Tynker 201

Mrs. Hulstrom

Computer Science Home

6th Grade Tech Ed

7th Grade Computer Science

8th Grade Computer Science A

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Time Limits (13)

Introduction

New Code Blocks

Objectives

• Use code blocks to set a time limit for a game
• Create an arcade game

Notes:

• Raise your hand if you’ve played an arcade-style game like Tetris or Flappy Bird. Keep you hand raised if the game you’re thinking of included a time limit.
• What is the purpose of including time limits in games?
• If you created an arcade game, what would the game be about? What’s the goal? What would you include to make the game challenging? Would you include a time limit? Why or why not?

1. Time Limits Example (Example)

• Students will view a project of a game with a time limit, which they’ll create their own version of in the next module!
• Check that students are clicking (web) or tapping (mobile) the spaceship to launch a laser at the alien before time’s up!

• In this DIY (do-it-yourself) module, students will program a game with a custom timer! Activities include programming the Stage to count down and stopping all scripts in the program.
• Note that the timer can be altered both by changing the number inside the “repeat” block and changing the number in the “wait” block.
• Emphasize to students that the phrase “Game Over” can be replaced with something like “You have survived for 10 seconds!”
• Did students finish early? Encourage them to modify the Stage so it says how many seconds are left on the timer.

• To solve this puzzle module, students will need to rearrange the broadcast blocks in the correct order.
• Are students struggling? Ask them to try broadcasting the messages in a different sequence.

• Students will view a digital version of a classic arcade cabinet with button controls! Ask students to click (web) or tap (mobile) the buttons on the Stage to see how it affects the cowboy.

• Students will answer 5 multiple choice questions to review concepts covered in this lesson.

Extended Activities (10 minutes)

• Who can remember one example where we programmed Actors to respond to one another through broadcasting and receiving messages? (programed buttons to make the BeatBot play sounds)
• How else can we use broadcasting and receiving messages in a scene? (e.g., create a race game in which an Actor is programmed to say “On your mark. Get set. Go!” and the other Actors respond by starting to move across the screen.
• True or false: The “broadcast” code block sends a message to all of the Actors in a project. (True)

U.S. Standards

• CCSS-Math: MP.1
  
• CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
  
• CSTA: IB-AP-11, 1B-AP-12, 1B-AP-15, 2-AP-13, 2-AP-16, 2-AP-17
  
• CS CA: 3-5.AP.10, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
• ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
  

U.K. Standards

• 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

• 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
• Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures (for example, lists, tables, or arrays); design and develop modular programs that use procedures or functions
• Understand simple Boolean logic (for example, AND, OR, and NOT) and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers (for example, binary addition, and conversion between binary and decimal)
• Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds, and pictures) can be represented and manipulated digitally, in the form of binary digits

• K-12 CTSA Computer Science Standards (Revised 2017)
  Computer Science Teachers Association: 
  • 1B-AP-10
  • 1B-AP-11
  • 1B-AP-12
  • 1B-AP-15
  • 2-AP-12
  • 2-AP-13
  • 2-AP-15
  • 2-AP-16
  • 2-AP-17
  CCSS-Math: MP.1
  
• CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
  
• CS CA: 3-5.AP.10, 3-5.AP.12, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.12, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
• ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b