Lesson 13: Events in Ice Age

Event | Ice Age

Overview

In this lesson, students are guided through a story featuring characters from Ice Age. Students will work with events and loops to make characters move on the screen, and will get the chance to create their own game or story after the guided levels.

Purpose

Students will use events to make characters from Ice Age move around the screen, display messages, and interact with other characters based on user input. This lesson offers an entertaining introduction to events in programming, while providing the opportunity to show creativity! At the end of the puzzle sequence, students will be able to share their projects with friends and family.

Agenda

Warm Up (15 min)

Main Activity (30 min)

Wrap Up (15 min)

Objectives

Students will be able to:

  • Identify actions that correlate to input events.
  • Create an animated, interactive game using sequence and events.

Preparation

Links

Heads Up! Please make a copy of any documents you plan to share with students.

For the Teacher

For the Students

Support

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Teaching Guide

Warm Up (15 min)

Introduction

Today students will learn to use events in programming.

  • Event: An action that causes something to happen.

Ask the students to raise their hands in the air.

What you did was declare an event. When you say "raise your hands in the air" the students responded by raising their hands. In coding, you would declare this by saying "when I say 'raise your hands' you will raise your hands".

You can also think of cities also declaring events. There are laws that say "when there is a green light, the cars can move through the intersection". Ask the students why they think this is an event.

Today, students will use events to make a game with characters from Ice Age, but the events they will be using will be more like the video game events. Events will take the form of actions, such as pressing the up arrow or two characters running into each other.

Review of "The Power of Words"

Remind students what cyberbullying is by making a list of things that are okay to say online and things that are not okay

Okay to say online Cyberbullying - NOT okay to say online
You are my friend.
I like your new haircut.
Did you finish your homework?
You are an idiot.
I'm having a party and you're not invited.
You are ugly.
You are such a freak.


Discuss other examples of the two categories above.

The students will have the opportunity to type in messages that the characters can display. Make sure students know it is never okay to say mean things online.

Main Activity (30 min)

Teacher Tip

Remind the students to only share their work with their close friends or family. For more information watch or show the class Pause and Think Online - Video.

Course F Online Puzzles - Website

This is a very creative activity with ample opportunity for creativity. You may want to provide structured guidelines around what kind of game to make, particularly for students who are overwhelmed by too many options.

Wrap Up (15 min)

Journaling

Having students write about what they learned, why it’s useful, and how they feel about it can help solidify any knowledge they obtained today and build a review sheet for them to look to in the future.

Journal Prompts:

  • What was today’s lesson about?
  • How did you feel during today’s lesson?
  • What is an event?
  • How do events make programs super cool?

Standards Alignment

View full course alignment

Common Core English Language Arts Standards

L - Language
  • 5.L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
SL - Speaking & Listening
  • 5.SL.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
  • 5.SL.1.a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • 5.SL.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
  • 5.SL.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • 5.SL.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Common Core Math Standards

MP - Math Practices
  • MP.1 - Make sense of problems and persevere in solving them
  • MP.2 - Reason abstractly and quantitatively
  • MP.6 - Attend to precision
  • MP.7 - Look for and make use of structure
  • MP.8 - Look for and express regularity in repeated reasoning

CSTA K-12 Computer Science Standards

AP - Algorithms & Programming
  • 1B-AP-11 - Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.

Next Generation Science Standards

ETS - Engineering in the Sciences
ETS1 - Engineering Design
  • 3-5-ETS1-1 - Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.