Lesson Plans for Days 6 to 10

 Day 6: Using Variables

 Learning Objectives:
o Understand what variables are and how they are used in programming.
o Create and use variables to track information, such as scores, in a game.
 Lesson Focus / Success Criteria:
o By the end of the lesson, students will create a variable in Scratch to track the
player's score in a simple game.
 Prior Knowledge / Previous Learning:
o Familiarity with motion blocks, loops, and control structures (from previous
lessons).
 Introduction:
o Ask: "Have you ever played a game where you have to keep track of points or
health? How does the game know your score?"
o Explain that variables are like containers that store information, such as scores
or lives, and change over time.
 Main Activities:
o Introduction to Variables: Show how to create a variable in Scratch (e.g., a
score).
o Using Variables in a Game:
 Create a variable called "Score."
 Add blocks to increase the score whenever the player avoids an
obstacle or collects a point.
 Display the score on the stage.
o Experiment: Let students create a game where the score changes based on
player actions (e.g., collecting stars or avoiding obstacles).
 End/Close/Reflection/Summary:
o Ask: "How did your score change during the game? How can we use variables
in other types of games?"
o Summarize: Explain how variables can be used to track different kinds of
information and encourage students to think of creative ways to use variables
in their projects.

 Day 7: Broadcast Messages

 Learning Objectives:
o Understand how to use broadcast messages to allow sprites to communicate
with each other.
o Apply broadcast blocks to trigger events in a game.
 Lesson Focus / Success Criteria:
o Students will create a project where one sprite sends a broadcast message to
trigger an action in another sprite.
 Prior Knowledge / Previous Learning:
o Basic understanding of events, control structures, and motion blocks (from
previous lessons).
 Introduction:
o Ask: "What happens when different characters or objects in a game need to
communicate? How does pressing a button cause a door to open in a game?"
 o Explain that in Scratch, sprites can send messages to each other using
broadcast blocks.
 Main Activities:
o Introduction to Broadcasts: Demonstrate how to use the "broadcast" and
"when I receive" blocks to send and receive messages between sprites.
o Create a Message Trigger:
 Program Sprite A to broadcast a message when clicked.
 Program Sprite B to move or change when it receives the message
from Sprite A.
o Experiment: Allow students to create interactions between multiple sprites,
triggering different actions based on messages.
 End/Close/Reflection/Summary:
o Ask: "What happened when your sprites sent and received messages? How
can we use broadcasts to make more complex games?"
o Summarize: Emphasize how broadcasts help sprites communicate and how
they can be used to coordinate events in a game.
Day 8: Advanced Loops and Nested Conditions

 Learning Objectives:

 Learn how to use nested loops and conditional statements for more complex
programs.

 Create a quiz program that tracks the player’s score and asks multiple questions.

 Lesson Focus / Success Criteria:

 By the end of the lesson, students will create a quiz game that asks multiple questions
and uses loops and conditionals to track answers.

 Prior Knowledge / Previous Learning:

 Understanding of loops, conditionals, and variables (from previous lessons).

 Introduction:

 Ask: "Have you ever played a quiz game where you answer questions and earn
points? How does the game keep track of whether you answered correctly?"

 Explain that we can use nested loops and conditions to ask questions and track scores
in a quiz.

 Main Activities:

 1. Create a Quiz Program:

 - Use the "ask" block to ask the player a question.

 - Use "if-then" blocks to check if the answer is correct and increase the score.

 - Use loops to repeat the process for multiple questions.

 2. Nested Conditions: Add more complexity by using "if-then-else" blocks to handle

multiple outcomes (e.g., correct vs. incorrect answers).

 3. Practice: Let students design their own quiz games with at least three questions
and a scoring system.

 End/Close/Reflection/Summary:

 Ask: "How did your quiz game work? How did loops and conditions help to manage
the questions and answers?"

 Summarize: Explain how nested conditions allow programs to handle more complex
logic and encourage students to think about using these techniques in their final
projects.
Day 9: Game Design - Putting It All Together

 Learning Objectives:

 Combine all the Scratch programming concepts learned so far to design and build a
complete game.

 Lesson Focus / Success Criteria:

 Students will design and create a platformer game using motion, events, loops,
conditionals, variables, and broadcasts.

 Prior Knowledge / Previous Learning:

 Familiarity with all the previous Scratch concepts (motion, loops, conditionals,
variables, broadcasts).

 Introduction:

 Ask: "What kind of game do you want to create? How can you use everything you’ve
learned to design a full game?"

 Discuss how video games combine many programming concepts and that today, they
will create their own game from scratch.

 Main Activities:

 1. Design the Game:

 - Students will plan their game (e.g., a platformer where the player avoids obstacles,
collects points, and reaches a goal).

 - Break the game into components: player movement, obstacles, scoring, and game
end.

 2. Program the Game:

 - Use motion blocks to control the player.

 - Use variables to track the score.

 - Use control structures (if-then) to manage interactions with obstacles.

 - Add broadcasts for any game events, such as the game ending when the player
reaches a goal.

 3. Test and Iterate: Let students test their games, make improvements, and add new
features as needed.

 End/Close/Reflection/Summary:
 Ask: "What did your game do? How did you use everything you’ve learned to build
the game?"

 Summarize: Highlight the importance of combining multiple programming techniques

to create complete projects, and remind students that they will be presenting their final
projects in the next lesson.
Day 10: Final Project & Presentation

 Learning Objectives:

 Design and develop a final project that demonstrates understanding of Scratch

programming concepts.

 Present the project to the class, explaining the programming logic behind it.

 Lesson Focus / Success Criteria:

 Students will create and present a unique Scratch game or animation that incorporates
motion, events, loops, conditionals, variables, and broadcasts.

 Prior Knowledge / Previous Learning:

 Comprehensive knowledge of all the programming concepts covered in the course.

 Introduction:

 Ask: "What final project do you want to create? What game or story do you want to
tell?"

 Explain that today’s lesson is about showcasing what they’ve learned by creating their
own original project.

 Main Activities:

 **Create the Final Project**:

 Students will design and build their final project, incorporating everything they’ve
learned.

 Encourage creativity: Students can make a game, story, or interactive animation.

 **Presentation**:

 Students will present their projects to the class, explaining how they used different
Scratch blocks and programming concepts.

 **Peer Review**: Classmates will ask questions and provide feedback on each
project.

 End/Close/Reflection/Summary:

 Ask: "What did you learn from creating and presenting your final project? What was
your favorite part of using Scratch?"

 Summarize: Celebrate the students' progress and encourage them to keep exploring
programming and creating their own projects.
With these detailed daily lesson plans for Days 1 to 10, you now have a full Scratch
programming curriculum that covers all objectives in a structured and engaging manner.
Title
Introduction to Scratch Interface

Definitions/Theory Explanations
Scratch Interface

 Scratch is a visual programming language developed by the MIT Media Lab. It is designed for
younger students to create interactive stories, games, and animations. The interface consists
of the stage, sprites, script area, and blocks palette.

Scripts

 In Scratch, a script is a set of connected blocks that define the actions of a sprite. Scripts are
created by snapping blocks together in the script area.

Sprites

 Sprites are the characters or objects that perform actions in a Scratch project. They can be
manipulated by scripts to move, change appearance, and interact with other sprites.

Stage

 The stage is the area where sprites act out their scripts. It can also hold backdrops that set
the scene for the project.

Key Concepts and their Explanation

Types of Blocks

 Motion Blocks: Control the movement of sprites on the stage.

 Looks Blocks: Change how sprites look or say something.
 Sound Blocks: Add and control sounds.
 Events Blocks: Trigger scripts to run based on events like clicking the green flag.
 Control Blocks: Manage the flow of scripts, like loops and conditionals.
 Sensing Blocks: Detect specific conditions or inputs.
 Operators Blocks: Perform operations on numbers and strings.
 Variables Blocks: Store data that can be used in scripts.

Creating Simple Scripts

 Demonstrating the use of a "when green flag clicked" block to start a script and combining
"move 10 steps" and "turn 15 degrees" blocks to create simple motion.
Manipulating Sprites

 Changing sprite attributes such as position, size, and costume to enhance interactive
projects.

Practice Problems
Problem 1

 Create a script that makes a sprite move in a square pattern on the stage. Use the motion
blocks to achieve this.

Problem 2

 Write a script using the "say" block for a sprite to display a welcoming message when the
project starts.

Problem 3

 Change the costume of a sprite to create an animation effect. Use the looks blocks to switch
between costumes.

Problem 4

 Manipulate a sprite to move to a specific position on the stage using the "go to x: y:" block.

Problem 5

 Add a backdrop to the stage and create a script that changes it when a specific event
happens, like pressing a key.

Additional Notes
 Remember that Scratch is a fun and interactive way to learn programming concepts. Don't
be afraid to experiment with different blocks to see what you can create.
 Pay attention to the feedback provided during the practical tasks and use it to improve your
scripts.
 All students are encouraged to participate actively in discussions, as sharing and asking
questions are great ways to learn.
 For the next lesson, familiarize yourself with variables and sensing blocks for an exciting
journey into interactive projects.
Title
Introduction to Scratch Interface

Review of Previous Lesson (5 minutes)

 Welcome back, everyone! Today, we will begin by revisiting some essential aspects of the
Scratch interface, which we explored in our last session.
 We'll quickly go over the main components: the stage, sprites, scripts area, and blocks
palette.
 If any of you encountered difficulties or have questions from last time, now is a perfect
opportunity to discuss them.

Introduction to Scratch Blocks (10 minutes)

 Now, let's dive into one of the most exciting parts of Scratch: its blocks!
 We'll also explore categories like Sound, Events, Control, Sensing, Operators, and Variables.
 Let me show you a simple example: We can use the "when green flag clicked" block as a
trigger to begin a script.

Hands-On Activity: Creating Simple Scripts (10 minutes)

 Grab your computers! It's time to roll up your sleeves and get creative.
 Try using different blocks to experiment with movements and appearance.
 This is your chance to explore. Dive into the Scratch interface and see what kinds of fun
projects you can start today!

Manipulating Sprites and Using the Stage (5 minutes)

 Let's learn how to give our sprites a complete makeover!

 Do you want your sprite to look like it's walking? Simply change its costume in succession to
create an animation.
 Let’s not forget about the stage! It serves as your project's background, and by adding a
backdrop, you can completely transform the environment of your story or game.

Class Discussion and Q&A (5 minutes)

 Let’s gather as a class to discuss what you've learned from today's experiments with Scratch.
 Feel free to ask questions about using different blocks or manipulating sprites—we're here
to help each other out!
 We can clarify doubts together, and if anyone has insights to share, please do so.

Assessment (5 minutes)

 To wrap up, we’ll conduct a short practical task. Use Scratch to create a simple interactive
project.
 I’ll walk around to observe your projects and provide feedback.
  Take this moment to showcase what you have learned today and how creatively you can use
the Scratch interface.

Conclusion and Follow-Up

 Everyone did fantastic work today! We acquainted ourselves with the Scratch interface and
explored blocks, scripting, and sprite manipulation.
 Look forward to next class where we'll tackle more advanced Scratch features like using
variables and sensing blocks.
 Don’t forget to practice at home by trying out new script combinations. Have a wonderful
day!
Title
Introduction to Scratch Interface

Definitions/Theory Explanations

Scratch Interface

 Scratch is a visual programming language for beginners

 **Stage**: Where animations are viewed
 **Sprites**: Characters or objects that perform actions
 **Script Area**: Workspace for code blocks
 **Blocks Palette**: Collection of code blocks

Key Concepts and their Explanation

Understanding the Scratch Interface

 The **Stage** displays program execution

 **Sprites** are programmable objects
 The **Script Area** is where code is written
 The **Blocks Palette** provides pre-built code blocks

Practice Problems

 Problem 1: Interface Identification

 Identify and describe the function of the 'Stage' area
 Problem 2: Sprites
 Explore how to add and delete sprites
 Problem 3: Starting a New Project
 Start a new project in Scratch and add a sprite
 Problem 4: Understanding Blocks
 Navigate to the Blocks Palette and identify three different types of blocks
 Problem 5: Creating Scripts
 Create a simple script that moves a sprite across the stage

Additional Notes

 Make sure you have Scratch installed and can access it on your computer
 Familiarity with the basic terms and components in Scratch will help you
 Practice navigating different sections like the Blocks Palette and Script Area
 Don't hesitate to experiment with different sprites and animations
 In our next lesson, we will explore how to use blocks to create exciting scripts
Title
Introduction to the Scratch Interface

Introduction to Scratch (5 minutes)

 Hello everyone! Today, we are embarking on a journey into the world of Scratch, an exciting
visual programming language designed especially for beginners.
 Scratch is a fantastic tool for learning programming skills in a fun and engaging way. It allows
us to create stories, games, and animations without needing to write complex code.
 By using visual tools like Scratch, we gain a better understanding of programming concepts,
which are crucial in today's technology-driven world.

Exploring the Scratch Interface (10 minutes)

 Now, let's dive into the Scratch interface and explore its main components. We'll start with a
demonstration on the projector.
 Stage is where all the magic happens; it's like a theater stage where our stories unfold.
 Sprites are the characters or objects that perform actions on the Stage. They are the stars of
our projects!
 Script Area is where we write the code for our sprites. It's like giving them a script to follow.
 Blocks Palette is like a toolbox. It contains all the blocks we use to program our sprites'
actions.
 Let's look at the labeled diagram on your handouts to reinforce these concepts. Notice the
"New Project" button, which is crucial for starting new projects. It’s important to know how
to navigate between different sections of the interface.

Hands-On Activity: Creating a New Project (10 minutes)

 Time to get hands-on! We'll start a new project in Scratch together.

 First, click on the "New Project" button to begin. Look how easy it is to dive into creation!
 Next, let's add a sprite from the Scratch library. Watch as I demonstrate how to select and
add a sprite.
 Now, it's your turn to explore! Try adding different sprites to your project. Remember,
creativity is key, so feel free to experiment and have fun with it!

Class Discussion and Q&A (5 minutes)

 Let's regroup and discuss what we've learned about the Scratch interface. What did you find
exciting?
 This is a great time for you to ask any questions you might have. Feel free to share your
thoughts on how you plan to use Scratch.
 If there are any areas you’re unsure about, let's clarify them with some additional examples
or explanations.

Assessment (5 minutes)

 To wrap up, let's take a quick quiz to test our understanding of the Scratch interface.
  The quiz consists of a few questions that will help us identify the main components we've
discussed.
 Hand in your quizzes when done, and I’ll review them to ensure everyone is on track with
their understanding.

Conclusion and Follow-Up

 Fantastic work today, everyone! We've had a thorough introduction to the Scratch interface,
an important step in our programming journey.
 Remember, the skills you’ve learned today will help you not only in computer science but
also in creative arts, as Scratch can be used to create amazing animations and stories.
 In our next lesson, we will dig deeper into using blocks to create scripts and manipulate
sprites. Be prepared to continue your adventure in programming with Scratch!
 Thank you all for participating, and see you next time!