Barbie You Can Be Anythin G Teacher Guide-Books Pdf

Barbie You Can Be Anythin g Teacher Guide
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c Tynker All Rights Reserved, Robotics Engineer, Lesson Objective. Use coding concepts to animate a robot dance party. Lesson Plan, Lesson Robotics Engineer, Time 55 mins. Introduction, Welcome to the rst lesson in the BarbieTM You Can Be AnythingTM coding course In this lesson students. will use coding concepts to animate a robot dance party. New Code Blocks, Start program when the play button is selected. Change the costume of the Actor, Pause the program for a speci c number of seconds.
Keep repeating the blocks inside this loop forever. Repeat blocks inside this loop a speci ed number of times. Vocabulary, Code The language that tells a computer what to do. Actor A Tynker character or object that can talk and interact with others. Stage The background of the project where the Actors are placed. Command A speci c action or instruction that tells the computer to do something. Loop An action that repeats one or more commands over and over. Counting Loop A loop that repeats one or more commands a speci c number of times. In nite Loop A loop that repeats forever and does not end until the program stops. Animation Changing costumes images of an Actor many times to give the illusion of movement. Robot A machine that is programmed or controlled to perform a task. Engineering Application of science technology and math to design structures and solve problems. Objectives, Students will, Apply new coding concepts such as Costumes Loops and Animation. Use the next costume command to program a robot to stand. Create simple animations using new coding concepts. Computers or iPads 1 per student with student account access to Tynker com. Headphones 1 per student, Warm Up 10 minutes, 1 Ask students what they think of when they hear the word animation. 2 Write their answers on the classroom board Discuss. 3 Pair up students and have them discuss animated TV shows and movies e g cartoons The LEGO. 4 Lead a discussion that explains how animation is created e g series of still images. 5 Use your projector to display Tynker animation examples. https www tynker com programming for kids explore projects html. https www tynker com programming for kids explore projects html and explain to your. students that they re going to animate a robot on Tynker. Getting Started 15 minutes, 1 Use your projector to display Module 5 Concepts. 2 Play each concept and make sure the volume is loud enough for students to hear BarbieTM or read. each caption, 3 Open Module 8 Animate Your Robot and model how to use the tutorial.
4 Follow each step from the tutorial and drag blocks from the tutorial tab to the center coding area If. this is your students rst time using Tynker tell students how to. Grab a code block Select a code block and drag it to the center coding area Release the block to. Remove unwanted code blocks Select a code block from the center coding area and drag it to the. far left to make it disappear, Attach code blocks Say Blocks are used to create code in Tynker and they attach like a jigsaw. puzzle Explain that if you put a code block to the side of another code block they will not attach. Activities 30 minutes, Hand each student a pair of headphones and instruct students to work individually or in pairs on the. Robotics Engineer modules starting with Module 1, 1 Welcome Video. This short video introduces the BarbieTM You Can Be AnythingTM coding course. Emphasize that programming is more than just typing code into a computer it s a whole new way of. thinking and can be helpful in any situation, Say Learning to code will teach you how to solve problems work together and create art. 2 Introduction Video, Learn about the Tynker Workshop in this short video.
3 Choose a Robotics Engineer Video, For web Tell students to click the left and right arrows to see di erent Actors then click to select the. For mobile Tell students to tap the left and right arrows to see di erent Actors then tap to select the. 4 Intro to Robotics Engineer Video, This short video introduces Robotics Engineering as a career. 5 Concepts Introduction, This video introduces three basic coding concepts Costumes Loops and Animation. 6 Make the Robot Stand Puzzle, In this puzzle module students need to make the sitting robot stand. Remind students that costumes are not just the clothes an Actor is wearing Costumes also include. any pose or picture of the Actor, Ask Which code block should we use to animate the robot switch costume.
Remind students to attach the code blocks to each other. Optional For younger students grades K 1, Ask How many switch costume blocks do you think we need. Solve the puzzle module as a class on start switch costume switch costume switch costume. Ask How many times does the robot switch costumes 3 times. Ask How do we know the robot switches costumes 3 times because we used 3 switch costume. 7 Intro to the DIY Video, This short video introduces the DIY do it yourself activity. 8 Animate Your Robot DIY, In this DIY students will pick a robot and animate it to dance. Tell students to follow the step by step instructions and drag blocks from the tutorial tab to the center. coding area, Is the animation too fast or too slow Encourage students to experiment with di erent numbers inside. the wait block Give a hint A bigger number inside a wait block makes the animation go slower and a. smaller number makes the animation go faster, To animate the other robots students need to choose a di erent robot Actor on the right then repeat.
Steps 2 5 in the tutorial tab, 9 Quiz Multiple Choice. Students will be asked 5 questions to review concepts from this lesson. Optional Activities 20 minutes x 2, Career Explorer. 1 Play Module 4 Intro to Robotics Engineer for your students. 2 Tell your students to complete a Career Explorer worksheet Below is an example. Review Questions, Discuss the following with students. What is code the language that tells a computer what to do. What is repetition What is another name for it loop. True or false A Counting loop is a loop that repeats a speci c number of times true. If we want to use a Counting loop should we use a forever block or a repeat block repeat. True or false An In nite loop is a loop that does not end until the program stops true. If we want to use an in nite loop should we use a forever block or a repeat block forever. Who can give an example of an animation, How do you animate an Actor use code blocks switch costume block. What can learning to code teach you how to solve problems work together and create art. CCSS ELA W K 2 SL K 1 SL K 3 RF K 4 W 1 2 SL 1 1 SL 1 3 RF 1 4 A W 2 1 SL 2 1 SL 2 3 RF 2 4 A SL 3 1. SL 3 3 RF 3 4 A SL 4 1 SL 4 1 C RF 4 4 A, CCSS Math MP 1 K CC A 2 K CC B 4.
CSTA 1A AP 09 1A AP 10 1A AP 11 1A AP 14 1A AP 15 1B AP 10 1B AP 12 1B AP 15. CS CA K 2 AP 10 K 2 AP 12 K 2 AP 13 3 5 AP 10 3 5 AP 12 3 5 AP 13 3 5 AP 14 3 5 AP 17. ISTE 1 c 1 d 5 d 6 b 7 c, Puzzle Answer Keys, Make the Robot Stand. Quiz Questions, 1 Which one of the following is a counting loop. 2 Which one of the following code blocks is an in nite loop. 3 To pause your program for 2 seconds which code block would you use. 4 Which of these animations will play the slowest, 5 When you press Play in your program what is the rst block that runs. 6 Which of the following repeats code blocks ve times. 7 If you had an Actor with many Costumes and wanted to continuously change the. Costumes to create an animation which of the following sets of code blocks would you. 8 Which of the following code blocks is a type of loop. 9 To change an Actor s Costume three times when the program starts which code would. 10 Which of these code blocks pauses your program, Lesson Objective. Discover how you can use coding to edit a music video and mix your own songs. Lesson Plan, Lesson Musician, Time 45 mins, Introduction.
Let s get this party started In this lesson students will discover how they can use coding to edit a music. video and mix their own songs, New Code Blocks, Run code attached to this block when the Actor is selected Note This. block is titled When Actor Touched for mobile version. Play a sound e ect or a short tune, Play the speci ed sound le and wait until it is nished playing. Vocabulary, Sequence The order in which steps or events happen. Musical instrument An object or device that makes musical notes or sounds. Objectives, Students will, Apply new coding concepts such as When Actor Clicked for web When Actor Touched for mobile. Play Sound and Play Sound Until Done, Apply simple sequencing logic to solve a puzzle by matching the music to the music video.
Add sounds to Actors and Backgrounds, Arrange sound blocks in the correct order to solve puzzles. Create songs using sound code blocks, Computers or iPads 1 per student with student account access to Tynker com. Headphones 1 per student, Warm Up 10 minutes, 1 Say I m going to show you how to add backgrounds and Actors to the stage. 2 Use your projector to display Module 6 Create Your Music and mute the volume. 3 Say Now I m going to show you how to add Actors to the stage. For web click Add Actor Add from Media Library Barbie. For mobile select to add an Actor then choose Barbie. 4 Ask Which Actor should we choose, 5 Select the Actor you want then check that the Stage has the Actor you selected. 6 Say Great job You will have the opportunity to add backgrounds and Actors with today s Bonus. Getting Started 5 minutes, 1 Use your projector to display Module 3 Concepts.
2 Play each concept and make sure the volume is loud enough for students to hear BarbieTM or read. each caption, Activities 30 minutes, Hand each student a pair of headphones and instruct students to work individually or in pairs on the. Musician modules starting with Module 1, 1 Choose a Musician Video. For web Tell students to click the left and right arrows to see di erent Actors then click to select the. For mobile Tell students to tap the left and right arrows to see di erent Actors then tap to select the. 2 Intro to Musician Video, This short video introduces Musician as a career. 3 Concepts Introduction, This video introduces three basic coding concepts When Actor Clicked for web When Actor Touched. for mobile Play Sound and Play Sound Until Done, Explain the di erence between code blocks that do and do not wait until the code is done executing.
Say Use a play sound block to make sounds play at the same time and use a play sound until done. block to make sounds play one after the other, 4 Match the Music Puzzle. In this puzzle module students need to match the music to the video. Give a hint Tell students to sequence identify and order the instruments in the music video. Optional For younger students grades K 1, Ask Which instrument did you see rst The guitar drums or piano piano. Ask Which instrument did you see after the piano guitar. Ask What is the last instrument you saw in the music video drums. Ask Which play sound block should I attach to the on start block play sound piano until done. Say Correct We need to attach a play sound piano until done block. Solve the puzzle module as a class on start play sound piano until done play sound guitar until. done play sound drums until done, 5 Intro to the DIY Video. This short video introduces the DIY do it yourself activity. 6 Create Your Music DIY, In this DIY students will create a ri using di erent music tracks. Tell students to follow the step by step instructions and drag blocks from the tutorial tab to the center. coding area, Say Use the drop down menu on the play sound block to select which sound you want to play.
If students want to complete the DIY Bonus activity remind them of today s warm up. 7 Quiz Multiple Choice, Students will be asked 5 questions to review concepts from this lesson. Optional Activities 20 minutes x 2, Career Explorer. 1 Play Module 2 Intro to Musician for your students. 2 Tell your students to complete a Career Explorer worksheet Below is an example. Review Questions, Discuss the following with students. What is a sequence the order in which steps or events happen. How do you make sounds play at the same time use a play sound block. How do you make sounds play one after the other use a play sound until done block. If using a web device how do you program an Actor to react when clicked on use a when actor. clicked block, If using a mobile device how do you program an Actor to react when tapped on use a when actor. touched block, CCSS ELA W K 2 SL K 1 SL K 3 RF K 4 W 1 2 SL 1 1 SL 1 3 RF 1 4 A W 2 1 SL 2 1 SL 2 3 RF 2 4 A SL 3 1.
SL 3 3 RF 3 4 A SL 4 1 SL 4 1 C RF 4 4 A, CCSS Math MP 1. CSTA 1A AP 09 1A AP 10 1A AP 11 1A AP 14 1A AP 15 1B AP 10 1B AP 12 1B AP 15. CS CA K 2 AP 10 K 2 AP 12 K 2 AP 13 3 5 AP 10 3 5 AP 12 3 5 AP 13 3 5 AP 14 3 5 AP 17. ISTE 1 c 1 d 5 d 6 b 7 c, Puzzle Answer Keys, Match the Music. will d iscover how programming ca n be used to animate characters compose music tell stories design games and even create art This cou rse inclu des six lessons Each lesson is designed for a cla ss period of 45 60 minutes Students will learn on th eir own as they are introduced to each career learn

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