The Helpful/Naughty Wizard
Experience: 2nd year, 1st quarter
Practice: Developing and Using Abstractions, Creating computational artifacts, Testing and refining computational artifacts, Communicating about computing
Concept: Control, Algorithms, Program Development, and Modularity
Length: 80+
Overview and Purpose
Coders use a variety of blocks and sprites to create a story about a wizard who either helps people or plays pranks on them. The purpose of this project is to reinforce understanding of message blocks to give the appearance of switching costumes.
Preparation (30+ minutes)
Suggested preparation
Ensure all devices are plugged in for charging over night.
Customizing this project for your class (20+ minutes): Remix one or both of the project examples to include your own stories about helpful and naughty wizards.
(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
-
- Videos and tips on ScratchJr from our YouTube channel
-
- Videos and tips on facilitating coding classes from our YouTube channel
-
- A document that describes each of the blocks used in ScratchJr
-
- A reference guide that introduces the ScratchJr interface
-
- A reference guide that introduces features in the paint editor
-
- 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
-
- 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 create a story about a wizard who uses magic to either help others or to play pranks. Display and demonstrate one or both of the sample projects (or your own remixed versions).
A note on two project variations: Because there are two versions of the project available to download or display, you can skip the “naughty” version of the project if you are unsure about whether the project is considered appropriate, and instead only show the “helpful” version of this project. However, the “naughty” version of the project could lead to a discussion on how to not treat other people by asking questions like “how do you think that person feels after they had a prank played on them?” This could also lead to a final page that coders create where the naughty wizard learns a lesson about treating people with respect and using magic to help others. Either select one of the two project variations for the classes you work with or give them the option to choose which project they will work on.
Resources, suggestions, and connections
Practices reinforced:
- Communicating about computing
Video: Project Preview (3:25)
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.
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).
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 do you think the code is that makes the magic cloud appear to change how a sprite looks?
- How could a wizard use magic to help other sprites?
- How could we use code to simulate magic?
- How will the other sprites respond to the wizard helping them?
- How could a wizard use magic to play pranks on other sprites?
- How can we use code to simulate magic?
- How will the other sprites respond to the wizard playing pranks on them?
Project Work (75+ minutes; 3+ classes)
Suggested sequence
3. Switch costumes (15+ minutes)
5+ demonstration or review
Demonstrate or review how to use show and hide blocks with message blocks to make it so when the magic cloud appears that one sprite hides behind it as another sprite shows behind it to make it appear as though the sprite is changing costumes with magic. Emphasize the importance of making sure the sprites are in the same location and that the magic cloud is on top of both sprites.
Another option demonstrated in the video and in the example projects involves changing costumes by switching pages to the same backdrop. Although this option works, you have to make sure every sprite is perfectly lined up to do the transition (which may require some iteration to get the timing correct if the sprite is moving). Each method can work really well depending on the project and purpose.
10+ minute application and exploration
Encourage coders to try and experiment with using one of the two methods for making a sprite appear to change costumes using a magic cloud. Facilitate by walking around and asking questions about their processes
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.
Practices reinforced:
- Testing and refining computational artifacts
- Creating computational artifacts
Concepts reinforced:
- Algorithms
- Control
Video: Switching costumes (3:20)
Sample questions:
- When might you switch costumes in your projects?
- What kind of blocks might we use when switching costumes?
- How will you use show and hide blocks with trigger message blocks in your project?
4. Create a storyboard (15+ minutes):
Either hand out paper with at least four different quadrants (one for each page in ScratchJr), use handheld whiteboards, or use a painting app on a device to encourage coders to storyboard what they are going to create. It may help to model this process with a separate set of random ideas.
Encourage coders to draw or write out not only the kinds of sprites and backgrounds they’re going to use, but the kind of code that will accompany them.
When coders are ready, have them show you their storyboard and ask questions for clarification of their intent (which may change once they start coding and get more ideas). If approved, they may continue on to the next step (creating); otherwise they can continue to think through and work on their storyboard.
Note: Coders may change their mind midway through a project and wish to rethink through their original storyboard. This is part of the design process and it is encouraged they revise their storyboard to reflect their new ideas.
Standard reinforced:
- 1A-AP-12 Develop plans that describe a program’s sequence of events, goals, and expected outcomes
Practices reinforced:
- Creating computational artifacts
Concept reinforced:
- Program development
Resource: Example storyboard templates
Suggested storyboard questions:
- What will happen in your story?
- Will your wizard be helpful or naughty?
- What will the wizard learn by the end of the story?
- How will the wizard use magic?
- What will happen to sprites and backdrops the wizard uses magic on?
- Will your wizard be helpful or naughty?
- How many pages will you have?
- What backdrop will you use for each page?
- What sprites will we see on each page?
- When will you go to the next page?
- What will the sprites do on each page?
- What kind of code might we use to do that?
- What are all of the ways we can interact with the story?
- Which pages will have user interaction?
- In each of these ways we can interact with the story, how might we use code to create that interaction?
Suggestion: If coders need additional help, perhaps pair them with someone who might help them with the storyboarding process. Or, you could have coders meet with a peer to discuss their storyboard before asking to share it with yourself. This can be a great way to get academic feedback and ideas from a peer.
Note: This process may take significantly longer than 15 minutes if storyboarding many different sprites in each page. In general, it is best to keep things simple when first creating a project, then adding more complexity if time permits.
4. Create a story about a helpful or naughty wizard (45+ minutes):
Ask coders to create a project based on the storyboards they created. Facilitate by walking around and asking questions and encouraging coders to try out new blocks.
Note: The more pages, the more time you can spend on each project. This project could take several days.
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
- Developing and using abstractions
Concepts reinforced:
- Algorithms
- Control
Suggested questions:
- What sounds might we hear in each backdrop?
- What do you like about your project?
- What do you want to change?
- How could we add even more to your story than what’s in your storyboard?
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 one of the project previews?
- 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 how their project is similar to their storyboard?
- Can coders explain how they used show and hide blocks with trigger message blocks in their project?
- Can coders explain how the magic cloud hides the “costume change?”
- Did coders create a story about a wizard using magic with at least ## different sprites that change costume?
- Choose a 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.