Review: Pen Drawing
Expected Time: 30 - 40 mins.
Students will be able to apply these concepts:
- Review of : sending and receiving messages, doing 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
Students can work through this whole lesson successfully on their own computers.
1. "Concepts" module (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 1" module (DIY project)
- Here, students program the Spaceship to draw and change Costumes. It will change to a different Costume and color each time the mouse button is clicked, while following the mouse pointer. This involves using an expanded “if-else” block with multiple sections.
- In case any student asks about the first step, 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.
3. "Star Trails 2" module (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, and that message tells each Spaceship to complete one side of a square by moving forward and turning 90 degrees.
4. "Color Match" module (puzzle)
- The directions in the opening box are a little complicated here, so you might just point out to students that to win the sample game here, you just need to click on the Alien once. 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 coding 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.
5. "Make Your Own Paint Program" module (DIY project)
- Students apply the Pen code blocks and messaging to create a program that allows the user to change the color, shade, and size of the brush strokes.
- In Step 1, the needed Pen code blocks have all been made available, they just need to be arranged properly.
- In Step 2, students need to click on each color, shade, and pen button icon on the right, and check if any code blocks need to be put in place or adjusted. For example, the Red Actor is already set, but the Green Actor has no code blocks in place yet.
- In Step 4, students are encouraged to try each other's programs out - they should test all the buttons to make sure they work!
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, 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)