Review: Ghost Catcher
Expected Time: 45 - 60 mins.
Students will be able to apply these concepts:
- Review color and touch detection
- Review making Actors appear and disappear
- Create a ghost-catcher game where ghosts respond to touching certain colors
- 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
- Programming 101 course - Lessons 9 (Make a Birthday Card) and 17 (Color Sensing) - Concepts in this lesson were originally introduced in those lessons in case you find it helpful to refer students back to those.
Students can work through this whole lesson successfully on their own computers.
1. "Concepts" module (concepts)
- Reviews concepts:
- Touching Actor - The blue conditional block - Touching?- returns "true" or "false"
- Touching Color - Another blue conditional block - Touching Color? - that returns "true" or "false"
- Show / Hide - Simple blocks make Actors appear and disappear
2. "Ghost Touch" module (DIY project)
- Students program the Ghost to move from left to right, and program the Bat to disappear and make a sound when it touches the Ghost.
3. "Ghost Trap" module (DIY project)
- Program the Bat to defend itself against the Ghost by drawing a line, and program the Ghost to bounce back when it touches the line.
- Note if the bat is dragged to the edge of the Stage, he stops drawing, and the mouse needs to be clicked again.
- The Bat will still disappear if it touches the Ghost!
4. "Catch the Ghosts" module (puzzle)
- Aside from the programming challenge, this game is fun but can be challenging to win! They need to trap one ghost at a time, while they avoid ghosts of all colors, so all three are destroyed in 30 seconds.
- Students need to program the Bat, but the ghost and timer coding has already been done.
- They will figure out they need to drag over two more "when  pressed" blocks, so they can set the pen color when the 1, 2, and 3 keys are pressed.
- If students have trouble, have them go back and repeat the last module, since the coding is very similar.
5. "Ghost Catcher Game" module (DIY project)
- In Step 3, a good candidate for a bird Actor with multiple costumes is the Crane in the Nature category.
- Students need to shrink the Actors they create to reasonable sizes or else they'll always touch during gameplay.
- Help students realize that in Step 5, they get to choose which pen color that each actor bounces off. This is different than the ghost puzzle where each ghost bounced off the pen color that was the same as their color.
- In Step 5, some students may need help understanding from the sample game that their bird Actors should draw, and their other Actors should bounce off. They should code each appropriately.
- The code already in place for the Dog Actor's movement can be copied to their other Actors. They need to add more code as well, starting with the When Occurs block.
- They should figure out that the color they choose for each Bird needs to be matched in the code for a non-bird Actor.
Ghost Trapper badge earned!
Wrap Up and Extend the Learning
- Invite student volunteers who are willing to have you share their Ghost Catcher Game with the whole class.
- As you display the Ghost Catcher project in action, ask the student sharing what coding challenges they faced with this project, and what they learned from them. You can also share other challenges you saw students dealing with, and how they handled them.
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)