Review: Pen Drawing
Expected Time: 30 - 40 mins.
Students will be able to apply these concepts:
- Sending and receiving messages
- Pen drawing
- Create a painting program that lets the user change colors, shades, and sizes of the brush strokes.
- Review from Programming 101
New Tynker Code Blocks or Tools
- Review from Programming 101
Materials, Resources, and Prep
- One computer for each student to log on to tynker.com or one iPad for each student with the Tynker app installed.
- (Optional) Small slips of paper for the exit slip in the wrap-up.
Students can work through this whole lesson successfully on their own computers or iPads.
1. "Concepts" (concepts)
- A space alien leads the review of two concepts:
- Messages - Broadcast sends a message to all Actors, while Send Message only goes to one Actor. Actors need to have a "When I Receive" code block to respond to the message.
- Pen Tool - Students get to interact with each pen tool to recall what they do.
2. "Star Trails Example"
- Here, students will try out an example of the final Star Trails project. Click or tap on the alien to send a message to the ships so that they draw a shape.
3. "Star Trails 1" (DIY project)
- Here, students program the Spaceship to draw and change Costumes.
- In the web version of the course, the Spaceship will change to a different Costume and pen color each time a specific key is pressed. The Spaceship will also follow the mouse pointer. In the mobile version of the course, the Space ship will change to a different Costume and pen color each time the Spaceship is tapped.
- The Spaceship will move towards the touch location when the screen is being touched. This involves using an expanded "If-Else" block with multiple sections.
- In case any student asks about the code that is already there, it's fine to have two different "On Start" blocks in the same Actor's code. Both sets of code blocks will run at the same time.
4. "Star Trails 2" (DIY project)
- Here, students practice with sending and receiving messages as they use more pen tools to create trails for the starships.
- The Alien broadcasts four messages to all Actors when clicked or tapped, and that message tells each Spaceship to complete one side of a square by moving forward and turning 90 degrees.
5. "Color Match" (puzzle)
- The directions in the opening box are a little complicated here, so you may want to point out to students that to win the sample game here, they just need to click or tap on the Alien once. With that one click or tap, the three ships should move through all of the orbs. Now they need to do the coding to make this happen!
- Students only need to code the Alien's Broadcast messages - the ships have already had their "When I Receive" code done.
- Suggest students move the code blocks out of their way to clearly see the ships and orbs.
- Even though it doesn't look like the ships start off pointed in the correct direction, they actually are, so they don't need to be turned before moving forward.
Starship Commander badge earned!
Wrap Up and Extend the Learning
- Whole-class discussion, or use on an exit slip: Which of these code blocks can be the first block in a set of blocks? "Pen Down", "When [up arrow] Pressed/When tilting[forward]", "On Start", "Wait", "Broadcast". Have students share their ideas abut how they can tell whether these blocks can be the first in a group of blocks.
US Standards Addressed
- 3.RI.3, 3.RI.5, 3.RI.7, 3.RF.3 3.RF.4, 3.L.4
- 4.RI.3, 4.RI.7, 4.RF.3, 4.RF.4, 4.L.4
- L1:3.CT.1, L1:3.CT.4, L1:6.CT.1, L1:6.CPP.1, L1:6.CPP.5, L1:6.CPP.6, L1:6.CPP.8
UK Standards Addressed
UK equivalent grade/class - Year 4/Year 5/Year 6
National Curriculum of England (Computing)
understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
create and debug simple programs
use logical reasoning to predict the behaviour of simple programs
use technology purposely to create, organise, store manipulate and retrieve digital content
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
select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
design use and evaluate computational abstractions that model the state and behaviour of real world problems and physical thinking (KS3)
- 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 (KS3)