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    DC024 Practical

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    azmiah
    This document outlines a course framework for teaching Scratch programming over 11 weeks. The lessons introduce students to the Scratch interface and different types of blocks, including motion, looks, sound, events, sensing, control, and operators. Students practice sequencing blocks to make sprites move and interact. They explore assets like backdrops, costumes and sounds. Later lessons involve creating animations and games using what they've learned, with concepts like broadcasting messages, drawing shapes, and simulating real-world scenarios. Assessment includes practical tests requiring sprites to move and interact based on given themes. The goal is for students to gain skills in programming through a hands-on approach to creating projects in Scratch.

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    DC024 Practical

    Uploaded by

    azmiah
    214 views12 pages
    This document outlines a course framework for teaching Scratch programming over 11 weeks. The lessons introduce students to the Scratch interface and different types of blocks, including motion, looks, sound, events, sensing, control, and operators. Students practice sequencing blocks to make sprites move and interact. They explore assets like backdrops, costumes and sounds. Later lessons involve creating animations and games using what they've learned, with concepts like broadcasting messages, drawing shapes, and simulating real-world scenarios. Assessment includes practical tests requiring sprites to move and interact based on given themes. The goal is for students to gain skills in programming through a hands-on approach to creating projects in Scratch.

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    DC024Practical

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    This document outlines a course framework for teaching Scratch programming over 11 weeks. The lessons introduce students to the Scratch interface and different types of blocks, including motion, looks, sound, events, sensing, control, and operators. Students practice sequencing blocks to make sprites move and interact. They explore assets like backdrops, costumes and sounds. Later lessons involve creating animations and games using what they've learned, with concepts like broadcasting messages, drawing shapes, and simulating real-world scenarios. Assessment includes practical tests requiring sprites to move and interact based on given themes. The goal is for students to gain skills in programming through a hands-on approach to creating projects in Scratch.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    214 views12 pages

    DC024 Practical

    Uploaded by

    azmiah
    This document outlines a course framework for teaching Scratch programming over 11 weeks. The lessons introduce students to the Scratch interface and different types of blocks, including motion, looks, sound, events, sensing, control, and operators. Students practice sequencing blocks to make sprites move and interact. They explore assets like backdrops, costumes and sounds. Later lessons involve creating animations and games using what they've learned, with concepts like broadcasting messages, drawing shapes, and simulating real-world scenarios. Assessment includes practical tests requiring sprites to move and interact based on given themes. The goal is for students to gain skills in programming through a hands-on approach to creating projects in Scratch.

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    SECTION 3

    PRACTICAL
    " The best way
    to learn is to
    teach "

    F R ANK O P P E NHE I ME R
    Course Framework DC024 (PRACTICAL)

    Student Learning Time: 2 hours per week (Face-to-face – 22 hours, Non Face-to-face – 22 hours)
    Topic 2.0 Introduction to Scratch 2.0 Software
    CLO 2: Demonstrate skill of programming in computing practise

    Week Topic Activity Remarks


    Week 1 2.0 Introduction to Scratch 2.0 Explore the scratch interface Scratch Interface
    Date : Software Stage Block Reference
    Sprites and Backgrounds Guide
    Scripts Area
    Block Palette and Tabs (Scripts,
    Costumes and Sounds)

    Build, duplicate and delete scripts.


    Rename and Resizing sprites. Dancing cat
    Save and run the simple Scratch Project
    Week 2 2.1 Asset
    Date : 2.1.1 Identify different types of Students work in pair to explore all the assets. Dancing Cat 2
    asset Students can use the sample project and try to Dancing Man
    Backdrops make their own project
    Sprites

    Week 3 2.1 Asset Students work in pair to explore all the assets. Dancing Cat 2
    Date : 2.1.1 Identify different types of Students can use the sample project and try to Dancing Man
    asset make their own project
    Costumes
    Sound

    Week 4 2.2 Scripts


    Date : 2.2.1 Identify different types of Group Activity – can be an outdoor activity Create A Monster
    block code Monster Face Game
    Motion Students learn to express an activity using a
    Looks sequence of simple instructions in groups
    Pen

    Week 5 2.2 Scripts


    Date: 2.2.1 Identify different types of Individual – Control sprite so that it can move Move 100 steps
    block code forward, upward, backward and downward
    Sound
    Events Group activity – Draw triangle, rectangle,
    hexagon, octagon

    Students should write the pseudocode and do


    simulation before drawing the shapes/polygons
    in Scratch

    Practical Test 1 Draw a house using shapes that have been learnt in previous class. You should include at least three shapes
    Date : ie triangle, square and rectangle.

    Week 6 2.2 Scripts Situation: A diver dives in the sea. When he Single Selection –
    Date : 2.2.1 Identify different types of touches a fish, he will stop and say “Hello! Diver and Fish
    block code What is your name”. Then, the fish will answer
    Events and the answer will be recorded in the
    Sensing animation.
    Control
    Students should write the pseudocode for this
    situation before do the animation in Scratch.
    Week Topic Activity Remarks

    Week 7 2.2 Scripts Situation: A diver dives in the sea. When he Dual Selection –
    Date : 2.2.1 Identify different types of touches a fish, he will stop and say “Hello! Diver and Fish
    block code What is your name”. Then, the fish will answer
    Sensing and the answer will be recorded.
    Control
    Operator If he doesn’t touch the fish, he will bounce back
    when he touches the edge.

    Students should write the pseudocode for this


    situation before do the animation in Scratch.

    Week 8 2.2 Scripts


    Date : 2.2.1 Identify different types of Students create a conversation between two or Conversation
    block code more sprites between
    Sensing Students can improve the conversation using Duck and Cat
    Control Broadcast Message
    Operator

    Practical Test 2 Theme : School


    Date : Create a program with :
    3 different sprites
    At least one sprite is moving naturally/randomly
    When 1 sprite senses another sprite, say something
    Week 9 2.2 Scripts Students use Control block to draw triangle,
    Date : 2.2.1 Identify different types of rectangle, hexagon, octagon – make comparison
    block code with what we have learnt in Week 5
    Control
    Data Students draw circle using Control Block. Circle in the circle.

    Week 10 2.2 Scripts


    Date : 2.2.1 Identify different types of Students may create their own situation and try
    block code to do the animation and share with their friends
    Control
    Data
    Week 11 2.3 Apply suitable asset and Group activity – Football Game. Students do Football Game
    Date : script based on given algorithm simulation of Football Game and write the
    pseudocode, then create a Football Game using
    Scratch

    Students should use Sequence, Selection and


    Repetition knowledge that have been learnt in
    previous classes.

    Practical Test 3 Theme : Space


    Date : Situation : Earth orbiting the Sun while the Sun is rotating on its axis
    Topic : Introduction to Scratch 2.0 (Week 1)
    1) In this very first lesson, our aim is to encourage students to explore Scratch without fear and collaborate with
    friends to make a simple Scratch Project

    2) Block Reference Guide – to help students understand the function of every blocks in Scripts

    3) Scratch Interface

    4) Show and run a basic, simple project – Sprite move from a point to another, Dancing Cat Project
    Activity Dancing Cat
    a) Drag “Move 10 steps” from Motion Block – can change the number of steps to make distance smaller or
    larger
    b) Drag and stack the “Play drum” from Sound Block below the “Move 10 Steps” block. – can change the sound
    c) Click this stack of two blocks, and you can see the cat moving and play the drum sound
    d) Duplicate this two blocks and change the 10 steps to -10 steps (moving backward)
    e) Click this stack of four blocks, and you can see the cat is dancing forward and backward.
    f) You can duplicate this blocks again, as much as you want and see the cat dancing
    g) Finally, you can add “When Flag clicked” on top of the blocks. Now, you can click on the flag to make the cat
    start dancing. (instead of click the blocks)
    Topic : Asset – Backdrop, Sprite, Costume, Sound (Week 2-3)
    In this lesson, we encourage students to explore Scratch in open ended way. Students are encouraged to work together,
    ask each other for help and share their own work/project.
    Activity Dancing Cat 2
    Can try Dancing Cat 2 and see the difference. Can use Control block - “repeat 10” or duplicate the blocks like before.
    Use “Flip left-right” button in Costumes Section to get the costume2

    Activity Dancing Man

    We can change the tshirt colour so that it is suitable


    with the background
    Topic : Scripts (Sequence) (Week 4 & 5)
    1) Before you do animation in Scratch (by group or individually), you need to plan your work by using
    Pseudocode or Flowchart. If you fail to plan, you fail to produce a good animation.
    2) Planning is always the FIRST STEP before do any task/animation/programming.
    Activity Create A Creature
    Task 1
    a. Ask students to form a group of 3 students. Each group will get a piece of a tri-folded sheet of blank paper.
    b. Ask the first student to draw the head for their creature. Then, fold the paper over so that the head is hidden.
    Pass the paper to the second student.
    c. The second student will draw the body of the creature without looking at the head! Fold the paper over so that
    the head and body are hidden. Then, pass the paper to the third student.
    d. The third student will draw the leg of the creature without looking at the head and body of the creature!
    e. Once the creature is complete, unfold the paper and look at their creature together.
    f. Discuss
    - the students’ feeling when they draw the creature
    - how they feel when they saw their friends draw creature?
    - is this task difficult to do?
    Task 2
    a. Give time to students to discuss how is the creature looks like, then repeat a-e from Task 1. Compare their
    work from previous task.
    b. Discuss how the feel after finish Task 2. Which creature is better and more fun to do?

    3) Introduce the concept of Sequence – Sequence: identify the series of steps for a task
    Activity Monster Face Game – Refer Monster Face PDF document (from Computational Thinking in Computer
    Science (CTCS) Workshop)
    Activity Move 100 Steps
    Activity Draw a Triangle

    Change the tip of


    the pencil

    Activity Draw a Square – compare this animation with the “Move 100 steps” task

    Degree = 360 ÷ number of sides


    Eg Square = 360 ÷ 4 = 90
    Hexagon = 360 ÷ 6
    Topic : Scripts (Selection) (Week 6 -8)
    Activity Single Selection

    Activity Dual-Selection
    Script for Fish2

    Script for Diver2


    Activity Conversation between Duck and Cat

    Script for Cat and Duck


    Topic : Scripts (Repetition) (Week 9-11)
    Activity Draw Rectangle, Triangle & Hexagon using Repeat Block – compare with what we have learnt in
    Week 5 (Sequence)
    How to use Repeat Block to draw a polygon?
    Let’s say you want to draw a pentagon (5-sided polygon)

    1) Change the repeat value to 5 (number of sides)


    2) Change the degree value to 72° (360 ÷ number of sides)
    Activity Circle in the Circle

    Activity Football Game


    Find the score (goal) in 30 minutes
    How to record data for score and time
    Script for Cat & Ball-Soccer

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