ScratchJr Spark

Overview

Today students are introduced to ScratchJr using explicit, step-by-step teaching with no prior coding experience. They will practise navigating the interface and creating a simple “character moves” program, linking to how people use instructions to control devices.

Learning intentions

• Students will identify key parts of the ScratchJr screen and what they are used for.
• Students will describe that programs are made by combining instructions in order.
• Students will build and test a short ScratchJr sequence that makes a character move.
• Students will explain changes they make when their program does not work.

Success criteria

• I can find the Play button and test my program.
• I can build an ordered sequence using instruction blocks.
• I can explain what I changed and what happened after I changed it.
• I can follow the routine for saving/loading and clearing blocks safely.

Curriculum links

• Science and Technology: ST1-3DP-T (Digital systems/technologies)—students use digital technologies safely and follow instructions to create simple programs.
• Students identify how digital solutions use steps/instructions to achieve a purpose (linking to algorithmic thinking).
• Students plan a sequence of actions, then check and improve their solution (problem-solving and evaluation, suitable for Stage 1).
• Students participate in safe classroom use of tablets/learning devices.

Lesson structure (60 minutes)

1. 0–5 min · Hook and discussion. Teacher shows the introduction slides and asks: “If I give you 3 steps to build something, what happens if I change the order?” Students give quick think-pair-share answers; teacher records 2–3 student ideas.

2. 5–12 min · Explicit interface teaching (model). Teacher uses a projected device (or teacher tablet) to point out and name the main ScratchJr areas shown in the introduction slides: character, block area, and Play/Stop; plus where to add blocks. Students repeat the routine “Look → Point → Say” with the teacher (whole class).

3. 12–18 min · Navigation practice: “Follow my steps.” Teacher demonstrates placing one or two move blocks exactly as shown in the introduction slides and stresses “blocks go in order.” Students follow along on their own tablets/wipe-clean devices (or teacher-guided pair share if tablets are limited), placing blocks but not yet testing.

4. 18–25 min · Mini-build: “Make the character move.” Teacher displays the first working example on the introduction slides: a short sequence (e.g., move right then move right). Students build the same sequence using the interface steps teacher models; teacher circulates using a quick checklist: “Player works / blocks in order / character moves.”

5. 25–30 min · Test, observe, and talk. Teacher prompts students to press Play and watch what happens. Students turn-and-talk: “What did you expect? What actually happened?” Teacher collects 3–4 examples and links them to “instructions in order” using language from the introduction slides.

6. 30–40 min · Guided troubleshooting. Teacher uses the introduction slides to model a common issue: blocks added in the wrong order or missing a block. Students practise one fix step: (1) stop, (2) check block order, (3) test again. Teacher asks: “What change did you make?” Students answer using sentence starters displayed in the introduction slides.

7. 40–52 min · Independent creation (teacher support). Students create their own simple sequence: “My character moves in a pattern.” Provide a minimum requirement: at least 3 move instructions. Teacher uses targeted support groups:

• Support: students copy a “known-good” pattern from the slide.
• On track: students add a different direction block once.
• Extension within same task: students vary the pattern (e.g., move, pause via instruction if available, move again). Teacher checks safe device handling and correct saving routine.

8. 52–58 min · Share and reflect. Students bring tablets to a shared area (or gallery view). Teacher selects 4–5 students, using the introduction slides discussion prompts: “Show your sequence. What is the first step? What happened when you tested? What would you change next time?” Class gives respectful feedback (“Try / Change / Test” format).

9. 58–60 min · Exit check. Teacher collects the interface and coding worksheet. Students complete two items: one box naming an interface area, and one sentence starting “My program worked because…”.

Resources

• the introduction slides
• the interface and coding worksheet
• Class set of tablets with ScratchJr installed and ready to use
• Teacher device connected to a projector/interactive display
• Charging cable/standby power plan for quick swaps
• Student headphones optional (for device audio only, if used by ScratchJr)
• Printed “tablet care” reminders (brief verbal routine is acceptable)

Assessment

• Formative during building: teacher checklist for “blocks in order” and “Play button tested.”
• Observation during troubleshooting: students describe the change made and connect it to the result.
• Exit ticket from the interface and coding worksheet: interface identification + explanation of why the program worked.

Differentiation

• Sentence starters on the introduction slides (e.g., “First I… Then I… After that I…”) for students needing language support.
• Visual copying template on the board for students who need high structure (copy a 3-block sequence).
• Peer support: partner roles (“Builder” and “Checker”) to reduce confusion and ensure both participate.
• Challenge by adding one extra instruction or changing direction while keeping the sequence length manageable.