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Scratch

Objectives

National Standards: Programming part of Computer Science in the Modern World (ACM Model Curriculum for K-12 Level II)

Students will demonstrate an understanding of basic programming concepts.
(a) Define basic programming concepts: variable, data type, procedure, parameter, conditional, iteration, flowchart, and pseudocode.
(c) Write programs with sequences, conditionals, and iteration.

Activities

30 minutes. Introduce Scratch (IntroScratch-short.ppt) and show the “How to Use Scratch” video from http://info.scratch.mit.edu/Support/Videos. Let the kids explore some of the sample projects included with Scratch.

30 minutes: Students create their own simple animation with music based on what they saw in the video. Then can pick any sprite or draw their own. The sprite should move and change costume at least once. You can have them write their name and animate it if they can’t come up with other ideas. See Names “3 NameSurprise” or Names “7 Tamara” for examples.

30 minutes: Students run project WHEEE in Interactive Art. Ask students what they think each block does. Show them how to right-click on a block and select help to get information about a block. Have them edit the costume for WHEEE. Explain that the forever loop runs until you tell the script to stop by clicking the red stop sign. Also have the students run Garden Secret in Interactive Art.

30 minutes: Students create their own art using the Pen blocks.

30 minutes: Have students follow the instructions to create a simple game in Scratch. Start with the first 18 slides of the Simple Witch Game (SimpleWitchGame-6-4-2009.ppt) This covers getting the witch sprite, setting the stage background, and responding to the arrow keys.

30 minutes: Continue with slides 19-35. This covers painting a sprite, setting a starting position, making it fall (loops), adding a score (variable), and checking if somthing is caught (conditionals).

30 minutes: Continue with slides 36 to end. This covers creating a text sprite, broadcasting and receiving messages, and parallel execution. Let the students make modifications to the game for the rest of the class period.


30 minutes: Outline a flowchart in blue painters tape and have each student walk through the flowchart. Explain what a flowchart is and what each symbol means: start and stop, statements or commands, conditionals, and loops. You will need a die as well.

30 minutes: Have students create their own game. Have them create a textual storyboard (pseudocode) and a flowchart for their game.

30 minutes: Students show off game so far and get comments and suggestions from the other students.

30 minutes: Students show off completed game and create instructions and upload the games to the scratch.mit.edu web site.

30 minutes: Do a quiz on the concepts learned in Scratch: loops, conditionals, variables, sequential execution, parallel execution, broadcasting and receiving messasges, and flowcharts.

Disclaimer

This is not my plan I am still looking for the source to give credit.
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