Make a sprite fade in and out (10+ minutes):
5+ minute demonstration
Demonstrate how to rename the “Appear and wait” function by right clicking (or shift clicking) the name and selecting “edit.” Demonstrate each how to make a sprite fade in and out in our newly named function, then give time for everyone to pick their own code to make the game harder.

5+ minute discussion and coding time
Ask coders to discuss and compare with a neighbor which method they would use for their own project and why (they could even choose to not have the sprite fade in and out). Once they have compared and discussed the code, have them implement their chosen algorithm in their own project.

Video: Make a sprite fade in and out (2:17)
Quick reference guide: Click here

Create a missed click detector (10+ minutes):
5+ minute demonstration
Explain that we can delete our previous code that runs when this sprite clicked. Instead, we are going to check if a player clicked the sprite or missed every time a player clicks. Explain the three sections of code (1 - wait blocks, 2 - if section, 3 - else section) on the fourth slide of the quick reference guide. Point out we call this function with a broadcast message block because it will run forever and the My Blocks would never get to the next block because of the loop.

Encourage coders to add more blocks to make it fancier or keep track of a score (see the next project extension).

5+ minute discussion and coding time
Leave your code on the screen and give coders time to add the code to their project. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Create a missed click detector (3:52)
Quick reference guide: Click here

Suggested questions:

• Why do we need to use the two wait until blocks?
  • What happens if these blocks are reversed?
• Why couldn’t we add the “if touching mouse-pointer?” block to our when this sprite clicked block? (because it will always be true, but this code will detect if we click and are not touching the sprite)

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.

Keep score (10+ minutes):
5+ minute demonstration
Demonstrate how to add variables to keep score. Ask coders when the score should change (when the sprite is clicked) and how to do that with the blocks on the screen. Demonstrate by adding the code. Remind coders we need to set the score to 0 when we “reset” or “initialize” our game.

If coders are interested, also demonstrate how to create and check for a high score. Point out that we don’t set our high score to 0 when the game begins, because we want the high score to remain from previous play throughs.

5+ minute discussion and coding time
Leave your code on the screen and give coders time to add the code to their project. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Keep score (4:38)
Quick reference guide: Click here

Suggested questions:

• What other projects could you add a score to?
  • What about a high score?
• When might a player lose a point?
• Can a player win/lose in your game or will it go on forever?
  • When might a player lose?
  • When might a player when?
  • What code would you need to do that?

Make sprites move for an extra challenge (10+ minutes):
5+ minute demonstration
Demonstrate how to create a function that moves sprites around (in addition to making them hide in random locations). If coders are using variables, use the video or quick reference guide to talk through how to make sprites move progressively faster or make sprites move once a certain number has been caught.

5+ minutes to code their project and 1-on-1 facilitating
Leave your code on the screen and give coders time to add the code to their project. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Make sprites move for an extra challenge (3:54)
Quick reference guide: Click here

Suggested questions:

• What else could you do to make the game even harder for a player?
• How could you use variables to make the game progressively harder?
  • What about making it so the game has multiple levels of difficulty?

Create a start button (10+ minutes):
5+ minute demonstration
Review how to create a button labeled “Start.” Demonstrate how to make the button show when the green flag is clicked and hide when the sprite is clicked. Create a new broadcast message block named “Start” and add it to the when this sprite clicked block. Replace all of the other when green flag clicked blocks with a when I receive Start blocks.

If coders are more advanced, demonstrate how the example project uses multiple start buttons to change the theme of the game.

5+ minutes to code their project and 1-on-1 facilitating
Leave your code on the screen and give coders time to add the code to their project. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.

Video: Create a start button (3:24)
Quick reference guide: Click here

Suggested questions:

• Can you create multiple buttons for different themes?
  • What about a single button that toggles between two themes?
  • How could you give the player the option to switch between these themes while playing the game?
• How could you make it so the game changes themes when a player reaches the next level?

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 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.

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?
• Could you make this project a story and a game?
• Could you give the user more sprite themes to select from?
• Could you make it so some sprites give you points for clicking on them and other sprites cause you to lose points for clicking on them?

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?