Flying
Experience: 2nd year, 1st quarter
Practice: Developing and Using Abstractions, Creating computational artifacts, Testing and refining computational artifacts, and Communicating about computing
Concept: Algorithms, Control, Modularity, and Program Development
Length: 90+
Overview and Purpose
Coders use a variety of blocks and sprites to animate a mini research project about creatures that fly. The purpose of this project is to reinforce the concept of parallelism by simultaneously triggering two or more algorithms that simulate flight.
Lesson plan
Overview videoProject Extensions
Suggested extensions
Creating a transition page (Advanced) (20+ minutes)
4+ minute intro demonstration
Briefly reminder coders how previous projects (e.g., To the moon) made it look like a sprite was flying from one scene to another. Demonstrate how the sample project uses two different transition pages that make it look like we’re moving up into the air or down toward the ground. Demonstrate how the various on page 2 and 4 in the sample project work together to make it look like we’re flying up or down.
16+ 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.
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:
- Communicating about computing
- Testing and refining computational artifacts
- Creating computational artifacts
Concepts reinforced:
- Algorithms
- Control
Suggested questions:
- How could you make the sprite fly in a different direction?
- Why do the sprites appear and disappear at different times instead of at the same time?\
SJR Advanced reverse engineering even more ideas (10+ minutes each):
1 minute intro demonstration
Demonstrate one of the following example sprites on the board without displaying the code (they are in order of complexity):
Page 1
Page 2 (transition page)
Try and reverse engineer the entire transition page rather than a single sprite
Page 3
Clouds
- Cloud
- Storm cloud
- These sprites work together to make the clouds interactive
- Sun and moon
- Woodpecker
- Bird
- Bat1
Page 4 (transition page)
Try and reverse engineer the entire transition page rather than a single sprite
4+ minute reverse engineering and peer-to-peer coaching
Ask coders to see if they can figure out how to use their code blocks to create an algorithm that makes a sprite 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)
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.
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.
A note on hidden sprites: Drag out a hide block and tap on it to make the sprite disappear. Use a show block in an algorithm to make the sprite appear again.
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?
- What trigger blocks do you think I used for that sprite?
- Did I use one trigger block or more than one?
- What makes you think that?
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 application and exploration questions:
- What other code blocks could you use?
- What other sprites might use similar code?
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.
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 sprites do ____? - What other sprites might we use in a project with creatures than can fly?
- What other sounds might we hear in our project?
- Can you customize how your sprites look?
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?
- How might we change the backdrop of this project?
- What other sound or looks blocks might we use in this project?
- Can you turn this project into a short story with flying creatures in it?
- How might the sprites in this project behave differently if they could fly?
- If this project doesn’t have multiple pages, what kind of pages could you add?
a. What sprites might you find on those pages?
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 out 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.
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.
Debugging Exercises (1-5+ minutes each)
Debugging exercises
Resources and suggestions
Standards reinforced:
- 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
Concepts reinforced:
- Algorithms
- Control
Display one of the debugging exercises and ask the class what they think we need to fix in our code to get our project to work correctly. Think out loud what might be wrong (e.g., did I use the wrong trigger block, did I forget to repeat something, did I put a block in the wrong place, am I missing blocks, etc.). Ask the class to talk with a neighbor how we might fix the code. Have a volunteer come up to try and debug the code (or demonstrate how). Repeat with each debugging exercise.
Unplugged Lessons and Resources
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?
- What’s something you learned about a creature but you didn’t include in your project?
- How might you add that to your project?
- What questions do you have about creatures than can fly?
- In what ways might users interact with a project to change the page?
- How do you know when to use two or more trigger blocks on a sprite instead of just one?
- 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
- Modularity
- Program development
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.
