Computer Science Introduction
Grade: High
Subject Area: Technology
Time: 18 45min sessions
Description: Introduction to programming using scratch
Standards and Outcomes:
Computational Thinking
Describe software development methods used to solve software problems
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Explain what computer programming is.
Create programs that accept input from the computer.
Evaluate what blocks to put together to create a working script.
Create if/then statements to create a working script.
Create a variable.
Create scripts that include and, or and not for simple use.
Create simultaneous execution of more than one script.
Coordinate multiple sprites and their actions that tell a story.
Program design and development
Topics: Introduction to Programming
Academic Language:
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Algorithms
Iteration and looping
Conditional Statements
Variables
Boolean Logic
Threads
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Synchronization
Prior Knowledge: No prior knowledge needed
Planning Notes: Knowledge of scratch is helpful, but can learn along side students
Teaching/Learning Strategies: Provided in each lesson
Assessment and Evaluation:
Formative assessment:
 Students will give and get feedback to/from peers and teacher throughout each assignment
 Teacher will give feedback about skills student should work on through observation
Summative assessment:
 Students will create a final scratch project to showcase what they have learned
 Teacher will use a rubric to assess the final project
Accommodation:
 Several example programs and handouts will be provided throughout the unit at varying levels
 Video tutorials will be available throughout the unit
Resources:
 http://armorgames.com/play/2205/light-bot
 Scratch.mit.edu
 Learnscratch.org
 http://www.openbookproject.net/courses/scratch/day01.html
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Lesson 1 – Scratch Introduction
Description: This lesson introduces the Scratch programming language, including the basic terms utilized in the
language.
Objectives:
 Name the basic terms used in Scratch.
o Sprite
o Blocks
o Sprite Editor
o Stage
o Scripts
 Create the beginning of a simple program in Scratch.
Outline of the Lesson:
 Blog Entry (5 minutes) – What do you know about computer programming?
 Scratch introductory video (10 minutes) http://www.openbookproject.net/courses/scratch/day01.html
 Show examples of scratch programs – from http://scratch.mit.edu/ or previously made projects
 Students to play scratch programs
Student Activities:
 Complete blog entry
 Watch Scratch introductory video.
 Follow along with Scratch open as teacher models how to start name assignment.
Teaching/Learning Strategies
 Explain the concept of Scratch, parts of the screen.
 Introduce the idea of blocks.
 Teach how to save the project
Lesson 2
Day 2 – guided practice – catwalk – move to a beat
Description: This lesson provides students an opportunity to practice using the features of Scratch outlined on Day 1 in
the context of creating a simple program.
Intro to scratch PPT
Objectives:
 make a new costume for the cat sprite.
 Copy and change the costume in some small way.
 Make a script to animate the sprite, changing costumes.
 Add movement to the script.
Outline of the Lesson:
 Blog Entry (5 minutes) What do you want to be able to do in scratch?
 Intro to scratch PPT – 15 min
o Guided practice how to make a character move – animation
 Time to explore scratch
Teaching/Learning Strategies:
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Teach how to make a new costume for the cat sprite.
Copy and change the costume in some small way.
Make a script to animate the sprite, changing costumes.
Add movement to the script.
Lesson 3
Day 3 – guided practice – controlling movement, - key moves
Description: This lesson describes the methods of moving Sprites in Scratch.
Objectives:
The students will be able to:
 Explain the 3 major ways to move sprites.
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Outline of the Lesson:
 Blog Entry (5 minutes) What do you know how to do in scratch?
 Controlling Movement Presentation (10 minutes) – guided practice with Controlling Movement PowerPoint
o Arrow keys, changing speed
 Finish Movement Project on own (30 min) – handout for scripts needed
Teaching/Learning Strategies:
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Teach about x,y coordinates for starting the animation in a specific place.
Teach about cardinal directions and the sprite direction buttons, to have the sprite face the appropriate direction.
Teach how to make a stage, background scenery.
Teach about the sensing blocks
Lesson 4
Day 4 – Sprite Interaction
Description: This lesson shows how to make more than one sprite interact with each other.
Objectives:
The students will be able to:
 Create a program that has interacting sprites
Outline of Lesson:
 Harold the Robot or light-bot
 Guided practice with teacher
 Work time to create two sprite that interact
Teaching/Learning Strategies
 Add a second character, make a new sprite and add animation/movement script, copying over script from
Sprite 1 and revising.
 Teach how to add words using “say.”
 Teach about the waiting block
 Teach broadcast so that the two sprites interact.
 Teach about adding sound, voice or music.
Day 5
Game Day
Description: This lesson provides students the opportunity to choose a previous made game to copy and change make
their own.
Objectives:
The student will be able to:
 Create a game from existing scripts
 Change scripts to make the games unique
 Learn how to debug a program
Outline of lesson:
 CSunplugged activity
 Debug discussion
 View available scratch games to use for creation
 Work time
Teaching/Learning Strategies:
 Teach about debugging a program
 Use scratch interface to copy a working program
Day 6-8
Animation Day
Description: This lesson will introduce students to creating their own custom animation
Objectives:
Students will be able to:
 Animate an animal
 Change backgrounds
 Create an original sprite
 Use the broadcast block
Outline of Lesson:
 Blog topic: What are you finding easy to do in scratch? What are you finding hard to do in scratch?
 Present students the lesson:
o Create a scratch program that animates an animal
 How is the sprite going to move?
 Must include 4 items from list:
 Changing backgrounds
 Changing costumes
 More than one sprite
 One sprite created
 One sprite must be able to move using the arrow keys
 One sprite must broadcast and another must receive the broadcast
 Work time
 Present project
Teaching/Learning Strategies:
 Students use software development methodology to create project
 Students will view peers programs
 Students will have work time to create project
Day 9-14
Three Act Play with Small Groups
Description: Students will work in small groups to create a three act play. (Can be use from a play they know or made
up)
Objectives:
The student will be able to:
 Work cooperatively to create a scratch program
 Describe what most block are able to do
Outline of Lesson:
 Introduce lesson by showing students a previously made scratch play (Cinderella)
 Discuss different ways to have conversations between sprites – wait or broadcast
 Discuss uses of different color blocks
 Discuss project – Activity requirements provided in handout
 Questions and Work Time
 Groups Present to class
Teaching/Learning Strategies
 Students work in groups and provide ideas and knowledge for their projects
 Discussion of different color blocks