ScratchJr Coding Basics

Overview

In this lesson, students explore how ScratchJr works on a tablet and learn safe, simple coding steps using familiar “move and act” commands. The lesson links to Science learning by having students code a character to represent how energy and actions help objects behave in everyday contexts.

Learning intentions

• Students will navigate ScratchJr by opening the app, finding the play button, and using the blocks area.
• Students will create short sequences to make a character move and “do” something.
• Students will explain what changed in their code and what it caused the character to do.
• Students will use basic coding language: sequence, command, predict, and control.

Success criteria

• I can open a ScratchJr project and start it to see what happens.
• I can snap together at least 3 blocks in the correct order (a sequence).
• I can predict what my character will do before I press play.
• I can tell one example of how my code changed the character’s actions.

Curriculum links

• Stage 1 Science: Students describe the use of everyday science concepts and energy in familiar contexts (align to SCLS-EGU-01 through “actions and effects” in coded scenes).
• Science inquiry skills: Students identify a simple problem and propose a solution (align to SC4-WS-07 through “What should the character do and how?”).
• Planning investigations: Students plan safe, valid ways to test ideas (align to SC4-WS-03 through testing code changes and keeping variables simple—only one change at a time).

Lesson structure (60 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher displays the introduction slides hook slide showing a character “doing” something different after a code change, and asks, “What makes the character move—our words, or steps we choose in order?” Students turn-and-talk, then share one idea.

2. 5–12 min · App tour (Teacher demonstration). Teacher uses a projector/tablet to show the main screen, how blocks are placed, and where “play” is, using the introduction slides navigation slides. Students follow along by pointing on their own device at “blocks” and “play” when the teacher asks.

3. 12–20 min · Model one sequence. Teacher models building a simple 3-step sequence: “move forward”, “wait/stop briefly” (or similar simple timing block available), and “turn” (or another action block), then presses play and narrates: “First…, then…, next…” using the introduction slides model slides. Students repeat the teacher’s words and identify the order (“first/next/last”).

4. 20–28 min · Guided practice: “Same goal, different path”. Teacher asks the class goal: “Make the character reach a target area on the screen” (teacher draws a target on the slides and mirrors it on devices). Teacher releases students to build with the teacher-provided blocks count (3 blocks minimum). Teacher circulates, using quick prompts from the introduction slides: “What did you choose first? What will happen when you press play?”

5. 28–40 min · Partner coding challenge (Test & compare). Distribute the coding challenge worksheet to pairs. Students code their character to do the challenge action shown on the worksheet (e.g., “reach the star, then face it, then do a final action”). They must do two runs: Run A, then change one block to create Run B. Teacher reminds: change one thing at a time and test again. Teacher supports pairs who struggle with snapping blocks in order.

6. 40–50 min · Share-out (Whole class reasoning). Teacher selects 3–4 pairs and asks them to explain using sentence starters on the introduction slides: “In Run A…, In Run B…, so my character… because I changed…”. Students listen and vote: “Was the prediction correct?”

7. 50–58 min · Plenary: “Code is a sequence of commands.” Teacher revisits the hook image on the introduction slides and asks, “What does the character do because of the order of blocks?” Students complete a 30-second oral check: each student says one word—sequence, command, predict, control—or one example from their own coding.

8. 58–60 min · Quick exit check. Students hold up a finger for their confidence (1–5) and teacher collects the coding challenge worksheet for a quick scan of sequence order and “one change at a time” evidence.

Resources

• the introduction slides
• the coding challenge worksheet
• Tablet devices with ScratchJr installed (1 per student or shared pairs with clear roles)
• Projector or teacher device connected to a screen
• Screen covers/stands or simple “coding area” labels for navigation (optional)
• Device charging leads and offline copies if needed
• Classroom poster of coding words: sequence, command, predict, play
• Timer for Run A / Run B

Assessment

• Formative during app tour: teacher checks students can locate blocks area and press play (quick observation).
• Formative during guided practice: teacher listens for correct “first/next/last” ordering when students describe their sequences.
• Worksheet check: teacher looks for at least 3 blocks in sequence and evidence of Run A vs Run B with one deliberate change.
• Exit check: confidence thumbs/fingers and oral use of at least one coding concept.

Differentiation

• Support: Provide sentence starters on the board (e.g., “First I…, then I…”; “I changed… so the character…”). Pair a confident student with a developing student.
• Support: Use a “3-block target” (limit choices) for students needing more structure during the first challenge.
• Extension: Ask fast finishers to add one extra block (e.g., turn twice) and include a second prediction before Run B.
• EAL/SEN: Keep instructions short and use gestures (point to “play”, point to blocks). Accept oral responses instead of written ones if needed; worksheet can be drawn with simple symbols.