Dancing Alone
Experience: 1st year, 1st quarter
Practice: Testing and refining computational artifacts and Communicating about computing
Concept: Algorithms
Length: 20+
Overview and Purpose
In this introductory lesson, coders create a silly dance for Scratch Cat using motion block. The purpose of this lesson is to introduce young coders to creating algorithmic sequences in ScratchJr.
Lesson plan
Overview video
Additional resourcesPreparation (At least one day prior)
Suggested preparation
Download and install ScratchJr on a tablet or as a chrome extension if using Chromebooks. This may take a significant amount of time if you have to manually add ScratchJr to each device on your own; for example, this may take between five and ten minutes to download on each device.
Installation suggestions:
With enough advanced notice, your IT department might be able to install ScratchJr for you; this would be the easiest method.
If other teachers are bringing their own devices to your class, you could ask them to download ScratchJr before coming to your class.
If time permits, ask some older kids to volunteer to install ScratchJr during their lunch, or before or after school.
If installing on your own, bring something to entertain yourself as this is a tedious process. Streaming podcasts, music, or video can make this process much more enjoyable!
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 (6+ minutes)
Suggested sequence
1. Demonstration (3+ minutes):
Demonstrate how to open ScratchJr and click the plus sign to create a new project.
Introduce Scratch Cat to the class and explain how we are going to make him dance using code blocks.
Demonstrate dragging one or two of the motion blocks into the programming area at the bottom of the screen, then click on the block to show what that block does.
Resources, suggestions, and connections
Video: Project Preview (0:42)
Video: Lesson pacing (1:48)
Video: Who is Jared O’Leary? (3:21 - facilitator version)
Suggestion Instead of demonstrating how to use the app right away, we might open the app and ask coders to wonder what each button might do. This encourages curiosity with different tools before focusing their attention on specifics related to this lesson.
2. Predicting motion blocks (3+ minutes):
Have coders talk with a neighbor about what they think the remaining motion blocks might do. While they are speaking with each other, assess their ability to predict so you can determine how fast or slow to go through this lesson.
Open up the discussion to a larger group and ask questions about what they think the different motion blocks might do.
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:
- Which motion block makes Scratch Cat jump?
- What do you think this motion block does (point to a random block)?
Project Work (15+ minutes; 1+ classes)
Suggested sequence
3. Exploring motion blocks (5+ minutes):
Give time for coders to explore the different motion blocks by testing them out independently or in small groups.
Facilitate by walking around and asking questions and encouraging exploration.
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
4. Creating algorithms (10+ minutes):
3+ minute demonstration and discussion
Bring the class back together and demonstrate how to connect motion blocks together to create a sequence.
Create a couple example algorithms and have coders discuss with a neighbor what they think will happen when you press the algorithm, or practice the algorithm by moving like the cat. Discuss as a full class a couple algorithms by walking through them step by step.
12+ minute coding time and 1-on-1 facilitating
Ask coders to create a fun dance that uses motion blocks. Facilitate by walking around and asking questions and encouraging exploration.
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
Practices reinforced:
- Communicating about computing
- Testing and refining computational artifacts
Concepts reinforced:
- Algorithms
Discussion tips: Coders can demonstrate what they think might happen by moving around the room (if space allows), drawing the motions in the air with their fingers, or by moving their fingers to simulate the motions. Individual coders can also come up and create an algorithm that everyone then tries to predict what will happen.
Example facilitating questions:
- How could you make Scratch Cat move to all four corners of the screen?
- Can you make Scratch Cat do a flip?
- Without tapping on an algorithm, can you show me how your sprite will dance?
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:
- 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 create at least ## different algorithms to make Scratch Cat dance?
- Choose a number appropriate for the coders you work with and the amount of time available.
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 if they’ve done some coding before:
- 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.
