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Day 1: Introduction to Coding with Scratch

Detailed Lesson Plan

Duration: 6-8 hours (Full Day) Target Audience: DBE Teachers (Mixed Experience Levels) CHPC Integration: See CHPC Scratch Module for additional resources Learning Objectives: - Understand computational thinking concepts - Master Scratch interface and basic programming concepts - Create interactive projects using Scratch - Develop lesson plans incorporating Scratch

Morning Session (3-4 hours)

Session 1: Introduction to Computational Thinking (1 hour)

Time: 08:00 - 09:00

Learning Objectives

  • Define computational thinking and its four pillars
  • Apply computational thinking to solve problems
  • Connect computational thinking to DBE curriculum

Activities

Opening (10 minutes) - Welcome and introductions - Workshop overview and expectations - Pre-assessment: "What do you know about coding?"

Computational Thinking Introduction (20 minutes) - Presentation: What is Computational Thinking? - Decomposition: Breaking problems into smaller parts - Pattern Recognition: Finding similarities and patterns - Abstraction: Focusing on important details, ignoring irrelevant ones - Algorithms: Step-by-step instructions to solve problems

Hands-On Activity: Paper-Based Algorithm (20 minutes) - Activity: "How to Make a Sandwich" Algorithm - Teachers write step-by-step instructions - Share and discuss: What makes good instructions? - Introduce concepts: sequence, precision, clarity - Extension: "How to Brush Your Teeth" - identify patterns and abstractions

DBE Curriculum Integration (10 minutes) - Link to Mathematics: Problem-solving, logical reasoning - Link to Life Skills: Critical thinking, decision-making - Link to Languages: Clear communication, following instructions

Reflection (10 minutes) - Quick write: "How can I use computational thinking in my classroom?" - Share one idea with a partner

Session 2: Scratch Basics (2-3 hours)

Time: 09:00 - 12:00 (with 15-minute break at 10:30)

Learning Objectives

  • Navigate Scratch interface confidently
  • Use motion, looks, and sound blocks
  • Understand events and control structures
  • Create a simple animated story or game

Activities

Scratch Interface Tour (30 minutes) - Setup: Create Scratch accounts (scratch.mit.edu) - Interface Components: - Stage area (where sprites perform) - Sprite list (characters/objects) - Blocks palette (coding blocks) - Scripts area (where code is built) - Costumes and sounds tabs

Hands-On: First Scratch Project (45 minutes) - Project: "Moving Cat" - Make sprite move - Add sound - Change appearance - Use "when green flag clicked" event - Key Concepts: - Blocks snap together - Scripts run from top to bottom - Events trigger scripts

Break (15 minutes)

Motion and Looks Blocks (45 minutes) - Activity: "Dancing Sprite" - Explore motion blocks (move, turn, go to) - Use looks blocks (say, change costume, change size) - Combine blocks for complex movements - Challenge: Make sprite draw a square

Events and Control (45 minutes) - Events Blocks: - When green flag clicked - When key pressed - When sprite clicked - Control Blocks: - Wait - Repeat - Forever - Project: "Interactive Story" - Create a story with multiple scenes - Use events to trigger scene changes - Add user interaction

Lunch Break (12:00 - 13:00)

Afternoon Session (3-4 hours)

Session 3: Advanced Scratch Concepts (2 hours)

Time: 13:00 - 15:00

Learning Objectives

  • Use variables to store information
  • Work with lists for multiple data items
  • Apply operators and conditions
  • Create custom blocks (functions)

Activities

Variables (30 minutes) - Concept: Variables store information that can change - Activity: "Score Keeper" - Create a variable for score - Increase score when sprite is clicked - Display score on stage - Real-world connection: Like a calculator's memory

Lists (30 minutes) - Concept: Lists store multiple pieces of information - Activity: "Shopping List" - Create a list - Add items to list - Display list on stage - Application: Managing multiple students' names, scores, etc.

Operators and Conditions (30 minutes) - Operators: Math operations (+, -, , /) - Conditions: If-then, if-then-else blocks - Activity:* "Number Guessing Game" - Use operators to calculate - Use conditions to check guesses - Provide feedback based on conditions

Custom Blocks (30 minutes) - Concept: Create reusable code blocks - Activity: "Draw Shapes Function" - Create custom block "draw square" - Create custom block "draw triangle" - Use custom blocks to create patterns - Pedagogical value: Teaches functions and code reuse

Break (15 minutes)

Session 4: Scratch for Education (1-2 hours)

Time: 15:15 - 16:30

Learning Objectives

  • Understand classroom management strategies for Scratch
  • Develop assessment strategies for coding projects
  • Use sharing and remixing features
  • Create a lesson plan using Scratch

Activities

Classroom Management (20 minutes) - Strategies: - Pair programming (two students, one computer) - Project-based learning - Peer teaching - Showcase sessions - Discussion: How to manage limited computer access - Tips: Offline Scratch editor, account management

Assessment Strategies (20 minutes) - Formative Assessment: - Observation during work - Quick check-ins - Peer review - Summative Assessment: - Project rubrics - Reflection journals - Portfolio review - Activity: Review sample rubric (see assessment folder)

Sharing and Remixing (20 minutes) - Scratch Community: - Sharing projects online - Remixing others' projects - Giving credit - Activity: Remix a project and add your own feature - Safety: Privacy considerations for students

Lesson Plan Creation (30 minutes) - Template provided (see resources/templates/) - Activity: Create a lesson plan for your subject/grade - Choose a topic from your curriculum - Design a Scratch activity - Identify learning objectives - Plan assessment - Share: Present lesson plan idea to group

Wrap-up and Reflection (10 minutes) - Daily Reflection Journal (see supporting-materials/) - Key Takeaways: - What did you learn? - What questions do you have? - How will you use this tomorrow?

Materials Needed

Software

  • Scratch accounts (scratch.mit.edu) or offline editor
  • Internet connection
  • Projector/screen for demonstrations

Handouts

  • Computational thinking guide
  • Scratch interface reference sheet
  • Block reference guide
  • Lesson plan template
  • Assessment rubric

Sample Projects

  • Moving Cat (basic)
  • Dancing Sprite (motion/looks)
  • Interactive Story (events)
  • Score Keeper (variables)
  • Number Guessing Game (conditions)
  • Shape Drawer (custom blocks)

Differentiation Strategies

For Beginners

  • Provide step-by-step screenshots
  • Pair with more experienced teacher
  • Use simpler projects
  • Extra time for exploration

For Advanced Learners

  • Challenge extensions
  • Create more complex projects
  • Help others
  • Explore advanced features (cloning, lists, etc.)

Assessment

Formative (Throughout Day)

  • Observation during activities
  • Quick check-ins
  • Peer sharing
  • Question and answer sessions

Summative (End of Day)

  • Completed Scratch project
  • Lesson plan draft
  • Reflection journal entry
  • Self-assessment using rubric

Homework/Preparation for Day 2

  1. Complete reflection journal
  2. Finish lesson plan draft
  3. Explore Scratch community projects
  4. Optional: Try cloning or broadcasting in Scratch (preview of Day 2)

Notes for Facilitators

  • Pacing: Adjust based on group needs
  • Support: Have helpers available for technical issues
  • Encouragement: Celebrate small wins
  • Flexibility: Allow time for exploration and questions
  • Connection: Always link back to classroom application

Next Day Preview

Tomorrow we'll extend our Scratch skills with advanced concepts: cloning, broadcasting, and more complex projects. We'll also explore how to integrate Scratch across the curriculum (Day 2: Advanced Scratch Programming).