August 1, 2018

GPS- Standard

IT-PGA-5 Use and implement different digital representations of media.

5.3 Use computational thinking practices to manipulate images and sounds captured from the real world.

EQ

What programming language(s) allow you to add Animation Effects to your Webpages?

Warm –up

Warm Up: Animated Circles

https://codepen.io/animatedcreativity/pen/oeyyBz

Directions:

1-      Read the code. Change the colors of all the circles. Use only hexadecimal color codes.

2-      Note: you cannot use a color from the original code.

3-      Open your new web page in Google Chrome.

4-      If you need help see this link from previous assignment:  HELP FILE-- https://goo.gl/ZUvAZ5

Classwork

Discuss

Homework

Download Book and Read Chapter 1

 MTA: Gaming Development Fundamentals Exam 98-374--Book - https://goo.gl/MFZRL1

September 7-13, 2018

Course Standard

IT-PGAS-2

Describe the software application life cycle and use a prototype development model to develop applications.

SWBAT

1.      Explain the software development cycle and the iterative nature of the software development cycle.

2.      Demonstrate how to use the steps to design a good software product.

3.      Use a good prototype development model to write a cellphone application or a video game.

4.      Write easy to read programs by using user-friendly comments and naming conventions.

5.      Test the programs for completeness and accuracy.

Unit 3 - Interactive Games and Animations

Chapter 1-14

Essential Questions

Chapter 2: Essential Questions

1.      How do software developers manage complexity and scale?

2.      How can programs be organized so that common problems only need to be solved once?

3.      How can I build on previous solutions to create even more complex behavior?

Warm –up

Directions:

Define Unit 3 vocabulary words. Test Tuesday

Chapter 1-14 Vocabulary

1.      ellipse block

2.      rect block

3.      Fill

4.      Boolean Expression -

5.      If-Statement –

6.      Expression -

7.      Variable -

8.      Boolean -

9.      Conditionals -

10.    Expression -

11.    Parameter –

12.    Variable –

13.    Property -

14.    Sprite –

15.    Animation –

16.    Frame -

17.    Frame Rate –

Chapter 1-14 Introduced Code

Chapter 2: Building Games

STUDENT FEEDBACK FROM THE LESSON. https://goo.gl/zffa4y

1.Student will write about 3 things they learned from the lesson. Indicate in your feedback if you learned a new skill, code, concept, etc…

2. Demonstrate Concepts Learned:   Student will be able to demonstrate all concepts learned in each lesson in the Game Lab. To demonstrate concepts learned students can provide the following as evidence, the actual code with a link to Game Lab example or a Screenshot with code.

https://goo.gl/zffa4y

Big Questions

·        How do software developers manage complexity and scale?

·        How can programs be organized so that common problems only need to be solved once?

·        How can I build on previous solutions to create even more complex behavior?

Lesson 15: Velocity

After a brief review of how the counter pattern is used to move sprites, the class is introduced to the properties that set velocity and rotation speed directly. As they use these new properties in different ways, they build up the skills they need to create a basic side scroller game.

Lesson 16: Collision Detection

The class learns about collision detection on the computer. Pairs explore how a computer could use sprite location and size properties and math to detect whether two sprites are touching. The class then uses the isTouching() block to create different effects when sprites collide, including playing sounds. Last, they use their new skills to improve the sidescroller game that they started in the last lesson.

Lesson 17: Complex Sprite Movement

The class learns to combine the velocity properties of sprites with the counter pattern to create more complex sprite movement, such as simulating gravity, making a sprite jump, and allowing a sprite to float left or right. In the final levels the class combine these movements to animate and control a single sprite and build a simple game in which a character flies around and collects coins.

Lesson 18: Collisions

The class programs their sprites to interact in new ways. After a brief review of how they used the isTouching block, the class brainstorms other ways that two sprites could interact. They then use isTouching to make one sprite push another across the screen before practicing with the four collision blocks (collide, displace, bounce, and bounceOff).

Lesson 19: Functions

This lesson covers functions as a way to organize their code, make it more readable, and remove repeated blocks of code. The class learns that higher level or more abstract steps make it easier to understand and reason about steps, then begins to create functions in Game Lab. At the end of the lesson the class uses these skills to organize and add functionality to the final version of their side scroller game.

November 12-16

Lesson 20: The Game Design Process

This lesson introduces the process the class will use to design games for the remainder of the unit. The class walks through through this process in a series of levels. As part of this lesson the class also briefly learn to use multi-frame animations in Game Lab. At the end of the lesson they have an opportunity to make improvements to the game to make it their own.

Lesson 21: Using the Game Design Process

In this multi-day lesson, the class uses the problem solving process from Unit 1 to create a platform jumper game. After looking at a sample game, the class defines what their games will look like and uses a structured process to build them. Finally, the class reflects on how the games could be improved, and implements those changes.

Lesson 22: Project - Design a Game

The class plans and builds original games using the project guide from the previous two lessons. Working individually or in pairs, the class plans, develops, and gives feedback on the games. After incorporating the peer feedback, the class shares out the completed games.

October 30, 2018 – November 1, 2018

October 30, 2018 – November 1, 2018

Tuesday & Thursday

Test Directions:

Now that you have all the skills and coding knowledge  you need, it's time to explain how  ( the Mario Game) was created.

1.      Step1: With a partner, choose a Mario Game/ or other games see below -you want to explain to the class how it was created using your knowledge and skills learn in code.org lessons.

2.      Step2: Choose a game and play It.! With your partner brainstorm  on some of the  different ideas/coding you think went into creating the  game.

3.      Student will describe the game's behavior and scope out the variables, sprites, and functions used to create the game.

4.      Student will   provide sample codes used to create the game. (A minimum of 4-5 sample.)

5.      Student will   provide various screenshots and/or screen recordings of the game that  supports  their findings. All screenshots & screen recordings must be labeled.

6.      Student  will  also  provide direction on how to play the game.

7.      Student  will  teach the class how to play their game during the interactive session of their presentation.

8.      Student  will    provide - Pros & Cons

9.      Student  will provide -   ways the game can be  improve the game-

GAME SITES

·        Mario-Kart-Super-circuit http://www.arcadespot.com/game/mario-kart-super-circuit/  

·        Mario https://unblockedgames76.weebly.com/gba/mario-kart-super-circuit   

·        Super Mario https://unblockedgames76.weebly.com/

OTHER GAMES

·        Donkey Kong - http://arcadegamesclassic.net/donkey-kong/#.W9NKOtf26N4

·        Space Invaders - http://arcadegamesclassic.net/space-invaders/#.W9NJ2tf26N4    

·        Galaga  http://arcadegamesclassic.net/galaga/#.W9NKUNf26N4

·        Pac Man - http://arcadegamesclassic.net/pacman/#.W9NKh9f26N4