At the end of this lesson students will be able to:
Let me show you the coding blocks we’re going to be using in this lesson.
The blocks we will be learning about in this lesson are ‘forever if’, ‘key pressed’, ‘pen up’, ‘pen down’, and ‘change size by %’.
Now it’s time to get started.
Read the captions on the screen to learn about the ‘change size by’ block.
In this puzzle we need to code the racer to jump over enemy lines when the spacebar is pressed. To win the game 3 green orbs need to be collected.
What code do we need to add to the racer to make it stop writing?
Yes. Inside the ‘forever if key space pressed’ we need to place the pen up block to stop writing. Are there any questions?
Now, how do we get the racer to change size?
Yes. We need to place the change size code blocks inside the ‘forever if’ loop to make the racer grow and then shrink. Are there any questions?
Now, how do we get the racer to start drawing again?
Yes. We need to we need to put the pen down by adding the ‘pen down’ code block. Are there any questions?
In this lesson we learned how to make an actor change size when a key is pressed or when the actor is clicked on. We also saw how changing an actor's size can be used to create the illusion of perspective.
Can you think of other situations where an actor would need to change size? Maybe you could have a scene with an actor blowing bubbles that are getting bigger as they come towards you? What other scenarios can you think of where you would have an actor either grow or shrink in size?
What did you think about learning how to program to create the illusion of perspective? Pretty cool, hey?
Now, let’s get ready for the next lesson called Changing Pen Color where we will learn how to program pens for different colors.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 and 5 text complexity band independently and proficiently.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6 - 8 texts and topics.
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).