Lesson Overview
In this special level students get to build their own Flappy game by using event handlers to detect mouse clicks and object collisions.
Teaching Summary
Getting Started
Activity: Flappy
Extended Learning
Lesson Objectives
Students will:
- Match blocks with the appropriate event handler
- Create a game using 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 create an event for clicking the mouse and the bird hitting an object.
- 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
Flappy
In the final stage of this lesson students are able to tweak their game to make it unique - encourage them to see how different they can make each game within the constraints provided.
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 game, 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 games online or on the board.
- Make a game 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 game.
- Discuss as a group the different ways your classmates coded their games.
- What suprised you?
- What would you like to try?
- Choose someone else's game and build on it. (Don't worry; the original game 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.
- CL.L1:6-01. Use productivity 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.L1:3-02. Use writing tools, digital cameras and drawing tools to illustrate thoughts, ideas, and stories in a step by step manner.
- CT.L1:6-01. Understand and use the basic steps in algorithmic problem-solving.
- 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.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
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 Language Arts Standards
- 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.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
- 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.
- 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.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
- 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.
- SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
- SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
- L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
