At the end of this lesson students will be able to:
Say: "Have you ever had an idea for a video game character based on a book you’ve read? Or, maybe you have a favorite character from a movie or one you made up yourself that you would love to bring to life?"
Say: "In this lesson you’re going to learn the techniques for building a character and animating it so it looks like it’s moving. Isn’t that cool? But that’s not all. Movies and video games or animations wouldn’t be very interesting if the characters were placed in front of a boring background, would they? So, in this lesson you’re also going to learn how to add a background and some music to make your animations even more realistic and exciting."
Say: "Here are some of the vocabulary words you will be learning in this lesson."
Say: "Can anyone tell me what ____________ means?"
Say: "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, repeat, next costume, wait, and play sound until done."
Say: "Now it’s time to get started!"
Say: "Now it’s your turn. Click on the ‘Play the Game’ icon to play the Side Scroller game. Follow the instructions in the game, and when you are done, pause and wait for everyone to finish."
Say: :Yes. We need to change the value of the ‘Wait’ block to a smaller number to speed up the costume changes if we want Gus to move faster. If we want him to move slower, we need to put in a larger number. Can anyone tell me why?"
Say: "Read the instructions and watch the completed sample, then click the orange button at the bottom of each instruction page to move to the next step."
Say: "When you are done and you have successfully animated at least 2 actors and added sound to your scene, save your project and take the quiz. If you have any problems with the quiz, go back and review the module you had difficulty with."
Say: "In this lesson, we learned how to add a background to a scene and how to add sound using a forever loop. We also learned how to create an actor and how to animate actors using costumes, loops, and the Wait code block."
Say: "Now you’re ready to create your own animated scene! Try to think of a natural environment such as a savannah or other natural habitat. Research the habitat you have chosen and, based on your research, add a background scene and some animals and plants that you might find there.
Add a background sound that would be appropriate for your habitat, then animate the animals and plants. When you are done, you will have an animated diorama of the flora and fauna found in natural habitats on Earth.
Be sure to save your project and share it with your classmates!"
Say: "The next time you see a character moving on a screen or hear the background music in your favorite video game, you’ll have a better idea of what went in to making that happen! Wasn’t that fun? In the next lesson, we’ll learn how to add sounds to actors and how to activate sounds and animations by clicking on actors."
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 4–5 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.
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.
UK equivalent grade/class - Year 6 / 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