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Cambridge Primary
Computing
Learner’s
Book 4
Roland Birbal
Carissa Gookool
Michelle Koon Koon
Nazreen Mohammed
Michele Taylor
Series editor:
Roland Birbal
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Roland Birbal Carissa Gokool Michelle Koon Koon Nazreen Mohammed Michelle Taylor Series editor: Roland Birbal
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Cambridge Primary
Computing
Learner’s
Book 4
Roland Birbal
Carissa Gokool
Michelle Koon Koon
Nazreen Mohammed
Michelle Taylor
Series editor:
Roland Birbal
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Cambridge Primary
Computing
Learner’s
Book 4
Roland Birbal
Carissa Gookool
Michelle Koon Koon
Nazreen Mohammed
Michele Taylor
Series editor:
Roland Birbal
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Scratch is developed by the Lifelong Kindergarten Group at the MIT Media Lab. See http://scratch.mit.edu. Licensed under a Creative Commons Attribution-ShareAlike 2.0 Generic license
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© Roland Birbal, Carissa Gookool, Michelle Koon Koon, Nazreen Mohammed, Michele Taylor 2022
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Cover illustration by Vian Oelofsen
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Printed in Italy
A catalogue record for this title is available from the British Library.
ISBN: 978 1 3983 6166 9
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Contents
Term 1
Unit 1 Scratch: Be a loop hero
Unit 2 Google forms: Be a data controller
Unit 3 Be a speed surfer
Unit 4 Be a storyteller
Term 2
Unit 5 Robots can work
Unit 6 Be a musician
Unit 7 Be a data boss
Unit 8 Be an innovator
Term 3
Unit 9 Be a code cracker
Unit 10 Be a game developer
Unit 11 Robots in control Unit 12 Be an artist
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Unit 1
Scratch: Be a loop hero
Games with repetition
Get started!
Have you ever played a computer
game that seemed to repeat the
same thing over and over again,
but you just couldn’t put it down?
In a small group, discuss any
computer games with repetition
that you have played:
• Which actions are repeated?
• Do the repeated actions make
the game fun?
Usually these types of games
• What has to be done to
stop the repeated actions? have some sort of reward to
keep you wanting to play!
• How does the game keep
you interested in playing?
In this unit, you will create a game with repetition using Scratch and a
feature called looping.
You will learn to:
• use and compare different looping blocks and describe how they work
• create an algorithm that uses the forever loop, repeat loop and repeat
until commands
• explain situations in which looping would be useful
• analyse code that contains loops and predict what it does
• plan the instructions for objects within a program, including identifying
inputs and outputs
• create a program to produce different outputs from different inputs
• add comments to blocks of code and explain why you have done so
• test different parts of a program to identify and debug errors.
6
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Unit 1: Scratch: Be a loop hero
Warm up
1 Work in pairs. Follow the green
blocks in the maze to FINISH.
Copy and complete the table to
create an algorithm for the moves.
The first move is done for you.
An algorithm is a step-bystep procedure used to
solve a specific problem.
Finish
Start
Move right, move right, move right, move right
Move right 4 times
Move up, move up, move up
Move up
Move right, move right
Move right
Move up, move up, move up
Move up
Move left, move left, move left
Move left
Move up, move up, move up
Move up
times
times
times
times
times
2 Discuss these questions with your partner. Give a reason for your answer.
Did you notice any patterns in the maze?
Which moves were repeated?
Which instructions above were easier to follow? Those on the left or right?
Do you remember?
Before starting this unit, check that you can:
• break a problem down into smaller parts
• write a simple algorithm to solve a problem
• do the following in Scratch:
• Create a program that contains more
than one object, including an object that does not move
• Switch a sprite to another costume
• Change the number of steps a sprite moves in a program
• Test and a program to make sure it works.
7
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Unit 1: Scratch: Be a loop hero
Looping
Forever loop
Learn
Think back to your discussion about games
with repeated actions on page 6.
Loops are used in programming to repeat a
set of instructions a specific number of times.
This is called repetition or looping.
• In computer games, a loop repeats a series
of actions until the user quits.
• In Scratch, the two simplest loops are the forever loop and the repeat loop.
If you want part of a game to repeat, you can use a
forever block. This is found under the control group of
blocks. All the code you put inside this block will repeat
until you stop the program.
For example: If you want to move a sprite 10 steps
continuously, putting the code inside this forever block will do exactly that.
Think about times when you
want an action to occur without
needing player input, such as
having a sprite continue to move
without needing to continuously
click the green flag.
Keywords
repetition: the act of doing, saying
or writing something more than
once; in programming, this is called
looping
looping: the action of doing
something over and over again
forever loop: the blocks inside the
loop continue in order, forever
repeat loop: the blocks inside the
loop continue a certain number
of times
forever block: a block that repeats
a group of blocks over and over
again until you tell it to stop
8
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Unit 1: Scratch: Be a loop hero
Practise
1 Predict what you think will happen to
a sprite using this forever block. Tell a
partner. Try it in Scratch to see if you
are correct.
2 Try making a balloon sprite glide for
two seconds to random positions
(without stopping automatically) using
a forever block.
a Drag your mouse to the sprite icon
and select Choose a Sprite. Search for the Balloon1
sprite and click to select it.
b From the backdrop icon, select Choose a Backdrop.
Search for the Blue Sky2 backdrop and click to select it.
c Include an event block to start the program.
Under the Events group of blocks, select the when clicked block.
This means the program
will only start when the
green flag
is selected.
Keyword
event block: an event block
tells Scratch when to start
running the program by
setting a starting moment,
such as clicking the green flag
d Try your code to see if it works by clicking the green flag
to start.
9
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Unit 1: Scratch: Be a loop hero
Go further
1 Create a program using the forever loop and the repeat
loop with the following criteria:
❶ A butterfly sprite starts on the right and
moves to left side of the screen.
❷ Then it glides for 2 seconds to the right
side of the screen.
Which loop will you
use for steps 3 and 5?
Tell a partner.
❸ Repeat actions 1 and 2 four times.
❹ As the butterfly glides, its wings flap.
❺ Finally, the butterfly remains on the
right side of the screen flapping its
wings continuously.
2 Create the 1st set of code to make the butterfly move across the screen:
a Search for the Butterfly 2 sprite and click to select it.
b Search for the Blue Sky backdrop and click to select it
c Include an event to start the program. Under the Events group of
blocks, select the block when
clicked to start the program.
d Under the Control group of blocks, select the
repeat block and change the value from 10 to 4.
e Set the butterfly to start at the left side of the
screen. Go to the Motion group of blocks and
select the following:
The values of x: 28 and y: –7
show the current location of the
sprite on the screen.
Change the value for x to –160 and
the value for y to 100. The sprite will
move to the left side of the screen.
The x value moves the sprite
from left to right. The y
value moves the sprite from
top to bottom.
10
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Unit 1: Scratch: Be a loop hero
f Set the butterfly to glide for 2 seconds across the screen from left to
right. In the motion group of blocks, select the following:
Change the value for glide to 2 seconds, the value of x to 160 and the
value of y to 100.The sprite will move to the right side of the screen.
g Connect the blocks for this 1st set of code.
h Try your code by clicking the green flag
to start.
What do you notice when
the green flag is selected?
Does the butterfly glide
correctly? If not, correct
your code.
Computational thinking
?
You can create a 2nd set of code to make the butterfly flap its
wings. Before programming this code, decompose it into an
algorithm (a step-by-step list) to help you. For example:
❶ Start the program when the green flag is selected.
❷ Include a forever loop.
❸ Switch the butterfly between costume a and costume b (so that it
appears to be flapping its wings).
❹ Include a delay of 0.1 second to show the change between
costumes.
❺ Connect the blocks by adding steps 3 and 4 into the forever loop.
❻ Stop the program only when the stop
button is selected.
11
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Unit 1: Scratch: Be a loop hero
Challenge yourself!
Modify the code on page 9 to do the following:
1 Add another sprite Bear-walking.
2 Change the backdrop to Forest.
3 Allow the code to run when the green flag is clicked.
4 Set the bear to start at the left side of the screen. Change the values of
x = –140 and y = –10.
5 Insert a repeat loop of 50.
6 Let the bear move 10 steps inside the repeat loop.
7 Go to the Looks group of blocks and select the next
costume block. Include this block in the repeat loop.
The next costume
block is in the repeat
loop, so the bear will
appear as though
it is walking by
changing from one
costume to the next.
8 Try your code to see if it works. If not, correct it.
12
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Unit 1: Scratch: Be a loop hero
My project
Stranded in space game
1 Create a game that is based
on a space adventure.
Mr Cat is lost in space.
His friends are coming for
him in their space rocket.
Mr Cat is happy and
can’t stop dancing and
spinning in space as the
space ship approaches
the planet.
a Plan and create your game by:
• decomposing the problem (breaking it down into smaller steps)
• identifying the key words that can help you solve the problem
• looking for any repeated actions and thinking about when you will
use a forever loop, a repeat loop or a repeat until command
• thinking about the algorithm (series of steps)
• coding the steps in Scratch.
b Include these criteria in your game:
❶ A space backdrop
❷ A space rocket heading to a planet of your choice (with the size
of the ship increasing as it gets closer to the planet)
❸ Mr Cat spinning and gliding in joy on the planet
❹ An asteroid (rock) bouncing on the edge of the screen
❺ A star twinkling in the sky.
2 Evaluate your game:
a Test the code to make sure it works and, if not, correct it.
b Check to see if your game matches the
Can you change
criteria above.
the code to improve
c Present your game to a small group and ask
your game?
for ideas to improve it.
13
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Unit 1: Scratch: Be a loop hero
Did you know?
Did you know that there are loops all around us, even in nature?
For example:
• The week begins on a Sunday and ends on a Saturday 52 times in a year.
• Spring, summer, autumn and winter occur every year.
• The sun rises and sets every day.
What can you do?
Read and review what you can do.
Well done! Now you can
✔ I can describe the different looping blocks
use Scratch to create a
available in Scratch and how they work.
game using loops!
✔ I can explain why looping is useful.
✔ I can predict what code using a loop will do.
✔ I can use a forever loop command.
✔ I can use a repeat loop command.
✔ I can use a repeat until command.
✔ I can create an algorithm that uses repetition.
✔ I can add comments to blocks of code and explain why I have done so.
✔ I can plan and create a game that repeats a set of instructions with a
variety of loop commands.
✔ I can test my game to identify errors and fix them.
14
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Glossary
A
R
algorithm: a step-by-step procedure
used to solve a specific problem
E
repeat block: a block that repeats
a group of blocks a certain number
of times and then stops
event block: an event block tells
Scratch when to start running
the program by setting a starting
moment, such as clicking the green
flag
repeat loop: the blocks inside the loop
continue a certain number of times
repeat until: the blocks inside
the loop continue until a certain
statement is true
F
repetition: the act of doing, saying or
writing something more than once;
in programming, this is called looping
forever block:
a block that repeats
a group of blocks
over and over again
until you tell it to
stop
V
value: number of times an action
will happen
forever loop: the blocks inside the
loop continue in order, forever
I
inputs: programming instructions
L
looping: the action
of doing something
over and over again
looping blocks: blocks that repeat
actions according to programmed
instructions
O
outputs: the actions that result from
the programming instructions
15
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Cambridge Primary
Computing
Learner’s Book 4
Help learners develop essential computing skills with an approach
that uses real-life examples, reinforces key vocabulary and provides
opportunities to learn, practise and apply throughout.
● Encourage
learners to become confident in working with information and
ideas of their own and those of others with discussion tasks, as well as with
What can you do? panels at the end of each unit for self-assessment.
a clear pathway through the learning objectives with Practise tasks
in each unit, as well as Go further and Challenge yourself! panels with
questions designed to support differentiation.
● Provide
and activate learners’ prior knowledge with Do you remember?
activities and introduce new computing skills with Learn and Practise tasks.
● Recap
Cross-curricular links boost self-reflection within and across multiple
disciplines, enabling learners to enquire and extend understanding from
a range of contexts.
ducation
m bridge A
al E
Ca
25
ss
on
W
For over 25 years, we have
been trusted by Cambridge
schools around the world to
provide quality support for
YEARS
teaching and learning. For this
i
es
sm WITH rnat
e n t In t e
reason, we have been selected
by Cambridge Assessment
International Education as an official publisher
of endorsed material for their syllabuses.
king for ove
or
r
This resource is endorsed by Cambridge
Assessment International Education
rovides support as part of a set of resources for
P
the Cambridge Primary Computing curriculum
framework (0059) from 2021
as passed Cambridge International’s rigorous
H
quality-assurance process
Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of
support, so that teachers can effectively deliver Cambridge Primary. Visit www.cambridgeinternational.org/primary to
find out more.
This series includes eBooks
and teacher support.
Visit www.hoddereducation.com/boost
to find out more.
We are working with
Cambridge Assessment
International Education
to gain endorsement for
this forthcoming series.
I S B N 978-1-3983-6166-9
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