Animating Characters

Unit: Exploring Digital Technologies

Lesson 3 of 10

Year Level: Prep – Year 1
Duration: 70 minutes
Class size: 8 students

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WALT

We Are Learning To:
Animate characters using Scratch Junior by adding movement to their characters through programming blocks.

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Australian Curriculum Links (v9)

Strand: Digital Technologies – Processes and Production Skills
Substrand: Digital systems and representations

Content Descriptor:

• AC9TDIFK01 - Recognise and explore digital systems (hardware and software) for a purpose
• AC9TDI2P01 - Investigate simple problems for known users that can be solved with digital systems

This lesson aligns by engaging students with learning to use software (Scratch Junior) to animate characters, focusing on basic programming concepts such as sequencing steps to produce movement animations.

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Learning Objectives

Students will be able to:

• Identify and use programming blocks in Scratch Junior to animate characters.
• Sequence commands to move a character across the screen.
• Demonstrate understanding of cause and effect by predicting the movement of their animated character.

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Success Criteria

• Students can select a character in Scratch Junior and add programming blocks to animate it.
• Students can make the character move across the screen with at least one movement block.
• Students verbalise or show understanding that the programming blocks control the character's movements.
• Advanced students add sound effects to their animations (extension).

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Resources

• iPads or tablets with Scratch Junior installed (one per pair or individually as appropriate)
• Projector or interactive whiteboard for demonstration
• Printed visual guides of Scratch Junior blocks (dyslexia-friendly fonts and clear symbols)
• Headphones for students adding sounds (extension)
• Simple storyboards templates for planning animations (for visual learners)

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Lesson Structure

1. Introduction (10 minutes)

• Engage: Teachers introduce Scratch Junior app, showing a demonstration of selecting a character and adding simple movement blocks (move right, move left, jump).
• Explain the WALT and Success Criteria clearly.
• Use simple language and visuals to highlight the sequence of commands and how they make characters move.
• Use a large-screen projection so all students can see.

2. Guided Practice (15 minutes)

• Students open Scratch Junior, explore the interface.
• Teacher models step-by-step how to:
  • Select a character
  • Drag and drop movement blocks (e.g., move right 3 steps)
  • Press play to see the animation
• Teacher highlights the cause-effect relationship: "When we add this block, the character moves."
• Use scaffolding and guided questioning to support slower learners (e.g., "What happens if we add this block?").
• Encourage pairs to discuss and help each other.

3. Independent or Paired Activity (30 minutes)

• Students use Scratch Junior to create their own simple animation with a character moving across the screen.
• Encourage students to:
  • Experiment with multiple movement blocks to create a sequence.
  • Use the storyboard template to plan first (dyslexia-friendly with symbols).
• Teacher circulates to support individual needs and scaffold learning.
• Pair stronger students with those needing peer support (differentiation).
• Advanced learners encouraged to add sound effects or multiple characters (extension).
• Use talk time prompts for students to explain their animation process and choices.

4. Sharing and Reflection (10 minutes)

• Students share their animations with the class or in small groups, explaining how their character moves.
• Teacher facilitates discussion on what worked, and what was challenging.
• Reinforce the success criteria by asking:
  • Can everyone show how you made your character move?
  • Who tried adding sounds? How did that change the animation?

5. Conclusion (5 minutes)

• Recap WALT and success criteria.
• Celebrate achievements and effort.
• Provide simple take-home activity suggestion: Talk with family about one thing they learned about making characters move using coding.

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Differentiation Strategies

• For diverse learners:
  • Use pair programming to support peer learning.
  • Provide visual step-by-step guides with dyslexia-friendly fonts and icons.
  • Use oral instructions complemented with gestures and modelling.
  • Offer one-on-one support during tasks where needed.
• For students with reading difficulties:
  • Storyboards and block guides use symbols plus simple words.
  • Minimise screen clutter on Scratch Junior by pre-selecting simpler characters.
• For advanced learners:
  • Challenge to add sound blocks to animations or include multiple characters interacting.
  • Introduce the idea of repeating blocks to create loops (if ready).
  • Encourage storytelling through multiple scenes or actions.

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Assessment

• Formative: Through observation, check students can select characters and add movement blocks correctly.
• Students verbally explain their animation sequence to the teacher or peers.
• Use success criteria checklist during sharing time to assess individual understanding.
• Note students who extend with sounds and those needing further scaffolded support for movement concepts.

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Cross-Curriculum Priorities and General Capabilities

• Literacy: Using storyboards with symbols promotes comprehension and sequencing narrative (supports literacy development).
• ICT Capability: Using Scratch Junior introduces fundamental programming concepts.
• Critical and Creative Thinking: Students plan and modify animations; reflect on how changes affect outcomes.
• Personal and Social Capability: Pair work models collaboration and communication skills.

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This structured lesson plan leverages the Australian Curriculum v9 standards for years Prep–1 in Digital Technologies with appropriate scaffolding, peer support, explicit success criteria, and engaging hands-on activities that encourage creativity and foundational programming skill development using Scratch Junior.

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If you would like, I can also prepare printable resources like dyslexia-friendly Scratch Junior block guides or storyboard templates to accompany this lesson plan.