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 simulate motion (or an animation) for a randomly generated sprite and then create a dance, story, or game with that sprite.

Video: Project Preview (0:40)
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 (7+ minutes):
Display and demonstrate the challenge project (or your own remixed version). Quickly draw a sprite (use vector mode) with the randomly generated body parts. Have coders talk with each other about how what kind of project they might create with the randomly generated sprite. Indicate that each coder will run the random sprite generator on their own, so we should all end up with different sprites.

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 kind of project could we create with this randomly generated sprite?
• What kind of blocks might we use to animate this sprite?
  • What kind of costumes would the sprite have?
  • How would the sprite move?
    • What kind of code would we use to simulate this movement?

4. Create a random sprite (15+ minutes)
5+ minute review and demonstration
Review the various vector tools in Scratch (see this video) to create a new sprite. Have everyone open up a second tab/window and navigate to the Random Sprite Challenge. Ask coders to click the green flag and then the backdrop, draw the sprite in vector mode in their own project, and then give the sprite a name.

9+ minute drawing
Give coders time to create randomly generated sprite. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed. If coders finish their costumes early, encourage them to begin working on their storyboard.

Video: Create a random sprite (1:39)
Quick Reference Guide: Click here

Video: Image editor: Vector mode (5:00)

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 a storyboard (10-15+ minutes):
Walk through the process of creating a storyboard by asking the following questions, then giving coders time to document their answers through physical or digital means:

1. What kind of project are you going to create?

• A dance?
• A game?
• A story?
• Something else?

2. What kind of animations will your randomly generated sprite have?
3. What other sprites and backdrops will you include in your project?

• What will each of these sprites do?
  • What algorithms can you create to do that?

4. Will users be able to interact with your project?

• If so, how?

When coders are ready, have them show you their storyboard and ask questions for clarification of their intent (which may change once they start coding and get more ideas). If approved, they may continue on to the next steps (logging in and creating their story); otherwise they can continue to think through and work on their storyboard.

Note: Coders may change their mind midway through a project and wish to rethink through their original storyboard. This is part of the design process and it is encouraged they revise their storyboard to reflect their new ideas.

Resource: Example storyboard templates
Resource: Storyboard questions for displaying

Note: Some coders do really well with open projects, while others thrive within constraints. It may make more sense to suggest a range of sprites and backdrops so coders aren’t overwhelmed with possibilities. This can also help with better predicting how long it might take to create the story.

Storyboarding Tip: Coders can color their storyboard (or mark with symbols) what they know, have questions about, and don’t know. For example: mark something green if coders know how to create the algorithm for that sprite/action; mark yellow if a coder has questions; mark red if a coder is unsure how to do something.

Suggestion: If coders need additional help, perhaps pair them with someone who might help them with the storyboarding process. Or, you could have coders meet with a peer to discuss their storyboard before asking to share it with yourself. This can be a great way to get academic feedback and ideas from a peer.

6. Create a dance, story, or game (45+ minutes)
Give coders time to animate their dance, game, or short story and ask coders to use My Blocks or message blocks to create functions for each motion or animation for each of their sprites. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed. When necessary, provide friendly reminders that the more costumes there are with small motions, the smoother the animations might appear.

Note: Coders will spend a good amount of time creating several costume variations, so expect to see the image editor up on the screen for much of the class.

Video: Create a dance, story, or game (1:33)
Quick Reference Guide: Click here

Video: Create costumes for animations (4:22)
Quick Reference Guide: Click here

Video: Image editor: Vector mode (5:00)
Video: Animated gif (2:38)

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.