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

INFORMATION TECHNOLOGY

COMPUTER STUDIES 

FIRST TERM

WEEK 10

PRIMARY 6 (BASIC 6) 

THEME –  BASIC CONCEPTS OF INFORMATION TECHNOLOGY 

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

 

TOPIC – THE SCRIPT OF SCRATCH PROGRAMMING

LEARNING AREA

1. Introduction

2. The Script of Scratch Programming

3. The Elements of Scratch Programming

4. Basic Illustration of Scratch Programming

5. Lesson Evaluation and Weekly Assessment (Test)

 

LEARNING OBJECTIVES

By the end of the lesson, the pupils should be able to understand coding in a visually appealing way.

 

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

A script is a connected set of coding blocks that controls what a sprite does. In Scratch, a script is a group of blocks joined together to give instructions to a sprite. It tells the computer what to do, when to do it, and how to do it.

A script works like a set of directions:

1. Move

2. Talk

3. Change color

4. Play sound

5. Detect touch

6. Repeat actions

7. Make decisions

All these actions are created by connecting different elements of Scratch.

 

LESSON 2 – ELEMENTS OF SCRATCH PROGRAMMING

Below are the major elements used when creating scripts in Scratch:

1. Stage – The stage is the background area where your animations or games happen. It is like the “screen” where sprites act.

2. Sprites – The sprites are characters or objects that perform actions. They can be animals, humans, shapes, balls, cars, etc. Scripts are attached to sprites.

3. Blocks / Block Palette – This is where all coding blocks are found. Each block performs a specific action and they are grouped by colors. Block Categories (Elements):

I. Motion (Blue) – moving sprites

II. Looks (Purple) – appearance, talking, costumes

III . Sound (Pink) – play sounds

IV. Events (Yellow) – start scripts

V. Control (Orange) – loops and conditions

VI. Sensing (Light Blue) – detecting actions or touch

VII. Operators (Green) – maths, comparisons

VIII. Variables (Orange-Red) – storing data

IX. My Blocks (Red) – create custom blocks

These blocks are used to build scripts.

4. Scripts Area – This is the workspace where you drag and connect blocks. It is where your complete script is built.

5. Costumes – The sprites have different looks called costumes. You can switch costumes in scripts to create animation.

6. Sounds – This is where you can add sound effects or record your own voice. Sound blocks in scripts control these effects.

7. Green Flag – Clicking the green flag starts most scripts. It is used to run your program.

8. Red Stop Button – This stops the script or program from running.

 

EXAMPLES OF SIMPLE SCRIPTS

Example 1: Make a Sprite Talk and Move

When green flag clicked

Say “Hello!” for 2 seconds

Move 10 steps

Turn 15 degrees

 

Example 2: Repeat an Action

When green flag clicked

Repeat 10

Move 15 steps

Turn 15 degrees

End

 

Example 3: Dancing Animation

When green flag clicked

Forever

Turn 20 degrees

Change color effect by 25

End

 

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 opens the scratch programming on the computer or displays chart showing the scratch environment, then work the pupils through by letting them to familiar themselves the programming.

Pupil’s Activities – The pupils familiarize themselves with the scratch programming.

4. Teacher uses the programme opened on the computer and the pupils relevant responses to introduce the lesson and guides them to explain the meaning of scratch programming.

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

5. Teacher uses a chart showing scratch environment to explain and guides the pupils to identify, understand and describe the the elements scratch in their own words.

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

6. Teacher uses some examples to illustrate the script of scratch programming.

Pupil’s Activities – The pupils understand the script of scratch programming.

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

 

LESSON EVALUATION

Teacher asks pupils to,

1. explain the concept of script in scratch programming.

2. state 5 elements of scratch programming.

WEEKLY ASSESSMENT

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

1. A script is a connected set of coding blocks that controls what a ______ does.

A. script

B. block

C. sprite

D. computer

 

In Scratch, a ______ is a group of blocks joined together to give instructions to a sprite.

A. script

B. block

C. sprite

D. computer

 

3. Script tells the ______ what to do, when to do it, and how to do it.

A. script

B. block

C. sprite

D. computer

 

Match each the follow with its colour. 

4. Motion – Yellow

5. Looks – Pink

6. Sound – Purple

7. Events – start scripts

 

Use the stage, sprites or block palette to the following:

8. ______ is like the “screen” where sprites act.

9. ______ is where all coding blocks are found.

10. ______ are characters or objects that perform actions.