Can You Find the Sprite?
Experience: 2nd year, 1st quarter
Practice: Creating computational artifacts, Testing and refining computational artifacts, and Communicating about computing
Concept: Algorithms and Control
Overview and Purpose
Coders use a large number of sprites to create a simple but fun game where a player tries to find Scratch Cat hiding in each scene. The purpose of this project is to apply previous understandings to create a game.
Objectives and Standards
- I will combine a variety of block types to create a hide and seek game.
- How can we combine a variety of block types to create a hide and seek game?
- I will create a multi-page game where a player tries to find a hidden sprite.
- How can we create a multi-page game where a player tries to find a hidden sprite?
1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem.
- Programming is used as a tool to create products that reflect a wide range of interests. Control structures specify the order in which instructions are executed within a program. Sequences are the order of instructions in a program. For example, if dialogue is not sequenced correctly when programming a simple animated story, the story will not make sense. If the commands to program a robot are not in the correct order, the robot will not complete the task desired. Loops allow for the repetition of a sequence of code multiple times. For example, in a program to show the life cycle of a butterfly, a loop could be combined with move commands to allow continual but controlled movement of the character. (source)
1A-AP-08 Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
- Composition is the combination of smaller tasks into more complex tasks. Students could create and follow algorithms for making simple foods, brushing their teeth, getting ready for school, participating in clean-up time. (source)
1A-AP-14 Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
- Algorithms or programs may not always work correctly. Students should be able to use various strategies, such as changing the sequence of the steps, following the algorithm in a step-by-step manner, or trial and error to fix problems in algorithms and programs. (source)
1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development.
- At this stage, students should be able to talk or write about the goals and expected outcomes of the programs they create and the choices that they made when creating programs. This could be done using coding journals, discussions with a teacher, class presentations, or blogs. (source)
Practices and Concepts
Practice 5: Creating computational artifacts
- "The process of developing computational artifacts embraces both creative expression and the exploration of ideas to create prototypes and solve computational problems. Students create artifacts that are personally relevant or beneficial to their community and beyond. Computational artifacts can be created by combining and modifying existing artifacts or by developing new artifacts. Examples of computational artifacts include programs, simulations, visualizations, digital animations, robotic systems, and apps." (p. 80)
- P5.1. Plan the development of a computational artifact using an iterative process that includes reflection on and modification of the plan, taking into account key features, time and resource constraints, and user expectations. (p. 80)
- P5.2. Create a computational artifact for practical intent, personal expression, or to address a societal issue. (p. 80)
Practice 6: Testing and refining computational artifacts
- "Testing and refinement is the deliberate and iterative process of improving a computational artifact. This process includes debugging (identifying and fixing errors) and comparing actual outcomes to intended outcomes. Students also respond to the changing needs and expectations of end users and improve the performance, reliability, usability, and accessibility of artifacts." (p. 81)
- P6.1. Systematically test computational artifacts by considering all scenarios and using test cases." (p. 81)
- P6.2. Identify and fix errors using a systematic process. (p. 81)
Practice 7: Communicating about computing
- "Communication involves personal expression and exchanging ideas with others. In computer science, students communicate with diverse audiences about the use and effects of computation and the appropriateness of computational choices. Students write clear comments, document their work, and communicate their ideas through multiple forms of media. Clear communication includes using precise language and carefully considering possible audiences." (p. 82)
- P7.2. Describe, justify, and document computational processes and solutions using appropriate terminology consistent with the intended audience and purpose. (p. 82)
- "Control structures specify the order in which instructions are executed within an algorithm or program. In early grades, students learn about sequential execution and simple control structures. As they progress, students expand their understanding to combinations of structures that support complex execution." (p. 91)
- Grade 2 - "Computers follow precise sequences of instructions that automate tasks. Program execution can also be nonsequential by repeating patterns of instructions and using events to initiate instructions." (p. 96)
- "Algorithms are designed to be carried out by both humans and computers. In early grades, students learn about age-appropriate algorithms from the real world. As they progress, students learn about the development, combination, and decomposition of algorithms, as well as the evaluation of competing algorithms." (p. 91)
- Grade 2 - People follow and create processes as part of daily life. Many of these processes can be expressed as algorithms that computers can follow." (p. 96)
- A step-by-step process to complete a task. (source)
- A formula or set of steps for solving a particular problem. To be an algorithm, a set of rules must be unambiguous and have a clear stopping point. (source)
- The process of finding and correcting errors (bugs) in programs. (source)
- To find and remove errors (bugs) from a software program. Bugs occur in programs when a line of code or an instruction conflicts with other elements of the code. (source)
- An action or occurrence detected by a program. Events can be user actions, such as clicking a mouse button or pressing a key, or system occurrences, such as running out of memory. Most modern applications, particularly those that run in Macintosh and Windows environments, are said to be event-driven,because they are designed to respond to events. (source)
- The computational concept of one thing causing another thing to happen. (source)
- Any identifiable occurrence that has significance for system hardware or software. User-generated events include keystrokes and mouse clicks; system-generated events include program loading and errors. (source)
- A media object that performs actions on the stage in a Scratch project. (source)
More vocabulary words from CSTA
- Potential subjects: Language arts
- Example(s): Instead of using simple words like “cat” when finding a cat sprite, this project could integrate with language arts by asking kids to spell or read newly acquired vocabulary words. For example, posting a vocabulary word on the board and asking coders to remove all sprites except the word on the word, then turning their devices around to show you their answer. Click here to see other examples and share your own ideas on our subforum dedicated to integrating projects.
- There are a wide range of careers in game development that involve coding. For example, coding character movement, player controls, particle and game physics, random world or object generators, sound synthesis, game engines and tools, localization, performance and server optimization, etc. Click here to visit a website dedicated to exploring potential careers through coding.