Computer Programming with Scratch

Table of Contents
Page 1

Introduction, Daily Procedures

Page 2

Standards

Page 3

Overall Objectives, Guiding Questions, Weekly Schedule

Page 4 8

Lessons Weeks 1-9

Introduction: According to the Computer Science Teachers Association (CSTA) Standards

Task Force, No other subject will open as many doors in the 21st century as computer science,
regardless of a students ultimate field of study or occupation. Programming uses logic and
computer language to produce digital projects. Scratch was produced by MIT to develop
computational thinking and programming skills to produce projects that use computer
programming as the method of instruction. Programming relevant applications is interesting to
middle school students and is used to engage students while learning computer programming
skills.

School Site:

Cunha Intermediate School

Grade/Format: 6th grade/6 weeks; 7th Grade/9 weeks

Daily Procedures:

42 min
1) 40 min: Student learning/work
2) 2 min: Reflective Writing, as needed

Standards:
1. CSTA (Computer Science Teachers Association
a) CT.L2-06 Describe and analyze a sequence of instructions
b) CT.L2-14 Examine connections between mathematics and computer science
c) CT.L2-15 Provide examples of interdisciplinary applications of computational
thinking
d) CL.L2-01 Apply productivity/ multimedia tools and peripherals to group
collaboration
e) CL.L2-02 Collaboratively design, develop, publish, and present using
technology resources
f) CL.L2-03 Collaborate with peers using collaborative practices such as pair
programming and participating in group active learning activities.
g) CPP.L2-03 Design, develop, publish, and present using technology resources
that demonstrate and communicate curriculum concepts
2. Common Core:
a) RI.6.1, RI.7.1 (Read closely to determine what text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from text.)
b) W.6.2, W.7.2 (Write informative/explanatory texts, including career
development documents (e.g., simple business letters and job applications),
to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.)
c) W.6.3, W.7.2 (Write narratives to develop real or imagined experiences or
events using technique, well-chosen details and well-structured event
sequences.)
d) M.P.1 Make sense of problems and persevere in solving them.
e) M.P.2 Reason abstractly and quantitatively
f) M.P.3 Construct viable arguments and critique the reasoning of others.
g) M.P.4 Model with Mathematics
h) M.P.5 Use appropriate tools strategically
i) M.P.6 Attend to precision
j) M.P.7 Look for and make use of structure
k) M.P.8 Look for and express regularity in repeated reasoning

Overall Objectives:
To engage students while learning computer programming skills.
Produce projects using computational thinking for a science related topic.
6th & 7th Grades:
Put blocks in sequence to create a coherent project
Iterative programming (repeat and forever loops) (Introduction/Beginning)
Basic if-then conditionals
Create sprites and backdrops
Move sprites in order to tell a story
Change sprite costumes, backdrops and behaviors
Basic variables (x, y coordinates)
Troubleshoot (bugs)
7th Grade:
Additional conditional programming (if-then-else, nested conditionals)
Iterative programming (repeat until, nested loops) (Intermediate)
Use of color graphics (Pen commands)
Use of random numbers with variables
Global/local variables
Parallel sequences
Broadcast Messages
Defining new blocks (sub-procedures)

Guiding Questions Week by Week:

1)
2)
3)
4)
5)
6)

What is Scratch?
Whats a program?
How can you tell a 6-step story with Scratch?
How can you make sprites and backdrops to tell a story?
How can you use Scratch to write a program about science?
Finishing projects and showing & evaluations (6th grade)

7) How can you use variable and conditional statements in a program? (7th grade)
8) Continue Week 7 (7th grade)
9) What did we do well? Evaluations (7th grade)

Weekly Schedule:
Monday - Introduce new concept
Tuesday - Unplugged activity/Writing
Wednesday - Programming project

Thursday - Programming project

Friday - Show Time/Programming/Reflection Writing/Quiz
(Share: If 1 or 2 ready, then share on big screen, audiences list notes into their
Journal page; if 5+ students are ready to share, then share in small groups & list into
Journal page.)

Lessons Weeks 1-9

Note: File and folder names are italicized. All files and documents referred to are in the
respective weekly folder. Students begin each class by going to SL and following the
instructions.
Week 1 - Guiding Question: What is Scratch?
Objective: Students will produce a story about a simple Scratch program (go forward, turn, go
back, loop); Create Scratch accounts; Then, students will copy this simple program.
Skills: Read a simple program, note taking & reflections in their Scratch Programming Journal
(hard copy), navigate the interface.
Programs: Go Crazy, Conversation
Lessons:
MStudents produce their Scratch Programming Journals.
Students create accounts using assigned user name and join their studio following along
with the teacher.
Online introduction to Scratch. The link to the file introduction_to_scratch.pdf is on
School Loop.
In your Scratch account create Program 1. Then write a story about the program into
your Journals.
T - Unplugged activity
Program the Teacher Activity
W - Programming project in Scratch
Create the same program (Program 1) from Day 1. Complete Week 1 Quiz (in the
studio) and share it. Extension: use the LOOK blocks to make the sprite say
something.
Th - Programming project in Scratch
Use the LOOK blocks to have two sprites talk to each other (Conversation).
Use Program 2 as an example or remix it and modify. Stop in time to have students
share to the studio.
F - Showtime/Programming/Reflection Writing/Quiz (vocab)
Students sign up onto the whiteboard that they are ready to present their digital stories
from the Studio. Audience writes notes into their Scratch Programming Journal.

Vocab Quiz: vocabulary on how to use the interface Week 2 - Guiding Question: Whats a
program?
Objective: Students will produce a multi-step program in Scratch.
Skills: Navigate and use the interface, independent learning, working together, Scratch
commands: move, wait, say, go to, switch backdrop.
Programs: Simplified Drought in California
Lessons:
M - Students create, do not remix (copy), Program 3 Simplified Drought in California ;Scratch
Programming Journal
T - Unplugged activity/Writing
Storyboard Activity: Simplified Drought in California
W - Change the sprites, backdrops, and conversation to make an original program from
Simplified Drought in California
Th - Change the sprites, backdrops, and conversation to make an original program from
Simplified Drought in California
F - Showtime/Programming/Reflection Writing

Week 3 - Guiding Question: How can you tell a 6-step story with Scratch?
Objective: Students will use Advanced Drought in California as a starting point to create their
own story by changing the sprites, backdrops and conversations.
Skills: Week 2 lessons, Scratch commands: glide, switch costumes, point towards
Programs: Toasted Penguin, Advanced Drought in California
Lessons:
M - Complete Week 3 Quiz (in the studio) and share it. Students create Program 4, Toasted
Penguin Scratch Programming Journal
T - Unplugged activity/Writing
Storyboard Activity: Hanging Out
W - Do a Project Plan for the Week 3 Quiz. The purpose of this is to practice the planning
process. Begin programming Advanced Drought in California;
T - Programming project in Scratch.
Continue work from Wednesday.
F - Showtime/Programming/Reflection Writing

Week 4 - Guiding Question: How can you tell a complete story in Scratch?
Objective: Students will plan their final project and begin coding.
Skills: Week 1 - 3 lessons, Computational Thinking
Programs: (Previous programs)
Lessons:
M - Start the Final Project Plan (written into Scratch Programming Journals)
T - Complete Final Project Plan
First Peer & Teacher review of final project plan (teacher stamps approval of plan)
W - Programming final project
Th - Programming final project
F - Showtime/Programming/Reflection Writing
Peer & Teacher review of projects

Week 5 - Continue Week 4

Objective: Complete final projects
Skills: Troubleshoot projects (find bugs); peer reviewing
Programs: Continue previous
Lessons:
M - Program; share progress with peers
T - Program; instructors check progress & give stamp of approvals
W - Program
Th - Program; instructors check progress & assist as needed
F - Program; instructors check progress & assist as needed

Week 6 - Final Project Showings

Objective: Students present projects; students provide positive feedback to presenters
Skills: Speaking, listening, positive feedback
Lessons:
M - Presentations (small groups: 1 presenter & 2 audience per computer screen; rotate)

T - Presentations (small groups: 1 presenter & 2 audience per computer screen; rotate)
W - Presentations (small groups: 1 presenter & 2 audience per computer screen; rotate)
Th - Presentations (small groups: 1 presenter & 2 audience per computer screen; rotate)
If there is a Best of Show presentation, it can be shown on the Big Screen.
F - Reflection Writing into Journals; Course evaluation (Google Form); students take Journals

======>> End Grade 6 Wheel Boundary

Week 7 - Guiding Question: How can you use variable and conditional statements?
Objective: Students will be introduced to variables.
Skills: Using the interface
Programs: Crazy Watermelon Game, Making Art
Lessons:
M - Introduced to Crazy Watermelon. Students copy Crazy Watermelon.
T - Unplugged Activity: Binary Code: Turn Your Birthday into Binary Code
W - Introduce Making Art program. Complete Week 7 Quiz (in the studio) and share it.
T- Students customize Crazy Watermelon or Making Art
F - Continue process

Week 8 - Guiding Question: How do you use custom blocks, graphics and variables?
Objective: Students create an extension on one of three programs (customize a program).
Skills: Conditional programming (if-then), Iterative programming (repeat, forever loops), Use of
color graphics (Pen commands), Use of variables & broadcasts
Programs: Dead Dragons Game, Making Art, Color Spirals, Art with Clones
Lessons:
M - Introduce to program choices. Students select a program.
T - Students continue extending their programs.
W - Students continue extending their programs.
Th - Students continue extending their programs.
F - Pre-Showtime (volunteers; all write reflections into Journals)

Week 9: Guiding Question: What did we do well?

Objective: Students will observe each others final projects and provide positive critiques.
Skills: Speaking and presenting, critical observations
7

Lessons:
M - Finish Programs
T- Presentations
10 presenters & 2 observers who rotate 4 times per class period (for example).
Observers provide critical feedback to each presenter. The presenter keeps their own
feedback form.
W - Presentations

T - Presentations

F - Best of Show Presentations/Feedback Forms (Google Forms)

Observers select which projects are a must see and those are shown on the Big
Screen. All students provide feedback about the course using Google Forms.