Technologies · Foundation · Creating with Code · Term 3

Controlling Digital Characters

Students will write simple block-based programs to make digital characters move, change appearance, or make sounds.

• ACARA Content Descriptions
• AC9TDEFP01

About This Topic

Controlling digital characters introduces Foundation students to block-based programming, where they snap together commands to direct characters' movements, appearance changes, and sounds. This aligns with AC9TDEFP01, as students design sequences for specific paths, use costume changes to convey stories, and predict outcomes from given instructions. Simple tools like ScratchJr make coding accessible, fostering early computational thinking through logical sequencing and cause-effect relationships.

In the Creating with Code unit, this topic builds foundational digital literacy by connecting programming to creative expression. Students see how precise instructions create predictable results, mirroring real-world problem-solving. It encourages experimentation with loops and conditionals in basic forms, preparing for more complex algorithms later.

Active learning shines here because students immediately test and iterate their code, observing characters respond in real time. Pair programming and peer debugging sessions turn abstract logic into collaborative play, boosting engagement and retention as children refine ideas through trial and error.

Key Questions

1. Design a sequence of commands to make a character move in a specific path.
2. Explain how changing a character's costume can tell a story.
3. Predict the movement of a character given a set of instructions.

Learning Objectives

• Design a sequence of block commands to direct a digital character through a specific path.
• Explain how changing a digital character's costume contributes to narrative or visual storytelling.
• Predict the final position and actions of a digital character based on a given set of sequential commands.
• Modify a simple program to alter a digital character's movement, appearance, or sound output.

Before You Start

Using Digital Devices

Why: Students need basic familiarity with using a mouse, keyboard, or touchscreen to interact with digital tools.

Identifying Shapes and Directions

Why: Understanding concepts like 'forward', 'backward', 'left', and 'right' is essential for directing character movement.

Key Vocabulary

Algorithm	A set of step-by-step instructions to complete a task. In coding, this is the sequence of commands you give to a character.
Sequence	The order in which instructions are performed. Changing the sequence can change the outcome of the program.
Command	A single instruction given to a digital character, such as 'move forward' or 'say hello'.
Sprite	A digital character or object that can be programmed to move and interact within a digital environment.
Costume	A different visual appearance or graphic for a sprite. Changing costumes can make a character appear to animate or express different emotions.

Watch Out for These Misconceptions

Common Misconception

Programs run all blocks at once, like magic.

What to Teach Instead

Block code executes sequentially, one command after another. Hands-on testing in pairs reveals timing issues, as students watch characters pause or repeat, building understanding through observation and adjustment.

Common Misconception

Costume changes happen automatically without code.

What to Teach Instead

Explicit 'switch costume' blocks control appearances to support narratives. Peer reviews during sharing sessions help students articulate why costumes need commands, clarifying the programmer's control.

Common Misconception

Characters move on their own if blocks touch.

What to Teach Instead

Movement requires specific direction and step blocks. Prediction challenges with shared screens expose this, as group discussions compare expected versus actual paths, refining mental models.

Active Learning Ideas

Stations Rotation: Path Challenges

Prepare four stations with ScratchJr devices: straight line, zigzag, circle, and obstacle course. Students drag blocks to program a character along the path, test, and adjust. Rotate groups every 10 minutes, then share successful sequences.

45 min·Small Groups

Pairs: Story Costumes

Partners select a character and three costumes to tell a simple story, like a cat waking up. They program movements and sound changes between costumes. Pairs perform their stories for the class and explain the sequence.

30 min·Pairs

Whole Class: Prediction Relay

Display a mystery program on the interactive whiteboard. Students predict the character's actions in turns, then run the code to check. Discuss surprises and vote on fixes before recreating in pairs.

25 min·Whole Class

Individual: Sound Dance Debug

Provide buggy code making a character dance with mismatched sounds. Students identify errors, fix blocks, and add their own sound sequence. Share one improvement with a partner.

20 min·Individual

Real-World Connections

• Video game designers use sequences of commands to program characters' movements and actions in games like Super Mario or Minecraft, allowing players to interact with virtual worlds.
• Animators create sequences of drawings or digital frames to make characters move and tell stories in animated films and television shows, similar to how changing costumes can show character progression.

Assessment Ideas

Quick Check

Present students with a simple block code sequence for a character. Ask them to draw the path the character will take on a grid, or write down what the character will say or do next. This checks their ability to predict outcomes.

Exit Ticket

Provide students with a digital character and a starting point. Ask them to write down three block commands in sequence to make the character move to a specific spot. This assesses their understanding of designing command sequences.

Discussion Prompt

Show students two versions of a short animation where the character's costume changes. Ask: 'How does changing the character's appearance help tell the story? What would be different if the costumes stayed the same?' This prompts them to explain the role of visual changes.

Frequently Asked Questions

What block-based tools suit Foundation coding?

ScratchJr is ideal for Foundation students due to its visual blocks, intuitive interface, and pre-made characters. It supports AC9TDEFP01 without text input. Alternatives like Kodable or Lightbot offer similar path-based challenges, ensuring all students access devices through rotations.

How do I scaffold sequencing for beginners?

Start with pre-built partial programs where students add one or two blocks. Use visual aids like arrow mats on floors to mimic paths before coding. Gradually increase complexity, with checklists for 'move, turn, repeat' to guide independent design.

How does active learning benefit controlling digital characters?

Active approaches like pair programming and station rotations make coding tangible, as students see instant feedback from character actions. This trial-and-error process develops persistence and debugging skills naturally. Collaborative predictions and shares build vocabulary for explaining logic, deepening understanding beyond passive watching.

How to assess student progress in this topic?

Observe during activities for sequencing accuracy, prediction explanations, and iteration attempts. Use rubrics for programs: does it match the path? Does it use costumes effectively? Digital portfolios of saved projects plus reflections like 'What changed when I added a sound?' provide evidence of growth.