G4LP-8Coding Fundamentals with Scratch

Lesson Plan Computer Science Coding Fundamentals with Scratch Topic- Scratch Introduction Class: Period: Mode: Classroom/Lab Teacher: ____________________________________________________________________________________ Learning Support Assistant: ____________________________________________________________ S.M.A.R.T. Learning Objectives By the end of this session, students will be able to: 1. Understand the building blocks of scratch which are stage, sprite, block palette, and backdrop. 2. Create Scratch scripts using a block palette. Resources 1. video https://www.youtube.com/watch?v=qlf28CAEFBc (till 4.01). 2. Use the eContent to show the animated demos of the lesson. Session Conduction Engage: Revisit what is instruction, programs, and programming language. Discuss how in a Scratch program stack of blocks connects with one another. These blocks of instructions are nicely ordered to perform a specific task. Concept introduction: All actions in scratch are made with scripts. Scripts are what bring backgrounds and sprites to life. Scripts are made up of code blocks stacked together. Scratch provides access to over 100 code blocks. These code blocks are organized into eight categories and are made available on the block palette. These blocks are M=motion, looks, sounds, control, sensing, operators, variables, and events. Concept Demo/Explanation: Launch Scratch and navigate its user interface. Find out the stage, sprite, and various panels from students. Students who have used Scratch before should be able to demonstrate how to adjust the backdrop and sprite Concept

introduction: settings. Ask students how to add diver and whale as sprites in a Scratch project. Use appropriate blocks to turn the shark toward the diver. Using the glide block move the sprite from the position it's currently at to the specified x and y coordinates in a specified amount of time. Concept Practice: Ask students to add an apple as a sprite from the sprite library as a sprite and change its appearance by changing its costume. Create a simple story using motion, look, and sound blocks. Add cat and bird sprites. Make bird fly when cat says “fly bird”. Add the drum sound effect. Optional Activity: Watch the video from the resources section. Practical Application: Complete the lab activities given in the chapter. Home Assignments 1. Revise the topic covered. 2. Practice the interactive exercises in Edusoft Smart App. 3. Solve any additional exercises on playground.edusoft.co.in Guided Assignments Students can visit https://code.tutsplus.com/tutorials/working-with-motion-looks-and- sound-in-scratch--cms-24224 and discuss their findings with the teacher. Evaluation After completing the lesson solve the exercises given in the book.

Lesson Plan Computer Science Coding Fundamentals with Scratch Topic- Event and Decision Making Class: Period: Mode: Classroom/Lab Teacher: ____________________________________________________________________________________ Learning Support Assistant: ____________________________________________________________ S.M.A.R.T. Learning Objectives By the end of this session, students will be able to: 1. Handle events in Scratch scripts. 2. Create decision-making scripts in Scratch. Resources 1. video https://www.youtube.com/watch?v=qlf28CAEFBc (4.01 onwards). 2. Use the eContent to show the animated demos of the lesson. Session Conduction Engage: Ask students to consider the sequences and conditional statements that result in their decision about what to eat if they are hungry. It likely includes steps such as determining how hungry they are, seeing what is available in the fridge, considering whether a parent is cooking a meal, and what they do or don’t have the skill to cook on their own. In our everyday life, we need to perform decision-making between two actions. Even the simplest task like identifying what to wear depends on what’s clean and available, which options are suitable for the weather, what is the occasion, etc. Concept Introduction: Events in computer science are the triggers for making action happen, like selecting the play button on any screen. Events in Scratch are represented by the yellow codes including when the flag is clicked when the sprite is clicked. and when the key is pressed. Decision-making statements allow us to decide the order of execution of specific statements in your program. We can set up a condition and tell to take a particular

action if the condition is met. In case the condition is not met, we can instruct to execute a different block of code. Concept Demo/Explanation: Inquire about how students react when the alarm goes off. When the school bell rings, what happens? What happens when they click on a hyperlink on a web page? An event is an action that occurs as per the user's instruction as input and gives the output in response. Discuss what event blocks are available in Scratch. Use the moving ball example and show how events are added in a Scratch program. Use the Cat and Banana example to explain how Scratch checks for conditions and decides the course of the script. Concept Practice: Make a car move back and forth on a road with left and right key arrows using an event block. Write a script to change the backdrop when the stage is clicked. Write a script to change the size of the sprite when up and down key arrows are pressed. Use and create a questionnaire in which the text \"correct answer\" will be displayed for 2 seconds if the right response is entered, otherwise, the \"incorrect answer\" will be displayed. Optional Activity: Watch the videos from the resources section. Practical Application: Complete the lab activities given in the chapter. Home Assignments 1. Revise the topic covered. 2. Practice the interactive exercises in Edusoft Smart App. 3. Solve any additional exercises on playground.edusoft.co.in Guided Assignments Students can visit https://en.scratch-wiki.info/wiki/If_()_Then,_Else_(block) and https://scratch.mit.edu/starter-projects and discuss their findings with the teacher. Evaluation After completing the lesson solve the exercises given in the book.