Bring Your Pixel Art to Life!
1. The teacher will have the link to Pixelart available to students through their website or by creating a link if possible.
2. The teacher will introduce the website and the account creation. Students should create a character that they will write a short 30 second story for.
3. Use an example:
(If email is unavailable to students, you can have them draw on graph paper rather than use Pixelart.)
Sidenote: It is the teacher's discretion to choose a subject or length of work. This lesson also should be preceded by knowledge of basic programming skills.
1. Students will go to the website and create a new account. They should then set up their account by going through their email to finish the set up.
2. Before students create their character, they should discuss with a partner, their idea and what kind of story they wish to tell with the character.
3. When they are ready, they may begin to draw their character.
2 DIRECT INSTRUCTION
The teacher will demonstrate how to download the picture from Pixelart and then upload the picture to scratch. You can use the website or program (the program is easier as it doesn't require another account.)
1. After students have created their pictures, whether in Pixelart or on graph paper, they will need to open Scratch.
2. They will follow teacher instructions on how to upload their work from Pixelart or copy their work from the graph paper.
3 GUIDED PRACTICE
The teacher will assist students as needed with creating a story for their Pixelart character. Stories should be a complete idea with dialog if necessary.
1. Students will get a piece of paper and number it from 1 to 30.
2. Students must plan for each second of their story.
3. Students will begin writing their story for the character with every second accounted for.
4 INDEPENDENT PRACTICE
The teacher will help facilitate student programming.
1. Students will translate their storyboard over to Scratch.
2. Students will have to keep track of their steps, timing, and following their storyboard as closely as possible.
3. Students may create more 'costumes' for their character by going back to Pixelart and altering their original character.
The teacher will allow students to play their story for the class in order to present their work. You should ask students of any parts they had difficulty with and how they solved their problem.
1. Students will first describe their character, the general plot and any difficulties they had creating the story.
2. Students will field questions from the teacher and peers.
3. Students should be positive and encouraging towards each other.
Key Standards Supported
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Modeling With Geometry
Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).