Currently viewing the category: "Programming"

The robot…

1. waits until touched, then moves forwards for 5 seconds.

2. waits until touched, then moves backwards for 5 seconds.

3. waits until touched then goes forwards for 1 s and backwards for 1 s.

4. waits until touched then goes forwards for 1 s and backwards for 1s every time you touch it. (have them put the whole thing in a loop!)

5. waits until touched then goes forwards for 1s and backwards for 1 s over and over (put just the movement bricks in a loop)

6. moves forward until it is touched, then it stops.

7. moves forward until touched, then stops, then starts again when touched, over and over. (like an on/off switch)

8. moves forward until touched, then wiggles/slithers forward, then stops when touched again






Name of Activity Intro to Scratch
Author STOMP
Keywords Scratch, Programming, User Input
Subject Non-LEGO
Grade Level 4, 5, 6
Time 2 Hours Total
Brief Description Students learn basic programming concepts with Scratch, including giving a sprite instructions and having a sprite respond to user input.
Lesson Objectives: – Students are introduced to the Scratch block interface
– Students learn basic motion blocks, including glide, move __ steps, and change x or y
– In the second half of the lesson students get the sprite to move using user input instead of basic instructions
Materials Needed: Computers, preferably one for each student.
Preparation and Set Up: None
Necessary Background None
Procedure If students have never seen programming before, it may be a good idea to start with human robot to get them used to the idea. Another good intro game is to set up the floor space as an xy plane with positive and negative axes. Then do a “simon says” type game where you tell the students coordinate pairs and have them go to the approximate location on the floor. This can be a good way to get them used to the idea of the Cartesian plane if they’ve never seen it before. Show the students an example of a sprite moving to the four corners, and write on the board the blocks they’ll need. Then let the students explore the program a little with this goal in mind until they figure out a way to do it (there are multiple right ways). In the second hour have them move the sprite again, this time using key presses or mouse clicks. Key presses are the easiest, using the when ___ key pressed block under the events section.
Extensions: Challenge the students by asking them to try moving the sprite two or three different ways.

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