1. Review and demonstration (2+ minutes):
Begin by asking coders to talk with a neighbor for 30 seconds about something they learned last time; assess for general understanding of the practices and concepts from the previous project.

Explain that today we are going to create an animated card. Display and demonstrate the sample project (or your own remixed version).

Video: Project Preview (1:01)
Video: Lesson pacing (1:48)

This can include a full class demonstration or guided exploration in small groups or individually. For small group and individual explorations, you can use the videos and quick reference guides embedded within this lesson, and focus on facilitating 1-on-1 throughout the process.

Example review discussion questions:

• What’s something new you learned last time you coded?
  • Is there a new block or word you learned?
• What’s something you want to know more about?
• What’s something you could add or change to your previous project?
• What’s something that was easy/difficult about your previous project?

2. Discuss (3+ minutes):
Have coders talk with each other about how they might create a project like the one demonstrated. If coders are unsure, and the discussion questions aren’t helping, you can model thought processes: “I noticed the sprite moved around, so I think they used a motion block. What motion block(s) might be in the code? What else did you notice?” Open it up to a full group discussion. Another approach might be to wonder out loud by thinking aloud different algorithms and testing them out, next asking coders “what do you wonder about or want to try?”

Note: Discussions might include full class or small groups, or individual responses to discussion prompts. These discussions which ask coders to predict how a project might work, or think through how to create a project, are important aspects of learning to code. Not only does this process help coders think logically and creatively, but it does so without giving away the answer.

Example discussion questions:

• What would we need to know to make something like this in Scratch?
• What kind of blocks might we use?
• What else could you add or change in a project like this?
• What code from our previous projects might we use in a project like this?
• What kind of sprites might we see in our theme(s)?
  • What kind of code might they have?

Integration suggestion: This project can connect with a variety of subject areas (e.g., history, science, and social studies) by creating an animated card for a historical event. Coders might work with other classroom teachers to determine what kind of events they could create an animated card for and incorporate understandings of those subject areas into their project.

4. Add sprites and a backdrop (10+ minutes):
2 minute demonstration
Review how to delete Scratch Cat and where to add sprites. Demonstrate by adding in a couple of sprites to your card.

Review how to add a backdrop to your project. Demonstrate by adding a backdrop for your card.

8+ minutes for adding sprites and 1-on-1 facilitating
Give coders time to add in a backdrop and several sprites for their card. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Add sprites and a backdrop (1:52)
Quick reference guide: Click here

A note on using the “Coder Resources” with your class: Young coders may need a demonstration (and semi-frequent friendly reminders) for how to navigate a browser with multiple tabs. The reason why is because kids will have at least three tabs open while working on a project: 1) a tab for Scratch, 2) a tab for the Coder Resources walkthrough, and 3) a tab for the video/visual walkthrough for each step in the Coder Resources document. Demonstrate how to navigate between these three tabs and point out that coders will close the video/visual walkthrough once they complete that particular step of a project and open a new tab for the next step or extension. Although this may seem obvious for many adults, we recommend doing this demonstration the first time kids use the Coder Resources and as friendly reminders when needed.

5. Animate your sprites (30+ minutes
Give coders time to add in code for their card. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Sample questions:

• How could you make your card interactive?
• Are any of your sprites going to talk?
  • If so, what are they going to say?
  • What language(s) will they speak?
• How could you make your sprites move?
• What kind of sounds or music might we hear?
• How can you customize the card for the person/people you’re going to give it to?
• How could you use repeats in your animations?
• Could any of our algorithms from previous projects be incorporated into this card?

Facilitation Suggestion: Some coders may not thrive in inquiry based approaches to learning, so we can encourage them to use the Tutorials to get more ideas for their projects; however, we may need to remind coders the suggestions provided by Scratch are not specific to our projects, so it may create some unwanted results unless the code is modified to match our own intentions

6. Animate your backdrop (10+ minutes):
4 minute demonstration
Demonstrate how our stage also has its own space for code (switch between code for a sprite and the stage a couple of times). Point out the stage has less blocks than a sprite (e.g., no motion blocks because a stage cannot move like a sprite). Also, point out the the words/titles for some of the stage’s code changes (e.g., “backdrop” instead of “costume”). Ask coders to make an educated guess about what these things do.

Pull up the events blocks for the stage and ask the class which event we might use to make our stage run an algorithm when clicked (when Stage clicked).

Pull up the looks blocks and point out there are less blocks than normal. Ask the class what blocks are missing and why they think a stage doesn’t have those blocks (e.g., say and think blocks because a stage cannot talk or think). Ask which block we would use to change the way our stage looks when clicked (change color effect by ##).

Attach the blocks and demonstrate what happens when the stage is clicked. Tell the class you want your project to reset to the original colors, then press the green flag and red stop sign to no avail (Scratch now resets the color effects when you press the red stop sign; however, it’s good to still demonstrate the following). Demonstrate how to use the when green flag clicked event block with a clear graphic effects block to reset the stage.

6+ minute coding time and 1-on-1 facilitating
Give coders time to add in code to their stage/backdrop. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Animate your backdrop (2:31)
Quick reference guide: Click here