California Career and Technical Education Standards

• IT.D.D2.1 Know the fundamentals of programming languages and concepts.

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.6 Demonstrate use of sophisticated learning tools by following technical direction...2

• Let's Scratch - Hooks / Set

  Start the lesson by having the word SCRATCH on the board.  Have the students go to their e-mail and send you what they know about SCRATCH.  Open up several e-mails and read them to the class.  Now ask the students to name all the languages they can think of and have a student record responses in word on the projector screen and add Scratch to the list. 

  Alternate to e-mail:  Students open word and or their electronic journal.

  Although responses will vary there will be programming languages and foreign languages.  Compare and contrast a foreign language to a programming language.  Explain what various languages accomplish.  

   
• Scratch in the News - Demo / Modeling

  Pass out the work sheet Scratch #1.  Show the video to the entire class on the projector and pause the video after each question.  Rewind the video to have the students check their answers. 

  • Scratch in the News (WMV) [ Watch Video ] [ Download Original Video ] This video uses the news media to provide an incentive to learn scratch and the ease of use.
  • Scratch_ Worksheet No_1.pdf [ Download ] This is a handout for the students created as a PDF.
  • Scratch_worksheet_No_1_Key.pdf [ Download ] This is the answer key for Worksheet #1 Key created as a PDF.
  • Scratch Worksheet #1.docx [ Download ] This is a handout for the students created in Word 2007
  • Scratch worksheet #1 KEY.docx [ Download ] This is the answer key for Worksheet #1 Key created in Word 2007
• Inside Scratch - Demo / Modeling

  Have students watch the Video Programming with Scratch Part I.  Have the students identify basic scratch elements by filling in the blanks on Lesson #1 worksheet. Review the answers with the students. 

  • Programming in Scratch Part 1 (WMV) [ Watch Video ] [ Download Original Video ] This video gives students a tour of the basic design elements using Scratch
• Take a Look! Scratch - Demo / Modeling

  Have students locate the Scratch program and run it.  Open up the sample programs:  1) Spinner:  Spinner might be good program in a group setting to decide who goes first.  2)  Music & Dance:  Create a fun animation.  Now give the students time to explore example programs.  Give students the opportunity to discuss and share the examples.

    
• Ready Set- Let's Program using Scratch - Guided Practice

  Have the students watch the  following Videos and while they are watching direct them  pause the video and create the program in Scratch:  Scratch Intro  Facilitorial, Rainbow Fish, Whirling Butterfly, & Beat it.  Let the students know you will be signing off their worksheet as they complete each program but in the event you are helping other students they should proceed to the next program.   After completing the basic programs students can now go back and make additions

  • Scratch Intro Facilitorial (Length 9:04) [ Watch Video ] [ Download Original Video ] This video shows several student made examples then at the point the students see the leading sprite which is a cat the students will open up the live Scratch program and follow along.
  • Rainbow Fish (Length 1:00) [ Watch Video ] [ Download Original Video ] The students will follow along in Scratch while watching this video.
  • Whirling Butterfly (Length 1:41) [ Watch Video ] [ Download Original Video ] The students will follow along in Scratch while watching this video.
  • Beat It (Length 1:43) [ Watch Video ] [ Download Original Video ] The students will follow along in Scratch while watching this video and as the name implies the students will have the opportunity to add a beat/ sound.
• Final 5 - Closure

  Have students wrap up all headphone and put in storage location.  Have the students pick up a small piece of recycled paper and sit back down.  The students will put their name on the paper with the answer to the board question.  Write on the board:  What is scratch and where was it developed?  This is their pass out of class as you stand at the door and collect it when the bell rings.

  Alternative:  Have students e-mail the response or add to an electronic porfolio on daily activities.

   

• Teacher_Notes.pdf [ Download ]
• Getting Started with Scratch [ Download ] From MIT Media Lab