Can't Stop Dancing
Experience: 1st year, 1st quarter
Practice: Testing and refining computational artifacts and Communicating about computing
Concept: Algorithms and Control
Length: 50+
Overview and Purpose
Coders use the repeat block to repeat a silly dance for Scratch Cat using motion blocks. The purpose of this project is to introduce young coders to repeating algorithmic sequences in ScratchJr.
Project Extensions
Suggested extensions
Adding even more (5+ minutes):
If time permits, encourage coders to explore what else they can create in ScratchJr. Although future lessons will explore different features and blocks, early experimentation should be encouraged.
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. It may help to set a timer for creation processes outside of using blocks so coders focus their efforts on coding.
Resources, suggestions, and connections
Standards 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:
- What else can you do with ScratchJr?
- What do you think the other blocks do?
a. Can you make your sprite do ______? - Where else might your sprite go?
- What other sprites can you add to your project?
Similar projects:
Have coders explore the sample projects built into ScratchJr (or projects from other coders), and ask them to find code similar to what they worked on today.
Standards 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
Concepts reinforced:
- Algorithms
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,” or “find three projects that each do one thing you would like to add to your project.”
Generic questions:
- How is this project similar (or different) to something you worked on today?
- What blocks did they use that you didn’t use?
a. What do you think those blocks do? - What’s something you like about their project that you could add to your project?
Reverse engineering (10+ minutes each):
Recommended for advanced 2nd graders
1 minute intro demonstration
Using the start on tap block at the start of each example algorithm, demonstrate one of the following algorithms on the board without displaying the code:
4+ minute reverse engineering and peer-to-peer coaching
Ask coders to see if they can use motion blocks to figure out how to create an algorithm that makes Scratch Cat do something similar to what was demonstrated. Facilitate by walking around and asking guiding questions.
1 minute explanation demonstration
If coders figured out how to get their sprite to do something similar, have them document in their journal, share with a partner, or have a volunteer show the class their code and thought processes that led to the code. Otherwise, reveal the code, walk through each step of the algorithm, and explain any new blocks.
4+ minute application and exploration
Encourage coders to try something similar, and leave your code up on display while they work. Facilitate by walking around and asking questions about how coders might change their code so it’s not the same as yours.
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:
- Communicating about computing
- Testing and refining computational artifacts
- Creating computational artifacts
Concepts reinforced:
- Algorithms
- Control
Video: Suggestions for reverse engineering (4:25)
What is reverse engineering? In coding, reverse engineering is the process of looking at a process and trying to figure out how to recreate the process using code. A reverse engineering challenge in ScratchJr is when you display a process to a group of coders without showing them the code. Coders then try and figure out how they might recreate something similar using code.
Are they ready for this challenge? If the coders you are working with are quickly grasping the concepts in class, this reverse engineering challenge may be a fun challenge for older coders using ScratchJr (e.g., 2nd graders). Even if coders are not able to yet correctly guess how to do this process, going through this process is valuable for all ages.
Alternative suggestion: If reverse engineering is too difficult for the coders you work with, you could display the source code and have coders predict what will happen.
Note: It is not recommended to show each of these ideas at once, but to show one idea, give time for application and exploration, show another idea, give time for application and exploration, etc. This process could take multiple classes. Also, some of these examples may be difficult for young coders, so go slow and encourage copying and modifying code as it’s good practice.
Potential discussion: There is not always one way to recreate something with code, so coders may come up with alternative solutions to your own code. When this occurs, it can open up an interesting discussion or journal reflection on the affordances and constraints of such code.
Suggested guiding questions:
- What kind of blocks do you think you might need to do something like that?
- Do you see a pattern where we might use a repeat?
- Do you think I changed the numbers (parameters)?
Suggested application and exploration questions:
- What other code blocks could you use?
Differentiation
Less experienced coders
ScratchJr is simple enough that it can be picked up relatively quickly by less experienced coders. However, for those who need additional assistance, pair them with another coder who feels comfortable working cooperatively on a project. Once coders appear to get the hang of using ScratchJr, they can begin to work independently.
More experienced coders
Because ScratchJr is not inherently difficult, experienced coders might get bored with simple projects. To help prevent boredom, ask if they would like to be a “peer helper” and have them help their peers when they have a question. If someone asks for your help, guide them to a peer helper in order to encourage collaborative learning, and remind them the helper is “hands off” and does not take over working on another person’s project.
Another approach is to encourage experienced coders to experiment with their code or give them an individual challenge or quest to complete within a timeframe (e.g., a reverse engineering challenge, a dance to a song).
Unplugged Lessons and Resources
Standards reinforced:
- 1A-AP-08 Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks
Although each project lesson includes suggestions for the amount of class time to spend on a project, BootUp encourages coding facilitators to supplement our project lessons with resources created by others. In particular, reinforcing a variety of standards, practices, and concepts through the use of unplugged lessons. Unplugged lessons are coding lessons that teach core computational concepts without computers or tablets. You could start a lesson with a short, unplugged lesson relevant to a project, or use unplugged lessons when coders appear to be struggling with a concept or practice.
Suggested unplugged lessons:
- Getting loopy
a. Loops are a handy way of describing actions that repeat a certain numbers of times. In this lesson, students will practice converting sets of actions into a single loop. - Fuzz Dance Party (Advanced)
a. An advanced unplugged lesson on using loops to create a dance
Reflection and Sharing
Reflection Suggestions
Coders can either discuss some of the following prompts with a neighbor, in a small group, as a class, or respond in a physical or digital journal. If reflecting in smaller groups or individually, walk around and ask questions to encourage deeper responses and assess for understanding. Here is a sample of a digital journal) designed for Scratch (source) and here is an example of a printable journal useful for younger coders.
Sample reflection questions or journal prompts:
- How did you use computational thinking when creating your project?
- What’s something we learned while working on this project today?
- What are you proud of in your project?
- How did you work through a bug or difficult challenge today?
- How did you help other coders with their projects?
- What did you learn from other coders today?
- What’s a fun algorithm you created today?
- What’s something you could create next time?
- What questions do you have about coding?
- What was challenging today?
- How did you change the numbers (parameters) in your motion blocks?
- When did you use a repeat block?
- What is a repetitive task you might do at home? How could this be like a loop?
- How is planting seeds like a loop?
- Can you think of an algorithm for school that uses a parameter?
- More sample prompts (may need adapting for younger coders)
Sharing Suggestions
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
- Fostering an inclusive culture
Concepts reinforced:
- Algorithms
- Control
Peer sharing and learning video: Click here (1:33)
At the end of class, coders can share with each other something they learned today. Encourage coders to ask questions about each other’s code or share their journals with each other. When sharing code, encourage coders to discuss something they like about their code as well as a suggestion for something else they might add.