Beatbox Machine
Experience: 1st year, 2nd quarter
Practice: Creating computational artifacts, Testing and refining computational artifacts, and Communicating about computing
Concept: Algorithms and Control
Length: 40+
Overview and Purpose
Coders create a project that allows them to make music with their faces when certain keys on a keyboard are pressed. The purpose of this project is to introduce triggering algorithms with specific keyboard events.
Lesson plan
Overview videoPreparation (20+ minutes)
Suggested preparation
Customizing this project for your class (10+ minutes): Remix the project example to include your own pictures and sequences of code.
(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 (6-15+ 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 make a musical instrument with our faces. Display and demonstrate the sample project sample project (or your own remixed version).
Resources, suggestions, and connections
Practices reinforced:
- Communicating about computing
Video: Project Preview (0:44)
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 it was switching images, but I’m not sure if those were costumes on a sprite or a backdrop. What events 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
- Developing and using abstractions
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 music could you make with your face?
- What kind of code might you need to do that?
- What kind of [sound blocks] (https://drive.google.com/open?id=0B342uiaCLSS3aUlpb0xTRjJnd2M "sound blocks") might we use?
3. Remix the original project (1-10+ 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 (40+ minutes; 1+ classes)
Suggested sequence
__4. Create funny backdrops (10+ minutes): __
5 minute demonstration
Explain we don’t need any sprites to get our project started as we are only going to use backgrounds for the project (they can add sprites such as buttons when working on the project extension).
Demonstrate how to take or create funny pictures and add them in the backdrop.
Note that the option to create a sprite or backdrop using your device’s camera has been removed from Scratch. The video and quick reference guide on the right demonstrate two new options to create this project. The first option is excellent for maintaining privacy because students will create or remix faces using the paint editor. If the second option is quick, easy, and funny; however, if students share their project, it will share images of themselves on Scratch. Choose whichever option works best with your school’s online privacy policy.
5+ minutes to create custom buttons and 1-on-1 facilitating
Give coders time to add several funny backdrops to their project (perhaps set a timer). Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.
Resources, suggestions, and connections
Practices reinforced:
- Creating computational artifacts
Video: Create funny backdrops (new method 2:59)
Quick reference guide: Click here (new method)
Video: Create funny backdrops (old method that works in offline Scratch 1:52)
Quick reference guide: Click here (old method that works in offline Scratch)
Facilitation Suggestion: Some coders might take this as an opportunity to take pictures that wouldn’t be considered appropriate for school. A friendly reminder can help prevent coders from getting too goofy with their pictures. However, whenever an inappropriate picture was taken, I would ask the coder if they would like me to share the images with the principal. This approach would usually get them back on track.
Suggested questions:
- What does it look like when you are making music (e.g., rapping, singing, or playing an instrument)?
- What kind of funny pictures could you create that might match some funny sounds?
- Can you create different pictures for different emotions?
- Will you have only one person per picture or multiple people?
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. Trigger sounds (30+ minutes)
5 minute demonstration
Explain to the class we want to add code to trigger different sounds and pictures when we press specific keys on our keyboard. Our general pattern is as follows:
- When a specific key is pressed
- Switch to a funny picture
- Play/start a sound (any sound)
- Switch to the blank backdrop
Demonstrate what this looks like and point out the backdrops have different blocks than a sprite does (e.g., no motion blocks). Ask the class why backdrops don’t have motion blocks but sprites do (because the backdrops should stay in place and the sprites move around within this space).
25+ minutes to code their buttons and 1-on-1 facilitating
Give coders time to create several algorithms starting with different when _ key pressed blocks. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.
Standards reinforced:
- 1B-AP-10 Create programs that include sequences, events, loops, and conditionals
Practices reinforced:
- Communicating about computing
- Testing and refining computational artifacts
- Creating computational artifacts
Concepts reinforced:
- Algorithms
- Control
Video: Trigger sounds (3:14)
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.
Suggested questions:
- What kind of sounds would match your funny pictures?
- Can you match sounds to different emotions in your pictures?
- If you have more than one person in a picture, how can you trigger more than one sound?
5. 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?
- Were coders able to trigger specific pictures and sounds using different key strokes?
- Can coders explain why they are using the events they are using in their code?
- Can coders explain why the backdrop has different code than a sprite?
- Did coders create a musical instrument with at least ## different algorithms triggered with specific keys?
- 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.
