Animation with Scratch

Overview

Grade Level: 5th Grade
Subject: Technology (Computer Science)
Duration: 45 minutes
Class Size: 30 students
Platform: Scratch (block-based programming)
Curriculum Alignment:
Aligned with the CSTA K–12 Computer Science Standards –

• 1B-AP-10: Create programs that include sequences, events, loops, and conditionals.
• 1B-AP-12: Modify, remix, or incorporate portions of an existing program into one's own work, to develop something new or add more advanced features.
• 1B-CS-02: Model how computer hardware and software work together as a system to accomplish tasks.

Learning Objective

By the end of the session, students will:

• Create a short character animation using Scratch.
• Understand basic programming concepts including sequences, events, and loops.
• Demonstrate creativity through storytelling and character design.
• Collaborate with peers to brainstorm and problem-solve.

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Materials Needed

• Laptops or Chromebooks (1 per student or pair)
• Projector and teacher device for demonstration
• Pre-set Scratch student accounts (or Scratch offline editor installed)
• Pencils and planning worksheets (provided by teacher)
• Headphones (optional)

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Vocabulary

• Sprite: A character or object in Scratch
• Backdrop: The background of the Scratch stage
• Block: A programming command in Scratch
• Loop: Repeats an action multiple times
• Event: Tells the program when to start or react
• Sequence: A set of steps in order

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Preparation (Before Class)

• Log into Scratch and open a blank project on the teacher computer.
• Have 3 example projects ready to show showcasing different uses of animation.
• Print out Storyboard Planning Sheets for each student.
• Divide class into pairs for collaborative planning.

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Lesson Breakdown

⏲️ Minute 0–5: Welcome and Hook

• Do Now (on the board): "If you could create your own cartoon character, what would they be like?"
• Have students share responses with their table groups.
• Project a short, student-created Scratch animation [pre-made by the teacher] that features a silly character doing a dance.

Teacher says:
"Today, you will learn to tell a story by animating your own character using Scratch. Like moviemakers, you’ll control how your character moves, talks, and reacts!"

⏲️ Minute 5–15: Direct Instruction – Live Demonstration

Demonstrate:

1. Adding a new sprite
2. Choosing a backdrop
3. Using the “when green flag clicked” block to start the animation
4. Making the sprite move using motion blocks
5. Adding a loop to repeat movement
6. Adding sound or speech bubbles
7. Using the “wait” block for timing animations

Allow students to ask questions after each step. Keep energy high, and emphasize creativity.

👩🏽‍🏫 Tip: Show how to make a character wave or bounce with just 4–5 blocks. Remember to pause and explain why each block is used.

⏲️ Minute 15–25: Guided Practice

• Distribute Storyboard Planning Sheets: Students sketch their character and plan the sequence of 4 actions/events that will happen in their animation.
• In pairs, students plan:
  • Who is their sprite/character?
  • What will the character do? (e.g., dance, jump, say hello, fall down)
  • Where is the character? (Choose a backdrop)
  • What happens in order? (Sequence planning)

Teacher circulates, asking guiding questions:

• “What happens first?”
• “How will you make your character do that?”
• “Are you using a loop anywhere?”

Encourage inventive or silly storytelling.

⏲️ Minute 25–40: Independent Practice – Build the Animation

Students work individually or in pairs using Scratch.
Goals include:

• Adding sprite and backdrop
• Using at least one loop
• Including movement and sound or speech
• Making it last at least 10 seconds

💡 Extension Challenge: Add interaction using an event block like “when this sprite clicked.”

Teacher Role:

• Check in with each pair – ask about their code and help debug if needed.
• Encourage students to test their project frequently.

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⏲️ Minute 40–45: Showcase and Reflect

• Invite 2–3 student pairs to present their animation to the class.
• Highlight unique or creative coding choices.

Exit Ticket (on sticky note or whiteboard):
"What did you learn about animation or programming today?"

Collect as students line up. Celebrate creativity with verbal praise.

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Differentiation & Support

For Struggling Students:

• Provide sample mini-project with starter blocks.
• Pair with more experienced students.
• Offer checklist for animation goals.

For Advanced Students:

• Encourage adding more sprites for a conversation
• Use “if / then” blocks to include conditional logic
• Create simple user interactions (e.g., press a key to change scene)

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Assessment Criteria

Skill	Developing	Proficient	Mastery
Animation includes sprite, backdrop, and movement	✅	✅✅	✅✅✅
Use of programming blocks (sequence, loop, event)	✅	✅✅	✅✅✅
Creativity and planning in storyboard	✅	✅✅	✅✅✅
Use of independent problem solving or collaboration	✅	✅✅	✅✅✅

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Teacher Reflection (Post-Class)

• Were students able to make connections between planning and their coded animation?
• Did students demonstrate understanding of loops and sequences?
• How can we build on this next time? (Possible next lesson: adding interaction with sensing blocks for a simple game)

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Next Steps

• Lesson 2: "Create a Mini Scratch Game"
• Lesson 3: “Storytelling with Multiple Scenes”
• Optional: Export group projects to share with parents or display during school tech week.

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By crafting this interactive, visually engaging lesson that blends storytelling with core programming concepts, students not only learn technical skills—they begin to see themselves as creators and digital storytellers in a tech-enhanced world.