Introduction
Begin your journey into the world of interactive storytelling! You'll be sequencing animations to have your yeti run across a page and say something when clicked. Ready to create your Yeti's tale? 🏔️🌌
Objectives
Students will:
- Design the scene with the yeti character.
- Animate a yeti character using functions in sequence.
- Code event-driven interactions, like 'on click' events, to make the yeti speak.
Code Stories and Games with Elementari
Elementari’s platform allows students to easily design scenes with text, images, and backgrounds. They will use visual coding to add voiceovers, making their dragon speak. This approach makes coding fun and develops creative and technical 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
Function in Parallel Functions in Sequence Duration Relative PositionStudent Instructions
Add the yeti animation object and set the stage for your story by selecting a suitable background.
Write and animate some narration text to give some context to your scene
Have your yeti "idle" at when the page starts!
Code your yeti to change animations and run.
Have your yeti move across the page using the Move function block. Finally, we'll sequence the animation to end with the yeti idling.
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
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.
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.