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Course 1 | Lesson 16

Play Lab: Create a Story


Lesson time: 30 Minutes

Lesson Overview

In this culminating plugged activity, students will have the opportunity to apply all of the coding skills they've learned to create an animated story. It's time to get creative and create a story in the Play Lab!

Teaching Summary

Getting Started

Introduction

Activity: Play Lab Create a Story

Play Lab: Create a Story

Extended Learning

Extension Activities

Lesson Objectives

Students will:

  • Identify actions that correlate to input events
  • Create an animated, interactive story using sequence, loops, and event-handlers
  • Share a creative artifact with other students

Getting Started

Introduction

  • Review The Big Event activity with students:
    • What did we "program" the button click events to do?
  • Now we're going to add events to our coding, Specifically, we're going to have an event for when two characters touch each other.
    • In video game programming we call this kind of event collision detection; it lets us decide what to do when one thing collides with, or touches, another.
    • What kinds of collision events have you seen in games?

Lesson Tip

Students will have the opportunity to share their final product with a link. This is a great opportunity to show your school community the great things your students are doing. Collect all of the links and keep them on your class website for all to see!

Activity

Play Lab: Create a Story

This is the most free-form plugged activity of the course. At the final stage students have the freedom to create a story of their own. You may want to provide structured guidelines around what kind of story to write, partiularly for students who are overwhelmed by too many options.

Extended Learning

Use these activities to enhance student learning. They can be used as outside of class activities or other enrichment.

Look Under the Hood

When you share a link to your story, you also share all of the code that goes behind it. This is a great way for students to learn from each other.

  • Post links to completed stories online or on the board.
    • Make a story of your own to share as well!
  • When students load up a link, have them click the "How it Works" button to see the code behind the story.
  • Discuss as a group the different ways your classmates coded their stories.
    • What suprised you?
    • What would you like to try?
  • Choose someone else's story and build on it. (Don't worry, the original story will be safe.)

Connections and Background Information

PARCC / Smarter Balanced Assessment Skills

  • Click / tap
  • Drag and drop
  • Scroll
  • Select and drag / slide
  • Select object

ISTE Standards (formerly NETS)

  • 1.a - Apply existing knowledge to generate new ideas, products, or processes.
  • 1.b - Create original works as a means of personal or group expression.
  • 1.c - Use models and simulation to explore complex systems and issues.
  • 4.b - Plan and manage activities to develop a solution or complete a project.
  • 6.a - Understand and use technology systems.
  • 6.c - Troubleshoot systems and applications.
  • 6.d - Transfer current knowledge to learning of new technologies.

CSTA K-12 Computer Science Standards

  • CL.L1:3-02. Work cooperatively and collaboratively with peers teachers, and others using technology.
  • CT.L1:3-01. Use technology resources (e.g., puzzles, logical thinking programs) to solve age appropriate problems.
  • CPP.L1:6-03. Use technology tools for individual and collaborative writing, communication and publishing activities.
  • CPP.L1:6-05. Construct a program as a set of step-by-step instructions to be acted out.
  • CPP.L1:6-06. Implement problem solutions using a block-based visual programming language.
  • CT.L2-01. Use the basic steps in algorithmic problem solving to design solutions.
  • CT.L2-06. Describe and analyze a sequence of instructions being followed.
  • CT.L2-07. Represent data in a variety of ways: text, sounds, pictures, numbers.
  • CT.L2-08. Use visual representations of problem states, structures, and data.
  • CT.L2-12. Use abstraction to decompose a problem into sub problems.

Next-Gen Science Standards

  • K-2-PS3-2. Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.
  • K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

Common Core Mathematical Practices

  • 1. Make sense of problems and persevere in solving them.
  • 2. Reason abstractly and quantitatively.
  • 5. Use appropriate tools strategically.
  • 6. Attend to precision.
  • 7. Look for and make use of structure.
  • 8. Look for and express regularity in repeated reasoning.

Common Core Math Standards

  • K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
  • K.OA.A.5 - Fluently add and subtract within 5.
  • 1.OA.A.1 - Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • 2.OA.A.1 - Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Common Core Language Arts Standards

  • SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
  • SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail.
  • L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
  • W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
  • W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
  • SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
  • W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
  • SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
  • W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.