Sprites – Lesson 7 Plan

SUBJECT TEACHER GRADE DATE

Computer Science Reyes 06 2022
Discoveries

OVERVIEW
Lesson 7: Sprites introduces images to the variable objects they have been creating. “The lesson starts
with a discussion of the various information that programs must keep track of, then presents sprites as
a way to keep track of that information. Students then learn how to assign each sprite an image, which
will greatly increase the complexity of what they can draw on the screen” (Code.org, 2022). Students
will really get into creative expression for the first time in this lesson. I have added an animation
mini-lesson which pushes students to dig into the animation tab and create their own image and/or
animated object. This gives them time to learn the tools provided by the animation tab and truly
promotes student creativity and uniqueness.

COMPUTER SCIENCE STANDARDS

CSTA K-12 Computer Science Standards (2017)
AP – Algorithms & Programming
▪ 2-AP-11 Create clearly named variables that represent different data types and
perform operations on their values
▪ 2-AP-13 Decompose problems and subproblems into parts to facilitate the
design, implementation, and review of programs.
▪ 2-AP-16 Incorporate existing code, media, and libraries into original programs,
and give attribution.
▪ 2-AP-17 Systematically test and refine programs using a range of test cases.
▪ 2-AP-19 Document programs in order to make them easier to follow, test, and
debug.

CORE CONTENT STANDARDS

• CCSS.MATH.CONTENT.6.EE.B.6: Use variables to represent numbers and write expressions
when solving a real-world or mathematical problem; understand that a variable can represent an
unknown number, or, depending on the purpose at hand, any number in a specified set.

• CCSS.MATH.CONTENT.6.EE.C.9: Use variables to represent two quantities in a real-world

problem that change in relationship to one another; write an equation to express one quantity,
thought of as the dependent variable, in terms of the other quantity, thought of as the independent
variable. Analyze the relationship between the dependent and independent variables using graphs
and tables, and relate these to the equation.

• CCSS.MATH.CONTENT.6.NS.C.8: Solve real-world and mathematical problems by graphing

points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value
to find distances between points with the same first coordinate or the same second coordinate.
OBJECTIVES
Students will be able to:
▪ Express creativity through creating animations
▪ Create and use a sprite
▪ Collaborate through the processes of paired-programming

PHASES TEACHER GUIDE

As students walk into the room, pair them at random and have both
BEFORE students login to a computer

So far we've written programs that put simple shapes on the screen.
WARM-UP
What are some of the different pieces of information that you have used
to control how these shapes are drawn?

Today we'll learn how to create characters in our animations

TRANSITION
called sprites. These sprites will help us keep track of all of the
information that we need in our programs.
Question of the Day: How can we use sprites to help us keep track of
lots of information in our programs?
Video: Sprites (Code.org: Unit 3, Lesson 7, Lev. 2)

PAIR-PROG. Code.org: Unit 3, Lesson 7, Levels 3-5

(Discoveries)

CONT. Video: Animation Tab (Code.org: Unit 3, Lesson 7, Lev. 6)

PAIR-PROG. Code.org: Unit 3, Lesson 7, Levels 7-9

(Discoveries)

TRANSITION Completion Transition into Animation Mini-Worksheet

***May be end of Day 1/Pick-up Day 2***

CREATIVE The Animation Worksheet Encourages students to increase their

EXPRESSION creative expression. Students dig into the Animation Tab and
design/create their own sprite with a few requirements to encourage
exploration of design.

TRANSITION “Now that we have fully explored Sprites and the Animation Tab, let’s
tackle a sprite scene! Follow the directions of Level 10 to create your
scene. Remember to include the sprite you created along with others!”

ASSESSMENT Individual Summative Assessment: Create Sprite Scene

2
 PHASES TEACHER GUIDE

CHALLENGE Once students have completed and submitted their sprite scene, they
may use any time left to complete the optional challenges in level 11.

Question of the Day: How can we use sprites to help us keep track of
WRAP-UP
lots of information in our programs?
Prompt: So far we've been able to change a sprite's location and image.
What else might you want to change about your sprites?

RESOURCES
• Code.org Original Lesson Plan
https://studio.code.org/s/csd3-2021/lessons/7
• Code.org Unit 3 Lesson 7 Code Studio
https://studio.code.org/s/csd3-2021/lessons/7/levels/1?section_id=3937821
• Slideshow
https://docs.google.com/presentation/d/1dQTvUra9ojBwQj7lDv8lK1OKtse9U1Um2Xgj_
BWQ2MU/edit?usp=sharing

PRIOR LESSONS
Code.org CS Discoveries
Unit 3 Lessons 1-6
https://studio.code.org/s/csd3-2021?section_id=3937821