During this lesson learners will discover that some blocks in ScratchJr have numbers underneath them. They will learn how to change these values and identify the effect on a block of changing a value.
During this lesson learners will use their project designs from the previous lesson to create their projects on-screen in ScratchJr. They will use their project design, including algorithms created in the previous lesson, to make programs for each of their rocket sprites. They will test whether their algorithms are effective when their programs are run.
In this lesson, learners look at a model project using repetition. They then design their own game based on the model project, producing a design and algorithm for sprites in the game. They share these designs with a partner and have time to make any changes to their design as required.
In this lesson, learners build their games, using the designs they created in lesson 5. They follow their algorithms, fix mistakes and refine designs in their work as they build. They evaluate their work once it is completed, and showcase games at the end.
In this lesson, learners create designs for an animation of the letters in their names. The animation uses repetition to change the costume (appearance) of the sprite. The letter sprites will all animate together when the event block (green flag) is clicked. When they have designed their animations, the learners will program them in Scratch. After programming, learners then evaluate their work, considering how effectively they used repetition in their code.
During this lesson, learners will look at an existing quiz design and think about how this can be realised within the ScratchJr app. They will choose backgrounds and characters for their own quiz projects. Learners will modify a given design sheet and create their own quiz questions in ScratchJr.
During this lesson, learners will be taught how to use the Start on tap and Go to page (Change background) blocks. They will use a predefined design to create an animation based on the seasons. Learners will then be introduced to the task for the next lesson. They will predict what a given algorithm might mean.
In the first lesson, learners look at real-life examples of repetition, and identify which parts of instructions are repeated. Learners then use Scratch, a block-based programming environment, to create shapes using count-controlled loops. They consider what the different values in each loop signify, then use existing code to modify and create new code, and work on reading code and predicting what the output will be once the code is run.
During this lesson, learners will create their own quiz question designs including their own choices of question, artwork, and algorithms. They will increase the number of blocks used within their sequences to create more complex programs.
When I first joined the Raspberry Pi Foundation, over a year ago now, one of my first assignments was to build a weather station around the Raspberry Pi. Thanks to our friends at Oracle (the large US database company), the Foundation received a grant not only to design and build a Raspberry Pi weather station…
As i bought Pi2 (BTW: $55 not $35) i can us my old B in this project.
