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Introduction to Computer Programming

Learning Module

This learning module was created for a 7th grade Introduction to Computer Programming class. This is a trimester (12 week) course in which students will spend half of the trimester learning how to create specific programs and the other half creating their own program. Google's CS-First is used to help students understand how to use MIT's Scratch. Scratch is where students will be writing and running their programs for this learning module.

ISTE Standard:  Critical thinking, Problem Solving, and Decision Making ~ Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

CCSS:  MP.5 - Use appropriate tools strategically.

Setup:

Teacher and students will need accounts in Scratch before beginning. 

Scratch has an offline editor that can be downloaded and installed on computers if internet connections are slow or down. Programs can be created in the offline editor, saved to the local drive on the computer, and uploaded once the internet is working properly again.

Introduction

Student

 

Media embedded April 18, 2016
Media embedded May 1, 2016

In this 12 week course, you will be learning how to create programs in Scratch using videoes from CS-First.  We will only be looking at a series of 6 programs from this website although there are many more! We will not be logging into CS-First in class, however, you may explore the website on your own anytime you wish without creating a username and password. After we learn some of the basics of Scratch, you will create your own program in Scratch from scratch. You will have the opportunity to choose to work on your own or with a partner. You will be critiquing other students' work and giving them suggestions on how to make their program better.

Watch the following video on CS-First and Scratch.

From www.cs-first.com

Comment: After watching both videoes, comment on this post telling what you believe computer science is and what computer scientists do in the "real world". What do you think would be the best part of being a computer scientist?

Make an Update: Go to Scratch and log in. Test the different blocks. What can you make the Scratch Cat sprite do? Can you add another sprite? Can you add sound? Can you add a backdrop? Make an update that tells what you were able to figure out in Scratch by just experimenting with the different blocks. Make sure to paste the URL of your shared program in Scratch so your classmates and instructor can view it.

Teacher

Time: 1 - 2 days

Both videos in this lesson will give students the opportunity to learn a little about Computer Science. The last video will also give an introduction to Scratch. After watching this video, let students explore in Scratch by moving blocks and testing them.

Reminder: Students must have an account with Scratch in order to save their work. You can set this up before making this post or students can set this up on their own. Also, remind students to post the url for their work in their update so everyone (including you) can view it.

Teacher tip: You may want to set up an account in Scratch. Then, you can "follow" your student's accounts. This will give you the opportunity to see everything they share without using their url's. 

Storytelling

Student

Creating dialogue between two sprites (characters) is one of the basic components of a good story. In this lesson, you will learn how to create a story in which the sprites take turns talking and listening.

Watch each video and complete the given steps.

Remember: At the end of the trimester, you will be creating your own game using the concepts in each lesson. 

Video 1

Log in to Scratch.

Video 2

Video 3

Video 4

Choose at least 2 of the following videos to add to your story.

Add on 1: Add a Title Screen - Design and program a title screen that will appear at the start of your story.

Add on 2 part A: Costume Animation - Animate your characters using existing costumes and some new "looks" blocks.

Add on 2 Part B: Costume Animation - Animate your characters by creating new character costumes and some new "looks" blocks.

Add on 3: Adding Motion - Use the "glide" block to add motion to your story.

Add on 4: Add a Third Character - Add a third sprite to your story using a "broadcast" block.

Add on 5: Add a Second Scene to your Story - Add a second scene to your story using a new backdrop.

1. Make an Update: Post the url for your program. Describe what is happening in your program (explain your sequencing, blocks used, etc.). Why did you choose to tell this story?

2. Comment on three of your classmate's work: What did they do well in their program? What could they add to their program to make it better?

3. Add at least one suggestion on your update to your program.

Teacher

Students work independently on this lesson. Teacher should facilitate by asking students questions while they are working to check for understanding and by helping students problem solve if a line of code is not working the way that a student is thinking it should.

Time: This should take students 4-5 class days (40 minutes each) to complete.

Solution Sheet:

Storytelling_20Dialogue.pdf

Suggestions for early finishers:

  1. Add another peer's suggestion to your post.
  2. Help a neighbor with something they are having trouble with.
  3. Add another component to your program that will make it better.
  4. Add another "Add on" to your program.

Suggestions for those having difficulty:

  1. Only choose one "Add on" video.
  2. Use pre-made sprites or backgrounds.
  3. Use less dialogue.

Grading Rubric:

scratch_rubric_draft.doc

Resources:

Google CS First. (n.d.). Retrieved May 01, 2016, from http://www.cs-first.com/

Gaming

Student

Computer programs use events to cause an action within a program. There are several ways in which computer programmers can use events. For example, in an online game, you may hit space to jump or click on something on the screen to select it. 

In this activity, you will be creating a racing game. The sprites will be controlled by the user using keys on the keyboard.

You will be watching the videoes below to create a program in Scratch.

Remember: Later this trimester, you will be using the skills learned in this activity to design and create your own program.

Video 1:

 

Links:

Racing Game Starter Project

Video 2:

Video 3:

Video 4:

 

Choose two from the following videos to add to your program.

Add on 1: Change Up your Racetrack - Add a button that changes the racetrack.

Add on 2: Costume Change - Change what the racers look like when a key is pressed.

Add on 3 Part A: Step on the Gas - Change how fast the racers move.

Add on 3 Part B: Step on the Gas - Change how fast the racers move based on the surface they are driving on.

Add on 4: Crashing Sounds - Play a crashing sound each time the racers hit each other.

Add on 5: Color Trail - Add a colorful trail effect to the racers.

Add on 6: Race Fans - Program an announcer sprite to start the race and fans to cheer the racers on.

1. Make an update: Post the url for your program. Describe what is happening in your program (controls, blocks, sequencing, etc.). Why did you choose the Add-ons that you chose?

2. Comment on three of your classmates work: What did they do well in their program? What could they add to their program to make it better?

3. Add at least one suggestion on your update to your program.

Teacher

Students work independently on this lesson. Teacher should facilitate by asking students questions while they are working to check for understanding and by helping students problem solve if a line of code is not working the way that a student is thinking it should.

Time: This should take students 4-5 class days (40 minutes each) to complete.

Solution Sheet:

Games_20Racing.pdf

Suggestions for early finishers:

  1. Add another peer's suggestion to you post.
  2. Help a neighbor with something they are having trouble with.
  3. Add another component to your program that you feel will make it better.
  4. Add another Add on to your program.

Suggestions for those having difficulty:

  1. Only choose one Add on video.
  2. Use pre-made sprites or backgrounds.
  3. Use less dialogue.

Grading Rubric:

scratch_rubric_draft.doc

Resources:

Google CS First. (n.d.). Retrieved May 01, 2016, from http://www.cs-first.com/

Social Media

Student

This lesson will focus on operators. Operators compare and combine numbers and words. There are two types of operators that you will use in this program. 

In this activity, you will be creating a quiz similar to what you may have seen on social media pages like Facebook. You will create the questions, answer options, and the outcomes based on the user's answer choices.

Watch each video to learn how to create your program. You will create your program in Scratch.

Remember: Eventually, you will be using the skills you learn here when you plan and create your own original program.

Video 1: 

Links:

Best Quiz Ever Starter Project

Video 2:

 

Video 3:

 

Video 4:

 

Video 5:

 

Video 6:

Choose two videos below to add to your program.

Add on 1: Add Images - Program images of the characters to appear when the user's result is revealed.

Add on 2: More Questions - Write additional questions for your quiz.

Add on 3: The Big Reveal - Reveal the user's quiz results with an interesting effect.

Add on 4: Design the Intro Screen - Put your own visual spin on the page that shows before the quiz.

Add on 5: Make Some Noise - Add sound to your quiz.

Add on 6: Results Animation - Add a sprite that reacts to the user's result.

1. Make an update: Post the url for your program. Describe what is happening in your program (sequencing, blocks, etc.). Why did you choose to ask these questions on your quiz?

2. Comment on three of your classmates work: What did they do well in their program? What could they add to their program to make it better?

3. Add at least one suggestion on your update to your program.

Teacher

Students work independently on this lesson. Teacher should facilitate by asking students questions while they are working to check for understanding and by helping students problem solve if a line of code is not working the way that a student is thinking it should.

Time: This should take students 4 class days (40 minutes each) to complete.

Solution Sheet:

Social_20Media_20Quiz.pdf

Suggestions for early finishers:

Add another peer's suggestion to you post.
Help a neighbor with something they are having trouble with.
Add another component to your program that you feel will make it better.
Add another Add on to your program.

Suggestions for those having difficulty:

Only choose one Add on video.
Use pre-made sprites or backgrounds.
Use less dialogue.

Grading Rubric:

scratch_rubric_draft.doc

Resources:

Google CS First. (n.d.). Retrieved May 01, 2016, from http://www.cs-first.com/

Art

Student

This lesson will focus on layering sprites to create effects. In this activity, you will be taking a famous piece of artwork and animating it.  

Watch each video to learn how to create your program. Create your program in Scratch.

Remember: Eventually, you will be using the skills you learn here when you plan and create your own original program.

Video 1:

Links:

The Scream Starter Project

American Gothic Starter Project

Utagawa Kuniyoshi Starter Project

Dido Elizabeth Bell Starter Project

Video 2:

Video 3:

Video 4:

Links:

Additional Images Project

Additional Images Gallery

Choose two videos below to add to your program.

Add on 1: What else? - Create and animate new sprites from the painting.

Add on 2: Easter Egg - Make the sprites apear when the mouse is clicked.

Add on 3: Traveling Paintings - Make sprites change from one painting to another.

Add on 4: Weird World - Make the painting background twist.

Add on 5: Randomizer - Make sptires talk when they are clicked.

Add on 6: Gallery - Hang paintings in different rooms, like in a museum gallery.

Add on 7: Tell a Story - Create dialogue between sprites. 

1. Make an update: Post the url for your program. Describe what is happening in your program (sequencing, blocks, events, etc.). Why did you choose to make your program this way

2. Comment on three of your classmates work: What did they do well in their program? What could they add to their program to make it better?

3. Add at least one suggestion on your update to your program.

Teacher

Students work independently on this lesson. Teacher should facilitate by asking students questions while they are working to check for understanding and by helping students problem solve if a line of code is not working the way that a student is thinking it should.

Time: This should take students 4-5 class days (40 minutes each) to complete.

Solution Sheet:

Art_20Interactive.pdf

Suggestions for early finishers:

  1. Add another peer's suggestion to you post.
  2. Help a neighbor with something they are having trouble with.
  3. Add another component to your program that you feel will make it better.
  4. Add another Add on to your program.

Suggestions for those having difficulty:

  1. Only choose one Add on video.
  2. Use pre-made sprites or backgrounds.
  3. Use less dialogue.

Grading Rubric:

scratch_rubric_draft.doc

Resources:

Google CS First. (n.d.). Retrieved May 01, 2016, from http://www.cs-first.com/

Sports

Student

This program focuses on "If... then..." statements. These types of statements can change the outcome of the program depending on several different variables.

In this activity, you will be creating a sports game in which the object of the game is volleyed back and forth. The object will move dependent on what it touches. 

Watch each video to learn how to create your program. Create your program in Scratch.

Remember: Eventually, you will be using the skills you learn here when you plan and create your own original program.

Video 1:

Links:

Tennis Starter Project

Volleyball Starter Project

Bdminton Starter Project

Video 2:

Video 3:

Video 4:

Video 5:

 

Choose two videos below to add to your program.

Add on 1: Bounce Reaction - Program the ball sprite to do or say something when it bounces.

Add on 2: Team Jersey - Design your athlete to reflect your favorite team.

Add on 3: Second Player - Add a second athlete to make a two player game.

Add on 4: Keep Score - Add a score counter to the game.

Add on 5: Random Rebound - Make the ball baounce in a random direction.

Add on 6: Play the Computer - Program a sprite to play against the user.

1. Make an update: Post the url for your program. Describe what is happening in your program (sequencing, blocks, events, etc.). Why did you choose to make your game this way?

2. Comment on three of your classmates work: What did they do well in their program? What could they add to their program to make it better?

3. Add at least one suggestion on your update to your program.

Teacher

Students work independently on this lesson. Teacher should facilitate by asking students questions while they are working to check for understanding and by helping students problem solve if a line of code is not working the way that a student is thinking it should.

Time: This should take students 4-5 class days (40 minutes each) to complete.

Solution Sheet:

Sports_20Netgame.pdf

Suggestions for early finishers:

  1. Add another peer's suggestion to you post.
  2. Help a neighbor with something they are having trouble with.
  3. Add another component to your program that you feel will make it better.
  4. Add another Add on to your program.

Suggestions for those having difficulty:

  1. Only choose one Add on video.
  2. Use pre-made sprites or backgrounds.
  3. Use less dialogue.

Grading Rubric:

scratch_rubric_draft.doc

Resources:

Google CS First. (n.d.). Retrieved May 01, 2016, from http://www.cs-first.com/

Music

Student

In this activity, you will be creating a music video. This is a fun activity in which you will learn how to put in music and make your sprites move in different ways. 

Watch each video to learn how to create your program. Create your program in Scratch.

Remember: You will be using the skills you learn here when you plan and create your own original program.

Video 1:

Links:

Music Library

Video 2:

Video 3:

Choose two videos below to add to your program.

Add on 1: Dizzy Sprite - Make a spinning sprite.

Add on 2: Color Change - Create cool color change effects.

Add on 3: Bounce Around - Create a block that programs your sprite to bounce around the stage.

Add on 4: Dance Fever - Give your sprite some dance moves.

Add on 5: Make some Magic - Create some sprite magic.

Add on 6: Squeak - Add a sprite with cool movement effects to appear and hide on the stage.

Add on 7: Background Change - Switch up the background.

1. Make an update: Post the url for your program. Describe what is happening in your program. Why did you choose to create this music video?

2. Comment on three of your classmates work: What did they do well in their program? What could they add to their program to make it better?

3. Add at least one suggestion on your update to your program.

Teacher

Students work independently on this lesson. Teacher should facilitate by asking students questions while they are working to check for understanding and by helping students problem solve if a line of code is not working the way that a student is thinking it should.

Time: This should take students 4 - 5 class days (40 minutes each) to complete.

Solution Sheet:

Music_20video.pdf

Suggestions for early finishers:

  1. Add another peer's suggestion to you post.
  2. Help a neighbor with something they are having trouble with.
  3. Add another component to your program that you feel will make it better.
  4. Add another Add on to your program.

Suggestions for those having difficulty:

  1. Only choose one Add on video.
  2. Use pre-made sprites or backgrounds.
  3. Use less dialogue.

Grading Rubric:

scratch_rubric_draft.doc

Resource:

Google CS First. (n.d.). Retrieved May 01, 2016, from http://www.cs-first.com/

Assessment

Student

Show what you have learned!

Click on the link below to take an assessment to show what you have learned about computer programming in Scratch.

Assessment

Comment: Tell which of your programs is your favorite and why. Be sure to post the url! We will be sharing these with the class.

Teacher

The assessment linked on the student side should take a very short amount of class time.

The rest of the class can be spent by sharing student work as students list their favorite URL in the comments.

 

Project: Plan

Student

For the remainder of this trimester, you will be designing and coding your own original program. This program can be anything: game, story, music video, etc.

In this lesson, you will be planning your creation. Edit the following organizer to plan your program. You may want to brainstorm either on paper or with a neighbor before you begin. By the end of class, you should have this plan filled in.

scratch_2Bplan_2Btemplate.pdf

Make an update: Tell your inital plan for your program. Use the information in your graphic organizer to help you explain.

Comment on three classmates posts: Give at least one suggestion on what your classmate can add to their program. Explain why you feel this would be a good addition to what they are planning.

Begin coding your program in Scratch!

Teacher

Students should have the entire class period to plan. If they need more time, use the next class period as well.

If students are having difficulty planning, have students brainstorm things they enjoy and, then, pair them with a partner so they can discuss ideas together.

Students will then begin working on their program. You may want them to email you their url for their project so you can check on their progress at anytime.

Feedback is very important when it comes to this project. Students need to understand how their program is developing and/or what they can do to improve it.

Project: Check in 1

Student

1. Make an update: Post the url for your program. Describe what is happening in your program. What else are you planning on adding to your program?

2. Comment on three of your classmates work: What did they do well in their program? What could they add to their program to make it better?

 

Teacher

Feedback is very important when it comes to this project. Students need to understand how their program is developing and/or what they can do to improve it.

Project: Check in 2

Student

1. Make an update: Post the url for your program. Describe what is happening in your program. What else are you planning on adding?

2. Comment on three of your classmates work: What did they do well in their program? What could they add to their program to make it better?

 

Teacher

Feedback is very important when it comes to this project. Students need to understand how their program is developing and/or what they can do to improve it.

Project: Final

Student

1. Make an update: Post the url for your finished program. Describe what is happening in your program. Why did you choose to create your program to function this way?

2. Comment on three of your classmates work: What did they do well in their program? What could they have added to their program to make it better?

 

Teacher

This lesson is intended to have students reflect on their work. Students have the opportunity to explain why they made the choices they did. 

Be sure to save time to share programs with the entire class.

Grading Rubric:

scratch_rubric_draft.doc