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Scratch Sow: 5 Lessons

The document outlines 5 lessons on creating animations and games using Scratch. Lesson 1 introduces scripts and sequences through telling jokes. Lesson 2 covers sprites, costumes, and character movement. Lesson 3 teaches loops using shapes. Lesson 4 has students make a simple ball game. Lesson 5 finishes a racing game template. The goal is for students to learn programming concepts through creative projects.

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shahabuddin khan
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51 views6 pages

Scratch Sow: 5 Lessons

The document outlines 5 lessons on creating animations and games using Scratch. Lesson 1 introduces scripts and sequences through telling jokes. Lesson 2 covers sprites, costumes, and character movement. Lesson 3 teaches loops using shapes. Lesson 4 has students make a simple ball game. Lesson 5 finishes a racing game template. The goal is for students to learn programming concepts through creative projects.

Uploaded by

shahabuddin khan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Scratch SoW

5 Lessons

Lesson 1 – Scratch Scripts

Lesson 2 – Sprites and Costumes

Lesson 3 –Going Loopy

Lesson 4 – Your First Game

Lesson 5 – Racing Game


Alternative Lesson 3 – Going Loopy With Logo (No lesson plan, but plenty of
resources)
Lesson 1 – Scratch Scripts
Lesson Objectives –
What: Find out how Scratch scripts work
How: Telling bad jokes
Why: Get used to using sequences of instructions

Starter –
Either on paper, whiteboards or a text editor, students write down their
favourite joke. [Learning Checkpoint – can students write in a sequence]

Main –

Share a few jokes, focus on the sequential nature of the telling.


Explain that we are going to turn our favourite joke into an animation. It might
be worth making it a competition to see who can make an animation about the
worst joke.

There is an online text assignment so students can type up their chosen jike in
advance (planning, avoids arguments later on about the wording, gets it written
down while it is in the student’s mind). [Learning Checkpoint]
Demonstrate how to delete and add sprites, then add a script – focussing on the
script as a sequence of instructions (no interaction in this lesson). First video
tutorial takes the students through this, or simply demo on the whiteboard.
Once that is done, demonstrate how to rotate the sprites, lock the rotation,
change the size and add a background. Second video tutorial takes the students
through this, or simply demo on the whiteboard.
Finally, demonstrate how to add movement (I would recommend avo iding
changing costumes at this stage) to make it into a full animation.

Upload the finished work to the VLE. [Learning Checkpoint]

Plenary –

Q&A to assess awareness of key terms – animation, sprite, script, sequence.

Homework –

Sonic game – describe the sequence that one of the enemies uses.
Lesson 2 – Sprites and Costumes
Lesson Objectives –
What: Find out how sprites and costumes work
How: By making characters move
Why: So we understand what sprites can do

Starter –
Either on paper, whiteboards or a text editor, students write down 3
improvements they would make to their animation if they knew how. [Learning
Checkpoint]

Main –
Share responses, hopefully drawing out that the movement of the characters was
poor last time.
Students then follow either each page of the written tutorial or each video
tutorial to investigate how to use costumes & effects to give them more choices
in how they animate the characters.
Following this there are two more tutorials on interaction using the keyboard
and simple collision detection.
Finally there is a challenge for the students to put into practice the things they
have learned and then upload this to the VLE. [Learning Checkpoint]

Plenary –
Either on paper, whiteboards or a text editor, students write down 3 ideas for
things they could do with Scratch other than a simple animation. [Learning
Checkpoint]
Lesson 3 Going Loopy
Lesson Objectives –
What: Find out how to repeat instructions
How: Using Loops (forever and repeat)
Why: So we can run simple instructions lots of times
NB: Due to the fairly technical and challenging nature of some of the concepts, it
is important to talk to individual students throughout the lesson in order to
gauge understanding and learning, and few formal checkpoints are in place.

Starter –
Either on paper, whiteboards or a text editor, students write down one routine
they do most days. Draw out that this routine gets repeated over and over.

Main –

Following the online tutorial, or by teacher guidance, students investigate the


following:
- How to draw simple shapes and the relationship between the number of sides
and the angle turned (factors of 360)
- How to use loops within loops to draw repeated patterns, ultimately 3 loops
deep and with alternating pen colours as well as pen-up and pen-down.
- How to use variables instead of numbers, so the program can be more easily
altered by the user
*Extension opportunities in terms of exploring the effects of changing
instructions and/or values abound.

Plenary –
Showcase some of the progress and shapes the students have created. [Learning
Checkpoint]

Homework –
Students follow on screen instructions to create a simple Scratch program and
adapt it to recreate patterns of shapes.
Lesson 4 – Your First Game
Lesson Objectives –
What: Make a simple game
How: Using Scratch
Why: Learn basic control routines

Starter –
Ask students to identify the game whose motto is “Dodge, Duck, Dip, Dive and
Dodge” (from the filem Dodgeball).

Main –

Students follow onscreen instructions to create a simple game.

First they create a cat that follows the mouse.


Next they create a ball that shoots across the screen and returns at a random
height to move again.

After that they add collision detection for when the ball hits the cat.
Several extension tasks allow students to add scoring systems, difficulty levels
and more.

The finished file should be uploaded to the VLE. [Learning Checkpoint]

Plenary –
There are several ways to cheat – clicking and dragging the cat (so it moves more
quickly), moving the cat so it is all but off the screen (top or bottom) and out of
range of the balls. Students should try to idntify ways to cheat and try to find
ways to stop users doing this. [Learning Checkpoint]
Lesson 5 – Racing Game
Lesson Objectives –
What: Learn how to do more in Scratch
How: By completing a racing game
Why: So we can create more interesting games

Starter –

Either on

Main –
Students download the scratch racing game and follow the online tutorial to
finish the game off. They should use the prompts (which are increasingly text-
based) and use their knowledge of if blocks and variables to complete the game.
Once complete, the game can be played as a two player and students should look
for opportunities to extend the game. This task is delibertely open-ended and
gives students a chance to have a go at something without fear of getting it
wrong.

Plenary –
Students download and complete the ‘What’s Going On’ presentation to
demonstrate their understanding of the code.

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