Scratch Programming and The 3S of Scratch Primary 6 (Basic 6) Term 1 Week 9 Information Technology

INFORMATION TECHNOLOGY

COMPUTER STUDIES 

FIRST TERM

WEEK 9

PRIMARY 6 (BASIC 6) 

THEME –  BASIC CONCEPTS OF INFORMATION TECHNOLOGY 

PREVIOUS LESSON – Mid Term Test 

 

TOPIC – INTRODUCTION TO SCRATCH PROGRAMMING 

LEARNING AREA

1. Introduction

2. Meaning of Scratch Programming

3. The 3s of Scratch

4. How it Works

5. Lesson Evaluation and Weekly Assessment (Test)

 

LEARNING OBJECTIVES 

By the end of the lesson, most pupils should have attained the following objectives –

1. understand the concept of scratch programming.

2. identify the 3s of scratch on the interface.

3. understand and demonstrate how it works.

 

ENTRY BEHAVIOUR

The pupils understand the basic concept of programming.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of functional computer and qualified programming.

 

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

 

CONTENT OF THE LESSON

LESSON 1 – INTRODUCTION 

Scratch programming is a simple way of creating computer programs by using colorful blocks instead of typing code. It allows children to make animations, games, stories, music, and interactive projects by dragging and dropping blocks that fit together like puzzle pieces.

 

MEANING OF SCRATCH PROGRAMMING 

Scratch programming means telling the computer what to do by snapping blocks together to control characters called sprites on a stage.

 

THE SCRATCH ENVIRONMENT

THE 3S OF SCRATCH

The “3s of Scratch” refer to the three fundamental components of the Scratch project editor interface: the Stage, Sprites, and Scripts.

1. S = Sprite (Who?) Who will act? → Cat 😾, ball ⚽, car 🚗, girl 💃, robot 🗿.

2. S = Script (How?) How will it act? → Move, talk, jump, play sound.

3. S = Stage (Where?) Where will it act? → Garden, space, home, school.

 

LESSON 2 – THE 3S OF SCRATCH

I. SPRITE 

A sprite is a character or object in Scratch. It can be a person, animal, car, ball, robot, or anything you want to use in your project.

Examples of sprites: 

1. Scratch cat

2. Girl

3. Dog

4. Football

5. Airplane

What sprites do: Sprites can move, talk, dance, change color, and play sounds when you give them instructions.

 

II. SCRIPT 

A script is a set of coding blocks that tell a sprite what to do. When you join blocks together, the sprite will follow the instructions. Scripts control how the sprite behaves. How?

Examples of script actions:

1. Move 10 steps

2. Say “Hello!”

3. Play sound

4. Turn right

5. Repeat a movement

 

III. STAGE 

The stage is the area where the sprite performs. It is like a playground, theatre, or background for your project. The stage shows the scene where the sprite acts.

Examples of stages:

1. School

2. Forest

3. House

4. Ocean

5. Space

HOW THE 3 S’s WORK TOGETHER 

1. The sprite is the actor

2. The script is the instruction

3. The stage is the place where everything happens

When you click the green flag, the script starts, and the sprite acts on the stage.

 

LESSON 3 – REVISION AND LESSON EVALUATION 

As stated in the lessons, performance objectives and Weekly Assessment. 

 

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. To introduce the lesson, the teacher revises the previous lesson. Based on this, he/she asks the pupils some questions;

2. Teacher organizes the pupils in groups or pair depending on the size of the class.

3. Teacher asks A group to move 10 step forward, B group to say hello, C group to turn right or left, D group…..

Pupil’s Activities – The pupils perform the task giving by their teacher.

4. Teacher show a short video show a cat singing, a dog dancing, a monkey saying hello, etc.

5. Teacher asks the pupils if they will like to create a programme where a cat singing, a dog dancing, a monkey saying hello, etc.

Pupil’s Activities – The pupils say YES.

6. Teacher uses the short video and the pupils responses and curiosity to introduce the lesson and explain the meaning of scratch programming.

Pupil’s Activities – The pupils pay attention to the lesson introduction to understand the concept of scratch programming.

7. Teacher uses a chart showing scratch environment to explain and guides the pupils to identify, understand and describe the 3s of scratch in their own words.

Pupil’s Activities – The pupils identify, understand and explain the 3s of scratch in their own words.

8. Teacher leads the pupils to identify and understand how the 3s of scratch work together.

Pupil’s Activities – The pupils identify and understand how the 3s of scratch work together.

9. Teacher summarizes the lesson on the board with appropriate evaluation.

Pupil’s Activities – The pupils participate actively in the summary of the lesson and write as instructed.

 

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

NEXT LESSON

The Script of Scratch Programming (Elements of Scratch Programming) Primary 6 (Basic 6) Term 1 Week 10 Information Technology

 

LESSON EVALUATION 

Teacher asks pupils to,

1. explain the concept scratch programming.

2. state the 3s of scratch on the interface.

3. explain how the 3s of scratch work today.

 

WEEKLY ASSESSMENT

INSTRUCTION – Choose the correct answer from the options A – D. 

1. Scratch programming is a simple way of creating computer programs by using colorful blocks instead of typing ______.

A. code

B. word

C. letter

D. ward

 

2. ______ means telling the computer what to do by snapping blocks together to control characters called sprites on a stage.

A. Software programming

B. Hardware programming

C. Sprite programming

D. Scratch programming

 

3. Scratch programming can be used for creating ______.

A. animation

B. games

C. music

D. all of the above

 

Use place, instruction or actor to complete the following:

4. The sprite is the ______.

5. The script is the ______.

6. The stage is the ______ where everything happens.

 

State 3 examples of the following:

7. Sprite

8. Script

9. Stage

 

10. What is scratch programming?