Programming Blocks Intro

Lesson Overview

• Year level: Prep – Year 1
• Subject: Digital Technologies
• Duration: 70 minutes
• Class size: 8 students
• Unit: Exploring Digital Technologies (Lesson 6 of 10)
• Lesson Title: Introducing Programming Blocks
• Teacher’s WALT: Understand and use programming blocks
• Success Criteria: Students can identify and use at least three different programming blocks in Scratch Junior
• Differentiation: Use colour-coded programming blocks to assist students with dyslexia
• Extension: Advanced learners create a project using a variety of blocks
• Australian Curriculum Alignment: Australian Curriculum v9 - Digital Technologies Foundation to Year 2

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Australian Curriculum Links

Content Descriptions

• AC9TDI2K01 - Identify and explore digital systems and their components for a purpose
• AC9TDI2P01 - Investigate simple problems for known users that can be solved with digital systems
• AC9TDI2P02 (implied) - Use familiar digital systems to create simple programs (extended to Scratch Junior)

General Capabilities & Cross-Curriculum Priorities

• Literacy: Development of vocabulary related to programming blocks (e.g., move, jump, repeat)
• ICT Capability: Using Scratch Junior as a digital tool to create simple programs
• Differentiation to address diverse learners and support literacy, especially dyslexic students through colour coding and visual supports

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Learning Objectives

By the end of this lesson, students will:

• Understand that programming blocks are instructions that tell digital characters what to do.
• Identify at least three different types of programming blocks in Scratch Junior (e.g., motion, control, sound).
• Use these blocks to build simple sequences in Scratch Junior to make a character perform actions.
• Develop confidence in using drag-and-drop digital programming blocks with visual supports.

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Success Criteria

Students are successful when they can:

• Name and recognise at least three programming blocks by their colour and shape.
• Demonstrate dragging and arranging blocks to make a character move or perform an action.
• Explain, in simple terms, what each block does (e.g., “this block makes the cat jump”).
• Create a basic sequence using the blocks provided, with or without assistance.

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Resources Required

• Tablets or computers with Scratch Junior installed
• Colour-coded printouts of programming block types (with simple words and icons) for reference
• Visual step-by-step instruction cards for each programming block type
• Headphones for sound blocks (optional)
• Projector or interactive whiteboard to demonstrate
• Whiteboard or chart paper for introducing vocabulary
• Timer or clock to manage activities

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Lesson Breakdown

1. Warm-up and Introduction (10 minutes)

Activity:

• Gather students in a circle or at the interactive whiteboard.
• Introduce the term “programming blocks” and explain that these blocks tell characters what to do in a computer story or game.
• Show an example: drag motion blocks to make a character move on the screen.
• Use real-world analogies (e.g., LEGO blocks that fit together, or puzzle pieces) to explain how blocks join to make actions.

Differentiation:

• Use clear, simple language with picture cues.
• Display colour-coded blocks physically or digitally to support recognition.

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2. Exploration of Programming Blocks (15 minutes)

Activity:

• Show three types of blocks in Scratch Junior:
  • Motion (blue): move, jump, turn
  • Control (yellow): start, repeat
  • Sound (green): play sound, stop
• Demonstrate how to drag each block to the programming area and run the program.
• Ask volunteer students to come up and try dragging blocks to create a simple action sequence.

Differentiation:

• Provide colour-coded block printouts with matching colours on screen for dyslexic students.
• Use verbal prompts and encourage students to verbalise the action blocks perform.

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3. Hands-On Guided Activity (25 minutes)

Activity:

• Each student uses a tablet with Scratch Junior.
• Task: Create a short program using at least three different blocks to make the character perform a sequence (e.g., move, jump, sound).
• Teacher and aides support students individually or in pairs, encouraging experimentation with blocks.
• Use scaffolding questions: "What do you want your character to do first? What block will you use?"

Support:

• For students requiring extra help, use printed step-by-step cards and pre-arranged block sequences.
• For students with dyslexia, ensure blocks are colour-coded on the screen and instructions are available in simple font and layout.

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4. Sharing and Reflection (15 minutes)

Activity:

• Students share their programs by demonstrating their characters’ actions to the class.
• Encourage them to explain which blocks they used and what they do.
• Use a “thumbs up” or smiley face system to provide positive feedback on how blocks were used.
• Reflect verbally on what was easy or tricky and what new blocks they want to try next time.

Extension for advanced learners:

• Challenge them to add more blocks or create a story using different sequences.
• Encourage creating loops or combining motion with sound blocks.

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5. Conclusion and Wrap-Up (5 minutes)

Activity:

• Recap WALT and success criteria.
• Praise efforts and encourage continued exploration of programming blocks at home or in future lessons.
• Brief preview of the next lesson focus.

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Differentiation Strategies

• For dyslexia: Use colour coding, dyslexia-friendly font and clear icons for block identification. Avoid cluttered screens during instruction.
• For diverse learners: Use visual and tactile aids, verbal prompts, simplified language, and one-on-one support.
• For advanced learners: Offer extension challenges to build more complex sequences and integrate sound or control blocks for repetition and loops.

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Assessment

Formative ongoing assessment through observation and questioning:

• Can the student identify blocks by colour and purpose?
• Are they able to drag and assemble a simple program?
• Do they understand the effect of each block (explaining in own words)?
• Record individual progress notes addressing personalised learning goals.

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Literacy Integration

• Introduce programming vocabulary clearly and repeat regularly.
• Use visual word cards alongside blocks to support word recognition.
• Encourage students to orally describe their programs to build language skills.

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Numeracy Integration

• Discuss sequencing as ordering steps logically (first, next, last).
• Use counting when building repetitive loops (“repeat 3 times”).

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This lesson plan ensures alignment with the Australian Curriculum v9 foundation and year 1 Digital Technologies content descriptions AC9TDI2K01 and AC9TDI2P01, focusing on exploring and using programming blocks in digital systems for known users and purposes 【3:AC9TDI2P01】. The integration of differentiated, dyslexia-friendly resources and extension activities will cater to the diverse capabilities of the small class size, supporting literacy and numeracy enhancement as per the school’s focus.