The Interface of Scratch Programming Primary 6 (Basic 6) Term 1 Week 11 Information Technology

INFORMATION TECHNOLOGY

COMPUTER STUDIES 

FIRST TERM

WEEK 11

PRIMARY 6 (BASIC 6) 

THEME –  BASIC CONCEPTS OF INFORMATION TECHNOLOGY 

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

 

TOPIC – THE SCRATCH INTERFACE 

LEARNING AREA

1. Introduction

2. The Scratch Interface

3. Exploring the Scratch Interface

4. Lesson Evaluation and Weekly Assessment (Test)

 

LEARNING OBJECTIVES 

By the end of the lesson, most pupils should be able to identify different scripts of the scratch interface.

 

ENTRY BEHAVIOUR

The pupils can describe how the 3s of scratch programming works together.

 

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of relevant charts, 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 

The Scratch interface is the screen or workspace you see when you open Scratch. It is made up of different parts that help you create animations, stories, and games.

Below are the main parts of the Scratch interface:

1. Stage – This is the area where your animation or game appears. It shows what the sprites are doing. It acts like a TV screen.

2. Sprite List – Shows all the sprites (characters, objects) in your project. You can select, delete, or add new sprites. Each sprite has its own scripts, costumes, and sounds.

3. Sprite Pane (Sprite Information Area) – Displays details about the selected sprite such as: Sprite name, Position (X and Y), Size, Direction. You can edit these properties here.

4. Block Palette (Coding Blocks Area) – This is where all the coding blocks are found.

5. Scripts Area / Coding Area – This is the workspace where you drag blocks to build programs. Blocks connect together like puzzle pieces. All your scripts are created here.

6. Tabs: Code, Costumes, and Sounds – You can switch between:

a. Code Tab – Contains the Block Palette and Script Area.

b. Costumes Tab – Used to change how the sprite looks. You can draw, edit, or switch costumes for animation.

c. Sounds Tab – Add or edit sound effects. Record your own voice.

7. Toolbar – At the top of the screen. Contains buttons such as: File (create, save, load projects), Edit, Tutorials, Undo/Redo.

8. Green Flag – Used to start the program. Most scripts begin with “When green flag clicked”.

9. Red Stop Button – Used to stop the program from running.

10. Add Sprite / Add Backdrop Buttons – Add new characters (sprites). Add new backgrounds (backdrops) to the stage.

11. Backdrop Pane – Shows the background of the stage. You can edit the backdrop in the “Stage → Costumes” area.

SUMMARY OF SCRATCH INTERFACE ELEMENTS

1. Stage

2. Sprite List

3. Sprite Information Pane

4. Block Palette

5. Scripts Area

6. Code/Costume/Sound Tabs

7. Toolbar

8. Green Flag

9. Red Stop Button

10. Add Sprite Button

11. Add Backdrop Button

 

LESSON 2 – EXPLORING SCRATCH INTERFACE 

Teacher guides the pupils through the following:

1. Open Scratch.

2. Identify the stage, sprite list, blocks palette, and coding area.

3. Drag a Move 10 steps block and run it.

4. Name at least five parts of the interface.

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 displays chart showing scratch interface with labels for the the pupils to identify.

Pupil’s Activities – The pupils study the chart and identify each part of the scratch interface.

4. Teacher uses functional computer with the chart and the pupils relevant responses to introduce the lesson, explains and guides the pupils to understand each part of the scratch interface indentified.

Pupil’s Activities – The pupils pay attention to the lesson introduction and understand each part of the scratch interface indentified in activity 3.

5. Teacher guides the pupils open, scratch, identify the stage, sprite list, blocks palette, and coding area, drag a Move 10 steps block and run it and name at least five parts of the scratch interface.

Pupil’s Activities – The pupils perform the given tasks on the computer and answer the last question correctly.

6. 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

Classroom Activities on Scratch Programming Primary 6 (Basic 6) Term 1 Week 12 Information Technology (Computer Studies)

 

LESSON EVALUATION 

Teacher asks pupils to,

1. open Scratch.

2. identify the stage, sprite list, blocks palette, and coding area.

3. drag a Move 10 steps block and run it.

4. name at least five parts of the interface.

 

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?