Gametech Program Guide

© 2009 Boys & Girls Clubs of America

Program guide

game tech Program guide

boys & girls clubs of america

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Copyright © 2009 Boys & Girls Clubs of America, based on original material developed and copyrighted by Parsons, The New School for Design, and used by permission.

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Boys & Girls Clubs of America

1275 Peachtree St. NE

Atlanta, GA 30309-3506

(404) 487-5700

www.bgca.org



Writer, developer of Max Payne® video game series

“Prose is an art form, movies and acting in general are art forms, so is music, painting, graphics, sculpture, and so on. Some might even consider classic games like chess to be an art form. Video games use elements of all of these to create something new. Why wouldn’t video games be an art form?”

Sam Lake



acknowledgements

Boys & GIrls cluBs of amerIca (BGca) Gratefully acknowledGes the contrIButIons and support of the followInG orGanIzatIons and IndIvIduals to the development of Game tech.

✜✜ The Todd Wagner Foundation

Established in 2000, the Todd Wagner Foundation is dedicated to improving the lives of at-risk children and building strong communities through education, technology, healthcare and enrichment opportunities. From the beginning, the trailblazing Todd Wagner Foundation set out to change the not-for-profit world by avoiding expensive fundraisers and excess overhead so that more dollars could be invested in high-impact programs. Employing a “start-up-to-merger” model more familiar to the business world than the non-profit sector, the Foundation:

• Creates and/or supports targeted programs that address service gaps within the community;

• Nurtures and builds those programs in order to refine concepts and to encourage meaningful results; and

• Looks for opportunities to scale proven programs to the next level and reach even more families, while ensuring that the programs continue their level of innovation and measurable success. This is often accomplished through partnerships with complementary organizations whereby the whole becomes greater than the sum of its parts.

Like its namesake, the Todd Wagner Foundation believes it answers first and foremost to the communities we serve. In 2008 alone, the Foundation changed the lives of thousands of children by providing approximately $2.3 million for charitable programs, organizations and activities.

✜✜ The AMD Foundation

AMD Changing the Game, the signature education initiative of the AMD Foundation, is designed to take gaming beyond entertainment and in-spire youth to learn critical education and life skills by equipping them to create digital games with social content. The program’s purpose is to promote the use of youth game development as a tool to inspire learn-ing, improve science, technology, education and math (STEM) skills, and spur career interest in game develop-ment or a similar field. The initiative is rooted in AMD’s commitment to and experience in supporting educa-tion and the company’s expertise in the graphics pro-cessor and gaming industries.



BGCA also recognizes the following professionals and organ-izations for their expertise and efforts in the development of Game Tech:

✜✜ Project AdvisorAlex QuinnExecutive Director, Games for Change

✜✜ PETLab PETLab (Prototyping, Evaluation, Teaching and Learning lab) is a joint project of Games for Change and Parsons The New School for Design.

✜✜ Game Tech Course DevelopmentJohn Sharp -Savannah College of Art and Design, Atlanta, GAColleen Macklin - Parsons The New School for Design, New York CityEric Nunez - Parsons The New School for Design, New York City

✜✜ Project Evaluator James Diamond - Center for Children and TechnologyEducation Development Center, Inc.

The insights and expertise from the following Boys & Girls Clubs were invaluable in shaping the course design and content:

✜✜ The Salvation Army Boys and Girls Clubs of Greater Atlanta

✜✜ The Boys & Girls Clubs of Santa Monica

✜✜ The Boys & Girls Clubs of Newark

✜✜ Boys & Girls Clubs of the Austin Area

✜✜ Boys & Girls Clubs of Chicago

✜✜ Boys & Girls Clubs of Larimer County

✜✜ Boys & Girls Clubs of Metro West, Inc.

The following staff members of Boys & Girls Clubs of America have been instrumental in bringing Game Tech to fruition:

✜✜ Judith J. Pickens, Senior Vice President, Program & Youth Development Services

✜✜ Karen MacDonald, Vice President, Program & Youth Development Services

✜✜ Dan Rauzi, Senior Director, Youth & Technology Programs

✜✜ Katie Kimple, Lead Director, Club Tech

✜✜ The BGCA Project Development Team—Program & Youth Development Services Cindy Rondeau, Director, MIRACLES Technology Program & Project ManagerChristine Kotula, Director, Technology Programs & Training Mary Grybeck, Director, Technology Programs & TrainingLisa Sunarth, Program CoordinatorNichole Richardson, Program Assistant

And a special thanks to PBJS, Inc. who devoted much time, energy and expertise to ensure Game Tech is as much fun to read as it is to implement.

acknowledgements



before you begin…

✜✜ Executive Summary 7

✜✜ Program Overview 8

✜✜ Scratch Overview 9

✜✜ Program Materials 10

✜✜ Reference Poster Overview 12

✜✜ Tips for Success 15



✜✜ The Boys & Girls Clubs of America Game Tech Program is a modular, active learning program focused on the creation and playing of games.

✜✜ Members will learn how the the open source application Scratch can be used to create games.

✜✜ Game Tech covers a range of skills including systems thinking, introductory programming concepts, principles of game design, and the iterative design process.

✜✜ The Program Guide serves as an overview and implementation guide.

✜✜ Three Posters are included to address the terminology and concepts for the areas covered by the program: The Design Process, All About Games, and Introducing Scratch.

✜✜ The program is made up of two units: Game Tech 101 and Introducing Scratch.

✜✜ Unit 1: Game Tech 101 is made up of two Activities that each introduces a core concept for Game Tech: the iterative game design process, and the fundamental principles of computer programming.

✜✜ Unit 2: Introducing Scratch is made up of six Activities, each introducing a basic set of Scratch techniques important for game design.

✜✜ There are four components of all Activities: Think, Design, Play Test, and Change.

✜✜ The Program Guide includes the Activity Guide, Member Activity Guides, and a Resources section.

✜✜ The Resource section provides additional cards and information to help your members, if they choose, to take Game Tech to the next level and create an original game.

executive summary



The BGCA Game Tech Program is a two-unit program utilizing principles of active learning to teach how to program computer games. The curriculum is designed to expose Club members to a number of important skill sets—systems thinking, introductory programming concepts, principles of game design, and the process of iterative design. The program utilizes a four-phase system modeled on the iterative design process—Think, Design, Play Test and Change. (See Anatomy of an Activity on page 20 for a detailed discussion of the four phases.)

The program uses Scratch, an open source programming environment that uses a puzzle piece metaphor to create animations and games. We have created a number of Activities and support materials to help facilitators and participating members learn to work with Scratch. (See Scratch Overview on page 9 for more on Scratch and its use in the Game Design Program. See Program Materials on page 10 for more on the support materials.)

Game Tech is made up of two units that work together to give participating members the necessary knowledge and skills to understand game and programming fundamentals.

✜✜ Unit 1, Game Tech 101, lays the conceptual foundation for thinking about games, the relationship between games and social issues, and basic programming concepts.

✜✜ Unit 2, Introducing Scratch, is comprised of six Activities that function as a primer in the Scratch environment and the basic techniques and scripts for creating animations, interactivity and games.

✜✜ The Resources Appendix includes additional materials to assist your members if they decide to use their knowledge of Scratch to create their own games.

key PointsThe BGCA Game Tech Program is a two-unit program utilizing principles of active learning to teach how to program computer games.

Game Tech uses Scratch, an open source programming environment that uses a puzzle piece metaphor to create animations and games.

The program is made up of two units that work together to give participating members the basic knowledge and skills to understand computer game programming:

✜✜ Unit 1: Game Tech 101

✜✜ Unit 2: Introducing Scratch

Program overview



Scratch is the computer application members will use to learn about game programming. Scratch is a multilingual programming language targeting children ages eight and up. Games as well as animation projects can be created using Scratch. As a more robust programming environment, Scratch provides a rich introduction to logic, programming and the potential of computation.

Scratch can be downloaded for free at http://scratch.mit.edu

A portion of the program, such as Unit 2 of the Activity Guide, offers support materials for Scratch. If additional support is needed, the Scratch website has additional materials and references:

Support Materials: http://info.scratch.mit.edu/Support

Educator Forums: http://scratch.mit.edu/forums

Sample Projects: http://scratch.mit.edu/channel/recent

System Requirements:

✜✜ OS: Windows 98 or later, Mac OS X 10.3 or later

✜✜ Display: 1024 x 768 or larger, thousands or millions of colors (16-bit color or greater)

✜✜ Disk: at least 120 megabytes of free space to install Scratch (see note below)

✜✜ CPU & Memory: CPU speed and memory requirements have soft limits. Most computers have enough memory to run Scratch. Older computers may run Scratch slowly, but it will run.

✜✜ Internet: A connection to the Scratch website. Alternately, Scratch can be downloaded to a single machine, loaded onto a jump drive or burned onto a CD, and then installed on individual machines from the jump drive or CD.

key PointsGame Tech uses Scratch, an open source pro-gramming environment that uses a puzzle piece metaphor to create animations and games.

✜✜ Some support materials for Scratch are provided with Game Tech; the Scratch website has additional materials and references.

✜✜ Scratch will run on most older computers.

scratch overview



Program guideThe primary guide for facilitators is the Program Guide (the document you are currently reading). This document provides the how-to informa-tion for Game Tech as a whole, explains how all the moving parts work together, and contains the information you’ll need to run each Activity.

key PointsGame Tech is made up of several components. Their general use is described in this section. This table show where each component is used in the GDP:

Component Unit 1 Unit 2Program Guide ✜ ✜

Reference Posters ✜ ✜

Member Activity Guides ✜ ✜

Sample Scratch Files ✜

Resources

reference Posters Because there is little in the way of traditional instruction in Game Tech, we have created three Reference Posters that will address core vocabulary and concepts. The Reference Posters are The Design Process, All About Games, and Introducing Scratch. The Reference Posters should ideally be displayed in the program work space at all times to help members understand and remember key concepts and terms that will be used throughout the program. (For detailed information on each Reference Poster, see the section Reference Poster Overview on page 12.)

Program materials



scratch reference guide

Members can refer to the Scratch Reference Guide to learn more about the Scratch interface, com-ponents, and commands.

The Scratch Reference Guide can be found online at:

http://info.scratch.mit.edu/Support/Reference_Guide_1.4

It would be useful to download a PDF copy of the Reference Guide to your desktop.

member activity challenge For Unit 1 Activity 1 and all Unit 2 Activities, members will be provid-ed with a Member Activity Chal-lenge. These include the challenge for the Activity, the list of materials needed to complete it, and instruc-tions on how to carry out the chal-lenge.

Program materials

Creator of Donkey Kong®, Super Mario Bros.®, The Legend of Zelda®, and StarFox®

“Most people think video games are all about a child staring at a TV with a joystick in his hands. I don’t. They should belong to the entire family. I want families to play video games together.”

Shigeru Miyamoto



the design Process—Poster 1The Design Process poster uses sketches, paper prototypes, images of digital proto-types and screenshots of the final version of a computer or video game to show the iterative design process. The guiding statement for this poster is:

“Design is a four-step process. It starts with a design challenge. You THINK about games you can make to meet this challenge, and then you DESIGN one. To see if your game is good, you PLAY TEST it. You then CHANGE your design until the game is fun.”

key PointsGame Tech Reference Posters function as the dictionaries for the three key areas of the program: the iterative design process, games, and Scratch.

✜✜ The Design Process shows the iterative design process

✜✜ All About Games explains the elements of games, including rules

✜✜ Introducing Scratch provides an overview of the programming elements in Scratch

thInk

Think about your game design chal-lenge. Many game designers draw pic-tures, create characters and use game tokens to help them think about their game design ideas.

desIGn

Once you have thought about your game design idea, it is time to make your game. Creating the goals and rules for your game are two important parts of game design.

play test

Once you have made your game, have other members play it. Watch to see if they are having fun.

chanGe

Once the play test is over, think about how fun the game was and if the players understood how to play. Then make changes to your game and play test it again.

reference Poster overview



all about games—Poster 2The All About Games poster uses a game like basketball that most members will be familiar with to serve as the visual explanation. The guiding statement of the poster is:

“All games have rules players follow to reach their goal. The rules of a game let players know what actions they can take, which play pieces they can use, and what play space they play in as they try to reach the game’s goals.”

players

All games have players. In games like basketball, players are on teams. In games like checkers, players play against one other player. In a game like Super Mario Brothers®, players play alone.

Goal

All games have goals. In Super Mario Brothers®, the goals are collecting coins, completing the level and rescuing Princess Peach.

rules

All games have rules that explain how to play and make the game ‘fun’. The rules of basketball include not being able to run with the ball without dribbling.

actIons

Actions are the things players do to reach the game’s goals. In checkers, the actions include moving your play pieces and capturing your opponent’s play pieces.

decIsIons

Decisions are the choices players make during the game. In Super Mario Brothers®, decisions include whether to jump over or on enemies.

play pIeces

Play pieces are the object used in a game. In checkers, the play pieces are the red and white discs.

play space

The play space is the boundaries of the game. In basketball, it is the court.

competItIve & cooperatIve play

In competitive games, players compete against one another. Checkers is an example of competitive play. In cooperative games, players work together to achieve the goals of the game. In basketball, teammates play cooperatively to win the game.




introducing scratch—Poster 3This poster provides an overview of the things you can do with Scratch Blocks, the programming elements used to create programs in Scratch. The poster describes different piece types and how you manipulate and connect pieces. The guiding statement of this poster is:

“Scratch Blocks are used to create computer programs like video games. The main Scratch Blocks used to create games are Motion, Sound, Looks, Controls, Sensing, Numbers and Variables. Scratch Blocks come in three types: Hats, Stacks and Reporters.”

motIon

Motion Blocks control the movement of Sprites.

sound

Sound Blocks trigger sounds you have recorded or imported into your com-puter.

looks

Looks Blocks can change the appear-ance of objects in your game, such as switching Costumes, adding a speech bubble, or changing the object’s size.

controls

Control Blocks tell your program what to do when something happens in your game.

sensInG

Sensing Blocks check to see what the player is doing with the keyboard keys or mouse, and also checks to see what might be happening between Sprites.

numBers

Numbers allow you to use math to make things happen in your game, like picking a random number or adding numbers together.

varIaBles

Variables are ways to keep track of things that change during your game, like keeping score.

stacks

Stack Blocks can be put together to tell Sprites what to do and when to do it. Stack Blocks also have input areas where you can select an option from a drop-down menu or add your own numbers. Some Stack Blocks have an opening where you can insert other stack blocks.

hats

Hat Blocks start scripts. Hat Blocks wait for an event like a button press or a message to be broadcasted starting the Blocks that are stacked below them.

reporters

Reporter Blocks tell other Blocks information about what is going on. Reporter Blocks are used to find out if a button is being pressed, the location of an object or to report a value for score keeping.

sprItes

Sprites are the images and sounds that you work with in Scratch. In order for a picture to appear in a scene, you must make a sprite. Sprites can be pictures you scan, photographs or drawings.




This chapter features a set of ideas for making the most of Game Tech. These tips are based on the pilot testing and discoveries made during other technology-based programs.

do the activities in advanceIt is important that you run through the Activity in advance to ensure you are prepared to guide members and answer their questions. It is suggested that facilitators set aside 60-90 minutes to prepare for each Activity. Though it is time-consuming, it is the best means to prepare for each Activity and anticipate member questions. This will allow you not only to better prepare, but also to think through the timing and flow of the Activity within the culture of your Clubhouse.

double-check the technologyMake sure the Scratch application is properly installed on all machines to be used by members during these units. The best means of doing this is to open the application on all machines and try to do a simple task such as making the default sprite, the Cat, move.

PrePare materials in advanceTo avoid wasting precious time, prepare the materials necessary for Activities in advance. A list of the necessary materials for each Activity is provided in the Materials section of the Activity Guide and the Member Activity Challenge Cards given to members. Plastic containers are the best way to store and distribute the non-digital materials to participating members. File pockets or plastic bins are the best way to store the Activity Guide, Member Activity Challenge Cards, Scratch Recipe Cards, and Game Action Cards.

key Points✜✜ Do the Activities in advance

✜✜ Double-check the technology

✜✜ Prepare materials in advance

✜✜ Keep it simple, facilitator

✜✜ Springboard, not a class

✜✜ Groups are the key

✜✜ Let parents and caregivers know

✜✜ Game festival

✜✜ Recognize member achievements

tiPs for success



In order to get back all the materials, facilitators may collect member ID cards that are returned to the member once they have brought back the materials they checked out.

keeP it simPle, facilitatorMost Club members have played many other games prior to participating in Game Tech. They are going to have grand visions of the complex games they will make as part of the program. An important job of Club facilitators will be managing member expectations about the games that will be created during Game Tech. The many published games they play are far beyond the scope of what can be created with the limited time and technologies utilized in this curriculum.

Though members will undoubtedly conceive of many amazing ideas for games, it is important to keep the game ideas simple and focused on the specific challenges of the given Activity. During Unit 2: Introducing Scratch, they are scripted on the Activity Guides given to the members. It is important that members execute the script as presented to ensure they understand the basic ideas and principles of Scratch. Members that quickly grasp Scratch, and those that have used Scratch before, can expand upon the Unit 2 Activities as time permits.

sPringboard, not a classGame Tech is designed to serve as an introduction to the iterative design process, game principles and general programming con-cepts. Members will learn the fundamentals of game design and programming, which they can put into practice in the later, more advanced programs.

grouPs are the keyIt is very important that members work in groups on the Activities. Collaboration will lead to better, stronger ideas. Some members may be more comfortable with computers, and so will be able to assist their group members who are less technically adept. Some groups may finish activities sooner than others. Have these members help out groups that are moving more slowly through an activity. If enough computers are available, consider allowing members to work alone or in pairs.

let Parents and caregivers knowAttendance is often a problem with any program. Game Tech has been designed in a way that there is no explicit requirement for members to attend all sessions. However, the Activities in Unit 1: Game Tech 101 and Unit 2: Introducing Scratch build upon one another.

Sending a flyer home with interested members in advance of the launch of the program at your Club will help with consistent atten-dance.

Suggest that members with access to computers at home take their games home to share with their friends, families and caregivers. This is an excellent way to demonstrate the relevance of the program.

tiPs for success



game festivalIf members choose to use the skills they’ve acquired in Game Tech and the materials in the appendix to create their own games, consider hosting a Game Festival for members to present the games they have made. Parents, caregivers, friends and interested community members can be invited to play the games and to learn about the program in general.

This could also be handled as a monthly Game Night if your Club regularly runs the program.

recognize member achievementsThe more ways members can be recognized for their accomplishments, the better. Conceive of ways that individuals and groups can be recognized publicly, such as a certificate for completing Game Tech.

tiPs for success

Game Tech is designed to serve as an introduction

to the iterative design process, game principles and general programming concepts.



Creator of Donkey Kong®, Super Mario Bros.®, The Legend of Zelda®, and StarFox®

“Video games are bad for you? That’s what they said about rock and roll.”

Shigeru Miyamoto

activity guide



anatomy of an activity 20

unit 1: game tech 101 22

✜✜ Games 101 23

✜✜ Programming 26

unit 2: introducing scratch! 35

✜✜ Working with Images 36

✜✜ Working with Sound 46

✜✜ Working with Motion 53

✜✜ Working with Animation 62

✜✜ Working with Sensing 70

✜✜ Working with Backgrounds 76

aPPendix: resources 81

✜✜ Scratch Recipe Cards

✜✜ Game Action Cards

table of contents



The heart of Game Tech is the Activity and its iterative design process: Think, Design, Play Test and Change. With the exception of Unit 1, Activity 2: Programming, all Activities use this process. The typical allotment of time for each phase in the design cycle is 15 minutes. Note that some Activities suggest different allocations of time based on that Activity’s particulars. Below is a description of each phase in the design process:

thinkFrom the first Activity on, members will engage in the conceptualization process of game design. First, groups of two to four members will conceive of a game based on the game design challenge in that Activity. During the Think phase, groups should be sketching, writing down ideas, and discussing games they’ve played that are similar to or inspiring their game.

The facilitator’s key job during Think is to keep groups on task, and to help address any road blocks keeping the groups from successfully conceiving of a game within the given parameters.

designWith ideas for their game in place, members will design and produce a playable version of their game. The most important part of the Design phase is producing a playable version of their game.

The facilitator’s key job during the Design phase is to keep groups focused on producing a playable version of their game. During the Design phase, members will inevitably discover problems with their original ideas. They should be encouraged to make design decisions to fix the issues.

activity guide

key PointsThe heart of Game Tech is the Activity and its iterative design process:

✜✜ Think: Conceptualize a game

✜✜ Design: Produce a playable version

✜✜ Play Test: Observe game play to see what works

✜✜ Change: Implement solutions to problems with the game

1unit

anatomy of an activity



Play testOnce the groups have created a playable game, they are ready for Play Test. To ensure that all games receive play testing, have the groups rotate around to play test one another’s games. If possible, have two different groups play test each game.

It is important that one member of each group stays with the game they created. They will be responsible for explaining how the game is played, and observing the players to see what is and isn’t working.

The facilitator’s key task during Play Test is to ensure groups are playing games, and watching the clock to make sure the allotted time is split equally between the group play tests. It is also helpful for facilitators to ask questions and make comments that keep the relevant game design concepts in the front of the members’ minds as they play the games.

changeThe key to the game design process is iteration. During Change, members start by thinking about the feedback received and the problems they observed during Play Test. A set of questions found on the Member Activity Challenge Cards are provided to facilitate this process. The groups will then conceive of design solutions to these problems, and will make the corresponding changes to their games.

The Change phase will require the most attention from the facilitator, as the members may have a hard time grasping both the problems they need to address and appropriate design solutions on their own. Facilitators should spend time with each group to ensure they are making progress in refining their game.

At the end of the Change phase, groups should have a complete, playable version of their game.

activity guide

At the end, groups should have

complete, playable versions of their games.



unit 1: game tech 101

activity 1: games 101 23Introduces the design process and the basics of game design.

activity 2: Programming 26Reveals how computer programs work.

activity guide



vocabulary For this Activity, please have the The Design Process and All About Games posters hanging in the program work space.

the design Process PosterRead aloud this summary, pointing to the elements on the poster:

all about games PosterCall attention to the poster and read aloud this summary:

Talk about the main components of games:

unit 1 / activity 1 / games 101

overviewThis Activity introduces the design process and the basics of game design. Members will design a non-digital game using the four-step game design process that will be used throughout Game Tech. This process is Think, Design, Play Test and Change.

Depending upon the time of year, members can design a game to be played outdoors or in a gym using balls, pylons, sidewalk chalk or other similar materials or for play indoors using dice, spinners, decks of cards and other similar materials better suited for table top play.

goals✜✜ Introduce the game design process.

✜✜ Show that games can be made using only a few basic items.

✜✜ Introduce collaborative creative process essential to the Game Design Program.

outcomesAt the end of Unit 1, Activity 1, “Games 101,” members will have:

✜✜ Experienced the game design process.

✜✜ Made and played a game.

✜✜ Worked in small teams to collaboratively create a game.

✜✜ players

✜✜ rules

✜✜ Goals

✜✜ actions

✜✜ decisions

✜✜ play pieces

✜✜ play space

✜✜ competitive & cooperative play

11unitactivity

games 101

Design is a four-step process. It starts with a design challenge. You THINK about games you can make to meet this challenge, and then you DESIGN one. To see if your game is good, you PLAY TEST it. You then CHANGE your design until the game is fun.

All games have rules players follow to reach their goal. The rules of a game let players know what actions they can take, which play pieces they can use, and what play space they play in as they try to reach the game’s goals.



materials✜✜ Unit 1 Member Activity Challenge Card

✜✜ All About Games poster

✜✜ Play Piece materials (use objects from one or the other list below based on whether members will make indoor or outdoor games).

outdoorTennis Balls

Basketballs

Ping Pong Balls

Volleyballs

Dodgeballs

Hula Hoops

Streamers

Pylons

Sidewalk Chalk

Flags

Stopwatch

Whistle

IndoorRubber Bands

Paperclips

Dice

Spinner

Egg Timer

Plastic Utensils

Paper Plates

Cups

Flashlights

Clay

Straws

Deck of Cards

Ping Pong Balls

Tape

Index Cards


instructions1. set up (2 mIn)

Put members into groups of three or four. Have them quickly give their group a name.

2. Introduce the Game desIGn proGram (3 mIn)

With The Design Process and All About Games posters hanging in clear view of everyone, quickly review the four steps in the design process. Let members know this is the system they will be using throughout the Game Design Program to create games.

3. pIckInG materIals (5 mIn)

Next, have the groups take turns picking one item at a time from the set of materials you assembled until each group has three items.

4. the challenGe (5 mIn)

Give the groups the Member Activity Challenge: Activity 1 Card, and then read aloud their challenge:

Briefly review the requirements for their games:

✜✜ The game must use all three of the items they selected

✜✜ The game should involve players scoring points

✜✜ The game must be played in one minute

Make reference to the All About Games poster and its vocabulary to give members a reference point for thinking about their games.

Using the three objects you picked, design a game in which the players’ goal is to score the most points in one minute.




5. thInk & desIGn (15 mIn)

Give the groups 20 minutes to come up with their game. As the groups work on their games, the facilitator should walk around from group to group to make sure they are staying on task. Directed questions are useful for keeping members focused and thinking about the think and design process:

✜✜ What are the rules of the game?

✜✜ What is the play space of the game?

✜✜ What actions do players do with the play pieces?

6. play test & chanGe (10 mIn)

Next, have the groups play test their game themselves for ten minutes. After playing their game once or twice, give the groups five minutes to make any necessary changes to the rules of their game.

7. play test wIth others (10 mIn)

Now it is time for more play testing. Have groups play test one another’s games. If there is an uneven number of groups, have them rotate around so that each group plays at least one game and has their game played at least once.

During the play test, have the game makers watch the play testers. They should be watching to make sure the game rules are easy to follow, and that the game is fun for players.

8. chanGe (10 mIn)

Once all games have been play tested, give the groups five or ten minutes to think about changes to their games, and to make these design changes.

The facilitator should walk from group to group to make sure the groups are staying on task. Directed questions are useful for guiding the groups as they make changes to their games:

✜✜ What did play testers tell you about your game?

✜✜ What did you see players do that you did not expect?

✜✜ What can you change about your game to make it more fun?

Encourage groups to write their rules

down so that they can play the game with their

friends and families.



vocabulary For this Activity, please have the Introducing Scratch poster hanging in the program work space.

introducing scratchPoint out the elements as you read aloud to the members:

Talk about the main components of Scratch Blocks:

unit 1 / activity 2 / Programming

overviewThis Activity consists of four exercises that reveal how computer programs work. Members will work together to write and then enact four different “programs.”

goals✜✜ Learn about the fundamental process of computer

programming: writing and executing instructions.

✜✜ Create instructions for people-driven programs.

✜✜ Gain exposure to how computer programming can create games.

outcomesAt the end of Unit 1, Activity 2, “Programming,” members will have:

✜✜ Gained exposure to the writing and execution of instructions.

✜✜ Written and executed instructions.

✜✜ Used instructions to program a game.

✜✜ hats

✜✜ stacks

✜✜ reporters

✜✜ sprites

✜✜ motion

✜✜ sound

✜✜ looks

✜✜ controls

✜✜ sensing

✜✜ numbers

✜✜ variables

12unitactivity

Programming

Scratch Blocks are used to create computer programs like video games. The main Scratch Blocks used to create games are Motion, Sound, Looks, Controls, Sensing, Numbers and Variables. Scratch Blocks come in three types: Hats, Stacks and Reporters.



materials✜✜ Introducing Scratch poster

✜✜ 100+ colored index cards

✜✜ Pens or Pencils

Note: Be sure to create the instruction cards using these materials before the lesson begins.


instructions1. set up

There are four kinds of instruction cards you need to prepare: Walk, Turn, Repeat and Collision. Make 15 of each of the following:

✜✜ On the Walk cards, write “Walk ___ Steps”

On five Walk cards, write in the blank space different number values for the number of steps the members will take: 1, 2, 3, 4, 5. Leave the space blank on the remaining ten for use during the exercise.

✜✜ On the Turn cards, write “Turn ______”

On six Turn cards, write in the blank: left, right or around. Leave the other nine cards alone for use during the exercise.

✜✜ On the Repeat cards, write “Repeat ______”

On six Repeat cards, write in the blank: once, twice or forever. Leave the other nine cards alone for use during the exercise.

✜✜ On the Collision cards, write “If bump into other member, then play sound ________”

On 15 Collision cards, leave the second blanks empty for use during the exercise.

2. physIcal proGrammInG IntroductIon (10 mIn)

In this Activity the facilitator assigns each member in the session a set of instructions to carry out based on the cards. For example, everyone in the class will walk three steps, turn right, walk one step, turn right and repeat forever until the program is stopped (the facilitator says “stop”). Note: Every member has the same instructions on their card, so they should be moving in unison, without bumping into each other. They should also count “one and two and three...” to time their steps.




3. memBers make up theIr own actIons (10 mIn)

In this Activity, members write in their own numbers on the cards, and choose the order they will go in. Each member can have up to five instruction cards. They repeat these instructions until the facilitator ends the program (by saying “stop”). By this time, you will notice that the Club members might bump into each other (gently, we hope!) This is a collision, the basic building block for game programming. Most games have some form of collision detection—racing games check to see if cars are hitting each other or the edge of a track, for example. Ask the members to trade stacks for the next Activity.

4. what to do when there’s a “collIsIon”? (15 mIn)

In this Activity members will choose sounds and actions to perform when they bump into each other. First, have the members choose a number from one to four. Have them think of four sounds to make (“quack like a duck”, “beep”, or “honk”, for example). Write these sounds in a list members can see with numbers next to them. Now hand out the cards that say “If bump into other member, then play sound ________”. Some members will have different numbers, some will will have the same ones. But everyone will now have something to do when they bump into each other. What other actions other than sounds can be added? Ask the members to save their Walk, Turn, and Repeat cards for the next activity.

5. what aBout a Game? (25 mIn)

So far, we have created an interesting set of possibilities with just some simple instructions. This is called emergence—creating complexity out of simple instructions or rules. However, there’s no goal, or primary player. In this Activity, Club members will make a game based on the state of the last activity.

Choose one Club member to be the main avatar (player-character), and one to be the player (person playing the game), who will give instructions to the main avatar.

The goal of the game is to get the avatar through the group of moving non-player-characters or NPCs, progressing from a starting line to a finish line (mark these in the room however you want) without colliding into the NPCs. NPCs will follow the same set of Walk, Turn, and Repeat cards they used in the previous activity. The player can give the following verbal instructions to the avatar: “forward”, “left”, “right”, “stop”. The avatar moves at a speed of one step per second, and keeps moving unless the player tells them to change direction or stop.

This is a physical representation of a computer game. However, instead of verbal commands, we usually use a controller or keyboard to move our avatar on the screen. NPCs often follow sequences of movement, just as this Activity does. There’s a goal (the finish line) and a challenge (don’t get bumped).

If there’s time, discuss what changes could be made to the game to make it more interesting, fun, or challenging.

✂

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unit 2: introducing scratch!

activity 1: working with images 36Explains how to import, create, and edit sprites.

activity 2: working with sound 46Explains how to import, create, and control sounds.

activity 3: working with motion 53Explains how to move sprites on the Scratch stage.

activity 4: working with animation 62Explains how to create animations using sprites and scripts.

activity 5: working with sensing 70Explains how to create interactions between objects.

activity 6: working with backgrounds 76Explains how to import, create, and control images to use as backgrounds.

activity guide






unit 2 / activity 1 / working with images

overviewIn this Activity, members will begin to use Scratch. They will learn about the Scratch workspace and the use of sprites. Members will also learn to import, edit, and create sprites.

goals✜✜ Familiarize members with the puzzle piece metaphor of Scratch.

✜✜ Introduce the layout of Scratch.

✜✜ Show members how to import, edit, and create sprites.

outcomesAt the end of Unit 2, Activity 1, “Working with Images,” members will have:

✜✜ Developed familiarity with the Scratch puzzle-based environment.

✜✜ Learned to find the basic tools within Scratch.

✜✜ Successfully imported, edited, and created sprites.

✜✜ hats

✜✜ stacks

✜✜ reporters

✜✜ sprites

✜✜ motion

✜✜ sound

✜✜ looks

✜✜ controls

✜✜ sensing

✜✜ numbers

✜✜ variables

21unitactivity

working with images

Sprites are the images and sounds that you work with in Scratch. In order for a picture to appear in a scene, you must make a sprite. Sprites can be pictures you scan, photograph or draw.



materials✜✜ Scratch Reference Guide: http://info.scratch.

mit.edu/Support

✜✜ Member Activity Challenge: Unit 2 Activity 1: Part 2



instructionspart 1: the scratch workspace

1. Begin part one of this Activity by instructing Club members to open Scratch.

2. Introduce Club members to the Scratch workspace. A description of the workspace and its parts is available on pages two through seven of the Scratch reference guide.

3. Ask members to identify the object on the stage. All of the members should see an orange cartoon cat.

4. Explain to Club members that objects, such as the orange cartoon cat, are known as sprites in Scratch.

5. Direct the members’ attention to the sprite list in the workspace and point out that that the orange cartoon cat is currently identified by the name “sprite1.”




6. Instruct members to change the name of the orange cartoon cat, by using the text box located in the current sprite info section. Tell members to name the cat “orange cat.” Before moving on explain that it is important to name sprites because it makes it easier to tell that sprite what to do.

7. Instruct your members to save their file by clicking the save button.

8. When the save project window pops up, instruct members to create a new folder by pressing the new folder button. Tell members to include their name in the folder name so it can be found easily in the future.

9. Once the folder they have created appears in the save project pop-up window, instruct Club members to double-click that folder and name their file using the new filename textbox at the bottom of the pop-up window.

10. When members are done naming their files, tell them to click the OK button.




part 2: chanGInG ImaGes

1. Begin part two of the Activity by explaining that Scratch includes a number of tools that allow them to make changes to their sprites.

2. Direct members’ attention to the toolbox above the stage.

3. Encourage members to quickly try out the tools on the orange cartoon cat.

4. Once members have had enough time to try out the tools, ask them to explain what each of the tools does. If you feel that members do not understand the use of specific tools, make sure to explain it to them.

5. Instruct members to use the duplicate tool to create a few additional copies of the orange cartoon cat.

6. Direct their attention to the names of each of the orange cartoon cats in the sprite list.

7. Explain that every time a new sprite is created or duplicated it is automatically named “sprite” followed by a number. Tell members to get used to changing the name of sprites as they are added to a file or duplicated.

8. Instruct members to use the delete tool so that only one cat is left on the stage. If the original cat named “orange cat” has been deleted, instruct Club members to name the remaining cat “orange cat.”

9. Tell them that they will now be adding their first script to the cat. Explain that a script is a set of instructions that are triggered by actions such as clicking a mouse, pressing a certain key on the keyboard or in this case clicking the green flag in the Scratch workspace.

10. Pass out the Member Activity Challenge for this script and instruct members to assemble the script as shown in the handout. As members complete this part of the Activity remind them to save their progress by clicking the save button.




part 3: creatInG new ImaGes

1. Begin part three of the Activity by explaining that besides changing images, Scratch lets you create your own images.

2. Instruct Club members to open a new file by selecting New from the File menu.

3. Instruct members to use the delete tool to remove the orange cartoon cat from the stage.

4. Tell members that in order to create their own sprites they have to open up the paint editor by clicking on the paint new sprite button. Once the paint editor pop-up window has opened, tell them to select the color red from the color palette and then click on the ellipse tool in the toolbar.

5. Instruct members to create a circle in the canvas section by holding down the shift button on the keyboard as they drag the mouse.

6. Explain to Club members that the shift button can be used in the paint editor to create perfect circles, squares and straight lines.

7. Instruct them to click on the OK button in order to save the circle to the sprite list. The paint editor pop-up window should disappear and the circle should appear on the stage and in the sprite list.

8. Instruct members to name the red circle “red circle” using the textbox in the current sprite info section.

9. Tell members that they will now be adding script to the red circle. Explain to them that this script will be similar to the earlier example they worked on, but the instructions will be triggered differently.

10. Pass out the Member Activity Challenge for this script and instruct your Club members to assemble the script as shown in the handout. As members complete this part of the Activity remind them to save their progress by clicking the save button.




part 4: ImportInG ImaGes

1. Begin part four of this Activity by telling Club members that in addition to changing and creating images, Scratch also allows you to import images. Images can be imported from the internet, a digital camera, a scanner or a hard drive.

2. Instruct members to open an internet browser and search for images of cats. Tell them to choose an image and save it to the desktop.

3. Instruct members to return to Scratch and open a new file by selecting New from the File menu.

4. Instruct members to use the delete tool to remove the orange cartoon cat from the stage.

5. Explain to members that in order to import an image they have to open up the paint editor by clicking on the paint new sprite button. Once the paint editor pop-up window has opened, instruct them to click the import button.

6. Instruct Club members to find the image they saved to the desktop by clicking on the desktop folder button. Once they have found the image tell them to select it and click the OK button.

7. Once members have found their image instruct them to select it and click the OK button to save it to the sprite list. The paint editor pop-up window should disappear and the image they imported should appear on the stage and in the sprite list.

8. Instruct members to name the imported image “web cat” using the textbox in the current sprite info section. You may also encourage members to resize the image by using the grow and shrink tools in the toolbox.




9. Tell members that they will now be adding script to the imported image. Explain to them that this script will be similar to the earlier examples they worked on, but the instructions will be triggered differently.

10. Pass out the Member Activity Challenge for this script and instruct members to assemble the script as shown in the handout. As Club members complete this part of the Activity remind them to save their progress by clicking the save button.


✂

© 2

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unit 2 / activity 2 / working with sound

overviewIn this Activity, members will learn to import, create, and control sounds in Scratch.

goals✜✜ Learn to import sound files into Scratch.

✜✜ Discover how to record sounds in Scratch.

✜✜ Learn to play sound files using scripts.

outcomesAt the end of Unit 2, Activity 2, “Working with Sound,” members will have:

✜✜ Imported a sound file into Scratch.

✜✜ Recorded sounds in Scratch.

✜✜ Played a sound file using scripts.

✜✜ hats

✜✜ stacks

✜✜ reporters

✜✜ sprites

✜✜ motion

✜✜ sound

✜✜ looks

✜✜ controls

✜✜ sensing

✜✜ numbers

✜✜ variables

22unitactivity

working with sound

Sound Blocks trigger sounds you have recorded or imported into your computer.




mit.edu/Support



instructionspart 1: ImportInG sound

1. Begin part one of this Activity by instructing Club members to open Scratch.

2. Instruct members to name the cartoon orange cat by using the text box in the current sprite info part of the workspace. Tell them to name the cat “orange cat.”

3. Explain that Scratch includes a number of sound effects that they can use for projects, such as games.

4. Instruct members to click the sounds tab in order to see the current list of sounds. There should only be one sound available, which you may encourage Club members to test by clicking the play button.

5. Tell members that in order to access other sounds they have to click the import button. Once the import sound pop-up window appears, instruct them to select the “human” folder.




6. Instruct members to choose the “Laugh-male 2” sound from the “human” folder and click the OK button to select it. The import sound pop-up window should disappear and the sound they selected should appear in the sounds tab.

7. Explain to members that naming sounds is as important as naming sprites. Luckily, sounds that are part of Scratch already have names so that they can be told when to play.

8. Instruct members to return to the scripts tab by clicking scripts.

9. Pass out the Member Activity Challenge for this script and instruct members to assemble the script as shown in the handout. As members complete this part of the Activity remind them to save their progress by clicking the save button.

10. Before moving on, make sure that all of the Club members have a completed working script. If some members finish before others, encourage them to experiment with the script by changing the values or the actions that trigger the script. Additionally, you may suggest that they help others who are having trouble.




part 2: recordInG a sound

1. Start this part of the Activity by telling Club members that besides playing sounds, Scratch allows them to record their own sounds.

2. Instruct members to open a new file by selecting New from the File menu.


4. Explain that in order to record sounds they have to click the sounds tab and then click the record button.

5. Once the sound recorder pop-up window appears explain the controls to members.

6. Tell members once they have recorded a sound they are happy with to click the OK button. The sound recorder pop-up window should disappear and the sound they recorded should appear in the sounds tab.

7. Instruct members to name the sound they recorded “my sound”.

8. Instruct members to return to the scripts tab by clicking scripts.




9. Pass out the Member Activity Challenge for this script and instruct members to assemble the script as shown in the handout. As they complete this part of the Activity remind them to save their progress by clicking the save button.

10. Before moving on, make sure that all of the members have a completed working script. If some members finish before others, encourage them to experiment with the script by changing the values or the actions that trigger the script. Additionally, you may suggest that they help others who are having trouble.


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prite

list

and

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n pu

t to

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er t

he s

crip

t in

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scr

ipts

are

a by

sel

ectin

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e bl

ocks

in

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exam

ple.

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you

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blo

cks

clos

e to

eac

h ot

her

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will

be

gin

to a

ttac

h. Y

ou m

ay h

ave

to c

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e th

e bl

ocks

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m

atch

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exam

ple

in th

is w

orks

heet

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t: T

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ake

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scr

ipt

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k: P

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scrip

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ays

the

soun

d yo

u re

cord

ed fi

ve ti

mes

whe

n yo

u cl

ick

the

gree

n fla

g.

Des

ign:

Clic

k on

the

cat i

n th

e sp

rite

list a

nd th

en p

ut to

geth

er th

e sc

ript i

n th

e sc

ripts

are

a by

sele

ctin

g th

e bl

ocks

in th

e ex

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e. A

s yo

u dr

ag b

lock

s cl

ose

to e

ach

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r the

y w

ill b

egin

to a

ttac

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may

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nge

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ks s

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at t

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ch t

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ple

in th

is w

orks

heet

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t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng c

orre

ctly

, pre

ss t

he

up a

nd d

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unit 2 / activity 3 / working with motion

overviewIn this Activity, members will learn about the concepts and techniques required to move sprites on the Scratch stage.

goals✜✜ Learn to use coordinates to position and move sprites.

✜✜ Become familiar with motion in Scratch.

✜✜ Discover the use of direction in Scratch.

outcomesAt the end of Unit 2, Activity 3, “Working with Motion,” members will have:

✜✜ Learned how to use coordinates to move sprites on the stage.

✜✜ Used Motion Blocks to move sprites.

✜✜ Learned to use direction scripts to move sprites.

✜✜ hats

✜✜ stacks

✜✜ reporters

✜✜ sprites

✜✜ motion

✜✜ sound

✜✜ looks

✜✜ controls

✜✜ sensing

✜✜ numbers

✜✜ variables

23unitactivity

working with motion





instructionspart 1: understandInG coordInates

1. Start part one of the Activity by instructing Club members to open Scratch.

2. Tell members that before understanding how to move an object they need to understand how the stage is built.

3. Direct members to the mouse x and mouse y display that sits below the stage on the right hand side. Instruct them to look at the readout as they move the mouse around the stage.

4. Tell members that it is important to understand how x and y coordinates work because Scratch uses x and y to move objects and place them at specific x and y coordinates on the stage.

5. Instruct members to click on the motion block in the block palette.



mit.edu/Support






6. Direct members’ attention to the x position and y position check boxes at the bottom of the block palette. Instruct them to click these boxes. Two monitors should appear on the stage with details on the x and y position of the cat.

7. Explain that these monitors are used to find out where a sprite sits on the stage, which in this case is the cat at x equals zero and y equals zero.






part 2: BasIc motIon

1. Start part two of this Activity by telling Club members that now that they know about the basics of x and y coordinates, they are going use changes in x and y to move a sprite.

2. Instruct members to start a new file by selecting New from the File menu.







part 3: motIon and dIrectIon

1. Start part three of this Activity by telling your Club members that the final motion script will show them how to change a sprite’s direction.

2. Instruct members to start a new file by selecting New from the File menu.


4. Direct your members’ attention to the rotation style buttons. Tell them to move their mouse over each of the buttons so that the button title appears. You may also encourage them to click the buttons to see a preview of the rotation styles.

5. Tell members that they may also preview direction by clicking sprite in the current sprite info section and using the mouse to change its direction. The cat on the stage will change as the mouse is moved. In addition, the current sprite info section lists the direction the cat is facing in.

6. Instruct members to return the cat to its original position by double-clicking the sprite in the current sprite info section.

7. Explain that the choice of rotation style depends on what they want their object to do. Tell members that for this example, they must select the only face left-right button.

8. Direct members’ attention to the direction check box at the bottom of the block palette. Instruct them to click this box. A monitor should appear on the stage with details on the direction of the cat. Explain that this monitors is used to find out what direction a sprite is facing, which in this case is the cat positive 90.




9. Pass out the Member Activity Challenge for this script and instruct members to assemble the script as shown in the handout. As they complete this part of the Activity, remind them to save their progress by clicking the save button.



✂

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t 2

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ber

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ity C

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nge

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the

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win

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emen

ts:

✜✜

Thin

k st

ates

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goal

of t

he a

ctiv

ity

✜✜

Des

ign

expl

ains

how

to s

tart

the

activ

ity

✜✜

Play

Tes

t exp

lain

s ho

w to

ver

ify th

e ac

tivity

was

co

mpl

eted

suc

cess

fully

To u

se th

e M

embe

r Act

ivity

Cha

lleng

e, c

ut e

ach

shee

t in

hal

f al

ong

the

dott

ed li

ne a

nd d

istr

ibut

e th

em t

o th

e m

embe

r gro

ups.

Each

clu

b m

embe

r will

per

form

ea

ch o

f the

se a

ctiv

ities

, so

mak

e su

re y

ou p

rint e

noug

h co

pies

for a

ll of

you

r mem

bers

.

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k: P

ut t

oget

her

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scrip

t so

tha

t th

e ca

rtoo

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t m

oves

to

spec

ific

loca

tions

on

the

stag

e w

hen

you

pres

s th

e up

, dow

n, le

ft

and

right

arr

ow k

eys.

Des

ign:

Clic

k on

the

car

toon

cat

in t

he s

prite

list

and

the

n pu

t to

geth

er t

he s

crip

t in

the

scr

ipts

are

a by

sel

ectin

g th

e bl

ocks

in

the

exam

ple.

As

you

drag

blo

cks

clos

e to

eac

h ot

her

they

will

be

gin

to a

ttac

h. Y

ou m

ay h

ave

to c

hang

e th

e bl

ocks

so

that

they

m

atch

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exam

ple

in th

is w

orks

heet

.

Play

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t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng c

orre

ctly

, pre

ss t

he

up, d

own,

left

and

righ

t key

s.

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k: P

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er th

e sc

ript s

o th

at c

at p

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es a

roun

d th

e st

age

whe

n yo

u cl

ick

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up, d

own,

left

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righ

t arr

ow k

eys.

Des

ign:

Clic

k on

the

cat i

n th

e sp

rite

list a

nd th

en p

ut to

geth

er th

e sc

ript i

n th

e sc

ripts

are

a by

sele

ctin

g th

e bl

ocks

in th

e ex

ampl

e. A

s yo

u dr

ag b

lock

s cl

ose

to e

ach

othe

r the

y w

ill b

egin

to a

ttac

h. Y

ou

may

hav

e to

cha

nge

the

bloc

ks s

o th

at t

hey

mat

ch t

he e

xam

ple

in th

is w

orks

heet

.

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t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng c

orre

ctly

, pre

ss t

he

up a

nd d

own

arro

ws

keys

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wo

rk

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oti

on

MeMb

er A

ctiv

ity

chAl

leng

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nit U

NIT

2 A

CTI

vIT

y 3:

PA

RT 2

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Thin

k: P

ut to

geth

er th

e sc

ript s

o th

at c

at fa

ces

the

dire

ctio

n it

is

mov

ing

whe

n yo

u cl

ick

the

up, d

own,

left

and

righ

t arr

ow k

eys.

Des

ign:

Clic

k on

the

cat i

n th

e sp

rite

list a

nd th

en p

ut to

geth

er th

e sc

ript i

n th

e sc

ripts

are

a by

sele

ctin

g th

e bl

ocks

in th

e ex

ampl

e. A

s yo

u dr

ag b

lock

s cl

ose

to e

ach

othe

r the

y w

ill b

egin

to a

ttac

h. Y

ou

may

hav

e to

cha

nge

the

bloc

ks s

o th

at t

hey

mat

ch t

he e

xam

ple

in th

is w

orks

heet

.

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t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng c

orre

ctly

, pre

ss t

he

up a

nd d

own

arro

ws

keys

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wit

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on

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unit 2 / activity 4 / working with animation

overviewIn this Activity, members will learn to create animations using sprites and scripts. Animations in Scratch involve changing sprites using costumes. In Scratch, animations also include creating speech and thought bubbles.

goals✜✜ Learn about saying and thinking animations.

✜✜ Become familiar with costumes.

✜✜ Create scripts to create animations using sprites and costumes.

outcomesAt the end of Unit 2, Activity 4, “Working with Animation,” members will have:

✜✜ Created say and think animations.

✜✜ Imported image files to create costumes.

✜✜ Created scripts using sprites and costumes.

✜✜ hats

✜✜ stacks

✜✜ reporters

✜✜ sprites

✜✜ motion

✜✜ sound

✜✜ looks

✜✜ controls

✜✜ sensing

✜✜ numbers

✜✜ variables

24unitactivity

working with animation






instructionspart 1: sayInG and thInkInG

1. Start part one of the the Activity by instructing Club members to open Scratch.

2. Instruct members to click on the choose new sprite from file button. Once the new sprite pop-up window appears, instruct members to double-click the “animals” folder.

3. Instruct members to choose the yellow cartoon duck and click OK to select it. The new sprite pop-up window should disappear and the duck should appear on the stage and the sprite list.

4. Instruct members to name the duck by using the text box in the current sprite info section. Tell them to name the duck “feathers.”

5. Instruct members to click on the cat sprite in the sprite list and name it “whiskers” by using the text box in the current sprite info section.



mit.edu/Support





6. Tell members that they will be changing the direction of the duck so that it is facing left instead of right. Instruct them to click the face left-right rotation style button and then click and rotate the sprite in the current sprite info section. Members should now have the cat facing right and the duck facing left.

7. Instruct members to position the cat and the duck so that they are facing each other.

8. Encourage members to adjust the sizes of the sprites using the grow and shrink buttons in the toolbar so that the cat and duck are about the same size.




part 2: anImatIon

1. Explain to Club members that in order to create a sense of movement animators piece together several images that are shown to us very quickly. The more images that are used the more real the animation appears to be. Tell member that they will be creating an animation using two images, which are called costumes in Scratch.

2. Instruct members to open a new file by selecting New from the File menu.

3. Instruct members to delete the orange cartoon cat from the stage using the delete tool.

4. Instruct members to click on the choose new sprite from file button. Once the new sprite pop-up window appears, tell members to choose the cartoon bat with its wings extended from the “animals” folder. Instruct members to click OK to select it. The new sprite pop-up window should disappear and the selected bat should appear on the stage and in the sprite list.

5. Instruct member to click on the costumes tab and click the import button. Once the import sprite pop-up window appears tell them to choose the cartoon bat with its wings down. Instruct members to click OK to select it. The import sprite pop-up window shoud disappear and the selected bat costume should appear in the costumes tab.

6. Explain that they can use the costumes tab to create, import, edit, copy and delete costumes for their sprites.

7. Instruct members to click on the scripts tab to return to the scirpts area.


✂

© 2

009

Boys

& G

irls C

lubs

of A

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ica

cut

shar

ein

spire

un

it 2

: m

emb

er a

cti

vit

y c

ha

llen

ges

mem

ber

acti

vit

y c

ha

llen

ge

2un

it

Each

Uni

t 2

Mem

ber

Activ

ity C

halle

nge

has

the

follo

win

g el

emen

ts:

✜✜

Thin

k st

ates

the

goal

of t

he a

ctiv

ity

✜✜

Des

ign

expl

ains

how

to s

tart

the

activ

ity

✜✜

Play

Tes

t exp

lain

s ho

w to

ver

ify th

e ac

tivity

was

co

mpl

eted

suc

cess

fully

To u

se th

e M

embe

r Act

ivity

Cha

lleng

e, c

ut e

ach

shee

t in

hal

f al

ong

the

dott

ed li

ne a

nd d

istr

ibut

e th

em t

o th

e m

embe

r gro

ups.

Each

clu

b m

embe

r will

per

form

ea

ch o

f the

se a

ctiv

ities

, so

mak

e su

re y

ou p

rint e

noug

h co

pies

for a

ll of

you

r mem

bers

.

✂

Thin

k: P

ut to

geth

er th

e sc

ript s

o th

at th

e ca

t and

the

duck

hav

e a

conv

ersa

tion.

Des

ign:

Clic

k on

the

cart

oon

cat i

n th

e sp

rite

list a

nd p

ut to

geth

er

the

scrip

t in

the

scr

ipts

are

a by

sel

ectin

g th

e bl

ocks

in t

he “c

at”

exam

ple.

The

n cl

ick

on d

uck

in th

e sp

rite

list a

nd p

ut to

geth

er th

e sc

ripts

are

a by

sel

ectin

g th

e bl

ocks

in th

e “d

uck”

exa

mpl

e. A

s yo

u dr

ag b

lock

s clo

se to

eac

h ot

her t

hey

will

beg

in to

att

ach.

You

may

ha

ve to

cha

nge

the

bloc

ks s

o th

at th

ey m

atch

the

exam

ple

in th

is

wor

kshe

et.

Play

Tes

t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng c

orre

ctly

, clic

k th

e gr

een

flag.w

or

kin

g w

ith

an

ima

tio

nMe

Mber

Act

ivit

y ch

Alle

nge

2un

it UN

IT 2

AC

TIv

ITy

4: P

ART

1

Thin

k: P

ut to

geth

er th

e sc

ript s

o th

at b

at m

oves

aro

und

the

stag

e an

d be

com

es a

nim

ated

whe

n yo

u cl

ick

the

left

and

rig

ht a

rrow

ke

ys.

Des

ign:

Clic

k on

the

bat

in t

he s

prite

list

and

the

n pu

t to

geth

er

the

scrip

t in

the

scrip

ts a

rea

by s

elec

ting

the

corr

ect b

lock

s in

the

exam

ple.

As y

ou d

rag

bloc

ks c

lose

to e

ach

othe

r the

y w

ill b

egin

to

atta

ch. Y

ou m

ay h

ave

to c

hang

e th

e bl

ocks

so th

at th

ey m

atch

the

imag

e on

this

wor

kshe

et.

Play

Tes

t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng c

orre

ctly

, pre

ss t

he

left

and

righ

t arr

ows

keys

.

wo

rk

ing

wit

h a

nim

ati

on

MeMb

er A

ctiv

ity

chAl

leng

e2u

nit U

NIT

2 A

CTI

vIT

y 4:

PA

RT 2






unit 2 / activity 5 / working with sensing

overviewIn this Activity, members will learn about the concepts and techniques required to create interactions between objects.

goals✜✜ Learn how objects sense each other in Scratch.

✜✜ Learn how sensing can control objects.

✜✜ Learn how sensing can create obstacles for game design.

outcomesAt the end of Unit 2, Activity 5, “Working with Sensing,” members will have:

✜✜ Created a sprite that is sensed by another sprite.

✜✜ Created a sprite that controls the appearance of another sprite with sensing.

✜✜ Created a sprite that obstructs another sprite with sensing.

✜✜ hats

✜✜ stacks

✜✜ reporters

✜✜ sprites

✜✜ motion

✜✜ sound

✜✜ looks

✜✜ controls

✜✜ sensing

✜✜ numbers

✜✜ variables

25unitactivity

working with sensing

Sensing Blocks check to see what the player is doing with the keyboard keys or mouse, and also checks to see what might be happening between Sprites.




instructionspart 1: BasIc sensInG

1. Start part one of the Activity by instructing Club members to open Scratch.

2. Instruct members to name the orange cartoon cat by using the text box in the current sprite info part of the workspace. Tell them to name the cat “orange cat.”

3. Instruct members to click the paint new sprite button. Once the paint editor pop-up window has opened, instruct them to select the color red from the color palette and then click on the rectangle tool in the toolbar.

4. Instruct members to create a square in the canvas section by holding down the shift button on the keyboard as they drag the mouse. Explain that the shift button can be used in the paint editor to create perfect squares, circles, and straight lines.

5. Instruct members to click on the OK button in order to save the square to the sprite list. The paint editor pop-up window should disappear and the square should appear on the stage and in the sprite list.

6. Instruct members to name the square “red square” using the textbox in the current sprite info section.



mit.edu/Support





7. Instruct members to position the cat and the red square on opposite sides of the stage.






part 2: creatInG oBstacles wIth sensInG

1. Start part two of the Activity by telling Club members that besides using sensing to trigger actions or events in Scratch, sensing can also be used to create obstacles.

2. Instruct members to open a new file by selectingn New from the File menu.


4. Instruct members to click the paint new sprite button. Once the paint editor pop-up window has opened, instruct them to click on the line tool in the toolbar and create a straight vertical line by holding down the shift button on the keyboard as they drag the mouse.

5. Remind members that the shift button can be used in the paint editor to create perfect squares, circles and straight lines.

6. Instruct members to click on the OK button in order to save the line. The paint editor pop-up window should disappear and the line should appear on the stage and in the sprite list.

7. Instruct members to name the line by using the text box in the current sprite info part of the workspace. Tell them to name the line “border line.”

8. Instruct members to position the cat and the line so they are at opposite sides of the stage.




✂

© 2

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: m

emb

er a

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vit

y c

ha

llen

ges

mem

ber

acti

vit

y c

ha

llen

ge

2un

it

Each

Uni

t 2

Mem

ber

Activ

ity C

halle

nge

has

the

follo

win

g el

emen

ts:

✜✜

Thin

k st

ates

the

goal

of t

he a

ctiv

ity

✜✜

Des

ign

expl

ains

how

to s

tart

the

activ

ity

✜✜

Play

Tes

t exp

lain

s ho

w to

ver

ify th

e ac

tivity

was

co

mpl

eted

suc

cess

fully

To u

se th

e M

embe

r Act

ivity

Cha

lleng

e, c

ut e

ach

shee

t in

hal

f al

ong

the

dott

ed li

ne a

nd d

istr

ibut

e th

em t

o th

e m

embe

r gro

ups.

Each

clu

b m

embe

r will

per

form

ea

ch o

f the

se a

ctiv

ities

, so

mak

e su

re y

ou p

rint e

noug

h co

pies

for a

ll of

you

r mem

bers

.

✂

Thin

k: P

ut to

geth

er th

e sc

ript s

o th

at re

d sq

uare

dis

appe

ars w

hen

the

cat t

ouch

es it

.

Des

ign:

Clic

k on

the

cart

oon

cat i

n th

e sp

rite

list a

nd p

ut to

geth

er

the

scrip

t in

the

scr

ipts

are

a by

sel

ectin

g th

e bl

ocks

in t

he “c

at”

exam

ple.

The

n cl

ick

on s

quar

e in

the

spr

ite li

st a

nd p

ut to

geth

er

the

scrip

t in

the

scrip

ts a

rea

by se

lect

ing

the

bloc

ks in

the

“squ

are”

ex

ampl

e. A

s you

dra

g bl

ocks

clo

se to

eac

h ot

her t

hey

will

beg

in to

at

tach

. You

may

hav

e to

cha

nge

the

bloc

ks s

o th

at

they

mat

ch th

e ex

ampl

e in

this

wor

kshe

et.

Play

Tes

t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng

corr

ectly

, clic

k th

e gr

een

flag

and

mov

e th

e ca

t to

war

ds th

e sq

uare

by

usin

g th

e rig

ht a

rrow

key

.

wo

rk

ing

wit

h s

ensi

ng

MeMb

er A

ctiv

ity

chAl

leng

e2u

nit U

NIT

2 A

CTI

vIT

y 5:

PA

RT 1

Thin

k: P

ut t

oget

her

the

scrip

t so

tha

t ca

t ca

nnot

mov

e pa

st t

he

line.

Des

ign:

Clic

k on

the

cat

in t

he s

prite

list

and

the

n pu

t to

geth

er

the

scrip

t in

the

scrip

ts a

rea

by s

elec

ting

the

corr

ect b

lock

s in

the

exam

ple.

As y

ou d

rag

bloc

ks c

lose

to e

ach

othe

r the

y w

ill b

egin

to

atta

ch. Y

ou m

ay h

ave

to c

hang

e th

e bl

ocks

so th

at th

ey m

atch

the

imag

e on

this

wor

kshe

et.

Play

Tes

t: T

o m

ake

sure

the

scr

ipt

is w

orki

ng c

orre

ctly

, clic

k th

e gr

een

flag

and

then

pre

ss t

he r

ight

arr

ow k

eys

to m

ove

the

cat

tow

ards

the

line.

wo

rk

ing

wit

h s

ensi

ng

MeMb

er A

ctiv

ity

chAl

leng

e2u

nit U

NIT

2 A

CTI

vIT

y 5:

PA

RT 2






unit 2 / activity 6 / working with backgrounds

overviewIn this Activity, members will learn how to work with backgrounds. They will import image files and create new image files to use as backgrounds. They will also learn to control backgrounds using scripts.

goals✜✜ Learn to import image files to create new backgrounds.

✜✜ Discover how to create new images to serve as backgrounds.

✜✜ Create a script to control the background.

outcomesAt the end of Unit 2, Activity 6, “Working with Backgrounds,” members will have:

✜✜ Imported a file to create a new background.

✜✜ Created a sprite that is then used as a background.

✜✜ Made a script to control the background.

✜✜ hats

✜✜ stacks

✜✜ reporters

✜✜ sprites

✜✜ motion

✜✜ sound

✜✜ looks

✜✜ controls

✜✜ sensing

✜✜ numbers

✜✜ variables

26unitactivity

working with backgrounds





instructionspart 1: chanGInG BackGrounds

1. Start the Activity by instructing Club members to open Scratch.


3. Instruct members to click on the stage icon in the sprite list. Tell them that the stage is like any other sprite in Scratch, except that it cannot be moved with motion blocks.

4. Instruct members to click on the backgrounds tab. Tell them that this is where they can create, import, edit, and delete backgrounds they want to use for the stage. Tell members that for this example they will be importing backgrounds.

5. Instruct members to click on the import button. Once the import background pop-up window appears, instruct members to select the “party room” from the “indoors” folder and click the OK button. The import background pop-up window will disappear and the “party room” background will appear in the backgrounds tab.



mit.edu/Support




6. Tell members to select two more backgrounds of their choosing.

7. Instruct members to click on the original white background in the backgrounds tab and delete it using the delete this costume button. They should see the party room as the background for their stage.

8. Instruct members to click on the cat in the sprites list and then click the scripts tab to return to the scripts area.

9. Pass out the Member Activity Challenge for this script and instruct members to assemble the script as shown in the handout. As members complete this part of the Activity, remind them to save their progress by clicking the save button.



✂

© 2

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& G

irls C

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un

it 2

: m

emb

er a

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vit

y c

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llen

ges

mem

ber

acti

vit

y c

ha

llen

ge

2un

it

Each

Uni

t 2

Mem

ber

Activ

ity C

halle

nge

has

the

follo

win

g el

emen

ts:

✜✜

Thin

k st

ates

the

goal

of t

he a

ctiv

ity

✜✜

Des

ign

expl

ains

how

to s

tart

the

activ

ity

✜✜

Play

Tes

t exp

lain

s ho

w to

ver

ify th

e ac

tivity

was

co

mpl

eted

suc

cess

fully

To u

se th

e M

embe

r Act

ivity

Cha

lleng

e, c

ut e

ach

shee

t in

hal

f al

ong

the

dott

ed li

ne a

nd d

istr

ibut

e th

em t

o th

e m

embe

r gro

ups.

Each

clu

b m

embe

r will

per

form

ea

ch o

f the

se a

ctiv

ities

, so

mak

e su

re y

ou p

rint e

noug

h co

pies

for a

ll of

you

r mem

bers

.

✂

Thin

k: P

ut to

geth

er th

e sc

ript s

o th

at b

ackg

roun

ds c

hang

e as

the

cat m

oves

from

one

sce

ne to

the

next

.

Des

ign:

Clic

k on

the

cart

oon

cat i

n th

e sp

rite

list a

nd p

ut to

geth

er

the

scrip

t in

the

scr

ipts

are

a by

sel

ectin

g th

e bl

ocks

in t

he “c

at”

exam

ple.

The

n cl

ick

on s

tage

in t

he s

prite

list

and

put

tog

ethe

r th

e sc

ript i

n th

e sc

ripts

are

a by

sel

ectin

g th

e bl

ocks

in th

e “s

tage

” ex

ampl

e. A

s yo

u dr

ag b

lock

s cl

ose

to e

ach

othe

r th

ey w

ill b

egin

to

att

ach.

You

may

hav

e to

cha

nge

the

bloc

ks s

o th

at th

ey m

atch

the

exam

ple

in th

is w

orks

heet

.

Play

Tes

t: T

o m

ake

sure

the

scr

ipt

is

wor

king

cor

rect

ly, c

lick

the

gree

n fla

g an

d m

ove

the

cat

as f

ar a

s yo

u ca

n ac

ross

the

sta

ge b

y us

ing

the

right

ar

row

key

.wo

rk

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wit

h b

ack

gr

ou

nd

sMe

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IT 2

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Now that your members have completed the Game Tech program and have a basic understanding of game design and Scratch, they may want to take more time to experiment with creating games of their own.

This appendix includes Scratch Recipe Cards and Game Action Cards to help members think about different actions that are a regular part of video games, like jumping or racing, and learn how to program those actions into their games.

Remember to encourage members to follow the game design process as they create their original games using Scratch.

✜✜ Think: Members can work independently or in groups to think about an original game that they would like to create. Encourage them to visit the Scratch website to look at similar games to the one they want to make.

✜✜ Design: Members should choose the Game Action Cards that apply to their games and the Scratch Recipe Cards associated with those actions. Help them as they struggle through the complex programming challenges that arise by reminding them to look to similar Scratch games on the website. Members can download the scripts for those games to get help and inspiration with programming.

✜✜ Play Test: Invite members to swap games with other players or groups and watch another group play their game to see what problems arise and how it could be improved.

✜✜ Change: Members can adapt their games based on feedback from the other players and their own observations during the Play Test.

aPPendix / resources


mit.edu/Support

✜✜ Scratch Recipe Cards

✜✜ Game Action Cards

aPPendix: resources

✂

© 2

009

Boys

& G

irls C

lubs

of A

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ica

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: sc

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atch

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cov

ers

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Scr

atch

tha

t w

ill b

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to

mee

t th

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nges

of t

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ctiv

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once

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cove

red

in U

nit

2 w

ill a

lso

have

Scr

atch

Rec

ipe

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s th

at

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bers

can

use

to

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m r

emem

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the

basi

c Sc

ratc

h co

ncep

ts a

nd t

echn

ique

s. Th

ese

will

add

ress

th

e cr

eatio

n of

new

Scr

atch

tech

niqu

es li

ke ju

mpi

ng,

shoo

ting,

pow

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ts,

timer

s, sc

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dial

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tc.

Each

Scr

atch

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ipe

Card

has

the

follo

win

g el

emen

ts:

✜✜

A d

escr

iptio

n of

wha

t the

blo

ck d

oes

✜✜

An

expl

anat

ion

of th

e sa

mpl

e sc

ript

✜✜

Sugg

estio

ns o

n ho

w to

use

the

bloc

k in

gam

es

To u

se t

he S

crat

ch R

ecip

e Ca

rds,

cut

each

she

et i

n ha

lf al

ong

the

dott

ed li

ne a

nd d

istr

ibut

e th

em to

the

mem

ber g

roup

s. It

’s po

ssib

le th

at se

vera

l or a

ll gr

oups

w

ill w

ant t

o us

e th

e sa

me

Mem

ber A

ctiv

ity C

halle

nge

Card

, so

mak

e su

re y

ou p

rint e

noug

h co

pies

for a

ll of

yo

ur g

roup

s.

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

Mov

es s

prite

s fo

rwar

ds o

r bac

kwar

ds o

n th

e st

age

depe

ndin

g on

th

e va

lue

you

ente

r in

the

text

box

. The

blo

ck m

oves

the

sprit

e in

th

e di

rect

ion

it is

faci

ng.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e rig

ht a

rrow

is p

ress

ed, t

urn

right

and

mov

e 10

ste

ps.

Whe

n th

e le

ft a

rrow

is p

ress

ed, t

urn

left

and

mov

e 10

ste

ps.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck is

use

ful f

or a

ll ki

nds

of a

ctio

ns w

here

giv

ing

the

play

er

cont

rol o

ver t

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ovem

ent o

f a s

prite

is n

eces

sary

.

mo

ve

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teP

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h re

cipe

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d

MO

TIO

N B

LOCK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

Mov

es th

e sp

rite

to a

spe

cific

x a

nd y

pos

ition

on

the

stag

e.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, m

ove

to x

pos

ition

150

and

y

posi

tion

0.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck is

use

ful w

hen

you

need

put

sprit

es in

spec

ific

plac

es o

n th

e st

age.

For

exa

mpl

e, y

ou c

an a

rran

ge p

oint

s, en

emie

s, po

wer

-up

s or

oth

er g

ame

piec

es o

n th

e st

age

to c

reat

e le

vels

.

go

to

x/y

ScrA

tch

reci

pe c

Ard

MO

TIO

N B

LOCK

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

Mov

es t

he s

prite

to

the

loca

tion

of a

noth

er s

prite

or

the

mou

se

poin

ter.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, g

o to

the

pos

ition

of t

he m

ouse

po

inte

r.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck is

use

ful t

o te

ll sp

rites

whe

re to

go

on th

e st

age

with

out

pres

sing

key

s. Fo

r ex

ampl

e, b

y us

ing

this

blo

ck t

he p

ositi

on o

f th

e m

ouse

can

det

erm

ine

whe

re a

pla

yer

thro

ws

a fo

otba

ll or

ba

seba

ll. Y

ou c

an a

lso

use

this

blo

ck to

cre

ate

an in

tere

stin

g w

ay

to c

ontr

ol a

gam

e pi

ece.

go

to

Po

inte

r/s

Pr

ite

ScrA

tch

reci

pe c

Ard

MO

TIO

N B

LOCK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

Mov

es th

e sp

rite

to a

loca

tion

on th

e st

age

by g

lidin

g.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, g

lide

to a

new

rand

om lo

catio

n on

th

e st

age.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck i

s us

eful

for

gam

es w

here

you

may

wan

t a

smoo

th

mot

ion.

For

exa

mpl

e, g

ames

that

take

pla

ce u

nder

wat

er o

r in

the

air

may

use

a g

lidin

g m

otio

n to

rep

rese

nt t

he e

nviro

nmen

t th

e ga

me

take

s pl

ace

in.

gli

de

to x

/ySc

rAtc

h re

cipe

cAr

d

MO

TIO

N B

LOCK

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

Chan

ges t

he w

ay a

sprit

e lo

oks b

y ch

angi

ng to

a sp

ecifi

c co

stum

e.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, if

the

right

arr

ow is

pre

ssed

, cha

nge

betw

een

cost

umes

one

and

two

ever

y ha

lf se

cond

.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck is

use

ful i

f you

wan

t to

cre

ate

mor

e th

an o

ne lo

ok fo

r a

gam

e ch

arac

ter.

For

exam

ple,

you

can

cre

ate

a sp

ecia

l pow

er-

up c

ostu

me

for

a ga

me

char

acte

r th

at i

s tr

igge

red

whe

n th

at

char

acte

r pic

ks u

p a

pow

er-u

p.

swit

ch

co

stu

me

ScrA

tch

reci

pe c

Ard

LOO

KS

BLO

CK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

Chan

ges

the

way

a s

prite

look

s by

cha

ngin

g to

the

next

cos

tum

e.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, c

hang

e to

the

next

cos

tum

e ev

ery

quar

ter s

econ

d.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck is

use

ful i

f you

wan

t to

crea

te a

nim

atio

ns in

you

r gam

e.

For e

xam

ple,

you

can

cre

ate

anim

atio

ns w

here

cha

ract

ers

appe

ar

to ju

mp,

thro

w o

r run

.

nex

t co

stu

me

ScrA

tch

reci

pe c

Ard

LOO

KS

BLO

CK

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

Chan

ges

the

size

of a

spr

ite’s

look

s by

a s

peci

fic n

umbe

r.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e do

wn

arro

w k

ey is

pre

ssed

, gro

w b

y 10

, and

whe

n th

e up

arr

ow k

ey is

pre

ssed

, shr

ink

by 1

0.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck i

s us

eful

if

you

wan

t th

e sp

rite

to g

row

and

shr

ink.

Fo

r exa

mpl

e, y

ou c

an c

reat

e a

gam

e w

here

a c

hara

cter

gro

ws

by

eatin

g po

ints

or p

ower

-ups

.

ch

an

ge

siz

e b

y x

ScrA

tch

reci

pe c

Ard

LOO

KS

BLO

CK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

Chan

ges

the

size

of a

spr

ite’s

look

s by

a p

erce

ntag

e.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, re

turn

the

sprit

e to

its o

rigin

al si

ze.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

This

blo

ck i

s us

eful

if

you

wan

t th

e sp

rite

to g

row

and

shr

ink.

Fo

r exa

mpl

e, y

ou c

an c

reat

e a

gam

e w

here

a c

hara

cter

gro

ws

by

eatin

g po

ints

or p

ower

-ups

.

set

siz

e to

%Sc

rAtc

h re

cipe

cAr

d

LOO

KS

BLO

CK

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

Chec

ks to

see

if o

ne s

prite

is to

uchi

ng a

noth

er.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, c

heck

thr

ough

out

the

gam

e w

heth

er o

ne s

prite

is t

ouch

ing

anot

her.

If it

is, p

lay

the

soun

d “m

eow

”.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

Colli

sion

det

ectio

n is

an

impo

rtan

t pa

rt o

f ga

mes

. Kn

owin

g w

heth

er a

spr

ite is

tou

chin

g an

othe

r on

e le

ts y

ou s

ee if

a b

ulle

t ha

s hi

t ano

ther

obj

ect i

n a

shoo

ting

gam

e, o

r in

a ra

cing

gam

e if

you

have

cra

shed

into

ano

ther

car

or t

he s

ide

of th

e tr

ack.

co

llis

ion

ScrA

tch

reci

pe c

Ard

SEN

SIN

G B

LOCK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

Adds

a ti

mer

to th

e st

age.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, re

set t

he ti

mer

to z

ero,

dis

play

the

timer

ons

cree

n an

d st

art c

ount

ing

up.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

Tim

ers

are

a gr

eat

way

for

play

ers—

and

the

gam

e—to

mea

sure

ho

w q

uick

ly t

hey

can

perf

orm

act

ions

, lik

e ge

t to

the

fini

sh li

ne

in a

race

.tim

erSc

rAtc

h re

cipe

cAr

d

SEN

SIN

G B

LOCK

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

This

blo

ck c

heck

s to

see

if t

he m

ouse

but

ton

is c

licke

d or

hel

d do

wn.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, c

heck

thro

ugho

ut th

e ga

me

to se

e if

the

mou

se k

ey is

clic

ked

or h

eld

dow

n. If

it is

, mov

e th

e sp

rite

to

the

mou

se p

oint

er’s

loca

tion.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

Bein

g ab

le to

clic

k on

a s

prite

and

mov

e it

com

es in

han

dy w

hen

you

wan

t the

pla

yer t

o be

abl

e to

mov

e, p

lace

, and

arr

ange

item

s on

the

scre

en.mo

use

sen

sin

gSc

rAtc

h re

cipe

cAr

d

SEN

SIN

G B

LOCK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

This

blo

ck a

dds

a sc

ore

to th

e st

age

and

incl

udes

oth

er b

lock

s to

ch

ange

the

scor

e.

Wha

t is

the

scri

pt te

lling

the

spri

te?

In o

rder

to

keep

tra

ck o

f a

scor

e, y

ou m

ust

crea

te a

var

iabl

e. A

va

riabl

e is

just

as

it so

unds

: it

can

vary

(cha

nge)

in v

alue

. In

this

ex

ampl

e, w

e ha

ve c

reat

ed a

var

iabl

e ca

lled

“sco

re” a

nd a

ttac

hed

it to

a s

prite

in t

he g

ame.

Eve

ry t

ime

the

first

spr

ite t

ouch

es a

sp

ecifi

c se

cond

spr

ite, i

t will

incr

ease

the

scor

e by

1.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

Man

y ga

mes

use

sco

ring

as a

way

to

mea

sure

how

wel

l you

are

do

ing,

or

to c

ompa

re t

he p

erfo

rman

ce o

f 2

play

ers.

Cons

ider

ad

ding

a d

iffer

ent s

core

var

iabl

e to

2 sp

rites

in a

two-

play

er g

ame.

sco

re

va

ria

ble

sSc

rAtc

h re

cipe

cAr

d

SEN

SIN

G B

LOCK

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

This

blo

ck c

heck

s to

see

if s

omet

hing

in t

he g

ame

is h

appe

ning

, an

d if

it is

, to

prov

ide

furt

her i

nstr

uctio

ns.

Wha

t is

the

scri

pt te

lling

the

spri

te?

Whe

n th

e gr

een

flag

is c

licke

d, c

heck

thro

ugho

ut th

e ga

me

to se

e if

the

sprit

e is

touc

hing

ano

ther

spr

ite. I

f it i

s, ch

ange

the

sprit

e’s

appe

aran

ce to

“cos

tum

e 2”

.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

Mos

t ga

mes

use

“if

stat

emen

ts” t

o ch

eck

to s

ee if

som

e ki

nd o

f co

nditi

on is

fulfi

lled—

gam

es a

re fu

ll of

“if s

tate

men

ts”!

if/t

hen

ScrA

tch

reci

pe c

Ard

CON

TRO

L B

LOCK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

Broa

dcas

ting

and

rece

ivin

g m

essa

ges

lets

spr

ites

send

mes

sage

s to

eac

h ot

her i

n or

der t

o pe

rfor

m c

erta

in a

ctio

ns.

Wha

t is

the

scri

pt te

lling

the

spri

te?

In t

his

exam

ple,

spr

ite1

send

s th

e m

essa

ge “g

otch

a” if

it t

ouch

es

sprit

e2. I

n th

e sc

ript a

ttac

hed

to sp

rite

2, if

it re

ceiv

es th

e m

essa

ge

“got

cha”

, it c

hang

es it

s cos

tum

e to

cos

tum

e2. R

emem

ber t

o at

tach

th

e sc

ripts

to d

iffer

ent s

prite

s if

you

are

tryi

ng th

is e

xam

ple.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

Bein

g ab

le to

hav

e ob

ject

s in

a g

ame

com

mun

icat

e is

impo

rtan

t. Fo

r exa

mpl

e, in

a s

hoot

ing

gam

e, if

the

bulle

t hits

its

targ

et it

can

te

ll th

e ta

rget

and

the

targ

et c

an th

en p

erfo

rm a

n ac

tion.

br

oa

dca

st/r

ecei

ve

ScrA

tch

reci

pe c

Ard

CON

TRO

L B

LOCK

res

ou

rces

✂

Wha

t doe

s th

is b

lock

do?

This

blo

ck le

ts y

ou c

heck

to s

ee if

som

ethi

ng A

ND

som

ethi

ng a

re

true

, or i

f som

ethi

ng O

R so

met

hing

is tr

ue.

Wha

t is

the

scri

pt te

lling

the

spri

te?

In t

his

exam

ple,

the

scr

ipt

chec

ks t

o se

e if

the

sprit

e is

tou

chin

g ei

ther

a b

lack

or a

pin

k ob

ject

, and

if so

, it c

hang

es th

e ap

pear

ance

of

the

sprit

e to

“cos

tum

e 2”

.

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

And

/Or

lets

you

see

whe

ther

mor

e th

an o

ne c

ondi

tion

is t

rue,

an

d th

en t

o pe

rfor

m a

n ac

tion

base

d on

tha

t. G

ames

are

bas

ed

on c

ause

and

effe

ct, a

nd o

ften

times

we

are

chec

king

to s

ee if

one

A

ND

/OR

anot

her c

ondi

tions

hav

e be

en m

et.

an

d/o

rSc

rAtc

h re

cipe

cAr

d

NU

MB

ERS

BLO

CK

res

ou

rces

Wha

t doe

s th

is b

lock

do?

Less

/Mor

e Th

an le

ts y

ou c

heck

to s

ee if

one

num

ber i

s bi

gger

or

smal

ler t

han

anot

her.

Wha

t is

the

scri

pt te

lling

the

spri

te?

In th

is e

xam

ple,

the

scrip

t che

cks

if th

e x

(hor

izon

tal)

posi

tion

of

the

sprit

e is

less

than

0 (w

hich

wou

ld p

lace

it o

ff th

e sc

reen

). If

it is

, it

keep

s th

e sp

rite

at th

e ed

ge o

f the

scr

een

(set

ting

x to

0).

Wha

t gam

e ac

tion

is th

is b

lock

use

ful f

or?

Less

/Mor

e Th

an is

a g

ood

way

to k

eep

trac

k of

pos

ition

s and

che

ck

rang

es o

f num

bers

. Gam

es o

ften

nee

d to

kee

p tr

ack

of ra

nges

of

num

bers

, whe

ther

it is

bet

wee

n tw

o sc

ores

, or

the

posi

tion

and

size

of a

n ob

ject

in th

e ga

me.

less

/mo

re

tha

nSc

rAtc

h re

cipe

cAr

d

NU

MB

ERS

BLO

CK

res

ou

rces

✂

Wha

t doe

s th

is s

crip

t do?

This

scr

ipt u

ses

a co

mbi

natio

n of

mot

ion

bloc

ks to

mak

e a

sim

ple

jum

ping

act

ion.

Wha

t is

the

scri

pt te

lling

the

spri

te?

The

scrip

t is

telli

ng th

e sp

rite

to d

o tw

o th

ings

:

1.

Whe

n th

e gr

een

flag

is c

licke

d, if

the

spr

ite is

tou

chin

g th

e co

lor

purp

le a

nd t

he u

p ar

row

is

pres

sed

then

mov

e th

e sp

rite

up a

cer

tain

am

ount

of s

pace

s.

2.

Whe

n th

e gr

een

flag

is c

licke

d, i

f th

e co

lor

blac

k is

not

to

uchi

ng t

he c

olor

pur

ple,

mov

e th

e sp

rite

dow

n a

cert

ain

amou

nt o

f spa

ces,

until

bot

h co

lors

are

touc

hing

.

Wha

t gam

e ac

tion

is th

is s

crip

t use

ful f

or?

This

scr

ipt i

s us

eful

for c

reat

ing

a si

mpl

e ju

mpi

ng a

ctio

n fo

r you

r ga

mes

. Jum

ping

is o

ne o

f th

e m

ost

com

mon

ly u

sed

actio

ns in

ga

mes

and

can

be

used

to h

elp

play

ers

jum

p ov

er o

bsta

cles

and

on

to p

latf

orm

s or

ont

o en

emie

s.

Jum

PSc

rAtc

h re

cipe

cAr

d

MO

TIO

N B

LOCK

S/SC

RIPT

res

ou

rces

[Thi

s Ca

rd in

TenT

iona

lly

lefT

bla

nk]

✂

© 2

009

Boys

& G

irls C

lubs

of A

mer

ica

cut

shar

ein

spire

res

ou

rces

: g

am

e a

cti

on

ca

rd

s

ga

me

acti

on

ca

rd

sres

ou

rces

The

Gam

e Ac

tion

Card

s in

trod

uce

a ga

me

conc

ept

and

mak

e re

fere

nce

to th

e Sc

ratc

h Re

cipe

Car

ds th

at

will

hel

p th

e m

embe

rs d

esig

n an

d pr

oduc

e th

eir

gam

e.

Each

Gam

e Ac

tion

Card

has

the

follo

win

g el

emen

ts:

✜✜

A d

escr

iptio

n of

the

gam

e ac

tion

✜✜

One

or t

wo

elem

ents

of t

hat t

ype

of g

ame,

suc

h as

num

ber o

f pla

yers

or k

eepi

ng s

core

, and

re

fere

nces

to th

e ap

prop

riate

Scr

atch

Rec

ipe

Card

✜✜

An

exam

ple

Scra

tch

gam

e m

embe

rs c

an lo

ok a

t fo

r ins

pira

tion

or u

se a

s a

star

ting

poin

t

To u

se th

e G

ame

Actio

n Ca

rds,

cut e

ach

shee

t in

half

alon

g th

e do

tted

lin

e an

d di

strib

ute

them

to

the

mem

ber g

roup

s. It

’s po

ssib

le th

at se

vera

l or a

ll gr

oups

w

ill w

ant t

o us

e th

e sa

me

Gam

e Ac

tion

Card

, so

mak

e su

re y

ou p

rint e

noug

h co

pies

for a

ll of

you

r gro

ups.

✂

Des

crip

tion

: Rac

ing

is a

gam

e ac

tion

that

alw

ays

gene

rate

s a

lot

of te

nsio

n an

d fu

n. S

ome

good

exa

mpl

es o

f rac

ing

gam

es in

clud

e th

e bo

ard

gam

e Ca

ndy

Land

®, th

e vi

deo

gam

e Su

per M

ario

Car

t®,

and

all k

inds

of s

port

s, fr

om ru

nnin

g an

d sp

rintin

g to

sw

imm

ing.

In

rac

ing

gam

es, p

laye

rs r

ace

agai

nst

each

oth

er o

r ra

ce a

gain

st

the

cloc

k to

mov

e fr

om o

ne s

pot t

o an

othe

r or f

or a

set

dis

tanc

e.

1 or

2 P

laye

r: R

acin

g ga

mes

can

be

1 or

2 p

laye

r. Fo

r a tw

o-pl

ayer

ga

me,

con

side

r m

appi

ng d

iffer

ent

keys

on

the

keyb

oard

to

the

mov

emen

t for

eac

h sp

rite.

For

a si

ngle

-pla

yer g

ame,

a ra

ce a

gain

st

the

cloc

k (s

ee th

e TI

MER

reci

pe c

ard

to m

ake

a si

mpl

e cl

ock.

)

Trac

ks a

nd O

bsta

cles

: Rac

ing

gam

es u

sual

ly in

volv

e ob

stac

les o

r tr

acks

that

the

play

er n

eeds

to s

tay

in to

mai

ntai

n a

fast

spe

ed. I

n or

der t

o se

nse

whe

ther

a sp

rite

is to

uchi

ng th

e ed

ges o

f a tr

ack

or

obst

acle

, use

the

COLL

ISIO

N re

cipe

car

d.

Exam

ple

Scra

tch

Gam

e: T

here

are

som

e ve

ry g

ood

exam

ples

of

raci

ng g

ames

on

the

Scra

tch

web

site

. One

tha

t w

e lik

e is

“M

aze

Race

” by

Mar

k583

: htt

p://

scra

tch.

mit.

edu/

proj

ects

/Mar

k583

/521

8

ra

cin

ggA

Me A

ctio

n cA

rd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Mov

e X

Step

s, Ti

mer

, Sco

re V

aria

bles

, Col

lisio

n

res

ou

rces

Des

crip

tion

: Col

lect

ing

is a

gam

e ac

tion

that

can

be

foun

d in

m

any

plat

form

gam

es li

ke S

uper

Mar

io B

ros.®

whe

re th

ere

are

item

s to

col

lect

suc

h as

key

s, co

ins

and

pow

er-u

ps. T

he C

OLL

ISIO

N

reci

pe c

ard

is im

port

ant t

o us

e to

pic

k up

item

s whe

n yo

u ru

n in

to

them

. Use

hID

E to

pic

k up

item

s.

Keep

ing

Scor

e: O

ften

times

col

lect

ing

item

s ad

ds t

o an

ove

rall

scor

e, s

uch

as in

Pac

Man

®. U

se th

e SC

ORE

vA

RIA

BLE

reci

pe c

ard

to le

arn

how

to k

eep

scor

e.

Pow

erin

g U

p: I

n ad

ditio

n to

kee

ping

sco

re,

colle

ctin

g sp

ecia

l ite

ms c

an g

ive

the

play

er sp

ecia

l pow

ers (

or it

ems)

(the

fire

flow

er

in S

uper

Mar

io B

ros.®

, for

inst

ance

). U

se B

ROA

DCA

ST/R

ECEI

vE

to

notif

y ot

her s

prite

s of

you

r pow

er u

p ab

ilitie

s.

Exam

ple

Scra

tch

Gam

e: T

here

are

som

e ve

ry g

ood

exam

ples

of

colle

ctin

g ga

mes

on

the

Scra

tch

web

site

.

Try “

Fish

Cho

mp”

by

Sam

pleP

roje

ctsT

eam

: ht

tp://

scra

tch.

mit.

edu/

proj

ects

/Sam

pleP

roje

ctsT

eam

/628

35

co

llec

tin

ggA

Me A

ctio

n cA

rd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Mov

e X

Step

s, Sc

ore

Varia

bles

, Col

lisio

n, B

road

cast

/Rec

eive

res

ou

rces

✂

Des

crip

tion

: Run

ning

is si

mila

r to

raci

ng, b

ut it

is u

sual

ly p

ictu

red

from

the

side

in g

ames

cal

led

“pla

tfor

mer

s”. A

pla

tfor

mer

is a

gam

e w

here

run

ning

and

jum

ping

fro

m p

latf

orm

to

plat

form

is

the

cent

ral a

ctiv

ity. S

uper

Mar

io B

ros.®

is a

cla

ssic

pla

tfor

mer

. Run

ning

in

volv

es m

ovin

g le

gs—

so C

hA

NG

E CO

STU

ME

is a

hel

pful

reci

pe

to a

dd a

runn

ing

anim

atio

n to

you

r gam

e.

1 or

2 P

laye

r: R

unni

ng g

ames

can

be

1 or

2 p

laye

r. Fo

r a

two-

play

er g

ame,

con

side

r map

ping

diff

eren

t key

s on

the

keyb

oard

to

the

mov

emen

t for

eac

h sp

rite.

For

a s

ingl

e-pl

ayer

gam

e, ru

nnin

g ca

n in

volv

e av

oidi

ng o

bsta

cles

and

ene

mie

s or

col

lect

ing

item

s fo

r a h

igh

scor

e.

Obs

tacl

es

and

Enem

ies:

Ru

nnin

g ga

mes

us

ually

in

volv

e ob

stac

les o

r ene

mie

s to

avoi

d. U

se C

OLL

ISIO

N to

see

if th

e pl

ayer

sp

rite

is to

uchi

ng a

nyth

ing.

Exam

ple

Scra

tch

Gam

e: “S

crol

ling

Dem

onst

ratio

n” b

y ar

chm

age

is

very

sim

ple

and

easy

to re

mix

for a

runn

ing

gam

e:

http

://sc

ratc

h.m

it.ed

u/pr

ojec

ts/a

rchm

age/

1457

60

Pla

tfo

rm

ergA

Me A

ctio

n cA

rd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Mov

e X

Step

s, Ch

ange

Cos

tum

e, T

imer

, Sco

re V

aria

bles

, Col

lisio

n

res

ou

rces

Des

crip

tion

: Fl

ying

is

an a

ctio

n th

at c

an b

e fu

n an

d ex

citin

g.

Flyi

ng

gam

es

incl

ude

clas

sic

vide

ogam

es

set

in

spac

e lik

e D

efen

der®

as

wel

l as

gam

es d

epic

ting

bird

s, ai

rpla

nes

and

supe

r he

roes

.

1 or

2 P

laye

r: F

lyin

g ga

mes

can

be

1 or

2 p

laye

r. Fo

r a tw

o-pl

ayer

ga

me,

con

side

r m

appi

ng d

iffer

ent

keys

on

the

keyb

oard

to

the

mov

emen

t fo

r ea

ch s

prite

. For

a s

ingl

e-pl

ayer

gam

e, fl

ying

can

in

volv

e av

oidi

ng o

bsta

cles

and

ene

mie

s or

col

lect

ing

item

s fo

r a

high

sco

re.

Obs

tacl

es a

nd E

nem

ies:

Fly

ing

gam

es o

ften

invo

lve

obst

acle

s or

ene

mie

s to

avo

id. U

se C

OLL

ISIO

N to

see

if th

e pl

ayer

spr

ite is

to

uchi

ng a

nyth

ing.

Exam

ple

Scra

tch

Gam

e: “S

crol

ling

Dem

onst

ratio

n” b

y ar

chm

age

is v

ery

sim

ple

and

easy

to re

mix

for a

flyi

ng g

ame:

http

://sc

ratc

h.m

it.ed

u/pr

ojec

ts/a

rchm

age/

1457

60

fly

ing

gAMe

Act

ion

cArd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Mov

e X

Step

s, Ch

ange

Cos

tum

e, S

core

Var

iabl

es, C

ollis

ion

res

ou

rces

✂

Des

crip

tion

: D

odgi

ng i

s an

act

ion

that

can

tak

e sk

ill a

nd

prec

isio

n.

Dod

ging

ga

mes

in

clud

e cl

assi

c vi

deog

ames

lik

e Fr

ogge

r® a

s wel

l as g

ames

whe

re y

ou m

ust a

void

bul

lets

and

oth

er

haza

rdou

s m

ovin

g ob

ject

s.

Play

er v

s. C

ompu

ter:

Dod

ging

gam

es a

re u

sual

ly o

ne-p

laye

r ch

alle

nges

aga

inst

the

com

pute

r. Co

nsid

er h

ow m

any

lives

you

r ch

arac

ter h

as—

wha

t hap

pens

whe

n th

ey g

et h

it? C

OLL

ISIO

N a

nd

the

SCO

RE v

ARI

ABL

ES c

an h

elp

you

keep

trac

k.

Goa

ls: D

odgi

ng g

ames

oft

en in

volv

e av

oidi

ng m

ovin

g ob

stac

les

and

enem

ies.

Wha

t hap

pens

whe

n yo

u re

ach

your

goa

l?

Exam

ple

Scra

tch

Gam

e: “F

rogg

er” b

y pb

urne

tt is

a c

lass

ic d

odgi

ng

gam

e: h

ttp:

//sc

ratc

h.m

it.ed

u/pr

ojec

ts/p

burn

ett/

3706

4

do

dg

ing

gAMe

Act

ion

cArd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Mov

e X

Step

s, Ch

ange

Cos

tum

e, S

core

Var

iabl

es, C

ollis

ion

res

ou

rces

Des

crip

tion

: Ju

mpi

ng

is

an

actio

n th

at

is

com

mon

in

“p

latf

orm

ers”.

A p

latf

orm

er is

a g

ame

whe

re ru

nnin

g an

d ju

mpi

ng

from

pla

tfor

m to

pla

tfor

m is

the

cent

ral a

ctiv

ity. S

uper

Mar

io B

ros.®

is

a c

lass

ic p

latf

orm

er.

you’

re G

roun

ded:

Jum

ping

ga

mes

ar

e us

ually

on

e-pl

ayer

ch

alle

nges

inv

olvi

ng a

void

ing

obst

acle

s an

d ju

mpi

ng u

p an

d ov

er g

aps.

Cons

ider

how

man

y liv

es y

our

char

acte

r ha

s—w

hat

happ

ens

whe

n th

ey fa

ll? C

OLL

ISIO

N a

nd th

e SC

ORE

vA

RIA

BLES

ca

n he

lp y

ou k

eep

trac

k.

Exam

ple

Scra

tch

Gam

e: “S

crol

ling

Dem

onst

ratio

n” b

y ar

chm

age

is v

ery

sim

ple

and

easy

to re

mix

for a

flyi

ng g

ame:

http

://sc

ratc

h.m

it.ed

u/pr

ojec

ts/a

rchm

age/

1457

60

Jum

Pin

ggA

Me A

ctio

n cA

rd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Mov

e X

Step

s, Ch

ange

Cos

tum

e, S

core

Var

iabl

es, C

ollis

ion

res

ou

rces

✂

Des

crip

tion

: Sho

otin

g is

a c

lass

ic v

ideo

gam

e ac

tion.

Sho

otin

g ga

mes

inc

lude

Spa

ce I

nvad

ers®

and

Ast

eroi

ds®.

Mos

t sh

ootin

g ga

mes

als

o in

volv

e do

dgin

g en

emy

bulle

ts o

r ot

her

mov

ing

haza

rds.

1 or

2 P

laye

r: S

hoot

ing

gam

es c

an b

e 1

or 2

pla

yer.

For

a tw

o-pl

ayer

gam

e, c

onsi

der

map

ping

diff

eren

t ke

ys o

n th

e ke

yboa

rd

to t

he m

ovem

ent

for

each

spr

ite. U

se G

O T

O X

/y t

o m

ake

sure

bu

llets

follo

w y

our c

hara

cter

.

Live

s: C

onsi

der h

ow m

any

lives

your

char

acte

r has

– w

hat h

appe

ns

whe

n th

ey g

et h

it? C

OLL

ISIO

N a

nd t

he S

CORE

vA

RIA

BLES

can

he

lp y

ou k

eep

trac

k.

Exam

ple

Scra

tch

Gam

e: “A

ster

oids

” by

Soni

cPop

sDad

is a

cla

ssic

, an

d ve

ry im

pres

sive

:

http

://sc

ratc

h.m

it.ed

u/pr

ojec

ts/S

onic

Pops

Dad

/245

563

sho

oti

ng

gAMe

Act

ion

cArd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Mov

e X

Step

s, G

o To

X/Y

, Cha

nge

Cost

ume,

Sco

re V

aria

bles

, Col

lisio

n

res

ou

rces

Des

crip

tion

: Gro

win

g is

an

actio

n th

at in

volv

es t

ryin

g to

mak

e ob

ject

s bi

gger

or

smal

ler.

A g

ood

exam

ple

of a

gro

win

g ga

me

is K

atam

ari D

amac

y® (P

lays

tatio

n 2/

3), w

here

a r

ollin

g ba

ll pi

cks

up o

bjec

ts a

nd b

ecom

es la

rger

and

larg

er. A

noth

er e

xam

ple

is

Tam

agot

chi®

, whe

re y

ou ta

ke c

are

of a

cre

atur

e to

hel

p it

grow

, or

Wor

ld o

f Goo

®, w

here

you

bui

ld to

wer

s an

d st

ruct

ures

.

Eati

ng, B

uild

ing

and

Gro

win

g: G

ames

tha

t in

volv

e th

e id

ea o

f gr

owin

g m

ight

incl

ude

actio

ns s

uch

as e

atin

g ite

ms

to b

ecom

e bi

gger

, tak

ing

care

of p

lant

s an

d cr

eatu

res,

or b

uild

ing

stru

ctur

es.

Colle

ctin

g:

Gro

win

g ga

mes

oft

en i

nvol

ve c

olle

ctin

g ite

ms

to

grow

. Loo

k at

the

Col

lect

ing

Gam

e A

ctio

n ex

ampl

e fo

r w

ays

to

have

you

r ava

tar c

olle

ct it

ems.

Exam

ple

Scra

tch

Gam

e: C

heck

out

“Gro

win

g El

epha

nt”,

by JI

H7:

http

://sc

ratc

h.m

it.ed

u/pr

ojec

ts/J

IH7/

3701

11

gr

ow

ing

gAMe

Act

ion

cArd

USE

FUL

SCR

ATCh

REC

IPE

CA

RDS:

Sca

le X

/Y, C

hang

e Co

stum

e, S

core

Var

iabl

es, C

ollis

ion

res

ou

rces

© 2009 Boys & Girls Clubs of America

Thank you for taking the time to run the Game Tech program at your Club. Without you, the Boys & Girls Club staff, this program would not be possible.

Gametech Program Guide

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Transcript of Gametech Program Guide