Lesson #5
Using multiple sprites.
In any game you will rarely find just one character, this means that you will have to include multiple Sprites in your game. This adds another level of complexity as you must decide how their movement is to be controlled. While commands can be assigned individually, Mr Reid demonstrates how you can duplicate code to make things easier. Happy Coding!
Learning Intention
Control and code multiple Sprites in Scratch.
Success Criteria
I can import additional Sprites to Scratch
I can drag and drop written code to multiple Sprites
Introduction
Recap on making our sprite move.
Discuss the motion block, turn command, forever command, how do we make sprites spin.
Create a list of Games that may require multiple Sprites, can you think of their role within one of these games in particular.
Questions
In what games would having more than one sprite be useful?
What is the term we use for fixing errors? Debugging
Key learning in main task video
Adding multiples sprites.
Using keyboard shortcuts to save time.
Drag and drop code to multiple sprites.
Intro to multiplayer games.
Plenary
Encourage students to share examples of the work they have done today.
From the examples shared, encourage discussion around how the skills learned today will enhance the game they are creating.
Questions
How do you code a second sprite to do the same commands as your first? By dragging the code onto the sprite icon in the scripts area.
What are the advantages of Dragging code to other sprites? Time saving
What alternative buttons did Mr Reid say to use for directions? W,A,S,D keys
Extending the Learning
Suggested links from IDL Planner
Research one of the following games developers and create a Slideshow to share with the class: Atari, Nintendo, Sega Games Co., Electronic Arts, Epic or another games developer of my choice. (SOC 2-06a)
Watch some early adverts for video games like Pong, Pac-Man and Space Invaders and share your thoughts. (LIT 2-09a)
Use the Internet to find images of handheld gaming devices from the 1980s and 1990s and comment on their design. (TCH 2-01a, TCH 2-03a)