In this lesson, students will be presented with a project that they will decompose with their partners without having access to its code and without access to a computer. Students will work in teams to recreate the project shown in the following lesson.

In this lesson, students will apply the concept of loops they learned in order to animate their sprites.

This lesson gets students thinking about the many ways computers affect our daily lives. They identify types of computers we use, both familiar and unexpected.
Students encounter people who are computer scientists and hear them talk about their adding computer technology to fashion and other everyday needs and uses.
Students imagine how an everyday object could be used differently if it were “computerized.”

This unplugged activity helps students understand the concept of conditionals through a card game. Conditionals can be used to adjust a program based on specific information.

In this lesson, students will learn how a conditional statement can determine whether specific lines of code will run. Students will continue their Spooky Forest project, adding the ability for the Cat sprite to move when arrow keys are pressed and detect if a sprite touches the edge of the stage (at which point the backdrop will switch).

In this lesson, students will begin working on their first project in Scratch. This lesson focuses on the advantages of using a pseudocode when preparing to create a project in Scratch. This lesson also refers to some difficulty students may have encountered in lesson 3 when they first started to explore Scratch.

Students will debug a Scratch project containing many bugs that they identified in Lesson 8, Debugging Mistakes (unplugged).

Students plan their final working session together, then work in their project groups to make final changes, test their projects, and check their project against the design requirements.
Students reflect on what they want people to understand when they view their cities.

The class discusses expectations for pair and group programming, and how to make students’ collaborative teams work.
The instructor reviews the design requirements for the Build My City project and makes clear the steps that students should take towards the project goals in this working session.
Students begin by remixing the Build My City starter project and have their first working session using Scratch to create their Build My City projects.

Students write code using symbols to produce “graph paper” pixel art, first practicing as a class, then in pairs or groups.
The groups will trade instructions with each other and try following them to draw a picture.
Students get familiar with the concept of “stamping” an image on the page or the screen, and if there is time, students use loops to reduce the complexity of their programs. These concepts will be important in their final coding project at the end of the unit.

This lesson gets students thinking about the ways computer hardware and software affect our daily lives.

Students will be introduced to the 4 basic functions that computers perform and begin to think about the advantages that computers have over humans in taking in input, processing data, and providing output. Students will be asked to identify how humans interface with computers using input and output devices and then invent a new input/output prototype of their choosing.

Students encounter people who are computer scientists, and they learn definitions of computer science.
Students learn the difference between input and output devices, and they creatively invent a new device that combines input and output.

Students explore examples of interactive storytelling, examining their use of expression, emotion, repetition, and context.
Students visit a Scratch Studio of examples of interactive storytelling and see that Scratch is used by students around the world to create interactive stories.
Students reflect on how interactive storytelling is different from other forms of creative expression and reflect on how they might use Scratch to express themselves creatively

Students will be introduced to the Build My City project, which is the final project of the unit. The teacher will present a demo project to students and explain the design requirements and expectations.
Students will review key programming concepts that will be used in their Build My City projects, by looking at the code of an example project.
Students will meet in their project groups and use storyboarding to develop their ideas for their city.

Students encounter the Scratch programming platform for the first time.
They learn how to log in, try out a Scratch tutorial, and have the chance to explore the interface.
Students reflect on what they might wish to create using Scratch, which will be used for their final coding project at the end of the unit.
The overall aim is for students to get a taste for Scratch that sparks their interest and curiosity, so they start to imagine what they might create.

In this lesson, students will begin exploring and creating on Scratch. They learn how to log in, learn about the interface, and explore on their own.
Students will reflect on what they discovered while exploring and how they might wish to create using Scratch.
The overall aim is for students to get a taste for Scratch that sparks their interest and curiosity, so they start to imagine what they might create.

Students share their project to a class Scratch Studio, and then they try out each other’s projects.
Each group provides specific feedback to other groups.
The class discusses how to give constructive feedback, what non-constructive feedback looks like, and how to comment on others’ projects using the Scratch interface.
Students end the session by seeing the feedback from others and reflecting on what they might change or add to their projects.

Students will watch the video Banana, Banana, Meatball to introduce the concept of loops. Afterwards, they will identify loops in song lyrics and perform a deep dive into the importance using loops when programming.

In this unplugged activity, students are introduced to the concept of algorithms. They will use the Computer Programming video from Brainpop to prompt a discussion around giving directions and the value of iteration. Students will then engage by creating their own algorithm to help get their “robot teacher” from point A to point B.