Expected Time: 40 - 50 minutes
Students will be able to apply these concepts:
- Animate characters with simple costume handling
- Create an animation of a bird flying across the stage
Tynker Videos Used
- Loop (Module 2
- Animate (Module 3)
New Tynker Code Blocks or Tools
Materials, Resources, and Prep
- One computer for each student to log on to tynker.com
- Prepare teacher computer screen to display to whole class, starting in first activity
0. Short video about animation before starting lesson modulesRemind students that the class looked briefly in the Tynker Workshop (Lesson 2) at how changing costumes for an Actor meant switching pictures of that Actor. In this lesson you'll do more work with animation, which is how cartoons are made.Let’s watch a short video about what animation is and how it’s used to create cartoon videos: https://www.youtube.com/watch?v=X1TAdd9Vm7s.Now you’ll learn more about creating your own animations, working through the modules on your own.
Students can work through the following activities in this lesson on their own computers.
1. "Codey Causes Trouble" module (story)
- Professor Ada tells students they need to learn how to train Codey to catch Dr. Glitch.
2. "Animation Concepts" (concepts)
- These key concepts are discussed:
- Wait block - Students learn they need to slow the computer down sometimes, using a "Wait" block, in order to see changes, as in animations.
- Switch / Next Costume - These two blocks switch to the next costume, or picture of an Actor, which makes animation happen.
- Forever block - The "forever" code block repeats the blocks inside it in an endless loop as long as the program is running.
3-4. "Make Codey Eat" module (DIY)
- Students are guided through animating Codey by switching costumes and using delays. This is a good opportunity to reinforce the concept of animation. Consider playing a video about how classic cartoons were made, or passing around a flipbook. Explain to your students that switching between similar images of a character makes that character appear to be moving. The faster you switch between slightly different images, the smoother the animation looks.
5-6. "Teach Codey to Walk" module (DIY)
- The tutorial explains how showing several pictures, or costumes, of Codey in different positions makes it look like he’s walking. This is the essence of animation.
- Students are guided to use the “if on edge, bounce” block to make sure Codey doesn’t leave the stage, and the “point towards” block to make Codey follow the mouse pointer or finger around the screen.
- If students are having any trouble with their programs, make sure they’ve connected all the blocks inside the "forever" block, not outside of it.
7. "Get the Jellybeans" module (puzzle)
- This is a fairly straightforward program.
- The main thing they will figure out through trial and error is they need to reduce the number inside the "Wait" block so Codey doesn’t wait as long to move and he can eat all the jellybeans before the timer runs out. A decimal like .01 or .1 works fine.
8-9. "The Flying Bird" module (DIY project)
- At the start of the project, students are asked to draw their own flying bird.
- They are then asked to add more Costumes to their bird, and set the center point of each Costume to make the animation look good.
- To get their animation to look like they want, students can drag to re-order their bird drawings in the Costume list.
- Students can add a background by clicking on Stage, and then its Settings button.
10. Wrap-Up (story)
11. Quiz, then earn the "Pixel Whisperer" badge!
Wrap-Up and Extending the Learning
- In a whole-class discussion, ask students to explain how to animate characters in TynkerWorld. They should understand that the meaning of “Costume” in TynkerWorld is not just the clothes a character is wearing, but any pose or picture of them. So you animate Actors by changing their Costumes.
- Also ask: "How do you make sure that an animation happens at a reasonable speed?" (Use a "Wait" block and try out some number of seconds, running the program and adjusting the number until the Actor moves at an appropriate speed.)
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/Year5
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
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
Mathematics Standards, Year 4/Year5