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 a Nyan Cat simulator (see this video if you don’t know the reference) using code. Display and demonstrate the sample project (or your own remixed version).

Video: Project Preview (0:52)
Video: Lesson pacing (1:48)
Video: Nyan Cat video (in case you haven’t seen the reference)

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 (5+ 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?”

Display the pen blocks and ask which blocks may have been used in the sample project. The point of this discussion is not to get the correct answer, but to get them thinking through the pen blocks before experimenting with them in Scratch.

After the discussion, coders will begin working on their project as a class, in small groups, or at their own pace.

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 a Nyan Cat simulator?
  • What kind of code might they have?

4. Move your cat (10-20+ minutes):
8+ minute exploration
Open the looks blocks and double click the show block to show the Nyan Scratch Cat. Using motion, control, and event blocks, encourage coders to experiment with getting our cat to move around on the screen.

2+ minute sharing
Ask coders to share with each other how they got their cats to move.

Optional 5+ minute challenge (for each challenge)
Display/ask one or both of the following challenges:

1. Can you make the cat follow your mouse?
2. Can you make the cat move randomly?
   Give about five minutes to experiment with figuring out how to make them move in the challenges before comparing algorithms with a neighbor.

After a few minutes, display the answer code for each challenge and talk through the bug in the first challenge (use the slides on the reference guide). The reason why this bug happens is because the cat is moving past the mouse, turning around, moving again, then repeating this process forever. The fix to the bug will prevent this from occurring because it won’t move if it’s touching the mouse.

Video: Move your cat (5:17)
Quick reference guide: Click here

Suggested questions:

• Do you want to make the cat move on its own or have a user control it?
  • If on it’s own, will it do the same thing every time or something random?
  • If user control, how might the user control the cat?
    • What options will we give the user?
• Will you use only one cat or more?
  • If using more than one cat and have user controls, can you make this a multiplayer simulator?

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. Experiment with pen blocks (30+ minutes):
2+ minute discussion
Demonstrate how to add the pen blocks from the extensions. Display the pen blocks for the class and ask coders to discuss with their neighbor what they think each of the blocks might do or how they used them in previous projects.

17+ minute coding time and 1-on-1 facilitating
Give time for coders to experiment with the pen blocks to create a Nyan Simulator, but encourage exploration outside of the simulator.

11+ 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 are using each of the pen blocks in their projects. Spend about 1 minute sharing with each block and do so either in a larger block of time (this approach works, but is not always the best method), or once every few minutes (this approach tends to work better) to give time for application after sharing.

If nobody has figured it out during the sharing session, provide a demonstration of when to use the “set” pen blocks (e.g., outside repeats or when a key is pressed) and the “change” pen blocks (e.g., inside repeats or when a key is pressed).

Note: In order to get the cat to continuously draw, use a pen down block before the forever loop and simply add in a change pen color by block inside the forever loop to create a rainbow. Click here for an example.

Video: Experiment with pen blocks (1:23)
Quick reference guide: Click here

Suggested questions:

• When might you use “set” pen blocks?
  • When might you use “change” pen blocks?
  • Would they go inside or outside of repeats?
  • How could you use each block type for user controls?
• What happens if you move a pen block to another location in the algorithm (e.g., inside or outside of a repeat)?
  • Does it do a similar thing or something different?
• How do you think you could use this pen block (point to a block)?

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.