Dein Suchergebnis zum Thema: "...<b/""

Pupils will use the design that they have created in Lesson 5 to make a micro:bit-based step counter. First they will review their plans, followed by creating their code. Pupils will test and debug their code, using the emulator and then the physical device. To successfully complete this project, Pupils will need to demonstrate their understanding of all the programming lessons they've had so far.

Pupils will be working at the design level. They will pick out features of a step counter, a piece of technology with which they are likely to be familiar. They will then relate those features to the sensors on a micro:bit. In the main activity, pupils will design the algorithm and program flow for their step counter project.

This lesson will introduce learners to extension blocks in Scratch using the Pen extension. Learners will use the pen down block to draw lines, building on the movement they created for their sprite in Lesson 2. Learners will then decide how to set up their project every time it is run.

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.

In this lesson, learners will be provided with a task: to use selection to control the outcomes in an interactive quiz. They will outline the requirements of the task and use an algorithm to show how they will use selection in the quiz to control the outcomes based on the answer given. Learners will complete their designs by using storyboards to identify the questions that will be asked, and the outcomes for both correct and incorrect answers. To demonstrate their understanding of how they are using selection to control the flow of the program, learners will identify which outcomes will be selected based on given responses.

In this lesson, learners will return to their completed programs and identify ways in which the program can be improved. They will focus on issues where answers similar to those in the condition are given as inputs, and identify ways to avoid such problems. Learners will also consider how the outcomes may change the program for subsequent users, and identify how they can make use of setup to provide all users with the same experience. They will implement their identified improvements by returning to the Scratch programming environment and adding to their programs. They conclude the unit by identifying how they met the requirements of the given task, and identifying the aspects of the program that worked well, those they improved, and areas that could improve further.