Olcs computing Scratch Animation Competition– suggested sequence of lessons



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Scratch Animation Competition– suggested sequence of lessons

Key concepts and skills linked to Computing Programme of Study for Key Stage 2

  • Design, write and debug programs that accomplish specific goals.

  • Solve problems by decomposing them into smaller parts.

  • Use sequence and iteration in programs.

  • Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs.

1 and 2

I can use sequence and iteration in programs.
I can detect and correct errors in programs.

  • Introduce students to the scratch software and show the teacher resource scratch animation 1.

  • Introduce the student challenge 1 – can you get your sprite to move and have a conversation?

Depending on previous experience of students, allow them time to explore the software or provide copies of the “how to guides” to allow students to follow the instructions. Some students will need a demonstration.

  • Show the teacher resource scratch animation 2 and introduce the student challenge 2 – can you add a background and get your sprite to blink? Again, depending on previous experience of students allow them time to explore the software or provide copies of the “how to guides” to allow students to follow the instructions. Some students will need a demonstration.

  • Show the teacher resource scratch animation 3 and introduce the student challenge 3 – can you add a colour and movement effect? Again, depending on previous experience of students allow them time to explore the software or provide copies of the “how to guides” to allow students to follow the instructions. Some students will need a demonstration.

Resources:



  • Scratch animation 1 – 3 in v1.4 and v2.0 and links:

  • Student challenge presentation

  • Student help cards printed out / saved on a shared server (for v1.4 and v2.0)

  • Videos showing how to create animations 1 – 3 at www.olcs.leics.sch.uk/scratch




Gold: Can I independently select programming blocks for a specific purpose?

Silver: Can I use a sequence of programming blocks to make things happen?

Bronze: Can I select a programming block to make something happen?
Gold: Can I detect and correct errors in a program?

Silver: Can I detect an error in a program?

Bronze: Can I spot a bit of code which may be wrong in a program?


3

I can explain how a simple algorithm works.
I can design and write programs that accomplish specific goals.
I can detect and correct errors in algorithms and programs.

  • Show scratch animation 1 again and explain that even though this is a simple animation, it would have been planned before it was created.

  • Show algorithms presentation and explain the definition for an algorithm.

  • Ask students if they can work out what the algorithm is describing and then reveal the code for sprite 1.

  • On the algorithm worksheet students should then try and write the algorithm for sprite 2 using the text prompts already provided.

  • Then look at the storyboard provided for the next animation. Students should try and write the algorithm for this animation.

  • Some students will then go onto create this animation as it practises skills from previous lessons. Other students will go onto look at broadcasts.

  • Watch Scratch animation 4 and explain how broadcast events can split up the code into chunks and ensure that one thing happens after another.

  • Students should try and create challenge 4, starting from scratch and using the algorithm to help them.

Resources:



  • Algorithm presentation and worksheet

  • Scratch animation 4 in v1.4 and v2.0 and at link

  • Student help cards printed out / saved on a shared server (for v1.4 and v2.0)

  • Videos showing how to create animations 4




Gold: Can I write a simple algorithm to achieve a specific goal?

Silver: Can I explain how an algorithm works?

Bronze: Can I use an algorithm to create simple code?

Gold: Can I independently select programming blocks for a specific purpose?

Silver: Can I use a sequence of programming blocks to make things happen?

Bronze: Can I select a programming block to make something happen?



4 and 5

I can create an algorithm to show how my animation will work.
I can write a program to create an animation about safety when using Pokémon Go

  • Introduce the competition using the presentation introduction.

  • Discuss with students what will make a good animation.

  • Give out copies of the animation plan and algorithm sheet. Students should plan their animation using the storyboard. Using scratch cards as reminders, they should try to write the algorithm that coincides with each scene. Students should be reminded that their animation could be fairly simple (with some text and colour effects / movement) or more complex with several different sprites or scenes that follow each other.

  • Students should then move onto creating their animation in Scratch.

Resources:



  • Competition introduction presentation

  • Animation plan and algorithm

  • Scratch help cards on display or printed and given out.




Gold: Can I plan and create an animation that follows a sequence of events to promote safety when using Pokémon Go?

Silver: Can I create an animation that uses one sequence of events to promote safety when using Pokémon Go?



Bronze: Can I simply animate text or sprites to explain about safety when using Pokémon Go?




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