Coding with Scratch

Year 3-4 Technology Lesson Plan (60 Minutes)

Curriculum Alignment

Subject: Digital Technologies
Level: Year 4 (Years 3–4)
Australian Curriculum Content Descriptions:

• Develop simple solutions in response to a given challenge using algorithms and coding (ACTDIP010)
• Create and modify digital solutions, using a range of technology, to complete a task (ACTDIP009)

Learning Objectives

• Students will create a simple algorithm using Scratch to animate a sprite.
• Students will manipulate coding blocks to make a character move and respond to events.
• Students will storyboard a choose-your-own-adventure scenario.

Materials

• Interactive whiteboard or projector
• Computers or tablets with internet access (one per student/pair)
• Scratch app or access to Scratch website
• Pencils and paper for storyboarding
• Printouts of Scratch block descriptions for reference

Lesson Structure

Introduction (10 minutes)

1. Introduction to Scratch:

   • Briefly explain what Scratch is and its uses.
   • Highlight its importance in developing coding and computational thinking skills.
   • Show a short example of a Scratch project (projected).

2. Discussion:

   • Ask students to think of some simple commands or actions they can ask a character or sprite to perform, e.g., move right, jump, or speak.
   • Introduce the concept of algorithms as a series of steps for completing a task.

Exploring Scratch (15 minutes)

3. Creating a Sprite and Backdrop:

   • Guide students to open Scratch and create a new project.
   • Demonstrate how to select and customise a sprite and choose a backdrop.
   • Allow students to explore choosing and creating their sprite and backdrop.

4. Making the Sprite Talk:

   • Show how to add a speech bubble or record sound for the sprite.
   • Encourage students to make their sprite say a sentence using either method.

Coding and Movement (20 minutes)

5. Movement Commands:

   • Introduce the movement blocks in Scratch (e.g., move steps, turn, glide).
   • Demonstrate how to make the sprite move when an event block (e.g., when arrow keys pressed) is triggered.

6. Hands-On Activity:

   • Students create a basic program where the sprite moves in response to user inputs.
   • Circulate the room to assist students with arranging coding blocks and troubleshooting.

Storyboard and Reflection (15 minutes)

7. Storyboard Creation:

   • Explain the concept of a choose-your-own-adventure story.
   • Guide students in sketching a simple storyboard using pencil and paper showing different decision points or scenarios their sprite might go through.

8. Sharing and Reflection:

   • Allow students to present their storyboard and explain their program to a classmate.
   • Encourage students to discuss what each coding block does with their partner.
   • Ask reflective questions: What challenges did you face? How did you solve them? What would you do differently next time?

Assessment

• Observe each student's ability to create and run a basic program in Scratch.
• Review students’ storyboards to ensure logical decision points and understanding of sequence.
• Use peer feedback from the sharing session to assess understanding and collaboration skills.

Conclusion

• Reinforce the lesson’s key concepts about algorithms and coding.
• Encourage students to explore further by thinking about more complex stories or adding more features to their program at home.

This detailed, engaging lesson plan caters to Year 3-4 students and aligns with the Australian Curriculum standards for Digital Technologies. By using Scratch, students develop foundational coding skills in an age-appropriate and enjoyable way, enhancing their creativity and problem-solving skills.