Use the example project as a guide (as needed)
At some point, coders might get stuck or run out of ideas. Rather than explaining to them how to do something, ask them to open the example project, read the comments inside the various sprites and background, and then look at the code to see if they can figure out how to solve their problem. Although this is a very open-ended approach, this models a common coding practice that helps coders become independent learners.

Resource: Example project

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.

Note: The example project has a lot of messages that all do different things. It makes it look like the project is complicated; however, each message/function is relatively easy to understand and has comments that explains what it does.

Match sounds to a costume (15+ minutes)
5 demonstration
Sometimes it makes sense to have many different kinds of costumes in one sprite (e.g., the Props sprite); however, what happens if we want that sprite to play a different sound depending on the costume it’s on? Demonstrate how the Props sprite will play different sounds that match the different costumes, then ask the class how we might do this. This is pretty tricky as it introduces a block we haven’t used yet, so I wouldn’t expect them to know the answer.

Demonstrate how to match sounds to a costume number using the looks costume # block inside of a play/start sound block.

10+ minutes to code their projects and 1-on-1 facilitating
Give coders time to match sounds to costumes and trigger them with code. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Match sounds to a costume (3:17)
Quick reference guide: Click here

Create music player controls (Advanced) (5+ minutes per function)
2 minute demonstration for each function
To create a music player, we need to create a variable to keep track of what song we are on. Demonstrate how to create a variable in the backdrops section, and then how to use the message blocks to create functions for play, next song, previous song, and stop (demonstrate one at a time).

3+ minutes coding time for each function, then time at the end for tinkering and 1-on-1 facilitating
Give coders time to code each function of their music players. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Create music player controls (Advanced) (6:01)
Quick reference guide: Click here

Note: Keeping music players in the backdrops area makes the music files and code easier to find than having to search for the code in every single sprite. A quick way to remember where to store it is to put the background music’s code in the background (backdrop).

Why is this labeled advanced if the code is to simple? The code itself is very simple to create; however, we haven’t talked about how to use variables yet. We will introduce variables in later projects.

Add even more (30+ minutes, or at least one class):
If time permits and coders are interested in this project, encourage coders to explore what else they can create in Scratch by trying out new blocks and reviewing previous projects to get ideas for this project. When changes are made, encourage them to alter their comments to reflect the changes (either in the moment or at the end of class).

While facilitating this process, monitor to make sure coders don’t stick with one feature for too long. In particular, coders like to edit their sprites/backgrounds by painting on them or taking photos, or listen to the built-in sounds in Scratch. It may help to set a timer for creation processes outside of using blocks so coders focus their efforts on coding.

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.

Suggested questions:

• What else can you do with Scratch?
• What do you think the other blocks do?
  • Can you make your project do ______?
• What other sprites can you add to your project?
• What have you learned in other projects that you could use in this project?
• Can you add more user control than demonstrated?
• How else might you use messages in your project?

Similar projects:
Have coders explore the code of other peers in their class, or on a project studio dedicated to this project. Encourage coders to ask questions about each other’s code. When changes are made, encourage coders to alter their comments to reflect the changes (either in the moment or at the end of class).

Watch this video (3:20) if you are unsure how to use a project studio.

Note: Coders may need a gentle reminder we are looking at other projects to get ideas for our own project, not to simply play around. For example, “look for five minutes,” “look at no more than five other projects,” “find three projects that each do one thing you would like to add to your project,” or “find X number of projects that are similar to the project we are creating.”

Generic questions:

• What are some ways you can expand this project beyond what it can already do?
• How is this project similar (or different) to something you worked on today?
• What blocks did they use that you didn’t use?
  • What do you think those blocks do?
• What’s something you like about their project that you could add to your project?
• What kind of buttons could we add to this project?
• How could we use messages in this project?
• How might a user interact with this project in ways that we currently cannot?