Can You Find the Sprite?
Experience: 2nd year, 1st quarter
Practice: Creating computational artifacts, Testing and refining computational artifacts, and Communicating about computing
Concept: Algorithms and Control
Length: 50+
Overview and Purpose
Coders use a large number of sprites to create a simple but fun game where a player tries to find Scratch Cat hiding in each scene. The purpose of this project is to apply previous understandings to create a game.
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 hide and seek game.
(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 (5+ 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 a game where a player tries to find a hidden sprite before the time runs out. Display and demonstrate the sample project (or your own remixed version).
A note on say blocks: If you are displaying a sample project with say blocks, it might help to read the text out loud using various voices for each sprite as it is displayed. This strategy might help early/pre-readers, as well as young coders who are new to learning English. In addition, when young coders begin working on their own project, you can encourage them to use speech-to-text or emojis in their own say blocks instead of typing out words (or use recorded sound blocks).
Resources, suggestions, and connections
Practices reinforced:
- Communicating about computing
Video: Project Preview (1:23)
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 (3+ minutes):
Have coders talk with each other about how they might create a project like the one demonstrated. If coders are unsure, and the discussion questions aren’t helping, you can model thought processes: “I noticed the sprite moved around, so I think they used a motion block. What motion block(s) might be in the code? What else did you notice?” Another approach might be to wonder out loud by thinking aloud different algorithms and testing them out, next asking coders “what do you wonder about or want to try?”
After the discussion, 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?
- What kind of sprites might we try and search for?
- What kind of code might they have?
- How can we create a timer that switches pages if we run out of time?
Project Work (50+ minutes; 2+ classes)
Suggested sequence
3. Create a hide and seek game (40+ minutes):
8+ minute coding time and 1-on-1 facilitating
Give coders time to try and figure out how to make a hide and seek game with a timer that switches pages if the player runs out of time. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.
2+ minute demonstration
Coders will most likely figure out how to make other sprites disappear using code like this; however, they might not figure out the code for the timer simply involves using a wait block set to a large number (e.g., 99) followed by a go to page block (see this example). Demonstrate how to create timer and connect it to a green flag trigger block.
30+ minute coding time and 1-on-1 facilitating
Give coders time to create their own timer sprites on each page, a sprite that the player is supposed to find, and add a bunch more sprites that do something when clicked. Encourage peer-to-peer assistance and facilitate 1-on-1 as needed.
Resources, suggestions, and connections
Standards reinforced:
- 1A-AP-10 Develop programs with sequences and simple loops, to express ideas or address a problem
- 1A-AP-11 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- 1A-AP-14 Debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops.
Practices reinforced:
- Testing and refining computational artifacts
- Creating computational artifacts
- Developing and using abstractions
Concepts reinforced:
- Algorithms
- Control
Example completed code:
4. Find the sprites (10+ minutes or until the end of class):
If time permits, repeat the following process until out of time.
1 minute device swapping
Have coders swap devices with a neighbor to play each other’s games.
5+ minute hide and seek
Ask coders to play their neighbor’s game and see if they can get to the end before the timer runs out on each level.
4 minute journaling
After coders have found all of the sprites in their neighbor’s game, have them document in their journal, share with a partner, or have a volunteer show the class some code they thought was interesting in their neighbor’s project. If time permits, repeat this process by having coders swap their device with another coder to try and find the hidden sprites.
Standards reinforced:
- 1A-AP-11 Decompose (break down) the steps needed to solve a problem into a precise sequence of instructions.
- 1A-AP-15 Using correct terminology, describe steps taken and choices made during the iterative process of program development.
Practices reinforced:
- Communicating about computing
- Testing and refining computational artifacts
Concepts reinforced:
- Algorithms
- Control
Suggested guiding questions:
- What kind of blocks do you think they used in their project?
- Do you see a pattern where we might use a repeat?
- Do we need to use one trigger block or more than one?
- What makes you think that?
- How could you change their game to make it easier or harder?
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 why they are using each type of trigger block in their project to create this kind of game?
- Did coders create a hide and seek game with at least ## different sprites?
- Choose a large number appropriate for the coders you work with and the amount of time available.
- Did coders use at least ## pages in their project?
- Choose a number appropriate for the coders you work with and the amount of time available.
- Can coders explain when/how the project will switch pages?
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.