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.

Create a jump scare (15+ minutes):
1 minute prep while coders are working
Without displaying the source code for the class, modify the jump scare sprite in the example project so it waits between 5 and 10 seconds instead of 100-1,000 seconds; example image.

1+ minute demonstration
Project a full screen version of the example project with your modified code (but don’t display the code). Press the Green Flag and wait until the jump scare appears. Once it appears, ask coders to chat with a neighbor to chat with a neighbor what they think the jump scare’s code was.

8+ minute coding time and 1-on-1 facilitating
Give the class time to see if they can create a jump scare similar to what was displayed.

5+ minute collaborative demonstration
Have a couple of people share with the class what they did to create their jump scare. Display the code for your own jump scare sprite. Have the class compare with a neighbor how the different algorithms performed the same task in different ways.

Video: Create a jump scare (4:35)
Quick reference guide: Click here

Suggested questions:

• What kind of motion blocks would allow the spooky sprite to move across the screen like that?
  • How could we randomize the movement?
• What kind of sounds might we use to make it spooky?
• How could we randomize when the spooky sprite appears?
• What looks blocks would we use to make our spooky sprite appear and disappear?
• How could you randomize how big or small the spooky sprite is?
• How could you randomize which costume of the spooky sprite appears?
• What else could you add to make this jump scare even better?

Toggle music with a button (advanced) (20+ minutes):
8+ minute demonstration
Demonstrate each of the following steps using the video, quick reference guide, or a blank project:

• Create a button with an “off” and “on” costume that look different
  • For example, green for on and red for off
• Make a variable called “Is music looping?”
• Initialize our variable by setting it to “no” or “false” when the green flag is clicked because the music isn’t playing right away
• Demonstrate using message blocks to send a message when the button is clicked, which will set our variable to “yes” or “true” (indicating the music is playing), and forever loop a song until done
• Add an if/else block that will broadcast the loop if the music is not playing, or stop all scripts and sounds and set our variable to “no” or “false” if the music is playing
• Demonstrate where to switch to our “on” and “off” costumes to make it look like the button has been toggled
• If the coders you are working with appear up for a challenge, demonstrate the advanced ways of indicating a button is pressed as indicated in the quick reference guide

12+ minute coding time and 1-on-1 facilitating
Give time for coders to create a toggle button for their music.

Video: Toggle music with a button (6:28)
Quick reference guide: Click here

Facilitation suggestion: There are a couple ways to approach this chunk: 1) demonstrate the entire process and then encourage coders to use the video or quick reference guide to work through areas they get stuck on; 2) encourage coders to partner up with someone else and go through the previously mentioned resources; 3) go through each step of the quick reference guide by demonstrating the step, providing time for coders to follow along, then repeating this process for the next step. Choose an approach that works best for the coders you work with (and if you don’t know which would work best, try all three approaches with different classes).

Potential unplugged lesson:
You could engage in a discussion or lesson on conditionals (if/else statements) by working through one of the unplugged lessons on conditionals; for example, Conditionals with Cards.

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?
• How else might you use pen blocks 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?
• How could you add pen blocks to this project?
  • If they’re already using pen blocks, why do you think they used the blocks they have and not others?