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 'Show', 'Hide', 'Goto X Y', 'Pick Random', 'When actor clicked'.
This DIY project completes the monster clicking game. Your students will have a fun, silly game after they follow the instructions.
The “hide” and “show” effects are coming in handy now, since the monster changes costumes only while it’s not being displayed!
One idea for improving this project is that you could work with your students on implementing a click counter for keeping track of your score.
In this puzzle we need to program the bombs to knock down the wall so the knight and Valkyrie can get through.
What block should you use to make the cannonball launch when clicked?
Yes. It's the 'when actor clicked' block that should be used for each cannonball actor. Are there any questions?
What are the x, y coordinates for bomb 1 and 2?
Yes. Yes the 'go to x y' block should be set to x,300; y, 200?
In this lesson we learned how to hide and show actors. We also learned how to make actors appear in a new locations as well as play sounds and change their appearances when clicked.
How did you enjoy learning how to program actors to disappear when clicked? Wasn't it cool how they changed their appearance and reappeared in new locations?
UK equivalent grade/class - Year 7 +
Key Stage 2
design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Key Stage 3
design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
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
use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures(for example, lists, tables or arrays); design and develop modular programs that use procedures or functions
understand simple Boolean logic (for example, AND, OR and NOT) and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers (for example, binary addition, and conversion between binary and decimal)