Animate a yeti character using functions in sequence.
Code event-driven interactions, like 'on click' events, to make the yeti speak.
Key vocabulary
sequenceframegallop
Assessment
Formative
Use milestone checks, organizer responses, and daily test evidence to guide feedback.
Summative
The opening establishes a setting, goal, and reason for the yeti's movement. The animation progresses visibly from idle to run to travel to a settled ending without contradictory timing.
The student journey
This is a build — not a worksheet packet
Every lesson runs like the story students are about to make: read it, write it, build it, polish it, publish it. The printables scaffold each stage — the published Elementari project is the destination.
1
📖
Read
Students read a short, high-interest passage — a real-world hook, not a dry textbook definition — to spark ideas for what they'll make.
📖The Horse That Broke Every Painting
In 1878, on a California racetrack, a photographer lined up twelve cameras to settle an argument. When a horse gallops, do all four hooves ever leave the ground at the same time? Human eyes could not tell — the legs moved too fast. So Eadwe…
SourcesLibrary of Congress — "The horse in motion, first successful photographs of an animal in motion, forerunner of the motion picture"Smithsonian Institution — "The Photographer Who Captured Humans and Animals in Motion"
In the studio, students bring the project to life — adding art and following the exact writing and coding steps shown below. The Studio Compass walks them through it, one step at a time.
🧭Studio CompassStep 1 / 5
Summon the Yeti & Set the Scene 🌲
Add the yeti animation object and set the stage for your story by selecting a suitable background.
Key words — tap to learnon page start block
Each step checks off & advances on its own
All 5 studio steps · dynamic to the project
1Summon the Yeti & Set the Scene 🌲~4 min
2Begin Your Tale! 📖~6 min
3Animate Your Yeti (1/3)~5 min
4Animate Your Yeti (2/3)~7 min
5Animate Your Yeti (3/3)~9 min
4
🔁
Polish
ongoing
Teacher and peer feedback pin right onto the project — students revise until it's ready to share.
Feedback on the project2 pins
🍎
Add one more sentence here so readers get the full picture.
👍 2Teacher
A
The interaction is clear — it helps the reader follow the project!
A couple of things to gather, a few quick steps to prep — then you're ready to hand it to students.
What you need
A device per student or pair
Internet connection
Prep · about 10 min
1Print the student kits
2Assign this lesson to your students
3Skim the build steps
Teacher background
What you need to know
Students learn that animation is sequencing: a still frame means nothing until it is placed in order, and the order itself carries the narrative (rest → motion → arrival reads as a complete story beat). They apply this by planning their yeti's sequence as a deliberate beginning, middle, and end rather than as decoration.
Key terms
sequence
actions or images arranged in a deliberate order
frame
one single still picture inside a moving sequence
gallop
a horse's fastest run, where all four hooves leave the ground
Watch for these misconceptions
✕
The narration names a goal that the animation cannot show. →Revise the goal so crossing the scene is a meaningful response.
✕
Animations overlap, reset abruptly, or run in the wrong order. →Test one block at a time, then reconnect the sequence in the same order as the storyboard.
Standards alignment
Aligned to the standards you teach
Every task maps to a specific standard, so planning and reporting are covered.
Tracking 7 frameworks: Common Core ELA, Common Core Math, NGSS +4
CCSS · ELA3CSTA4ISTE83 frameworks · 15 standards · DOK 3
CCSS · ELA
Common Core State Standards — English Language Arts
3 standards
CCSS.ELA-LITERACY.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.7.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Also addressedCCSS.ELA-LITERACY.W.7.6
CSTA
CSTA K–12 Computer Science Standards
4 standards
2-AP-17
Systematically test and refine programs using a range of student-created inputs.
2-AP-13
Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
Also addressed2-AP-15 · 2-AP-19
ISTE
ISTE Standards for Students
8 standards
ISTE 1.4.a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems.
ISTE 1.4.c
Students develop, test, and refine prototypes as part of a cyclical design process.
ISTE 1.6.d
Students publish or present content that customizes the message and medium for their intended audiences.
ISTE 1.5.d
Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
Also addressedISTE 1.1.c · ISTE 1.6.b · ISTE 1.6.c · ISTE 1.5.c
Full task-by-task mapping — including Depth of Knowledge — is in the answer key.
Differentiation & accessibility
Built to reach every learner
One lesson, three built-in paths — with accessibility baked into the materials, not bolted on afterward.
Extra support
Emerging readers & writers
Read-aloud and multilingual support in the Elementari build
Studio Compass highlights one task at a time — including the coding
Sentence frames and a word bank so it is never a blank page
On grade
The core lesson
The passage and storyboard exactly as written
Model answers and “look-fors” in the answer key
Self-check chips at every milestone
Ready for more
Extension & challenge
Challenge vocabulary and a real-world extension question
Deepen one existing page or interaction — without changing the required mechanics
A longer, evidence-based reflection prompt
Accessibility, built inPredictable step-by-step structureOne task at a time · Studio CompassHighlighted response areasLow-stimulation printMovement-friendly pacingDesigned so every student can design, write, and code — with ADHD, autism, and dyslexia in mind.
Questions
Teacher FAQ
Do I — or my students — need to know how to code?
No. Coding concepts are introduced in plain language exactly when students need them, and Studio Compass confirms each milestone so students keep moving without you troubleshooting. The teacher guide walks you through the whole build, answers included.
How long does this lesson take?
About 31, paced into 45-minute class periods. You can spread it out or compress it — students pick up where they left off, so it doesn't have to finish in one sitting.
What devices does this lesson work on?
Students can read, write, code, and publish on Chromebooks, iPads, tablets, laptops, or desktops. All they need is a modern browser — nothing to download or install.
What is Studio Compass?
Studio Compass is the step-by-step guide inside the Studio. It shows students what to do next, identifies the exact coding blocks they need, and confirms completed milestones so they can keep moving independently.
How does this lesson support different learners?
This lesson includes read-to-me with synchronized highlighting, a built-in glossary, and picture-based storyboarding, with writing and coding scaffolds you can dial up or down. Students can work with guided support or more independently — and still finish the same project.
Ready when you are
Bring this lesson to your class
Import your class, assign in one click, and watch them build — the whole kit comes with it.
