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.

Up until this project we have been modeling different algorithms and encouraging coders to create their own variation; however, this challenge asks coders to experiment with block combinations without any example algorithms. Explain that today we are going to do a challenge where you make something interesting using only 10 kinds of blocks. Display and demonstrate the sample project with the types of blocks displayed (but no algorithms).

Note: If after some time experimenting some of the coders request sample algorithms, encourage them to walk around and ask what combinations their peers are coming up with.

Video: Project Preview (0:41)
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 (3+ minutes):
Have coders talk with each other about how they might create something using the blocks in this project.

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 algorithmic sequences could we create?
• How might we use two events on one sprite?
• Think about the kinds of blocks we can use, then brainstorm with a neighbor (or in a journal) what we might be able to get a sprite to do.

4. Learn about the challenge (30+ minutes):
5 minute demonstration
Display this resource to show the ten types of blocks they can use. Tell the class their goal is to use only these blocks to make something interesting. They can add in many sprites, and use many of the displayed blocks, but they cannot add a block that isn’t on the screen.

25+ minute coding time and 1-on-1 facilitating
Give coders time to add in sprites and use the limited number of blocks. If a coder finishes, ask them to help out a peer or move on to the next chunk.

Video: Challenge demonstration (1:13)

Facilitation Suggestion: Some coders may not thrive on this kind of challenge, so we can encourage them to use the Tutorials to get more ideas for the challenge; 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.