Zmiany
'''Task:'''
: ''Students should find the blocks '''got to x: y:''' and '''set the direction to <90>.''' They should not find it difficult set the direction '''to the left (-90)''' – one of the additional tasks in Module I was to set the sprite facing a specific direction (up, down, left, right). ''
: ''Students often incorrectly place blocks in the script (in the '''always''' loop instead of before it). If necessary, we ask a student who has managed to properly insert the blocks to demonstrate the right solution, and then we start a discussion about what would happen if we placed the blocks somewhere else. ''
===Planning and programming the Kitten’s behaviour ===
'''Time to complete this part: about 15 minutes '''
'''We summarize '''
that we have already developed the Mouse script, and now it is the time to take care of the Kitten. We ask the students whether in games is it always people who control the characters.
: ''We talk about how often a player's task is to defeat a character controlled by the computer. We explain that this will be the case with the Kitten. We discuss how the computer is to control the Kitten. ''
On the board, just as we have done for the Mouse, we should write out the tasks for the Kitten. For example:
: '''The Kitten: '''
# Appears on the screen in a particular place
# Turns toward the centre of the stage
# Always:
#* Moves toward the Mouse sprite
#* If it touches the Mouse sprite
#** It says <I’ve caught the Mouse!>
#** It ends the game
#* Moves a little forward
'''We conduct a discussion on the following topic: In order to make the game more interesting, whose chances should be better? '''
: ''We should consider whether the Kitten should move faster or slower than the Mouse. How is it in real life, and how should it be in the game? Do we want the player to have a better chance to make the Mouse escape or should the Kitten have a better chance to catch the Mouse? At first it is worth proposing '''that the Kitten be slower''', i.e. move it by 1 step (point 3c).
'''Task:'''
We ask the students to create an appropriate script. We help them if necessary.
'''Task: '''
We ask students to experiment with the Kitten and Mouse speeds.
'''Additional task: '''
We ask students to change the Kitten settings so that it only turns to the left and right, and not around.
'''Task for self-completion: '''
We draw the students’ attention to the fact that by default the Kitten has two costumes that differ in how its legs are arranged. We propose that students create an additional script for the Kitten causing the Kitten to swing its legs. We remind the students that during the previous class we already animated the sprite.
===Proposed modifications and tasks for self-completion ===
Proposals of modifications to be self-completed by students:
* Voice message (ready-made or recorded if we have a microphone) for the Mouse and Kitten characters as a reaction to their meeting.
* Adding a Mouse costume with modified legs and introducing animation to the character.
* Introducing two players (one controls the Mouse with the computer mouse, the other controls the Kitten using the keyboard).
* Creating their own background for the game (created in the graphics editor; it is also possible to use a photo taken by students or downloaded from the web).
'''More challenging tasks: '''
* Introducing the possibility of winning (getting a prize) for the Mouse. We draw cheese on the scene and investigate whether the Mouse touches the yellow colour. If so, then the Mouse shouts “I win!” and we end the game.
* Assigning by means of a draw the starting positions of the Kitten and the Mouse.
* Assigning by means of a draw the starting positions of the Kitten and the Mouse, so that they are in different parts of the screen.
