Zmiany

::''At the beginning of the lesson we remind students what they were supposed to prepare between classes. We invite a volunteer to present his/her solution. We discuss with the students if anyone solved the task in a different way. We discuss the solutions (we praise each correct solution to a task).'' <br/>

::''If there was no homework, we start by reviewing key issues from the previous module. We also ask if students have any doubts about their own projects. If any students want to, we let them present something they are proud of.'' <br/>

:::''There may be various suggestions. We should prompt the students that our character should be placed in the middle of the starting square. It should be noted that the sprite character should entirely fit in a single maze square, so as not to touch its walls.''

:::''What button are we going to use to make our character go forward? Should it move forever?'' <br/>:::''– We guide the students to find the answer “No,” because it will collide with a maze wall.'' <br/>

:::''How many steps should it now take?'' <br/> :::''– Enough to move from one square to the next, adjacent one. We discuss what this means, pointing to the maze drawing on the board. Together we reach the conclusion that the character should move forward a number of steps that is equal to the length of the side of a single field in our maze.'' <br/>

:::''In this case, should we choose to control the character with the computer mouse or the keyboard?'' <br/>:::''– In this game it will be easier to control the character using the keyboard.''<br/>

:::''After discussing which key should make the character move by one square, we write on the board what we have agreed on, for example:''<br/>:::'''* ''When the up arrow key is pressed, go forward by “one square.''”'''

:::''There will be various answers, such as: the character dies, the game starts from the beginning, etc. We hint that if we do not want the game to end too quickly, it will be enough for the character to bounce off the wall and return to its previous place. Additionally, it can emit a sound, e.g. meow.'' <br/>

:::''We add the following to the previous record, e.g.'' <br/>:::'''''* If the character collides with a wall, go back to where it was previously located, and then: '''''<br/>:::'''''* Play a meow sound''.'''<br/>

:::''There will be various suggestions. We write down one of them on the board.

:::''After discussing which key should control the character, we write on the board what we have agreed on, for example:'' <br/>:::'''''* When the right arrow key has been pressed, rotate the character by 90 degrees to the right.''''' <br/>:::'''''* When the left arrow key has been pressed, rotate the character by 90 degrees to the left.''''' <br/>

:::''We discuss how the game is to end. Let our hero make a sound and display the word “Exit!” in a speech bubble. This is the end of the game, so we should stop all scripts.'' <br/>

:::''– Move the character (we do not yet know how far the character is to be moved)'' <br/>:::''– Rotate the character 90 degrees to the left or right by pressing a given key'' <br/>:::''– Change the stage background. '' <br/>

:::''– How to recognise that the character has walked into a wall, i.e. a prohibited stage area, or reached the exit'' <br/>:::''– How to move the character backwards, i.e. reverse it'' <br/>:::''– How to play sounds (unless we have introduced this command earlier in class or as homework / an additional task).'' <br/> 

'''Task:''' We ask the students to double click the stage or the stage icon located in the bottom left corner. <br/> ::''We remind them that the appearance of the screen changes, and in the top centre of the screen we can go to the Background tab to change the stage.''<br/>

::''We explain that this way we go back to creating sprite-related scripts. We explain that this way we can switch between defining the stage characteristics and the sprite.''<br/>

::''We allow students a few minutes to complete the task. Depending on the group we may remind the students which blocks should be used to build scripts. We check if everyone managed to create the scripts.'' <br/>

'''Task:''' We ask students to try and find a block (blocks) to check whether the sprite is touching a specified colour. If necessary, we help them (e.g. suggest that it is among sensors). <br/>

::''Students should find a few blocks. Among them, the is '''touching colour'''? Block. If necessary, we briefly discuss other blocks and explain why they are not going to work in this case.'' <br/>

::''We reach the conclusion that it must move. We ask by how many steps. By as many as it moved forward previously. We wonder about which block we should use for movement – we have only one. But in it we can enter the number of steps which the sprite is to add (i.e. move forward). How to put down that now it is to go back? We reach the conclusion that we should subtract the number steps by which the character moved forward. That’s why we enter them with a minus.'' <br/>

::Together with the students we think about where the instructions should be placed. We should come to the conclusion that the script '''when <up arrow> key is pressed''', which causes the movement of the character, needs to be modified because only when the character moves can it enter a forbidden colour. <br/>

::''We discuss whether the word should be displayed continually or only for a moment. That is why we select the block with the display time – '''say... for 2 s'''.'' <br/>

::''We allow some time to complete the task, then ask one of the students to show a solution on the interactive whiteboard, and check whether everyone has solved the task.'' <br/>

- :''– if the right arrow key has been pressed, rotate the sprite to the right (clockwise),'' <br/>– :''– if the left arrow key has been pressed, rotate the sprite to the left (counterclockwise),'' <br/>– :''– if the up arrow key has been pressed:''<br/>::''1. move the sprite by one square in the direction in which it is looking'',<br/>::''2. if the sprite has entered a red square:''<br/> :::''2a. move the sprite back (reverse it) by one square,''<br/> :::''2b. play the meow sound''<br/>::''3. if the sprite has entered a blue square:''<br/>:::''3a. display Hurrah! in a speech bubble''<br/>:::''3b. finish everything (the game is over).''<br/> We explain that we are missing the game board and need to fine-tune the details.  '''Task:''' We ask the students to import the prepared maze file as a stage background (if necessary, we tell them where the file can be found). Then we ask the students to use the mouse to move the sprite to the green square (on the left side of the board) and reduce its size so that it will fit it in a single square, then to test how the game works, starting with rotating the sprite left or right to see if it touches any squares other than the one in which we have placed it. <br/> ::''If the character touches other squares when we rotate it, we ask the students to place it closer to the centre of the square and possibly (if necessary) reduce its size.'' <br/>  ::''It will be difficult to move the sprite around the maze. We have made the assumption that the character will move one square at a time, but that is not the case in our programme. We discuss with students what causes this. We ask how many times we have to go forward to get to an adjacent (green, i.e. allowed) square. Students should notice that we need to press the up arrow key four times. We ask them what should be changed in the script. Students should notice that the number of steps by which the character moves forward should be made four times larger, i.e. changed from 10 to 40 (i.e. the length of the side of a single square).'' <br/> [[Plik:maze16.JPG|center]] <br/>[[Plik:maze17.JPG|center]] <br/>[[Plik:maze18.JPG|center]] <br/> '''Task:''' We ask students to modify the script so that the character moves exactly by one square (also in the case of reversing). <br/>[[Plik:maze19.JPG]]  '''Task for self-completion:''' We ask students to add a script that is executed when we click the green flag (that is, immediately after starting the programme). It should: <br/>::''– place the character in the starting square (if necessary, we remind the students how to do this, in particular how to read the position in which the character is to be placed),'' <br/>::''– provide animation by making the cat wave its legs.'' <br/> ===Modification of how the game works==='''Time to complete this part: about 15 minutes''' <br/>'''Task for self-completion:''' We propose a change – if the character walks into a maze wall, it goes back (slowly, e.g. during 3 seconds) to the starting point. <br/>[[Plik:maze19.JPG]] <br/> '''Task for self-completion:''' We propose that students change the script so that pressing an arrow key sets the character in the direction of the arrow and moves it by 40 steps.<br/>[[Plik:maze22.JPG|center]] <br/> ===Suggested homework (task for self-completion)=== '''Additional task for self-completion:''' We suggest that students add a new maze background by copying the existing one and then editing it (by colouring the respective squares red or green). <br/> Then they should modify the script in terms of what should happen when the character reaches the exit: <br/>::– a background change has taken place (we can use the block '''change background to <background name>''' and select the '''next background''' from the dropdown list), <br/>::– the sprite has returned to the starting point (NOTE: in the case of the new stage the starting point may be different than previously, but it is easier to keep the same one). If the starting point is always in the same place, the game can be played indefinitely without the need to add other modifications in the scripts (after passing all the boards the player will return to the first one). If the game is to end after the player has passed two or more boards, the last board should be identified as such (e.g. by the background name). <br/> ==Files to download==  [[Plik:maze_Plansza1.png|300px|file1]] [[Plik:maze_Plansza2.png|300px|file2]]