Scratch jr 3-code-it-storyks1scratchjunior
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This document provides guidance for teaching story programming to students using Scratch Jr. It includes: 1) An overview of computer science concepts like algorithms and turning them into code. 2) Instructions for a lesson plan where teachers explore story effects in Scratch Jr like characters speaking, moving between scenes. Students then create a story algorithm and turn it into a Scratch Jr program. 3) Suggestions for having students share and provide feedback on each other's story programs. The goal is to help students think through a story concept, plan it out, and then program interactive scenes and characters using various features in Scratch Jr. Teachers are encouraged to break the lesson into multiple sessions and provide support as
Scratch jr 3-code-it-storyks1scratchjunior
- 1. This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by- nc/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. Story Programming Computer Science Concepts -All programming is an algorithm turned into code. Not all algorithms become code though. -Algorithms are the thinking before you code. Where the user thinks what they want to happen and what order they want it to happen in. Algorithms are written, but pupils can engage in proto algorithmic activities by talking about what they want to happen. -Programming is where we turn that algorithmic thinking into something that works on a digital device Planning Aim Turn a story algorithm into a multiple scene story program 1, Share the Module Vision Basically this is where you briefly share that your class are going to program stories using Scratch Jr. You need to introduce the hook that you are going to use. My most recent Y1 & Y2 classes used Fairy tales and Winnie the Witch as that was their most recent literacy themes but I am sure you will have even better hooks. Explain that you are going to think through great events from your chosen hook and experiment how to make Scratch Jr characters speak, hide/show, move, reset, grow/shrink and change scenes. Explain that next session armed with these ideas you will create an algorithmic story planner and then code their stories the session after. Learning Path code-it.co.uk 2, Explore Story Effects in Scratch Jr 3, Create Story Algorithm 4, Turn Story Algorithm into Scratch Jr Code 5, Share Creations 6, Evaluate Programming 1, Share the Module Vision Resources Tablet Computers, Vision Slides, Algorithmic planning slides, algorithmic planner x? 2, Explore Story Effects in Scratch Jr Many children will think that they are starting to create their story at this point so be sure to ex- plain that this is a trial run to explore story pro- gramming. You may even want to focus your cre- ation on another area. Add Characters Can pupils import lots of characters? Give them time to figure this out themselves and then give a masterclass for those that need it. Plus button top right Don’t help pupils too quickly as you take a way their struggle and learning opportunities!
- 2. This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by- nc/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. code-it.co.uk Story Programming Page 2 2, Explore Story Effects Continued Delete Characters Can pupils work out how to delete characters that they no longer want? Hold finger on the middle of the icon and it will start to wobble. Then press the red cross to delete. Rename a Character To rename the character (sprite/picture) press the paintbrush on the sprite and then rename in the painting screen at the top. Make characters talk when you touch them Challenge pupils to work out how they can program sprites to talk when they are touched. There are other methods to trigger speech but they do increase the complexity a lot. Speech Bubble The length the speech bubble lasts for increases as the length of the text increases. Record Sound File Make characters disappear Challenge pupils to make a sprite disappear when you touch it and then reappear. Make a character flash show hide & repeat
- 3. This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by- nc/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. code-it.co.uk Story Programming Page 3 2, Explore Story Effects Continued Challenge pupils to make a character larger when touched Challenge them to make a character smaller when touched Challenge them to return the character back to its original size Finally can they make a character walk and then decrease in size Add Text Show pupils how to add text at the top of a scene. Ask them when they might use this in a story. You might want to use a favourite picture book to illustrate this. Touch the ABC icon to bring up the text editor. Note the AAA font size editor and the bucket for colour Once text is created you can drag it to where ever you need it Can it be easily read? Does the background help you to read the text? Moving from one scene to another To create a new scene you touch the plus + icon in the top right of the program. This creates a blank scene which the user can change using the background editor. Background Editor
- 4. This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by- nc/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. code-it.co.uk Story Programming Page 4 2, Explore Story Effects Continued Creating a button to move onto the next scene You need to have added a new scene Create a new forward button (see below) Create code to move the story on Use the triangle tool, line thickness tool, rotate tool and fill tool to create a move the story on sprite
- 5. This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by- nc/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. code-it.co.uk Story Programming Page 5 3, Create a Story Algorithm This is the part of the planning process when it is best to move away from the tablets and concentrate on the story and the effects you want to use. If you skip this process you end up with disjointed unconnect- ed stories that have lots of effects but little literacy substance. Explain to your pupils that they are now going to plan a story. You could do this in pairs or plan individu- ally, my personal favourite involves personal planning with a discussion partner but you know your pupils best. Hand out the planning sheet (There are two to choose from and I have left the template so you can adapt your own) Use the slides to go through the type of planning symbols to use. I found it took 45 minutes plus to create a good planner. If pupils know that the tablet is there for them to go straight onto when they have finished they will often try to cut corners so my top tip is save step 4 for another session. One of the planning slides
- 6. This work is licensed under the Creative Commons Attribution-NonCommercial 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by- nc/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. code-it.co.uk Story Programming Page 6 4, Turn story algorithm into Scratch Jr Code Allow pupils plenty of creation time to turn their story algorithm planners into Scratch Jr code. Lead small group masterclasses on any aspect that pupils have forgotten from part 2. Explain that it is fine for pupils to adapt/modify their story but they do need to stick to their overall plan. 5, Share Creations Get all pupils to place their creations in full screen mode allow pupils plenty of time to try one other per- sons story. They will notice that once they have finished it is difficult to go back to the start. Challenge the class to create a start again button that takes you back to the first scene. Allow pupils time to make this. 6, Evaluate Programs Now hand out a post it note for every scratch creation. Pupils can evaluate each others work using two stars and a wish, two things they like and one thing to improve. Insist that all comments are very specific. Give pupils time to respond to the improvements or there is not much point in doing this.