Architect Simulator
Experience: 1st year, 4th quarter
Practice: Creating computational artifacts, Testing and refining computational artifacts, and Communicating about computing
Concept: Algorithms, Control, and Modularity
Length: 60+
Overview and Purpose
Coders combine their previous understandings of using pen blocks to create an app that allows users to create architecture with blocks. The purpose of this project is to reinforce understandings of modularity and user interaction by combining previous understandings within a new context.
Lesson plan
Overview videoPreparation (20+ minutes)
Suggested preparation
Customizing this project for your class (10+ minutes): Remix the project example to include your own shapes and functionality.
(10+ minutes) Read through each part of this lesson plan and decide which sections the coders you work with might be interested in and capable of engaging with in the amount of time you have with them. If using projects with sound, individual headphones are very helpful.
Download the offline version of Scratch: Although hopefully infrequent, your class might not be able to access Scratch due to Scratch’s servers going down or your school losing internet access. Events like these could completely derail your lesson plans for the day; however, there is an offline version of Scratch that coders could use when Scratch is inaccessible. Click here to download the offline version of Scratch on to each computer a coder uses and click here to learn more by watching a short video.
Resources for learning more
- BootUp Scratch Tips
- Videos and tips on Scratch from our YouTube channel
- BootUp Facilitation Tips
- Videos and tips on facilitating coding classes from our YouTube channel
- Scratch Starter Cards
- Printable cards with some sample starter code designed for beginners
- ScratchEd
- A Scratch community designed specifically for educators interested in sharing resources and discussing Scratch in education
- Scratch Help
- This includes examples of basic projects and resources to get started
- Scratch Videos
- Introductory videos and tips designed by the makers of Scratch
- Scratch Wiki
- This wiki includes a variety of explanations and tutorials
Getting Started (6-10+ minutes)
Suggested sequence
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 app that simulates building your own architecture with blocks. Display and demonstrate the sample project (or your own remixed version).
Resources, suggestions, and connections
Practices reinforced:
- Communicating about computing
Video: Project Preview (1:15)
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?” 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?”
After the discussion, coders will begin working on their project as a class, in small groups, or at their own pace.
Practices reinforced:
- Communicating about computing
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?
- Based on what you’ve done with pen blocks in other projects, what kind of pen blocks do you think are in this project?
- 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?
3. Remix the original project (1-5+ minutes):
If not yet comfortable with logging in, review how to log into Scratch and remix this project.
If coders continue to have difficulty with logging in, you can create cards with a coder’s login information and store it in your desk. This will allow coders to access their account without displaying their login information to others.
Alternative login suggestion: Instead of logging in at the start of class, another approach is to wait until the end of class to log in so coders can immediately begin working on coding; however, coders may need a reminder to save before leaving or they will lose their work.
Why the variable length of time? It depends on comfort with login usernames/passwords and how often coders have signed into Scratch before. Although this process may take longer than desired at the beginning, coders will eventually be able to login within seconds rather than minutes.
What if some coders log in much faster than others? Set a timer for how long everyone has to log in to their account (e.g., 5 minutes). If anyone logs in faster than the time limit, they can open up previous projects and add to them. Your role during this time is to help out those who are having difficulty logging in. Once the timer goes off, everyone stops their process and prepares for the following chunk.
Project Work (55+ minutes; 2+ classes)
Suggested sequence
4. Create an architect simulator (25+ minutes):
*1+ minute review and discussion*
Review how to add the pen blocks from the extensions. Display the pen blocks for the class and ask coders to discuss what blocks were used in the example project (the stamp and erase all blocks).
19+ reverse engineering
Ask coders to figure out how to simulate an architect app by adding code to the sprites in the remix project.
Every few minutes, give one of the following hints:
- You will need to have the sprite follow the mouse when clicked
- You will need to stamp when the mouse is let go
- You will need to reset the block to its starting location when you let go of the mouse
- You will need to erase all to reset the program
5+ minute demonstration and discussion
Demonstrate one of two methods for making a sprite follow the mouse when a sprite is clicked (see the video or quick reference guide). Discuss how to make the sprite stamp once the mouse is released. After stamping, explain that we can make the sprite reset to the menu by using a go to block. Finally, demonstrate that the stamps stay on the screen when the green flag is clicked, so we want to add a erase all block to reset the backdrop each time the program is run (or when the Erase button is clicked).
Resources, suggestions, and connections
Standards reinforced:
- 1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate
- 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-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Practices reinforced:
- Creating computational artifacts
- Testing and refining computational artifacts
Concepts reinforced:
- Algorithms
- Control
Video: Create an architect simulator (5:24)
Quick reference guide: Click here
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.
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. Create user controls (20+ minutes)
*1 minute challenge introduction*
Ask the class what kind of user controls we could add to a project like this (e.g., changing the block size or color, erasing the screen, showing or hiding different sprites or menus, changing the blocks to a different costume, etc.).
9+ minute project work and 1-on-1 facilitating
Give the class some time to figure out which kind of interaction they would like to incorporate (e.g., keyboard or buttons). Encourage peers to work together and facilitate by asking guiding questions or having coders review their previous projects.
Standards reinforced:
- 1B-AP-10 Create programs that include sequences, events, loops, and conditionals
- 1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Practices reinforced:
- Creating computational artifacts
- Testing and refining computational artifacts
Concepts reinforced:
- Algorithms
- Control
- Modularity
Video: Create user controls (5:01)
Quick reference guide: Click here
Video: Indicate a button is pressed (2:55)
Quick reference guide: Click here
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. Experiment with more blocks (20+ minutes):
*15+ minute coding time and 1-on-1 facilitating*
Give time for coders to experiment with adding more code to their architect simulator. Encourage coders to use My Blocks to create functions for each chunk of code and to repeat the process for each block/sprite.
5+ minute collaborative demonstration
When coders have had some time to explore using the blocks, ask coders to share with neighbors, small groups, or the entire class how they added functionality to their architect simulator. Encourage coders to compare their code with a neighbor to find similarities and differences.
Standards reinforced:
- 1B-AP-08 Compare and refine multiple algorithms for the same task and determine which is the most appropriate
- 1B-AP-10 Create programs that include sequences, events, loops, and conditionals
- 1B-AP-11 Decompose (break down) problems into smaller, manageable subproblems to facilitate the program development process.
Practices reinforced:
- Testing and refining computational artifacts
- Creating computational artifacts
- Communicating about computing
Concepts reinforced:
- Algorithms
- Control
- Modularity
Video: Experiment with more blocks (1:39)
Quick reference guide: Click here
Suggested questions:
- What other blocks can change the appearance of the sprite that is stamped on the backdrop?
- What other looks blocks and motion blocks could you use?
- Are there are other pen block that you could use to create your own architect simulator app?
- How do you think you could use this pen block (point to a block) in an app?
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.
7. Add in comments (the amount of time depends on typing speed and amount of code):
*1 minute demonstration*
When the project is nearing completion, bring up some code for the project and ask coders to explain to a neighbor how the code is going to work. Review how we can use comments in our program to add in explanations for code, so others can understand how our programs work.
Quickly review how to add in comments.
Commenting time
Ask coders to add in comments explaining the code throughout their project. Encourage coders to write clear and concise comments, and ask for clarification or elaboration when needed.
Standards reinforced:
- 1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations
Practices reinforced:
- Communicating about computing
Concepts reinforced:
- Algorithms
Video: Add in comments (1:45)
Quick reference guide: Click here
Facilitation suggestion: One way to check for clarity of comments is to have a coder read out loud their comment and ask another coder to recreate their comment using code blocks. This may be a fun challenge for those who type fast while others are completing their comments.
Assessment
Standards reinforced:
- 1B-AP-17 Describe choices made during program development using code comments, presentations, and demonstrations
Practices reinforced:
- Communicating about computing
Although opportunities for assessment in three different forms are embedded throughout each lesson, this page provides resources for assessing both processes and products. If you would like some example questions for assessing this project, see below:
Summative (Assessment of Learning)
The debugging exercises, commenting on code, and projects themselves can all be forms of summative assessment if a criteria is developed for each project or there are “correct” ways of solving, describing, or creating.
For example, ask the following after a project:
- Can coders debug the debugging exercises?
- Did coders create a project similar to the project preview?
- Note: The project preview and sample projects are not representative of what all grade levels should seek to emulate. They are meant to generate ideas, but expectations should be scaled to match the experience levels of the coders you are working with.
- Did coders use a variety of block types in their algorithms and can they explain how they work together for specific purposes?
- Did coders include descriptive comments for each event in all of their sprites?
- Can coders explain how they used broadcast blocks or My Blocks as functions to make their code more organized and easier to read (modularity)?
- Can coders explain how to use the stamp block?
- What about how to change the appearance of the sprite that is stamped?
- Did coders create an architect app simulator with at least ## different functions or user controls?
- Choose a number appropriate for the coders you work with and the amount of time available.
Formative (Assessment for Learning)
The 1-on-1 facilitating during each project is a form of formative assessment because the primary role of the facilitator is to ask questions to guide understanding; storyboarding can be another form of formative assessment.
For example, ask the following while coders are working on a project:
- What are three different ways you could change that sprite’s algorithm?
- What happens if we change the order of these blocks?
- What could you add or change to this code and what do you think would happen?
- How might you use code like this in everyday life?
- See the suggested questions throughout the lesson and the assessment examples for more questions.
Ipsative (Assessment as Learning)
The reflection and sharing section at the end of each lesson can be a form of ipsative assessment when coders are encouraged to reflect on both current and prior understandings of concepts and practices.
For example, ask the following after a project:
- How is this project similar or different from previous projects?
- What new code or tools were you able to add to this project that you haven’t used before?
- How can you use what you learned today in future projects?
- What questions do you have about coding that you could explore next time?
- See the reflection questions at the end for more suggestions.
