Exploring Coordinates in Scratch: Creating
Dynamic Graphics
Objective:
Students will be able to create a program in Scratch using coordinates (x,y) to generate
various graphic displays and animations.
Assessment:
Students will design and code a Scratch project that includes:
1. At least three sprites that move using coordinate-based commands
2. A background created using the pen tool and coordinate system
3. An interactive element where user input changes the position of at least one sprite
4. A short explanation (written or recorded) of how they used coordinates to create their
graphic displays
Key Points:
The Cartesian coordinate system in Scratch: understanding x and y axes
Using the "go to x: y:" block to position sprites precisely
Utilizing the "glide _ secs to x: y:" block for smooth animations
Implementing the pen tool with coordinates to draw custom shapes and patterns
Combining coordinate-based movements with loops and conditionals for complex
animations
Opening:
Display a simple animation created in Scratch that shows a sprite moving in various
patterns
Ask students: "How do you think we can make sprites move exactly where we want
them to on the screen?"
Introduce the concept of coordinates and their importance in graphic programming
Introduction to New Material:
Explain the Cartesian coordinate system in Scratch:
o Origin (0,0) at the center of the stage
o X-axis for horizontal movement (negative left, positive right)
o Y-axis for vertical movement (negative down, positive up)
Demonstrate how to use the "go to x: y:" block to position sprites
Show how to use the "glide _ secs to x: y:" block for smooth movements
Introduce the pen tool and how it can be used with coordinates
Combine coordinate movements with loops to create patterns
Common misconception to address: Students might think that increasing the y-
coordinate always moves the sprite "up" on the screen, regardless of the sprite's
rotation
Guided Practice:
Have students open Scratch and follow along on their computers
Guide students through creating a simple shape (e.g., square) using coordinates and
the pen tool
Challenge students to modify the shape by changing coordinates
Demonstrate how to create a simple animation using coordinates and the glide block
Ask students to experiment with different coordinate values and observe the results
Monitor student progress and provide assistance as needed
Independent Practice:
Students will create their own Scratch project incorporating the following elements:
1. A background drawn using the pen tool and coordinates
2. At least three sprites that move using coordinate-based commands
3. An interactive element where user input (e.g., mouse click, key press) changes
the position of at least one sprite
Encourage creativity and experimentation with different coordinate combinations
Circulate the room to provide support and answer questions
Closing:
Have students share their projects with a partner
Each pair should explain to each other how they used coordinates in their projects
As a class, discuss interesting ways coordinates were used and any challenges
encountered
Extension Activity:
For students who finish early, challenge them to:
Create a simple game that uses coordinates for collision detection between sprites
Implement a drawing tool where the user can create custom shapes by specifying
coordinates
Homework:
Students will enhance their in-class project by adding one of the following features:
1. A sprite that follows a complex path using a series of coordinate-based movements
2. A "drawing" feature where the user can create a shape by specifying coordinates
3. An animation that spells out a word or creates a recognizable image using only
coordinate-based movements
Standards Addressed:
1. CSTA 2-AP-10: Use flowcharts and/or pseudocode to address complex problems as
algorithms.
2. ISTE Standard 1.4: Students use a variety of technologies within a design process to
identify and solve problems by creating new, useful or imaginative solutions.
