Understanding Motion

Lesson Overview

• Unit: Scratch Coding Basics (Lesson 3 of 14)
• Topic: Understanding Motion Blocks
• Year Group: Year 5 (Ages 9–10)
• National Curriculum Link: Computing – "Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts."
• Specific Level: Key Stage 2, focusing on understanding basic computational concepts around programming and geometry (coordinate systems).
• Duration: 60 minutes
• Key Focus: Mastering Scratch motion blocks, understanding X and Y coordinates, and promoting accessibility for dyslexic learners.

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Learning Objectives

By the end of the lesson, students will:

• Understand how to use motion blocks in Scratch to move a sprite.
• Be able to describe how the X and Y coordinate plane works.
• Apply their knowledge of motion blocks to complete fun challenges involving sprite movement.
• Build confidence working with Scratch coding in an inclusive and engaging environment.

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Resources Needed

For the Teacher:

• IWB (Interactive Whiteboard)
• Scratch account prepared with examples for the class
• Large print posters with motion block commands and coordinate grid visuals

For Students:

• Individual devices (Laptops/PCs or Tablets with Scratch access)
• Grid templates printed and laminated to help with visualising coordinates (dyslexia-friendly font and formatting applied)
• A colour-coded "Scratch Motion Cheat Sheet" printed with bold clear fonts and symbols
• Noise-cancelling headphones (for students who find it hard to focus)

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Lesson Breakdown

1. Introduction (10 minutes)

Teacher Input:

1. Set the Scene:

   • Start by recapping what students learned in the first two lessons: creating sprites and understanding the Scratch interface.
   • Explain that today they are “programming choreographers,” moving their sprites across a stage like dancers!

2. Big Question: Pose this question to the class:
   "How do we tell a character exactly where to go on a stage?"

3. Introducing Coordinates:

   • Use the IWB to show a blank Scratch stage grid with X (horizontal axis) and Y (vertical axis) clearly labelled.
   • Highlight the centre (X: 0, Y: 0) and move your cursor around to demonstrate how coordinates change.

4. Engage with Movement:

   • Get students physically involved by playing a quick human grid game. Imagine the classroom floor as the Scratch grid.
   • Call out coordinates (e.g., X: -5, Y: 3), and students step to the correct position in the room grid.

Accessibility Notes:

• Use bold text and colour coding on IWB for X and Y labels.
• Always provide oral instructions alongside visual content.

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2. Explore Motion Blocks (15 minutes)

Hands-On Discovery:

1. Guided Exploration:

   • Project Scratch onto the IWB and demonstrate using a few basic motion blocks:
     • Move 10 steps
     • Go to X: _ Y: _
     • Glide 1 sec to X: _ Y: _
   • Narrate and model how each block behaves differently. Use plain and clear language at all times.

2. Playful Experimentation:

   • Students open Scratch on their devices and load a starter project provided by the teacher. The starter project includes a sprite on a blank stage and a handful of basic pre-added motion blocks.
   • Task: Try out the motion blocks from the starter project and describe what happens to their sprite.
   • Encourage students to “mess around” freely to build confidence.

Accessibility Notes:

• Provide large-print guides for navigating Scratch’s interface.
• Pair dyslexic students with a buddy or give them extra time to try commands at their pace.

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3. Challenge: The Sprite Maze (20 minutes)

Main Activity:

1. Challenge Description:

   • Display a pre-made Scratch project with a simple maze drawn on the stage (teacher-created).
   • Challenge the students to code their sprite using motion blocks to navigate from the starting point to the finish line.
   • Rules: Students must use AT LEAST three different motion commands in their solution.

2. Scaffolding Options (Differentiation):

   • Difficult version: Complete the maze along a diagonal path.
   • Simple version: Use only horizontal and vertical moves, one step at a time, to get to the finish.

3. Think Alouds:

   • Model the problem-solving process by breaking the maze challenge into small steps verbally.
   • Encourage students to do the same by narrating their thoughts while they code.

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4. Reflection and Wrap-Up (15 minutes)

Share & Celebrate:

1. Showcase Creative Solutions: Invite a few students to share their sprite’s journey across the maze. Celebrate all efforts made – even partial solutions!
2. "What Did We Learn Today?" Discussion:
   • Use sentence starters to guide dyslexic learners: “Today I learned that motion blocks…”

Exit Ticket (Quick Quiz):

Ask students to answer three simple questions:

1. What is the X coordinate at the very centre of the Scratch stage?
2. What motion block moves a sprite directly to a specific point?
3. Write one new motion block command you learned today.

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Differentiation & Accessibility

For Dyslexic Students:

• Use the Open Dyslexic font in all printed material and the projected screen visuals.
• Keep instructions concise and ensure oral reinforcement is offered for each step.
• Provide additional time for reading or written tasks if needed.
• Allow these students to dictate their answers for the exit ticket.

For Advanced Learners:

• Offer a “stretch challenge” where they create their own maze in Scratch and then solve it using their motion blocks.
• Introduce the concept of angles for diagonal movement to push their learning further.

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Assessment Opportunities

1. Observation: Watch how students experiment with and apply motion blocks during the exploration phase.
2. Discussion: Gauge understanding of the coordinate system based on their verbal responses.
3. Exit Ticket: Review answers to the three questions as a quick formative assessment to check for comprehension.

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Extension Activities

• Encourage students to design a mini game where a sprite collects items on a stage using motion commands.
• Introduce loops in Scratch so students can create repeating movements next week.

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Homework Idea

Ask students to think of their favourite character (e.g., Harry Potter, Pikachu) and imagine how they might move through a scene.
Homework Task: Draw a simple sequence of X and Y moves for that character on a grid worksheet and bring it to the next class.

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This lesson is designed to be fun, hands-on, and highly visual to meet the needs of all learners, especially dyslexic students. The aim is to create an engaging, low-stakes environment where all students feel empowered to explore coding concepts with Scratch.