Transcript ICT Subject Day - Scratch Training

SCRATCH
Course Outline
 Session 1 – 8.45am to 10.30 am
 Introduction
 Basics of Scratch programming - Control / Movement / Looks and Sound
 Example Projects
 Getting Started with Scratch - Telling a joke
 Follow the mouse games – Busy Bee
 Break – 10.30am to 11.00pm
 Session 2 – 11.00am to 1.00pm
 Patterns and Relationships – geometric shapes and logo style commands
 Introducing Variables
 More Games – Chomping Fish!
 Create your own game
 Plenary– 1.00pm to 1.15pm
 Skills covered
 Opportunities in school
 Next steps – Wrexham units of work / Resources
What is SCRATCH?
 Scratch web Site: http://scratch.mit.edu/
 Scratch is a new programming language that makes it easy to create
your own interactive stories, animations, games, music, and art -and share your creations on the web.
 Scratch is designed to help young people (ages 8 and up) develop 21st
century learning skills. As they create and share Scratch projects,
young people learn important mathematical and computational
ideas, while also learning to think creatively, reason systematically,
and work collaboratively.
Share projects and download examples
SCRATCH INTERFACE
Example Projects
 Animation
 Fun With Animation / Aquarium / Day Dream
 Games
 Busy Bee / Pac Man / Pong / Fish Chomp
 Simulation
 Simple Circuit / Pastor / Log Ride
 Shape, Space and Geometry
 Polygons / Flower / Hexagons
Getting Started with Scratch
Task 1 – Telling a Joke
 Create a short project involving at least two
characters where one is telling the other a joke. Your
project should contain:
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At least two characters
Some movement or animation
A background
Speech bubbles
Sound
Task 2 – Follow the Mouse – Busy Bee
 Create a game that has a sprite following the mouse
pointer through a maze. Key commands to use are:
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Touching Colour
Point Towards
Go to
Forever
IF
 Extension
 Change the control of your sprite so it responds to the arrow
keys instead of the mouse. Hint use this command:
BREAK
Task 3 – Playing with Geometry
 Follow the “Maths Exploration Guide” notes and
have a go at tasks 1 to 4
 Extension
 Lots of potential here for pupils to explore patterns and
relationships and to experiment with changing values,
variables and testing hypothesis
Task 4 – Creating a Game
 Open and play the “Fish Chomp” game. How could
this game be improved? Your tasks:
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Change the program so that the fish reappear in a random
position anywhere on the stage
Add a scoring system that adds one for every fish that is eaten
 Extension
 How would you add a double points fish?
 Can you alter the rules of the game so that it ends after a score
of ten fish has been reached?
 Could you introduce a control to alter the speed of the game?
Assessment Opportunities
 L2
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 L5
Explore the effects of making
changes in models or simulations
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Understand how changing one
variable affects another in models or
simulations
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 L3
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 L4
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 L6
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Make simple predictions about how
changing one variable affects
another in models or simulations
Use ICT to explore patterns and
relationships
Broadly plan own tasks and combine
a variety of information and media
when creating and developing own
ideas, with a sense of purpose and
audience
Create own models or simulations,
and investigate the effect of
changing data
Plan own tasks for purpose and
audience
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Use models or simulations of
increasing complexity, vary the rules
within them, and test hypotheses
Plan own tasks in detail for specific
purposes and audiences
 L7
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Design computer models and
procedures, with variables, to meet
specific needs
Scratch Resources
 http://erlas.wrexham14to19.net
 Got to >> ICT Team >> Scratch Programming
 Enrolment key is: “scratch”
 Resources on the web:
 http://scratch.mit.edu/
 http://learnscratch.org/index.php
 https://mywebspace.wisc.edu/dhawk/scratch/
 http://www.redware.com/scratch/index.html