What kind of game might be fun to make with a player that moves like this? Prompt: On your paper make two lists. Can you add a scoreboard like you learned in the last lesson?

When your character touches the coin you should reset it somewhere on the screen. The broader point here is that programming is not always about learning new blocks, but being creative about combining the tools you already know how to use in the language. Discuss: Have students share their lists with classmates. You should be working at the top of your program, outside the draw loop. A sprite is the name we give to a collection of values in Game Lab that represents a character in a story, animation, or game. If you use the sprite's X velocity in the counter pattern then you can make your sprite float from side to side as well. This browser is not supported for this tutorial. The rock is thrown in the air but it never falls back down. To create a clone of this sprite, drag out a create clone of myself block from the control menu and place it inside the forever loop of the new code stack. Encourage students to take seriously their predictions before actually running the code.

Share: Have students share with their classmates what additions they made to their final flyer game. Sprites. Please try visiting this page using Edge, Chrome, Firefox, or another modern browser. When your player touches the coin, it should move somewhere else on the screen. Levels 7 - 9: Students begin working on a flyer game. Discuss with a neighbor: Why does this code run the way it does?

After you call out that all the new movements they created today were made by combining blocks and patterns they already learned, ask students what they think this might tell them about how programmers develop code. Let us know at documentation@code.org. Students learn to combine the velocity properties of sprites with the counter pattern to create more complex sprite movement.

Unfortunately, we're currently experiencing issues with loading Web Lab on this browser. Why are you changing the sprite's velocity inside the draw loop? (piano notes playing) When the green flag is clicked, the sprite should still follow the mouse pointer. A sprite has already been created for you that falls because its y velocity is increased inside the draw loop.

Experiment with different values in your counter pattern. Run your code to see how it works. This program makes a bubble rise up the water. You may experience issues using Web Lab in Private Browsing mode.

If you use this same pattern with the sprite.velocityY block it will look like your sprite is always being pulled down, which is exactly what gravity does! Levels 2 - 4: These levels give students practice using velocity inside of the counter pattern. Discuss with your partner: Why are you setting the rock's initial velocity outside the draw loop? If you are interested in licensing Code.org materials for commercial purposes, contact us. Being creative with programming often means coming up with clever ways to combine the commands and patterns you already know how to use. We're going to keep learning a few more tools in Game Lab, but as we do remember what we saw today. First make a list of new things you can program to do after today's lesson. The lesson features some of the most challenging programming in the unit.

Afterwards share lists as a class. In the last level you slowed down the car with the sprite.velocityX block and the counter pattern. By adding user interactions you can make your sprite appear to jump as well. Is your sprite easy to control? Create Sprite. This leads to introducing how this pattern could be used to simulate gravity. Challenge: Can you make the rock spin as it falls? This level introduces the primary new programming pattern of this lesson, combing the counter pattern with sprites' velocity properties. A sprite is the name we give to a collection of values in Game Lab that represents a character in a story, animation, or game. In the final levels of the Code Studio progression students combine these movements to animate and control a single sprite and build a simple game in which a character flies around and collects a coin. If you are interested in licensing Code.org materials for commercial purposes, contact us. We know that loops allow us to do things over and over again, but now we’re going to learn how to use loops with extra structure built right in. 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.

You should be pretty comfortable with using velocity and the counter pattern together at this point. You'll need to make this sprite appear to jump.

The patterns students use in this lesson are generally useful for building games and students can and will reuse them later in the unit. A sprite is like a little LED creature you can tell what to do. Have students focus not just on how the game works, but what the code to create that kind of functionality looks like. When you run the game, you should see a coin sprite appear somewhere randomly on the screen. Test your code. What looks most realistic to you? In this level you'll make your sprite start floating to the right when the right arrow is pressed. As a class define each based on these discussions. What do you want to happen? In the last level they are encouraged to update the game themselves. Scripts written in this forum are not always complete.

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