Introduction
Jump into game coding with our templates. Design two truths and a sneaky fib 🤥 about yourself. Once your game's ready, hit submit for everyone to play, learn fun facts, and connect! Learn, play, and pick up some basic navigation skills along the way. Ready to get started? 🚀💡
Objectives
Students will:
- Create a '2 Truths & 1 Fib' game to introduce themselves.
- Write engaging statements with detailed explanations.
- Code navigation paths and background music to enhance the interactive game experience.
Code Stories and Games with Elementari
Elementari’s platform makes it easy for students to create and code interactive games. They can write their truths and fibs, design game pages, and use node-based visual coding to create navigation and add background music. This platform makes coding for kids fun and accessible, enhancing their storytelling and digital literacy skills.
New to Elementari? Click on the orange Start button to jump right into the lesson for free. Check out our Getting Started Guide for an overview of how Elementari works with your class. Get started for free for up to 35 student accounts.
Coding Concepts Covered
User Navigation Function in Parallel Functions in Sequence Background MusicStudent Instructions
Start off with the ready-to-go title screen page. Customize it up with a "Start" button. You can think of the button as the front door to your app! 🎮
Grab a cool multiple choice template and write down two truths and one sneaky fib about yourself. Can you make your fib so tricky that your friends will be totally fooled? 🤪
Celebrate players who spot your fib! 🌟 Write a winning message and add a character to tell more about your sneaky fib.
Write 2-3 sentences about your first truth.
Remember to say: "Oops! That's the truth!" because they guessed wrong!
Write 2-3 sentences about your second truth.
Start with: "Oops! You found a truth!" to let them know they were off track.
We'll dig into the basics of coding. Ensure players smoothly transition from your title page to the truths and fib question when they hit the "Start" button.
Guide the gameplay. If they nail the fib, they see the celebration page. If they pick a truth, they’ll learn more about your truth.
Heads Up! 🚨 Don't forget to change the order of your buttons!
Sprinkle some background music and change up the text effect to set the mood. 🎶
Once everything's perfect, hit submit! As soon as your teacher publishes, get ready for your classmates and the world to play your game! 🌍🌟
Project Example for Students
Play through this lesson's example project created on Elementari. Use this example to guide and motivate your students.
Standards
CSTA K-12 Computer Science Standards (2017)
Algorithms & Programming
1B-AP-10 - Create programs that include sequences, events, loops, and conditionals.
1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
1B-AP-12 - Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
1B-AP-15 - Test and debug (identify and fix errors) a program or algorithm to ensure it runs as intended.
2-AP-10 - Use flowcharts and/or pseudocode to address complex problems as algorithms.
2-AP-13 - Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
2-AP-17 - Systematically test and refine programs using a range of test cases.
3A-AP-13 - Create prototypes that use algorithms to solve computational problems by leveraging prior student knowledge and personal interests.
3A-AP-16 - Design and iteratively develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions.
ISTE Student Standards
Creative Communicator
6b - Students create original works or responsibly repurpose or remix digital resources into new creations.
6d - Students publish or present content that customizes the message and medium for their intended audiences.
6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Computational Thinker
5a - Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
Innovative Designer
4a - Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
4d - Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
4c - Students develop, test and refine prototypes as part of a cyclical design process.
4b - Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
AASL Standards
Inquire
I.A.2 - Recalling prior and background knowledge as context for new meaning
I.B.3 - Generating products that illustrate learning.
I.C.4 - Sharing products with an authentic audience.