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Scratch Ubd - Lesson Plan Tutorial

The document provides instructions for teaching students in grades 6-7 how to program a character, or sprite, to perform simple actions using the coding platform Scratch. The lesson introduces students to basic coding concepts like sequences of instructions, events, and connecting code blocks to make a sprite meow when clicked. Students will learn applied skills in math, English language arts, and applied design while practicing organizing visual representations of code. The formative and summative assessments check students' understanding of incorporating codes and code order to animate a sprite.

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257 views5 pages

Scratch Ubd - Lesson Plan Tutorial

The document provides instructions for teaching students in grades 6-7 how to program a character, or sprite, to perform simple actions using the coding platform Scratch. The lesson introduces students to basic coding concepts like sequences of instructions, events, and connecting code blocks to make a sprite meow when clicked. Students will learn applied skills in math, English language arts, and applied design while practicing organizing visual representations of code. The formative and summative assessments check students' understanding of incorporating codes and code order to animate a sprite.

Uploaded by

api-625106235
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Title: Starting from Scratch

Objectives

Outcome After Learn how to program a character to do simple instructions using coding
Session: on Scratch.

Curriculum BC Education Curriculum


Resource:

Intended Grades Grades 6-7

Subjects: Math, English Language Arts, Applied Design, Skills and Technology
(ADST)

Learning Students will be able to:


Outcomes:

Applied Design, Skills and Technology (ADST)


● simple algorithms: for sorting, searching, sequence, selection, and repetition; specific
statements to complete a simple task; cryptography and code breaking (e.g., cyphers)
● visual representations: graphs, charts, network diagrams, infographics, flow charts,
lists, tables, or arrays
Math:
● Reasoning and analyzing: Use tools or technology to explore and create patterns and
relationships, and test conjectures

Assessment of Student Learning and Understanding

Formative (Checking in on students) Summative (Evidence of Students learning)

● Asking questions ● Digital Project, how many codes and


● Observing students connect and add sequence of instructions incorporated
code in order to animate sprite to do actions.
Procedure

Preparations:
Things to get ready before lesson begins

🔗Links: Tools or Material

Homepage: https://scratch.mit.edu/ Students will need access to:


Getting Started: ● Computer
https://scratch.mit.edu/projects/editor/? ● Internet
tutorial=getStarted we ● Keyboard
● Mouse
● Or personal electronic such as an ipad

Steps Duration in
minutes
Lesson Procedure and Script
1. Ask Students: Have any of them have ever played with blocks such 1 minute
as Legos where they connect one thing to another thing?

Today we are going to learn about: how coding works

2. Have students log into the site Scratch https://scratch.mit.edu/ 3 minutes


Show them how to navigate to “Create” at the top of the tool bar
Or “Start creating”
Which will take them to getting started:
https://scratch.mit.edu/projects/editor/?tutorial=getStarted
3. For today’s quick demonstration, we are going to learn how to
program a “sprite” to “meow” when you click on it. This is an easy
task to start off easy, is straightforward, and yet uses quite a few
codes for you to get familiar with.

Keywords to remember: a “sprite” is any image that you want to


provide instructions “Code” or “sequence” is the set of instructions
that you give in order. In order of events

Scratch is easy to learn and to understand because coding is


formatted in puzzle-block-like shapes with different forms of
instructions that can be organized into different sequences.

4. In our introduction, we will be using the cat named “sprite1” that is


provided. It doesn’t do anything unless you click and drag to move it.
Let us get started by going to the yellow “events” tab, that is going to
be your first set of instructions. Click on your mouse, hold the button
and drag from the left side to the blank middle section. THIS is where
you are going to give your sprite instructions.

5. To get started, we are going to give our sprite a 2-step instruction in


order to MEOW.

First we are going to click, select and drag “when this sprite clicked”
THEN we are going to go over to the purple tab and select “Start
sound ‘meow’”
Again just click and drag over. [Click and drag, but DON'T connect
yet]

What do you notice when you click on the sprite? Nothing happens
yet.
Watch what happens when you connect the two codes together
[combine the codes]
Congratulations! You have just made your first 2-step code of
instructions for our sprite!

This is an opportunity for students to learn how to explore and


experiment with different code sequences they could make for their
sprite to be animated to do different actions.

References
BC Learning. (2022). BC Curriculum. Link: https://curriculum.gov.bc.ca/

Wiggins, G. P., McTighe, J., & ebrary, I. (2005). Understanding by design (Expand 2nd ed.).
Association for Supervision and Curriculum Development.

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