Day 1: Introduction to Coding with Scratch

Detailed Lesson Plan

Duration: 6-8 hours (Full Day) Target Audience: DBE Teachers (Mixed Experience Levels) CHPC Integration: See CHPC Scratch Module for additional resources Learning Objectives:

• Understand computational thinking concepts
• Master Scratch interface and basic programming concepts
• Create interactive projects using Scratch
• Develop lesson plans incorporating Scratch

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Morning Session (3-4 hours)

Session 1: Introduction to Computational Thinking (1 hour)

Time: 08:00 - 09:00

Learning Objectives

• Define computational thinking and its four pillars
• Apply computational thinking to solve problems
• Connect computational thinking to DBE curriculum

Activities

Opening (10 minutes)

• Welcome and introductions
• Workshop overview and expectations
• Pre-assessment: “What do you know about coding?”

Computational Thinking Introduction (20 minutes)

• Presentation: What is Computational Thinking?
  • Decomposition: Breaking problems into smaller parts
  • Pattern Recognition: Finding similarities and patterns
  • Abstraction: Focusing on important details, ignoring irrelevant ones
  • Algorithms: Step-by-step instructions to solve problems

Hands-On Activity: Paper-Based Algorithm (20 minutes)

• Activity: “How to Make a Sandwich” Algorithm
  • Teachers write step-by-step instructions
  • Share and discuss: What makes good instructions?
  • Introduce concepts: sequence, precision, clarity
• Extension: “How to Brush Your Teeth” - identify patterns and abstractions

DBE Curriculum Integration (10 minutes)

• Link to Mathematics: Problem-solving, logical reasoning
• Link to Life Skills: Critical thinking, decision-making
• Link to Languages: Clear communication, following instructions

Reflection (10 minutes)

• Quick write: “How can I use computational thinking in my classroom?”
• Share one idea with a partner

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Session 2: Scratch Basics (2-3 hours)

Time: 09:00 - 12:00 (with 15-minute break at 10:30)

Learning Objectives

• Navigate Scratch interface confidently
• Use motion, looks, and sound blocks
• Understand events and control structures
• Create a simple animated story or game

Activities

Scratch Interface Tour (30 minutes)

• Setup: Create Scratch accounts (scratch.mit.edu)
• Interface Components:
  • Stage area (where sprites perform)
  • Sprite list (characters/objects)
  • Blocks palette (coding blocks)
  • Scripts area (where code is built)
  • Costumes and sounds tabs

Hands-On: First Scratch Project (45 minutes)

• Project: “Moving Cat”
  • Make sprite move
  • Add sound
  • Change appearance
  • Use “when green flag clicked” event
• Key Concepts:
  • Blocks snap together
  • Scripts run from top to bottom
  • Events trigger scripts

Break (15 minutes)

Motion and Looks Blocks (45 minutes)

• Activity: “Dancing Sprite”
  • Explore motion blocks (move, turn, go to)
  • Use looks blocks (say, change costume, change size)
  • Combine blocks for complex movements
• Challenge: Make sprite draw a square

Events and Control (45 minutes)

• Events Blocks:
  • When green flag clicked
  • When key pressed
  • When sprite clicked
• Control Blocks:
  • Wait
  • Repeat
  • Forever
• Project: “Interactive Story”
  • Create a story with multiple scenes
  • Use events to trigger scene changes
  • Add user interaction

Lunch Break (12:00 - 13:00)

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Afternoon Session (3-4 hours)

Session 3: Advanced Scratch Concepts (2 hours)

Time: 13:00 - 15:00

Learning Objectives

• Use variables to store information
• Work with lists for multiple data items
• Apply operators and conditions
• Create custom blocks (functions)

Activities

Variables (30 minutes)

• Concept: Variables store information that can change
• Activity: “Score Keeper”
  • Create a variable for score
  • Increase score when sprite is clicked
  • Display score on stage
• Real-world connection: Like a calculator’s memory

Lists (30 minutes)

• Concept: Lists store multiple pieces of information
• Activity: “Shopping List”
  • Create a list
  • Add items to list
  • Display list on stage
• Application: Managing multiple students’ names, scores, etc.

Operators and Conditions (30 minutes)

• Operators: Math operations (+, -, *, /)
• Conditions: If-then, if-then-else blocks
• Activity: “Number Guessing Game”
  • Use operators to calculate
  • Use conditions to check guesses
  • Provide feedback based on conditions

Custom Blocks (30 minutes)

• Concept: Create reusable code blocks
• Activity: “Draw Shapes Function”
  • Create custom block “draw square”
  • Create custom block “draw triangle”
  • Use custom blocks to create patterns
• Pedagogical value: Teaches functions and code reuse

Break (15 minutes)

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Session 4: Scratch for Education (1-2 hours)

Time: 15:15 - 16:30

Learning Objectives

• Understand classroom management strategies for Scratch
• Develop assessment strategies for coding projects
• Use sharing and remixing features
• Create a lesson plan using Scratch

Activities

Classroom Management (20 minutes)

• Strategies:
  • Pair programming (two students, one computer)
  • Project-based learning
  • Peer teaching
  • Showcase sessions
• Discussion: How to manage limited computer access
• Tips: Offline Scratch editor, account management

Assessment Strategies (20 minutes)

• Formative Assessment:
  • Observation during work
  • Quick check-ins
  • Peer review
• Summative Assessment:
  • Project rubrics
  • Reflection journals
  • Portfolio review
• Activity: Review sample rubric (see assessment folder)

Sharing and Remixing (20 minutes)

• Scratch Community:
  • Sharing projects online
  • Remixing others’ projects
  • Giving credit
• Activity: Remix a project and add your own feature
• Safety: Privacy considerations for students

Lesson Plan Creation (30 minutes)

• Template provided (see resources/templates/)
• Activity: Create a lesson plan for your subject/grade
  • Choose a topic from your curriculum
  • Design a Scratch activity
  • Identify learning objectives
  • Plan assessment
• Share: Present lesson plan idea to group

Wrap-up and Reflection (10 minutes)

• Daily Reflection Journal (see supporting-materials/)
• Key Takeaways:
  • What did you learn?
  • What questions do you have?
  • How will you use this tomorrow?

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Materials Needed

Software

• Scratch accounts (scratch.mit.edu) or offline editor
• Internet connection
• Projector/screen for demonstrations

Handouts

• Computational thinking guide
• Scratch interface reference sheet
• Block reference guide
• Lesson plan template
• Assessment rubric

Sample Projects

• Moving Cat (basic)
• Dancing Sprite (motion/looks)
• Interactive Story (events)
• Score Keeper (variables)
• Number Guessing Game (conditions)
• Shape Drawer (custom blocks)

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Differentiation Strategies

For Beginners

• Provide step-by-step screenshots
• Pair with more experienced teacher
• Use simpler projects
• Extra time for exploration

For Advanced Learners

• Challenge extensions
• Create more complex projects
• Help others
• Explore advanced features (cloning, lists, etc.)

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Assessment

Formative (Throughout Day)

• Observation during activities
• Quick check-ins
• Peer sharing
• Question and answer sessions

Summative (End of Day)

• Completed Scratch project
• Lesson plan draft
• Reflection journal entry
• Self-assessment using rubric

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Homework/Preparation for Day 2

1. Complete reflection journal
2. Finish lesson plan draft
3. Explore Scratch community projects
4. Optional: Try cloning or broadcasting in Scratch (preview of Day 2)

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Notes for Facilitators

• Pacing: Adjust based on group needs
• Support: Have helpers available for technical issues
• Encouragement: Celebrate small wins
• Flexibility: Allow time for exploration and questions
• Connection: Always link back to classroom application

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Next Day Preview

Tomorrow we’ll extend our Scratch skills with advanced concepts: cloning, broadcasting, and more complex projects. We’ll also explore how to integrate Scratch across the curriculum (Day 2: Advanced Scratch Programming).