At the end of this lesson students will be able to:
Here is some of the new vocabulary we will be learning in this lesson.
Can anyone tell me what __________ means?
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 'on start', 'start physics', ' set gravity to', 'set shape to', 'set static', and 'set active' blocks.
In this puzzle we need to build a bridge for the alien to stand on to catch a powercell.
Should the sci-fi platform be set to active?
Yes. The platform should be set to 'true' to make it active so it can interact with other actors?
Should the alien be set to static?
That's right! The alien needs to move around so static needs to be set to 'false'. Are there any questions?
Should the stone platform be set to static?
That's right! The stone platform needs to move around so static needs to be set to 'false'. Are there any questions?
In this lesson we learned how to activate the physics engine and setup and apply gravity to multiple actors.
Check for understanding and ask if there are any questions.
How can you practice the skills you learned in this lesson? Can you design your own project with actors that can be set to either static, non-static, active, or inactive. How can you set the shape of your actors so they interact realistically with other actors on the stage?
How did you enjoy learning how to incorporate physics into your projects? It really makes the actors seem a lot more realistic doesn't it?
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).
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)