- Are students struggling to locate code blocks? Tell them to select the “Blocks” tab that’s located to the right of the “Tutorial” tab.
- Students will answer multiple-choice questions to review concepts from this lesson.
Extended Activities (10 minutes)Lead a discussion with your students:
- What is something you learned from today’s lesson? (Example: Students learned how to program Actors to disappear when clicked on.)
- If we wanted to make an Actor disappear from the Stage, what code block could we use? (Answer: “hide”)
- If we wanted to make an Actor reappear on the Stage, what code block could we use? (Answer: “show”)
- CCSS-Math: MP.1, 6.NS.C.6
- 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.