Tynker 201

Mrs. Hulstrom

Computer Science Home

6th Grade Tech Ed

7th Grade Computer Science

8th Grade Computer Science A

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Karel the Dog class code: 1251

CSTA Standards

ISTE Standards

Pop the Baloon (15)

Introduction

This lesson is poppin’! Students will create a balloon popping game by programming explosions and using random numbers. 

Students will...

• Use code block to create a balloon popping game
• Use code blocks to send and receive messages between Actors

Lessons:
1. Pop the Balloon Example (Example)

• Students will view a popping game where they will need to select the “Start” button, then click (web) or tap (mobile) the balloon to pop it!
• This module showcases two essential features: a “Start” button that begins the action, and an animated response (i.e., the balloon popping) to user input.

• In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a simple balloon popping game!
• Note: In this module, the balloon can be popped before receiving the "start" message. Your students will improve the game in the next module!

• In this DIY project, students will improve their balloon game by programming the balloon to appear in a random spot on the Stage after it’s popped!
• Without adding much code, your students can dramatically improve the game they made in the previous module. By using a “go to” block combined with a costume change, the balloon can suddenly reappear back near the ground, ready to be popped again!
• Emphasize to students that the “go to” block has a randomized x-position, but a set y-position. This ensures that the balloon starts at the same level, ready to float up.

• To solve this puzzle module, students will need to code the alien to switch between the four different colored costumes when the colored buttons are pressed.
• The alien needs to be the same color as the orb in order to catch it. Collect 7 orbs to win!

• Students will view a ghost catching game, then they will create their own version in the next module!
• Tell students to click (web) or tap (mobile) the ghosts to catch it!

• In this DIY project, students will program an endless ghost catching game! Activities include making the ghost appear randomly around the Stage and programming the ghost to disappear and reappear.
• Did students finish early? Direct their attention to the bonus section in “Step 5/5” of the tutorial, which encourages students to use a variable to track how many ghosts have been caught!

• Students will view a falling bomb catching game, and then will create their own version in the next module!
• Tell students to click (web) or tap (mobile) the ghosts to catch it!

• In this DIY project, students will program another clicking game where bombs fall from the sky and explode when clicked (web) or tapped (mobile) on!

Extended Activities (20 minutes)

• Ask students to revisit their “Get the Ghost” project and add spooky background music and sound effects for when the ghost is clicked (web) or tapped (mobile) on. What other ways can they improve their game?

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