Tynker 201

Mrs. Hulstrom

Computer Science Home

6th Grade Tech Ed

7th Grade Computer Science

8th Grade Computer Science A

Gmail     
Google Drive    
Google Classroom

Infinite Campus

Typing.com
(Join Class through Google Classroom)

Schoology

Code.org

Tynker Coding Website

Tynker Resource Page

Tynker Online Support Video Help

Quizlet | Quizlet LIVE

Everfi

Khan Academy

Social Media Tips

Netsmartz

Code HS
Karel the Dog class code: 1251

CSTA Standards

ISTE Standards

Jumping Over Obstacles (4)

New Code Blocks

Vocabulary

• Horizontal axis (x-axis): The line on a graph or coordinate plant that runs horizontally (left-right)
• Vertical axis (y-axis): The line on a graph or coordinate plant that runs vertically (up-down)
• Coordinate plane: A plane divided into four sections (quadrants) by two axes (x and y), where the axis intersect at a point (0,0) called the origin
• x-value: Horizontal (left-right) value along a coordinate plane
• y-value: Vertical (up-down) value along a coordinate plane

Objectives

• Use code blocks to program Actors to move up and down
• Apply coding concepts to move Actors using changes in y-values

1. Concepts (Video)

• This module introduces three new concepts: “change x/y by” block, “when key pressed” block, and “forever if” block.
• Optional: Read through the concepts as a class, answering potential student questions.

• Students will view a project of Gus jumping, which they will create their own version of in the next module!
• Check that students are pressing the spacebar (for web) or touching their screen (for mobile) to make Gus jump.

• In this DIY project, students will program Gus to rise up with his jump, then fall back to the ground!
• Emphasize to students that the “when key pressed” block makes Gus jump when they press the spacebar (for web) or touch the screen (for mobile).
• Did students finish early? Encourage them to experiment with their code and make Gus jump and and down faster or slower. Give a hint: Tell students to change the value inside the “wait” block.

• This DIY module is similar to the previous one, but it adds a “forever if” loop combined with the “key pressed?” condition.
• Gus will jump over and over if the space bar is held down (web) or if the screen is continuously tapped (mobile).
• Bonus: Encourage students to experiment with their code and make Gus go higher by changing the y-value or make Gus to slower by changing the wait time.

• To solve this puzzle module, students will need to fix the given code and program Gus to jump over the obstacles and stay alive for at least 20 seconds.
• Remind students that Gus can’t go too high into the air or he will float off into space!
• Give a hint: Tell students to change the value of the “change y by” blocks.

• Students will view an animated scene with a jumping alien, then create their own version in the next module!
• Tell students to click their spacebar (web) or tap their screen (mobile) to make the alien jump.

• In this DIY project, students will follow step-by-step directions to create their own animated scene with a jumping alien!
• Is the alien not jumping? Check that your students modified the “wait” block to be “0.1” seconds or shorter. Otherwise, the animation will not work.
• Did students finish early? Direct their attention to the bonus section in “Step 5/5,” which encourages students to change the background and change the alien’s costume!

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

• 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