Marlayna Wheeler

FOED 3010

Coding

Game: Fishing

Computational thinking is included into

my fish program throughout the entire designing

process. Sequences is being included in the

beginning when I make the fish wait 1 second

before and after hiding. I used a type of looping

method when it was required to add ‘forever’ to

the fish popping up and disappearing. It will

continuously happen similar to a loop. I used event numerous times in my fish game when the

sprite was being clicked and when the flag would be clicked. Parallelism is being used when I

have the fish and the shark moving at the same exact time. They each have their own operations,

but they take place at the same time. Conditionals were being used throughout the entire process

as well because if you click on one of the sprites, then it will disappear. Operators are being used

when picking the randomized time that the sprites will disappear. The variables throughout the

game are the data. The time changing and score changing would be an example of this.

As a teacher, I am able to use

programming and computational thinking

in my classroom. Depending on the class

content, students could make their own

programs on scratch and explain how they also used computational thinking skills in their

program; however, I believe this would only work with certain classes. For example, this would

work better in technology classes rather than a cooking class in my opinion. Computational

thinking could be used in other concepts that are not scratch programming. Computational

thinking is working through something that has numerous variables that will affect the end result.

If one thing is changed then numerous things happen as a result of that.