AnimatEd By Scratch


Title:
AnimatEd By Scratch
Subject:
Engage - Programming - Math
Grade:
3rd/4th
Time Frame:
8 sessions
Summary:
Students will learn to program animations (and a game?) with Scratch
Tasks:
  1. Teacher overviews Scratch interface and demonstrates a few basics
    • Get Scratchy to move left/right with arrow keys
  2. Challenge 1 - How can we get Scratchy to move up/down?
    • After students explore this challenge for awhile, you can discuss the XY grid (cartesian plane) of the stage - Event, Sequence, & Parallelism
  3. Challenge 2 - How can we draw a square, triangle, octagon, circle?
    • After kids struggle with the square (not all will) for awhile, discuss/demonstrate how to program it with "Brute Force"
    • Bring pair of students up who have figured out how to do it with a Repeat block and discuss "Clever Coding" (efficient) - Loop
    • Give kids time to go try it themselves
    • At some point discuss the concept of a software bug & problem-solving, testing/iterating
  4. Challenge 3 - Key Moves Scratch Card - Event, Sequence, & Parallelism
  5. Challenge 4 - Glide Scratch Card - Event, Sequence, & Loop
  6. Challenge 5 - Follow the MouseScratch Card - Event, Sequence, & Loop
  7. At some point during first 5 challenges, discuss the ideas of
    • "Brute Force" Coding vs "Clever Coding"
    • Guess and Check, Reflection, Iteration
    • Tweaking/Hacking - completing assignments as given, then tweaking/hacking them to make them better, more interesting, etc.
  8. Challenge 6 - Scratch Community
    • Create accounts on the Scratch site
    • Upload projects to Scratch account
    • Embed favorite Scratch program so far on Engage Portfolio page on the wiki
    • Create a link to students' Scratch "portfolios" on the site
  9. Challenge 7 - Maze
    • a - Make a maze where a cat moves through a maze - Stage
    • b - Add a mouse that disappears when the cat catches it - Show/Hide, Sensing
    • c - Add text and audio that says "Yum!" after the mouse disappears - Looks
    • d - Make it so the cat returns to the start of the maze if it touches the edges of the maze - Conditional
    • e - Count how often the cat touches the maze walls
    • e - Create a second level maze for the cat - Variables, Multiple Stages
  10. Challenge 8 - Create a racing game
  11. Challenge 9 - Scratch Cards II
    • Change Color - change color effect
    • Animate It - Multiple costumes
    • Moving Animation - if on edge, bounce
    • Students create an original animation using the ingredients they have explored above costumes, change color, move, glide, point in direction, etc.
  12. Optional Challenge - Create a greeting card for Mother's Day, birthday, etc.
  13. Challenge 10 - Design Scenario 1 - http://bit.ly/ScratchDesignScenarios
  14. Challenge 11 - Game Design Studios - Steps 1 & 2
    • Form a design studio with two pairs of students
    • Choose a name for your studio
    • Design an animated logo for your studio
  15. Other Design Scenarios? - http://bit.ly/ScratchDesignScenarios
  16. Ongoing - Testing other group's games and providing feedback on Scratch Community site
  17. Create a Game/Animation/Art Design Studio - Groups of 4 (two pairs) - plan and design two different styled games
    • A more challenging/interesting maze game
    • A more challenging/interesting racing game
    • A pong, tennis or hockey game
    • A side scroller
    • A quiz show game
    • Design sprites and backgrounds for others
    • Design greeting card animations
    • Design how to or informational animations
  18. Challenges for faster working students?
Objectives:
  • Math
    • Two Dimensional Shapes
    • Angles & Sides
    • Cartesian Plane
    • Common Core - Operations & Algebraic Thinking
      • Mathematical thinking tools: problem solving, reasoning, and representation skills
      • Algebraic ideas, including patterns, variables, and functions
  • Engage
    • Computational Thinking Concepts
      • Conditionals - If, If/Else
      • Data - Variables and Lists
      • Events
      • Loops - Repeat
      • Operators
      • Parallelism - with an object and across objects
      • Sequences -
        • linear sequential thinking
        • Understanding the difference between "brute force" coding and "clever coding"
      • Functions
  • Computational Thinking Practices
    • Being incremental and iterative
    • Pattern finding
    • Algorithm finding/applying
    • Problem-solving
      • Guess/check technique followed by reflection
      • Testing and Debugging
      • Decompose - Split problems into discrete components to make them easier to solve
      • Iteration
    • Creative Thinking
      • Reusing - hacking
      • Remixing - tweaking/hacking
      • Abstracting
    • Reasoning Systematically
      • Modularizing
    • Code reading
      • Understanding
      • Critiquing
      • Decomposition - Reverse engineering
      • Extending (tweaking/hacking)
    • Visualizing
    • Work Collaboratively
    • Design Process
  • Computational Thinking Perspectives - these seem like skills/practices as well as dispositions
    • Connecting - why is this considered a perspective and not a practice?
    • Questioning
    • Programmer's Mind - seeing Computational Thinking Concepts and Practices in other situations - engaged in using tools to solve problems
    • Comfortable with trial and error
    • Working in an atmosphere of figuring things out together
  • Constructing
  • Game Design
  • Group Skills
    • Learn and practice the main roles of pair programming - 1) The driver controls the mouse and keyboard. 2) The navigator makes suggestions, points out errors, and asks questions.Students should switch roles every 4-5 minutes in the younger grades.
Assessment:
Resources:
Examples:



Discussion:

Subject Author Replies Views Last Message
Play BalancEdTech BalancEdTech 0 40 May 19, 2013 by BalancEdTech BalancEdTech
Slow Constructionist Movement BalancEdTech BalancEdTech 0 50 May 19, 2013 by BalancEdTech BalancEdTech
Comment added: BalancEdTech BalancEdTech 0 30 Feb 24, 2013 by BalancEdTech BalancEdTech
Comment added: BalancEdTech BalancEdTech 0 34 Feb 24, 2013 by BalancEdTech BalancEdTech