BOOM, SNAP,

OBJECTIVES
UNIT ACTIVITY By completing this activity students will:
+ create a program that combines interactive

CLAP
sprites with interesting sounds
+ develop a greater fluency with sequences, events,
and parallelism
SUGGESTED TIME + practice experimenting and iterating in building
!   30 – 45 MINUTES up project creations

ACTIVITY DESCRIPTION RESOURCES

q Consider watching an online video of the q Boom, Snap, Clap handout

“Boom, Snap, Clap” hand game if you are q Boom, Snap, Clap example starter project
unfamiliar. http://scratch.mit.edu/projects/43973102
q Boom, Snap, Clap studio
q Optionally, show example projects from the http://scratch.mit.edu/studios/856112
Boom, Snap, Clap studio and have the handout
available to guide students.
REFLECTION PROMPTS
q Give students time to create interactive
instruments by pairing sprites with sounds. + What did you do first?
Encourage them to experiment with different + What did you do next?
ways to express sounds in Scratch by exploring + What did you do last?
other blocks in the Sounds category or using + What were the different ways in which things were
the editing tools within the Sounds tab. happening at the same time?
q Ask students to think back on the design
process by responding to the reflection prompts REVIEWING STUDENT WORK
on paper or in a group discussion.
+ Do projects make creative use of sounds?
+ Are the sprites in the projects interactive?

NOTES NOTES TO SELF

+ To share as a whole group, ask half of the students q

perform their Scratch instruments while the other half q
dances or sings – then switch roles! q
q
BOOM, SNAP, CLAP
HOW CAN YOU USE CODE TO CREATE
SOUNDS AND INSTRUMENTS?

In this activity, you will build your own music-

inspired Scratch project by pairing sprites with
sounds to design interactive instruments based
on the hand game Boom, Snap, Clap.

 
START HERE

q Create three sprites using the paint editor: one

for each sound – boom, snap & clap
q Add sound and event blocks.
q Experiment with ways to make your sprites pop
visually!

FEELING
STUCK? ! TRY THESE THIN
GS…
TH AT’ S O K
FINISHED?

q Import or record your own sounds or experiment with the + Add your project to the Boom, Snap, Clap Studio:
Sounds editor. http://scratch.mit.edu/studios/856112
q Try out other in the Looks and Sounds palette. + Challenge yourself to more! Add another
q Try brainstorming with a neighbor! instrument and sound.
+ Help a neighbor!
 CLICK-AND-TAG
OBJECTIVES
UNIT ACTIVITY By completing this activity students will:
+ be introduced to the concepts of events (one
thing causing another thing to happen) and
SUGGESTED TIME parallelism (things happening at the same time)

 
! 45 – 60 MINUTES + be able to explain what events are and how they
work in Scratch
+ develop greater fluency with sequence, loops,
events, and parallelism

ACTIVITY DESCRIPTION RESOURCES

q In this activity, students will create a virtual q Click-And-Tag handout

graffiti canvas for others to make art. q Click-And-Tag studio
http://scratch.mit.edu/studios/855000
q Ask students to make a new project and give q Projector and screen to present student work
them the Click-And-Tag handout. (optional)
q If students complete the basic task, encourage
them to explore the challenges in the “Things REFLECTION PROMPTS
To Try” section of the handout.

q Ask students to reflect back on their + How were actions triggered in your project?
understanding of events and parallelism by + What are the mechanisms that enable parallelism in
responding to the reflection on the right. Scratch?

q Create a class slideshow of student graffiti art

by collecting students’ drawings after they
REVIEWING STUDENT WORK
complete the programming task. [right-click
the Stage and select: “save picture of stage”] + Can students explain what events and parallelism
are and how they work in Scratch?

NOTES NOTES TO SELF

+ Alert students that the suggested code uses the clear q

block from the pen palette to erase drawings each time q
the green flag icon is clicked. q
q
CLICK-AND-TAG
CAN YOU CREATE A SPACE FOR EVERYONE
TO LEAVE THEIR MARK?

In this project, you will make a virtual canvas

for others to paint their own digital art!

START HERE

q Choose a backdrop from the library for your project’s

stage.
q Paint a new sprite; one without a costume.
q Program the sprite to draw only if you click
and drag.
q Spray away!

THINGS TO TRY

q Explore options to change to color of your drawing.

q Add a new sequence that plays spray-can sounds as you
paint.
q Can you make the spray pen thicker as you click-and-hold?
q Right-click the Stage to save an image of your artwork.

BLOCKS TO PLAY WITH FINISHED?

+ Add your project to the Click-And-Tag

Studio:
http://scratch.mit.edu/studios/855000
+ Share your project with a neighbor and
give each other feedback on your code
and your artwork.
 SHARK BYTES
OBJECTIVES
UNIT ACTIVITY By completing this activity students will:
+ develop greater fluency with computational
concepts (conditionals, operators, data) and
SUGGESTED TIME practices (experimenting and iterating, testing

 
! 45 – 60 MINUTES and debugging, reusing and remixing,
abstracting and modularizing) by working on a
self-directed game project

ACTIVITY DESCRIPTION RESOURCES

q In this activity, students will create a starter q Shark Bytes handout

game project that can be revisited and q Shark Bytes example starter project
extended during the Score, Extensions, and http://scratch.mit.edu/projects/43794712
Interactions activities in the Scratch Creative q Shark Bytes studio
Computing curriculum guide. Optionally, show http://scratch.mit.edu/studios/855882
the Shark Bytes example starter project, and
have Shark Bytes handout available to guide
REFLECTION PROMPTS
students.

q Give students time to start building their games + What was challenging about designing your game?
or let them remix one of the starter projects. + What are you proud of?
q Encourage students to get feedback on their
games-in-progress. Allow students to walk REVIEWING STUDENT WORK
around exploring each other’s projects, asking
questions, and giving feedback. + Do games include conditionals, operators, and
data?
q Ask students to respond to the reflection
prompts on paper or in a group discussion.

NOTES NOTES TO SELF

+ This game introduces some basic Game Artificial q

Intelligence for navigation – the fish is programmed to q
avoid collisions with the shark, but the starfish is not. q
Help students identify the code that makes this
q
happen.
SHARK BYTES
HOW CAN YOU USE SCRATCH TO BUILD AN
INTERACTIVE GAME?

In this project, you will create a game. This

game includes interactions between sprites,
score and levels. It’s a classic chase game
where you help the shark catch the fish, but
avoid the starfish.
 
START HERE

q Create three sprites: one for the player to control

(shark) one to catch (fish) and one to avoid  
(starfish)
q Make your shark sprite interactive.
q Bring your computer-controlled characters to
life!

 
This controls the fish – if the shark is near it
THINGS TO TRY swims away.

q How do you add difficulty to your game?

Creating different levels, using a timer, or
keeping score are a few examples of things
you could do.  
q Use the make a variable block to keep score! This controls the shark – if touching the
fish or starfish, the game ends.  
This controls the starfish – it swims around the
stage semi-randomly.

BLOCKS TO PLAY WITH FINISHED?

+ Add your project to the Shark Bytes

Studio: http://scratch.mit.edu/
studios/855882
+ Help a neighbor!