Animate My Name
Experience: 1st year, 3rd quarter
Practice: Creating computational artifacts, Testing and refining computational artifacts, and Communicating about computing
Concept: Algorithms and Control
Length: 40+
Overview and Purpose
Coders use a variety of blocks to animate each letter of their name (or vocabulary words). The purpose of this project is to review creating sprites using the paint editor.
Preparation (20+ minutes)
Suggested preparation
Ensure all devices are plugged in for charging over night.
Customizing this project for your class (10+ minutes): Remix the project example to include your own name and your own sequences of code.
(10+ minutes) Read through each part of this lesson plan and decide which sections the coders you work with might be interested in and capable of engaging with in the amount of time you have with them. If using projects with sound, individual headphones are very helpful.
Resources for learning more
- BootUp ScratchJr Tips
- Videos and tips on ScratchJr from our YouTube channel
- BootUp Facilitation Tips
- Videos and tips on facilitating coding classes from our YouTube channel
- Block Descriptions
- A document that describes each of the blocks used in ScratchJr
- Interface Guide
- A reference guide that introduces the ScratchJr interface
- Paint Editor Guide
- A reference guide that introduces features in the paint editor
- Tips and Hints
- Learn even more tips and hints by the creators of the app
- Coding as another language (CAL)
- A set of curriculum units for K-2 using both ScratchJr and KIBO robotics
- ScratchJr in Scratch
- If you’re using ScratchJr in Scratch, this playlist provides helpful tips and resources
Getting Started (10+ minutes)
Suggested sequence
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 animate the letters in our own names (or in vocabulary words) using code. Display and demonstrate the sample project (or your own remixed version).
Resources, suggestions, and connections
Practices reinforced:
- Communicating about computing
Video: Project Preview (0:42)
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, it might help to set a time limit for exploration before discussing the project.
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 and review (8+ minutes):
Pull up the paint editor for a sprite and have coders talk with each other about how they might create a project like the one demonstrated. If coders are unsure, ask coders guiding questions about how they might use certain tools to modify or create a sprite.
Ask the class to give suggestions for how to create letters using the sprite editor tools. If the class is focusing on one method over another (e.g., the paint bucket), ask guiding questions such as “how could we use this tool?” Ask the class how they think this letter might behave (e.g., how might it move, what sounds might it make, etc.).
After the discussion and review, coders will begin working on their project as a class, in small groups, or at their own pace.
Practices reinforced:
- Communicating about computing
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 ScratchJr?
- 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?
- How many letter sprites will you need to spell out your name (word)?
- What kind of code might each letter have?
Project Work (30+ minutes; 1+ classes)
Suggested sequence
3. Create and animate your name (or vocabulary) (30+ minutes):
Ask coders to create new letter sprites, then add in code for each letter they’ve created. Facilitate by walking around and asking questions and encouraging coders to try out new blocks.
Resources, suggestions, and connections
Standard reinforced:
- 1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem
Practices reinforced:
- Testing and refining computational artifacts
- Creating computational artifacts
Concepts reinforced:
- Algorithms
- Control
Suggested questions:
- Could you make it so you hear the letter when it’s tapped?
- How will each letter move when the green flag is tapped?
a, How might you use the other trigger blocks? - How can each letter do something unique or different?
Assessment
Standards reinforced:
- 1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development
Practices reinforced:
- Communicating about computing
Although opportunities for assessment in three different forms are embedded throughout each lesson, this page provides resources for assessing both processes and products. If you would like some example questions for assessing this project, see below:
Summative (Assessment of Learning)
The debugging exercises, commenting on code, and projects themselves can all be forms of summative assessment if a criteria is developed for each project or there are “correct” ways of solving, describing, or creating.
For example, ask the following after a project:
- Can coders debug the debugging exercises?
- Did coders create a project similar to the project preview?
- Note: The project preview and sample projects are not representative of what all grade levels should seek to emulate. They are meant to generate ideas, but expectations should be scaled to match the experience levels of the coders you are working with.
- Did coders use a variety of block types in their algorithms and can they explain how they work together for specific purposes?
- Can coders explain the different ways a user can interact with the project?
- Can coders explain how they used the paint tools to create each letter?
- Did coders recreate their name using a separate sprite for each letter and with different algorithms for each letter?
Formative (Assessment for Learning)
The 1-on-1 facilitating during each project is a form of formative assessment because the primary role of the facilitator is to ask questions to guide understanding; storyboarding can be another form of formative assessment.
For example, ask the following while coders are working on a project:
- What are three different ways you could change that sprite’s algorithm?
- What happens if we change the order of these blocks?
- What could you add or change to this code and what do you think would happen?
- How might you use code like this in everyday life?
- See the suggested questions throughout the lesson and the assessment examples for more questions.
Ipsative (Assessment as Learning)
The reflection and sharing section at the end of each lesson can be a form of ipsative assessment when coders are encouraged to reflect on both current and prior understandings of concepts and practices.
For example, ask the following after a project:
- How is this project similar or different from previous projects?
- What new code or tools were you able to add to this project that you haven’t used before?
- How can you use what you learned today in future projects?
- What questions do you have about coding that you could explore next time?
- See the reflection questions at the end for more suggestions.